Lesson video

Hello everybody, it is me miss McCartney, and it is wonderful to see you today.

We are going to be completing a shared write, to make sure that we really understand how to make a problem matter in our story.

We are going to be writing about the section.

When our chick is on the owl's back in the air for the first time.

I'm really excited to get started.

For our lesson today, you will need a piece of paper or something to write on, a pencil or something to write with and your wonderful creative brain.

You will also need your chicks thought bubbles that we created together in lesson six of unit seven.

If you need to go and collect any of those things, pause your video now.

Fantastic, let's have a little look at what we will be learning today.

We are going to look at how would you solve the problem? So we are going to play a little game together.

Then we are going to do a stair plan to help us to think about what events are going to happen in today's writing.

We are going to create a shared write together and then edit our writing just like a real author.

Okay, let's recap first, our problem two.

Now problem number two, miss McCartney wrote, I can't even open my eyes.

My tummy feels as though it has been left on the ground.

What if I fall? I really can't fly.

I have never been so terrified.

I want to get down.

Now! I would like you to have a look at your thought bubble for problem two.

So pause your video and have a little look at your thought bubble.

Excellent, I can see some children who actually look like they've turned into chicks because they are putting themselves into the chick shoes and thinking about what the chick would think so brilliantly.

We are now going to think about how we could solve the problem.

That in our story, that chick has a big problem, because he is very confused about who he is and he feels as though he might not flip along.

So my question to you is if you could go into the story and solve the chick's problem, what would you do? Pause your video now and have a little think about what you would do.

I would love to hear some of your ideas.

Can you move a bit closer and whisper them to me? Okay, so I had somebody say that they would go into the story as an eagle and speak to the chick and explain that perhaps he is a bit like an eagle, but he's also like a chicken too.

And he doesn't have to choose.

That would be such a great solution to the problem.

I also had another really creative idea.

This learner said they would go into the story and they would teach the chickens how to fly.

They would take some wings that they had knitted and they would sew them to the chicks so they could fly along with our eagle chick.

I love that idea.

That is a really creative idea.

Fantastic everybody, let's get started with our stair plan.

We are now going to create a stair plan.

Now this plan is really useful when thinking about how we are going to sequence our events instead of getting stuck and just writing about one.

So I would like you to pause your video now and draw your four steps and label them one, two, three, and four.

Fantastic, so let's think about the first thing that happens.

Now, the first thing that must happen is that the chick must get up on to the owl back.

Now I would like you to think about how your chick is going to get on the owl.

I'm going to say, the owl picked up the chick gently.

I've chosen the adverb gently to show that he did it with kindness.

Maybe your chick gets onto the owl's back himself.

Can you pause your video now and write down.

How does your check get unto the owl's back? Fantastic, let's have a little think about what happens next.

After the owl has picked up the chick gently, I am going to say my chick closes his eyes because he feels dizzy.

Perhaps your chick might actually look out over the whole world.

Pause your video now to write down the second part in this problem.

Brilliant, so step number one, the owl picks up the check gently.

Step number two, the chick closes his eyes because he feels dizzy.

Now, step number three.

I'm going to ask a rhetorical question.

I am going to say what if I can never find my way home? I would be very worried that I would not be able to remember where my home is.

What are you going to write for step number three? Pause your video now to have a little think.

Okay, so let's recap.

The owl picks up the chick.

The chick closes his eyes cause he's really dizzy.

Then he starts to think about what if I can never get home? On my final box, I am going to say the chick wonders.

I remember how to spell wonders by saying wonders, the chick wonders, cause it sounds like wonders, but it's got an o.

The chick wonders what would happen if he tried to fly? He tried to fly.

Can you pause your video now and write down your fourth step in this problem? Fantastic, so now I am going to get ready to start my shared writing.

And I am going to have my plan beside me to remind me of the journey.

We are now going to write together about our second part of our problem.

Now I have written my problem toolkit here.

so that when I am writing, I can look at it to help me.

Remember in our problem toolkit, we have difficulty, consequences.

What might happen, thoughts and feelings and learning for the world.

Pause your video now to write down your toolkits.

Excellent, let's get started.

I'm just going to have a look back at my stair plan and remind myself of the first step.

The owl picked up the chick gently.

So I'm going to start my sentence with some action picking.

P-I-C-K-ING, P-I-C-KING up, picking up the chick picking up the chick gently, the owl decided to show to show the chick who he really was.

Can you pause the video and write down at the side to remind you, what action are you going to start your second problem with.

Brilliant, now I'm going to give myself a little tick for learning for the world.

Because as my reader reads this, they are going to think, do they agree with the owls actions or do they disagree? I've just noticed that my decided looks like an I and I need to turn it into an E.

Decided.

Okay, I am now going to use a front adverbial to mark time.

I am going to write after a few seconds, you might say seconds later, or you might choose another fronted adverbial to mark time.

Can you pause your video now and write down your fronted adverbial to mark time.

Fantastic, when we use a fronted adverbial, we need to use a comma after it.

So after a few seconds, I'm going to show the chicks, thoughts, and feelings.

Now, after a few seconds, the chick closed his eyes tightly tightly tightly.

And I'm going to explain that a bit more with a subordinating conjunction.

Because he felt very dizzy.

Okay, and I need my full stop at the end of my sentence, I would like you to show your chick's thoughts and feelings now.

And write it down at the side to remind you.

Oops.

Pause your video now.

Excellent, I heard somebody say that the chick snuggled into the owl's fur.

I really liked that he was getting some comfort.

Now I'm going to tick my thoughts and feelings cause I have shown that the chick is a little bit scared.

I'm now going to ask rhetorical question.

I'm going to write.

What would happen if the chick was lost forever.

And I'm going to write that question so that my reader starts to think about the consequences.

Pause your video now and write down your rhetorical question.

Brilliant, so I'm going to get started writing.

What would happen, I'm going to change it a little bit now that I thought a bit more deeply.

What would happen if became lost and never went home.

I think if I was flying through the sky for the first time, I'd get a bit worried.

If I would be able to find my way back.

Fantastic learning everybody.

What would happen if the chick became lost and never went home? I'm going to give myself a little tick for consequences.

I'm now going to think a little bit more about the chicks feelings.

And I'm going to think about another what if question? So my question is going to be, what would happen if he just tried to flap his wings? Pause your video now to write down your rhetorical question.

Remember we are not going to answer the question.

We are just asking the question to help a reader to think about the chicks, thoughts and feelings.

Pause your video now.

Okay, I'm going to say what if the chick just tried to flap flap his wings wings.

Now remember to, is not a word that we can sound out.

It is a tricky word.

Otherwise I would say to all, but the word is to.

Okay, now I am going to read through my work.

Picking up the check gently.

I really liked my action.

The owl decided to show the chick who he really was.

Well, I'm going to give myself a tick for difficulty because I am also introducing the difficult problem of the chick.

Not really knowing who he is.

After a few seconds, there's my fronted adverbial marked with the comma.

The chick closed his eyes tightly because he felt very dizzy.

I wonder how your chick is going to feel in your writing.

What would happen if the chick became lost and never went home? What if the chick just tried to flap his wings? I am super happy with my piece of writing.

It is now time for you to pause the video.

And go and complete your writing.

I would love to see some of your wonderful writing.

Can you hold it up to the screen now so that I can have a little look? Wow, I am so impressed with the learners that have really developed their problem, because that will help your reader to learn about the world.

And that is what creating a problem that matters is all about.

Well done.

I would now like you to edit your writing, please check through and make sure you have included all of your punctuation in the right place.

You need to then make sure that your work makes sense.

Read your work aloud to me on the screen, if you would like, because sometimes reading our work out loud, helps us to find our mistakes.

You then need to check your work against your problem toolkit.

So make sure you are checking for difficulty, consequences, thoughts, and feelings, and learning for the world.

Pause your video now to edit your work.

Super effort everybody.

I am so impressed.

I am going to give you a round of applause.

You can give yourself a round of applause as well.

I would love to see some of your wonderful writing.

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 soon for our next writing session.