Lesson video

Hello, it is me Miss McCartney.

How are you today? Excellent, I am hoping that you are really excited about our lesson, because we are going to do a shared write together.

And we are really going to think about how we can craft a problem that matters.

Today, we are thinking about the phoneme that makes the sound, "al", but it is spelled a little bit differently.

It is spelled A-L.

Let's have a look at our words.

My turn, your turn, calf, your turn.

Calm, your turn.

Half, your turn.

Fantastic everybody, really good pronunciation.

Today, we are going to be thinking as the chick and I would like you to create a speech bubble using one of our words.

Miss McCartney's example is, I feel like only half of my body is hanging onto the owl.

So when the chick is riding on the owl's back.

I would like you to use the words, calf, calm or half to create your own speech bubble based on what the chick might say.

Pause your video now to complete your task.

Fantastic, can you whisper some of your sentences to me, so that I can hear which words you have used with the "al" phoneme, but with the A-L spelling, whisper now.

Excellent sentences, I heard someone say, as the chick, I am so far from being calm.

Fantastic, okay, let's move on to think about some questions that our chick might ask himself now.

We are going to look at some rhetorical questions and today we are going to be writing the part of the problem where the owl starts laughing at the chick and says, "You're not a chicken, you are an eagle." And I want us to think about what questions would the chick ask himself in his head? So they don't need an answer.

It is just questions that the chick is thinking about himself.

So, we have got the question words, why, where, who, how and what.

So, I am going to give you two examples.

I am going to start with the question.

Why is the owl saying this? I thought he was friend.

Why is the owl saying this? I thought he was my friend.

That's my first question.

My second question, I am going to say, how did I get into the chicken family if I'm an eagle? How did I get into the chicken family if I am an eagle? I would like you to pause your video now and write down two rhetorical questions that you think the chick would ask himself when the owl is laughing at him.

Pause your video now.

Fantastic questions everybody.

I saw lots of people starting with a question word and using a question mark at the end, you are super.

Can you whisper your favourite question that you wrote down to me now.

Ooh, I heard some really great questions.

I heard the question, what will my family say? So if the chick is really an eagle, he might be thinking, what will my family say? He might also be thinking, who am I going to live with now? Can I still live with the chickens or do I have to go and live with the eagles? The chick has lots of problems and questions running through his head and we are going to craft the problem in our shared write now, to make a problem that really matters for our reader.

Fantastic everybody, we are going to create a problem that matters today.

And before we do that, I would like you to write down the features that we will use in our writing to create a problem that matters.

They are difficulty, consequences, thoughts and feelings, learning for the world.

Pause your video now to write down your toolkit.

Excellent, it is really good to have our toolkit, because it can help to remind us of the features whilst we are writing.

Now today, we are going to introduce the difficulty first.

I am going to think about when the chick noticed he was different.

So I'm going to start with a subordinating conjunction, as, and I'm going to write, as the ch-I-ck, as the chick waddled, w-a-ddled, as the chick waddled, he noticed, as the chick waddled, he noticed.

I would like you to think about what did he notice that was different about himself.

I am going to write, he noticed he was taller than the other chicks.

Pause your video now to write down your idea for how the chick noticed he was different.

Okay, as the chick Waddled, is my subordinating clause, so I need a comma.

As the chick waddled, he noticed that he was taller than the other chickens, ch-I-ck-ens, chickens.

So I have started to introduce my difficulty.

As the chick waddled, he noticed that he was taller than the other chickens.

Now, I'm going to introduce the owl.

So I am going to say, He spotted the, and I am now going to use two adjectives to describe my chicken, to describe my owl, sorry.

So I'm going to have a grey, fluffy owl.

Those are my two adjectives.

Can you pause your video now and write down your two adjectives to describe the owl.

Fantastic, so he spotted the g-r-ey, he spotted the grey, fluffy owl.

Okay, where did he spot him? I'm going to say he spotted the grey, fluffy owl out of the corner of h-is, his eye.

Now eye is a tricky word.

We just need to remember how to spell it.

I always remember it by thinking that the Y is a nose and the Es are too ears.

So he spotted the grey, fluffy owl out of the corner of his eye.

Now, think what does the owl do when he spots the chick? Can you whisper to your screen? Fantastic, he starts laughing.

So I am going say, I'm just going straight into what owl says.

The owl is going to say, "I'm," and I need my inverted commas for my speech.

"I'm laughing because you.

." Now, my owl is going to say, "You walk and talk like a chicken, "but you are an eagle." What is your owl going to say? Pause your video now to write down your idea.

"I'm laughing because you walk and talk" "like, l-ike a chicken, but you are eagle." Okay, how do I think that the owl says this.

I think the owl says, how does he say, "I'm laughing because you walk and talk like a chicken," "but you are an eagle." I think he sniggers, so I'm going to write sniggered.

Can you pause your video now and write down how your owl communicates? "I'm laughing because you walk and talk like a chicken," "but you are an eagle," sniggered the owl.

Okay, all right, I'm going to start now to think about the chick's thoughts and feelings.

How does your chick feel? My chick is going to feel confused.

Your chick might feel relieved that somebody has noticed he is different.

It is up to you.

Pause your video now and write down how your chick feels.

Okay, I'm going to start my sentence with action.

Feeling confused, the chick s-t-arted, started to worry.

My chick is starting to worry, so I can give myself a tick for thoughts and feelings.

I am now going to think about the consequences.

I am going to use one of my rhetorical questions that we planned at the beginning of today's lesson.

I am going to say, if he were an eagle, why did he live with chickens? And that is a question, so I need a question mark.

If he were an eagle, why did he live with chickens? I have started to think about my consequences, because I have asked this question and it means that my reader is going to start thinking about what might happen next.

I am also going to think about my learning for the world now.

So, if he were an eagle, why did he live with chickens? I am then, my idea is, he had always wondered if he, he always wondered if he truly belonged.

So I am thinking about the bigger issue of him feeling like he doesn't belong sometimes.

And that is something that the world can really think about and learn from.

Can you pause your video now and write down what you think your big idea of how the world can learn from your story.

Brilliant, I am going to read my writing now to check, to make sure it makes sense.

As the chick waddled, he noticed that he was taller than the other chickens.

He spotted the grey, fluffy owl out of the corner of his eye.

Fantastic, "I'm laughing because you walk and talk" "like a chicken, but you are an eagle," sniggered the owl.

I really like my reporting clause, sniggered.

Feeling confused, the chick started to worry.

If he were an eagle, why did he live with chickens? He had always wondered if he truly belonged.

I am really, really happy with my piece of writing.

I would like you to pause the video and craft your problem that matters.

I would love to see some of your writing before we start editing.

So could you hold your writing up to the screen, so that I can have a little look? Wow, I can see rhetorical questions.

I can see people really, really highlighting the difficulty that the chick faces.

Well done, we now need to edit our writing.

This is a really important step, because when we are thinking really hard and getting all the bad ideas down on the page, sometimes we make mistakes and everybody makes mistakes.

The first thing I want you to check is your punctuation.

Have you got your full stops and capital letters? You can also see some other examples of punctuation that you might have used on my screen.

So check you have got them in the right place.

Secondly, I would like you to read through your work and make sure it makes sense.

Sometimes we write words twice, we miss out words or we forget our spellings, so have a really good check through.

Then I want you to check that you have really followed our toolkit for making a problem matter.

So check that you have got your difficulty, that you have started to guide your reader to thinking about the consequences.

What might happen next? Have you talked about the chick's thoughts and feelings? And finally, when you read your work, do you think your reader will be out to learn something about the world? Pause your video now to edit your writing.

Great job everybody.

Today, we are going to give ourselves some crown shine.

So you can pretend to be a king or a queen.

I'm going to be a King and you have got a pretend crown and you are shining and celebrating your wonderful minds.

Well done everybody.

Let's finish our learning today with a deep thinking question.

Our story has a problem that really matters and that means that as a listener or reader, we can ask really big questions about the world.

Now my question to you is, if you think you know who somebody really is, should you tell them? If you think you know who somebody really is, should you tell them? Now there isn't a right or wrong answer.

I would like you to think about our story and what you have learned and you can also think about experiences that you've had in your life.

Pause the video now to have a think? Okay, I would love to hear some of your answers.

Can you whisper them to me? Ooh, I heard somebody say, if you are friends with somebody, then you could have a conversation about who they really are, but maybe you need to be friends first, so that you don't hurt their feelings.

That's an interesting idea.

I heard somebody else say that actually, maybe you don't need to say anything.

It is up to that person to explain who they are if they want to.

Those are two really interesting ideas.

You have done such a wonderful job today.

Well done everybody.

If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging @OakNational and @TeachTMcCartney #LearnwithOak.

I will see you really soon.