Lesson video

Hello everybody, it is me Ms. McCartney, and I am super excited to learn with you today.

We are going to be writing the second part of our recycled story and we are going to be focusing on the problem.

We will be using our problem toolkit to make sure that we create a problem that really matters for our reader and help them with their learning about the world.

Let's 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 storytelling brain.

You will also need our boxing up plan that we created together in lesson six of unit eight, that will really help you with your writing.

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

Excellent.

Let's get started and have a look at what we're going to be learning about today.

We are going to start with a spelling activity.

Then we are going to look at something called prepositions of place and you will find out what that means very soon.

We are going to complete our shared write together and then edit our writing just like real authors.

Let's get started with our spelling.

Today, we are going to be adding the suffix -less to our root words.

Now, when we add the suffix -less, it changes the word meaning, it changes the word from a noun to an adjective.

Unless means without.

So let's have a look at that in a little bit more detail.

I have got the root word and noun hope.

When I add my suffix -less, I get that adjective hopeless.

My turn, your turn, hopeless, your turn.

Brilliant, and hopeless means without hope.

Let's have a look at another example, we have got the noun fear, and if I add my suffix -less, I get the word, can you whisper what you think it might be, brilliant! Fearless and the less of fearless means without.

So we have now got a word that means without fear.

Fantastic.

We have got the noun help and if I add my suffix -less, I get the word, shout it at me, brilliant, helpless which means without hope.

I have turned my noun into an adjective.

Let's have a look at our last example.

I have got the word use.

That word is a noun.

If I add my suffix -less, I get the word useless, which means without use.

Now I am going to hand the learning over to you so that you can practise using our adjectives that have the suffix -less in some sentences.

Can you use the adjectives that we have created in three sentences.

Ms. McCartney's example is when the baby shark couldn't play the game, he felt helpless.

Okay, so, your adjectives are hopeless, fearless, useless and helpless.

Pause your video now to create your three sentences about your character.

Brilliant.

I would love to hear some of your sentences with your adjectives using the suffix -less.

Could you whisper your favourite sentence to me now? Oh, I had one of our learners say at the end of the story when their character felt like they belonged to their family and their new friends, they felt fearless.

Well done, I'm sending everybody some shine for their wonderful sentences, brilliant work.

We are now going to look at using prepositions of place.

A preposition is a word or phrase that tells you where something is in relation to something else.

My turn, your turn with the words.

Under, your turn.

Amongst, your turn.

Against, your turn.

Opposite, your turn.

To the left, your turn.

Beside, your turn.

So I would like you to think about the problem in your story now and plan some sentences using our prepositions.

Ms. McCartney will give you an example.

I could use the preposition, opposite to describe where the baby shark was playing in relation to her brother.

The baby shark swam opposite her brother.

I would now like you to choose three prepositions and create three sentences for your story.

You just need to say them to the screen.

You do not need to write them down.

Pause your video now to say your sentences with your prepositions.

Fantastic.

Let's listen to some of your sentences.

Come a little bit closer and whisper your favourite sentence to me.

Hmm.

Fantastic.

One of our learners said, my animal was hiding amongst the seaweed.

What a fantastic use of a preposition.

I'm sending you some stories, sending shine as a celebration.

We are now going to write the second section of our recycled story and that is the part where we first encounter the big problem.

We are now going to shed light, the second part of our story.

And that is where our character encounters a problem.

So I would like you to write your problem toolkit at the side.

Difficulty, consequences, what if, thoughts and feelings and learning for the world.

Pause your video now to write down your toolkits.

Brilliant.

Now I would like you to get your boxing up plan and have a little look at your problem, section number two.

Now I am going to read through my summary to remind myself what happens in this section.

Can you pause your video now and read your summary.

Excellent, let's get started.

Okay, I am going to start with a preposition of place.

Now, my baby shark, who is actually a fish is going to play with her brothers and sisters.

So, I am going to say that she is going to play behind, that is my preposition comparing one place to another, behind the cave.

Can you pause your video now and write down your preposition of place.

Brilliant, let's get started with our writing.

I'm really excited.

Capital letter for the start of my sentence.

Behind the cave.

Cave is a split digraph.

Cave, behind the cave the baby shark played, that is a past tense there, that is irregular because it has the -ed suffix.

Behind the cave the baby shark played the, pebble catching game with her, instead of saying brothers and sisters, I'm going to use the word siblings and that refers to have brothers and sisters.

Behind the cave the baby shark played the pebble catching game with her siblings.

However, on here, I am going to introduce my difficulty.

However, she noticed.

Now, in my story, she notices she doesn't, there's a contraction there.

My apostrophe is replacing my O in does not, she doesn't have sharp teeth.

I would like you to pause your video and write down what your character notices.

Brilliant, let's carry on.

However, she noticed that she didn't have sharp teeth.

However, she noticed that she didn't have sharp teeth to hold the pebbles.

Oh, no, poor baby shark, who is really a fish.

I'm going to give myself a tick for difficulty.

And I'm going to think about her thoughts and feelings now by asking a rhetorical question.

I I'm going to write, when will her teeth grow? I would like you to pause your video and write down the rhetorical question that you would like your reader to consider.

Fantastic, I'm just going to read over my work.

Behind the cave the baby shark played the pebble catching game with her siblings.

However, she noticed that she didn't have sharp teeth to hold the pebbles.

When will her teeth grow? When will her teeth grow? So I'm giving an insight into her thoughts and feelings.

Okay, fantastic.

I'm going to write, she also noticed that she wasn't, another contraction, as big or fast.

Fast is a common exception word.

It's very tricky because we can't sound it out.

So we just need to learn it.

She also noticed that she wasn't as big or fast, okay.

Now, I am going to write about the starfish talking to her.

I'm going to say, as the starfish floated, a regular past tense verb cause it's got -ed.

As the starfish floated by, it started to, now I am going to use the word snigger instead of laugh.

What word are you going to use? Pause your video now to write down your word.

Okay, as the starfish floated by, it started to snigger.

I'm going to say snigger and use the coordinating conjunction, and, to extend my sentence, snigger and point.

Okay.

You, I'm starting my speech so I'm using an inverted coma.

You, are not a shark, you are a fish.

And I'm going to use an exclamation mark because my starfish shouts it.

You are not a shark, you are a fish! Shouted the starfish.

Just going to use a hyphen to join my words together because starfish is one word.

You are a starfish.

Okay, now, I'm going to summarise what the starfish said.

The starfish, told the baby shark to, hmm, now in my story, the starfish told the baby shark to swim with fish.

Pause your video now, what does your character tell your main character to do? Brilliant, let's continue.

The starfish told the baby shark to try to swim with a school of fish.

I'm going to add a bit more detail.

He said, if the fish don't, another contraction with my apostrophe.

He said, if the fish don't run away, he said, if the fish don't run away, then the baby, I'm running out of space, then the baby shark would, tricky word, would know she, oh, I'm going to have to squeeze it in, she was really a fish.

Okay, fantastic.

I'm now going to read through my work.

Behind the cave, the baby shark played the pebble catching game with her siblings.

However, she noticed that she didn't have sharp teeth to hold the pebbles.

So I've ticked my difficulty.

When will her teeth grow? And I have tipped her thoughts and feelings.

She also noticed that she wasn't as big or fast.

As the starfish floated by it started to snigger and point.

I'm going to give myself another tick for thoughts and feelings, because I'm showing the thoughts and feelings of the starfish.

You are not a shark, you are a fish! Shouted the starfish.

The starfish told the baby shark to try to swim with a school of fish.

He said, if the fish don't run away, then the baby shark would know she was really a fish.

So I have started to think about my consequences.

So I'm going to give myself a big tick.

Okay, I would now like you to write the problem of your story, focusing on your toolkit.

Now I haven't ticked learning for the world because I think that it's going to be more important at the end of my story than I do the rest of my writing.

I cannot wait to read your writing.

I was watching and I could see some learners concentrating and writing so well.

I would love you to hold your writing up to the screen so that I can have a little look.

Can you do that now? Our learners have made the difficulty really obvious in our story, so that our reader or our listener can follow the story really well.

Well done.

It is now time to edit our writing and this is a really, really important stage.

So the first thing I would like you to do is check for your punctuation.

Is it in the right place? And have you missed any? Secondly, I would like you to read your work out loud, either to me on the screen or to a teddy and make sure that it makes sense.

Then you need to review your problem toolkit.

You need to think about the difficulty, the consequences, the thoughts and feelings and the learning for the world.

In my example, I didn't take learning for the world because I think I'm going to focus on that in the rest of my writing of my recycled story.

So you don't have to include everything from your toolkit.

But make sure you have included what you think you need.

Pause your video now to edit your writing.

Fantastic, everybody.

I am going to give you a marshmallow clap and that means you're going to pretend you have a marshmallow, and you are going to clap like this, and you're going to pretend you are squishing it from all angles.

You can give yourself a marshmallow clap too.

Fantastic.

I would love to see some of your writing.

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

I cannot wait to see you soon so that we can get on with the third section of our writing.