Lesson video

Storytelling superstars, 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, I know you have that already.

If you need to go and collect anything, pause your video now.

Excellent, let's take a little look at what we will be learning today.

We are going to start with a spelling activity, then we are going to recap the problem of our story and use some key words to explain it really eloquently.

We are then going to create some ideas together to help us form a new story.

And we will take our ideas and form a plot matrix.

Let's get started with our spelling, today, we are going to be learning about contractions, my turn, contractions, your turn , fantastic.

And contractions are shortened versions of words that we use informally.

So we might use them when we are talking to our friends or perhaps when we are writing a story, but we wouldn't use them if we were writing a formal important letter.

Contractions have apostrophes that show where a letter or letters would be, if the words were written in full.

Let have a look at what that looks like.

I have got the root word, did, and the antonym of did is did not.

Antonym means the opposite.

And the contraction of did not is didn't, that is the shortened informal word.

Okay, I would like you to have a look at the word didn't and point to where the o is missing, and the apostrophe is, pause your video now, and point.

Fantastic, you found the apostrophe that has replaced the o.

Let's have a look at another example, we have got the root word does, and the antonym, the opposite of does is, does not, fantastic.

I would like you now to whisper to your screen, if you have an idea about what the contraction of does not might be, whisper to your screen.

Fantastic, I had some learners say, doesn't.

Which letter has my apostrophe replaced? Pause your video now and have a little look.

Brilliant, after three, can you shout out the letter that the apostrophe has replaced? One, two, three, fantastic, it has replaced the letter o again, we are going to have a look at some more examples now, I have the root word, has, and the antonym, has not.

What might my contraction of has not be? You whisper it to your screen.

Brilliant, hasn't.

And again, the apostrophe has replaced the letter o.

Lets have a look at our final example, we have the word, had an antonym of had is had not.

Whisper to your screen what do you think the shortened version, the contraction of had not might be? Whisper now.

Fantastic, hadn't.

What letter has the apostrophe replaced this time? Pause your video now and have a little think.

Brilliant, I can see lots of learners making the letter O.

So all of our contractions today have something in common, they have an apostrophe that replaces the letter o.

Now that isn't always the case, but it is the case for our words today, I am super impressed with all of our learners who are talking really clearly to the screen and pointing to the missing letter, well done.

Now I am going to hand over the learning to you.

How do you create three contractions in three sentences about our story? Miss McCartney's example is, The chick hasn't ever met an eagle before.

You have got the words hasn't, didn't, hadn't and doesn't.

Pause your video now to create your three contractions in your three sentences.

Excellent, I could see such wonderful learning.

Can you whisper your favourite sentence that you have written to me now? Fantastic, somebody used a contraction and talks about the problem in our story.

They said the chick didn't know who he really was.

Great learning, everybody.

I'm really excited to move on and generate some ideas about our story.

Before we generate our new ideas, we need to make sure we thoroughly understand our original problem in our story, "The eagle who thought he was a chicken" Well done, so what I would like you to do, I am going to read out some words and we are going to do my turn, your turn, and then you're going to use them to describe our problem.

My turn, your turn, different, your turn, eagle, your turn, chicken, your turn, belonging, your turn, identity, your turn.

Self-belief, your turn, confidence, your turn, home, your turn, family, your turn.

Fantastic, so I am going to show you a model of what I would like you to do, using the words on the screen.

Okay, I'm going to start with, in our story, there was an eagle chick, but he felt very different.

And he did not know if he really belonged to his family.

He didn't have much self-belief or confidence because he didn't think he could fly.

But actually he realised that he found his true identity when he did believe in himself and he found out he was an eagle.

But that didn't matter because he could still live at home with his chicken family and be an eagle, but be loved by all the chickens.

He found out who he really was and that actually it's okay to be different.

So I wonder if you spotted any of the words that I used, you did, fantastic.

It is now your turn.

I would like you to use those words, to explain the problem, really eloquently using our words.

Pause the story, pause the video now to explain the problem in our story.

It was so wonderful listening to all of you explaining your problem.

You have done such a great job.

Shall we work together to generate some new ideas now? I can't wait.

We are now going to work together to generate some new ideas for our recycled story.

We are going to start by creating a new main character.

And this will be an animal that thinks they are another animal and therefore they have a problem.

Let me give you some of my examples.

You could have a baby fish who thinks they're a baby shark, but the problem is they cannot gnash their teeth.

They cannot bite down with their teeth because the fish doesn't have any teeth.

You could have a cat who thinks they are a dog because they live with a family of dogs.

But the problem is that cat just cannot bark, oh no! Or, you could have a deer that lives with a family of giraffes, but the deer's problem is they cannot reach up and eat the nice juicy leaves at the top of the tree because their neck is not long enough.

I wonder what your idea is going to be.

I would like you to think about an animal that thinks they are something else and have a little think about their problem.

Pause your video now to have a little think.

Excellent, I heard one of our learners say that their character is a tortoise but the tortoise thinks they are a turtle.

However, they cannot swim in the sea because tortoises cannot swim in the sea What a great problem.

Let's move on now to a story matrix.

We use a story matrix to bring our story to life.

It helps us to formulate our ideas, to create a whole story.

So I have got the words where? ,who?, problem?, solution?, ending? and most importantly, the learning.

I would like you to draw six boxes on your page and have those words written in each box.

Pause your video now to draw your story matrix.

Brilliant, let's get started.

In Miss McCartney's story, she is going to have a baby fish who thinks they are a shark, but they cannot gnash their teeth.

So Miss McCartney's story is going to take place under the sea and I have drawn a picture of under the sea.

Pause your video now and draw where your story is set.

Brilliant, I can see some wonderful drawings of houses, forests, beaches and lots of other wonderful settings.

Great job let's have a look at our next box.

Our next box is Who?, now Miss McCartney's main character is a baby fish, but he thinks he is a shark.

There is also the shark family that he lives with and the starfish.

Now the starfish is going to be the character who says, "you're not a shark, you're a fish." So you need three groups of characters.

You need your animal, their family and another animal who is going to tell them "you're not that animal you're actually this animal".

Pause your video now to think about who is in your story.

Excellent learning everybody can you hold up your characters so I can see your drawings.

Wow! We have got some true artists learning with us today, great job everybody.

Let's have a look at box number three.

Now in my story, the problem is the baby fish thinks they are a shark, but they don't have sharp, sharp teeth.

So they cannot gnash their teeth.

That is Miss McCartney's problem.

Pause your video now to draw your problem.

Excellent, I heard somebody say in that story, they have a fox, but the fox thinks he is a wolf.

However, the problem is the fox cannot howl like a Wolf, what a great problem.

Let's have a look at the next stage of our story.

We need a solution , in my story, the baby fish who thinks he is a shark decides to see if he's really a fish by finding some friends to swim with and actually they liked swimming with him.

So my solution is that my baby fish finds some other fish to swim with, what is your solution? Pause your video now to draw your solution.

Fantastic, can you whisper some of your ideas to me about your solutions.

Excellent, so the learner who had a tortoise that thought he was a turtle that couldn't swim, he tried to swim a little bit in the sea, but he could not.

So therefore he knew that he really was a tortoise.

Fantastic, let's have a look at our ending now, the ending of my story is the baby fish is now swimming and friends with the other fish but, his shark family still love him.

You can see one of the sharks saying, "we love you." What is the ending of your story going to be? Pause your video now to draw your ending.

Brilliant, so the tortoise who thought he was a turtle the turtle family then make him a little boat so that he can swim with them in the sea, what a great ending, great job, everybody.

And finally I think this is the most important part of our story and it is the learning, because if we have a problem that really matters, it helps our listener or our reader to learn.

So in the end my baby fish says, "I'm a fish and a shark, I belong to the fish family and the shark family." What is the learning in your story? Pause your video now to draw it.

I am going to give you some wonderful storytelling shine, and I would like you to give yourself some shine to make yourself feel all warm and fuzzy because you have done such a great job at changing the story, recycling the story to make it your own, well done, that is super.

Okay I now have a challenge task for you now if you could invent yourself as a new animal, who would you be and why? You have got the sentence stem I would be a/an because Miss McCartney's example is I would be a dolphin because I would love to swim in the sea and jump out onto the surface so that I could feel the warm sun all over me.

Pause your video now to think about what animal you would be.

Excellent, can you come a bit closer and whisper what animal you would be.

Brilliant, I had someone say that they would like to be a snake so that they could wriggle around all day I really like that side there.

You have done such a wonderful job today 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.