Lesson video

Hello, everyone.

My name is Mrs. Riley, and today we are going to be doing some grammar learning together.

So I hope you are ready to learn something new and exciting that's going to be so useful in your writing.

Let's get started.

The outcome of today's lesson is to stretch a simple sentence with so and that subordination.

Here are our keywords today.

So these words are going to be really important in our lesson.

Don't worry if you're not sure what any of them mean because we're going to talk about them a lot as the lesson goes on.

But for now, let's just practise saying these words out loud.

I'm going to say each one and then I'd like you to repeat it back to me.

So make sure you are sitting up straight and you've got your loud speaking voices ready.

Here we go.

Joining word.

Detail.

Result.

Stretch.

Complex sentence.

Okay, well done.

So in today's lesson, we are going to first stretch with so.

First of all, let's listen to some sentences.

I'll take an umbrella.

Turn on the lights quickly.

Cats have large, bulbous eyes.

I will check the timetable.

These are all complete ideas.

They all make complete sense.

These are simple sentences.

What are they? Well done.

That's right, they are simple sentences.

They're complete ideas that all make complete sense.

Let's look at those sentences again.

I'll take an umbrella.

Turn on the lights quickly.

Cats have large, bulbous eyes.

If your eyes are bulbous, they're almost bulging.

I will check the timetable.

Let's try to stretch these first ideas with a joining word.

Are you ready? As I do this stretching, see if you might be able to notice what my joining word is.

I'll take an umbrella so that I don't get wet.

Turn on the lights quickly so we can read a story.

Cats have large, bulbous eyes so they can see in the dark.

I will check the timetable so I don't miss my bus.

Can you identify the joining word we have used to stretch my first ideas? Have some thinking time.

Perhaps you might be looking or scanning.

Perhaps you might be pointing.

Maybe you are whispering to a partner or someone that you think you found the joining word.

So the joining word is so.

Let's have a look.

I'll take an umbrella so I don't get wet.

Turn on the lights quickly so we can read a story.

Cats have large, bulbous eyes so they can see in the dark.

I will check the timetable so I don't miss my bus.

So or so that is a new type of joining word.

It stretches the sentence by giving a result to the first idea in the sentence.

If you carry out the first idea, the second idea will be the result.

For example, you read your book each day.

You read your book each day so that you improve.

The second part is the result if you do the first part.

You read your book each day so that you will improve.

We turn on the heater so, hmm, what do you think that the answer might be, what the second part could be? We turn on the heater so that or so, have some thinking time.

We turn on the heater so.

Let's have a look.

So the room warms up.

That is the result if we turn the heater on.

So let's check what we've just learned.

The joining word so is A, for giving conditions.

B, for giving a reason.

C, for giving a result.

Or D, for giving a timeframe.

Have a think.

This is quite tricky.

So take some time to think about it.

Think about what we've just learned.

Think about that example that we just looked at.

We turn on the heater so it warms up.

Hmm, what is that? Is that a condition? Is that a reason? Is it a result? Or is it a timeframe? Pause the video while you think about the answer.

Okay, so the correct answer is it is for giving a result.

If you got the answer for giving a reason, I can see why you would've written that or said that as your answer, because we turn on the heater so it warms up, that is also a reason.

But specifically when we are thinking about so or so that, it is for giving a result.

So here are some more examples of so being used to stretch a sentence by giving a result to that first idea.

Bats make high-pitched sounds so they can detect, which means find, insects.

That is the result.

They can find, detect insects if they make that high-pitched sound.

Aisha finished her home learning early so she could go outside.

I set my alarm clock so I won't be late for school tomorrow.

Can you spot the joining word so? Can you identify it? Where is it? Perhaps you could point.

Can I see some pointing fingers? Can I see some pointing? Oh yes I can.

I think I can see that you've found so in each of those complex sentences.

Sentences that have been stretched using so are called complex sentences, just like I said.

So let's practise saying complex sentence, your turn.

Well done.

The second stretched idea depends on the first idea to make sense.

He wore a warm coat so he wouldn't get cold outside.

The first idea is strong.

It makes sense on its own.

He wore a warm coat.

There's our strong idea that can make sense on its own.

The second idea is weak.

It does not make sense on its own.

So he wouldn't get cold outside.

That doesn't make sense by itself.

It depends on the first idea in order to make sense.

Here's another example.

I put on sun cream.

There's my strong idea that makes sense on its own.

So my skin does not get burnt.

That's my second idea that depends on the first idea in order to make sense.

True or false? So I don't get lost.

This idea is strong.

It makes sense on its own.

Is this true or false? What do you think? Pause the video now.

Well done.

This is false.

I can't say so I don't get lost.

That doesn't make sense.

I could put it with a main idea to make it make sense.

So I could say I took my map with me, I take my map with me so I don't get lost.

Now it makes sense.

But I can't just say so I don't get lost.

That doesn't make sense on its own.

Look at this sentence.

Sam wore a hat.

I want you to see how many different ways you can stretch this sentence using so.

You might want to just say your sentences out loud.

You might want to take turns with a partner.

Whatever you do though, take this main idea, Sam wore a hat, and stretch it using so.

Off you go.

Pause the video so you have some time to do this.

Okay, let's look at some examples you could have said.

Sam wore a hat so his hair did not get wet in the rain.

That's a sensible reason to wear a hat.

Sam wore a hat so his face was protected from the sun.

Sam wore a hat so he would look stylish when he went out.

Sam wore a hat so his ears didn't get cold.

Remember, these stretched ideas do not make sense when they're on their own.

They're dependent on the first idea, Sam wore a hat, to make sense.

It's time for your first task of today.

I would like you to stretch these ideas with so.

Remember, so gives a result to the first idea in the sentence.

This is a talk task.

So we're not writing anything down, we are just practising using the word so by talking.

So here are the first ideas, those strong ideas that make sense on their own.

I will take a map.

I tidied my room.

They wear boots.

For each of these ideas, I would like you to first say the idea, I will take a map so, and then you can complete the sentence.

You might use so, or you might use so that.

Remember, we're stretching this idea and we are giving a result to the first idea.

Pause the video now while you complete this task.

Well done.

I heard lots of great ideas.

Let's look at some examples of what you could have said.

I will take a map so I don't get lost.

I tidied my room so I could find my favourite toy.

They wear boots so their feet will not get muddy in the park.

Let's look at our second learning cycle, stretching with that.

So a reminder that a complex sentence, which is one of our keywords, contains one idea that makes sense on its own and another idea that depends on the first idea.

We worked extra hard, there's our strong idea that makes sense on its own, so we could pass the maths test.

So we could pass the maths test, that doesn't make sense on its own, but it does make sense if we pair it up with our main idea.

We worked extra hard so we could pass the maths test.

The first idea in this sentence has been stretched by the joining word so.

The second idea in the sentence depends on the first idea because it does not make sense on its own.

If we take away that first idea and our sentence just said so we could pass the maths test, we can see that that doesn't make sense on its own.

Let's check what we've just learned.

Which of these ideas are dependent on another idea to make sense? Is it A, because it is dark outside? Is it B, we went to France when it was the summer holiday? Is it C, so we have time to play? Or D, let's go to the playground.

Remember, the question is, which of these ideas are dependent on another idea to make sense? That means they don't make sense by themselves.

Pause the video now.

Okay, well done.

So the ideas that are dependent on another idea to make sense are A, because it is dark outside.

C, so we have time to play.

The other two ideas make sense on their own.

We went to France when it was the summer holiday and let's go to the playground.

For those to be complete sentences though, the first one would be a complex sentence because it's got when, and the second one would be a simple sentence.

We would have to have a capital letter and a full stop.

They're not dependent on another idea.

They can make sense on their own.

Right, listen to these sentences.

Let's just do a quick reminder to sit up straight.

Maybe some of you're slouching a little bit.

I always start slouching when I'm nearly coming towards the end of the lesson.

So let's just sit up straight.

Maybe take a deep breath in.

Right, listen to these sentences.

The dog had black eyes because looked like lumps of coal.

Hmm, I don't know if that sounds right.

Let's try another one.

You are wearing mittens if keep your hands warm.

What are these sentences? Let's try another.

Here are my shoes so I wear when it rains.

That doesn't sound right either.

Look at that snow when it's falling outside.

They sound a little bit confused, don't they? They sound almost like the BFG, the Big Friendly Giant who gets a bit muddled with his words have written these sentences.

So what do you notice? What do you notice? Can you spot what's wrong with them? The dog had black eyes.

That sounds okay.

Looked like lumps of coal.

Okay, let's look at the joining word because.

The dog had black eyes because looked like lumps of coal.

It just doesn't fit, does it? These sentences do not flow.

We need a different joining word in order to make sense.

Because, if, so, and when, these are all amazing joining words and we've learnt them.

We've learnt that we can make complex sentences with them, which is amazing, but they don't work in these sentences.

So we can't just put any joining word in any sentence and expect it to sound right.

Otherwise we might sound a bit like the BFG, the Big Friendly Giant.

So we have already learned these joining words, because, when, if, and so.

Let's see whether they work in this sentence.

The dog had black eyes, hmm, looked like lumps of coal.

Right, let's try.

The dog had black eyes because looked like lumps of coal.

No, that doesn't sound right.

The dog had black eyes when looked like lumps of coal.

Doesn't sound right either, does it? The dog had black eyes if looked like lumps of coal.

No, still not there.

The dog had black eyes so looked like lumps of coal.

Well, I don't know what to do because none of the joining words we've learned have worked in my sentence.

I wonder if you can think of another joining word, another word that might fit better here.

The dog had black eyes, hmm, looked like lumps of coal.

Maybe you are shouting the answer to me.

So these joining words do not work.

We need another joining word.

The new joining word is that.

Is that what you were shouting, some of you? So the dog had black eyes that looked like lumps of coal.

Finally, my sentence makes sense.

Joining with that forms a complex sentence.

We use the joining word that to stretch a first idea by giving more detail about it.

We know the dog has black eyes, but now we have more information that describes the eyes in a little bit more detail.

If I was going to close my eyes and someone was reading a story to me and they said the dog had black eyes, I'd think, okay, I'm picturing a dog with black eyes.

But if they said the dog had black eyes that looked like lumps of coal, I can create a much better image in my head.

So true or false? True or false? The joining word that gives more detail about the first idea in a complex sentence.

Pause the video now.

Well done.

It is true.

The joining word that gives more detail about the first idea in a complex sentence.

Let's look at the joining word that in some more sentences.

You are wearing mittens that keep your hands warm.

Ah.

This sentence has been stretched by that to give us more detail about the mittens.

Here are my shoes that I wear when it rains.

Adding to the sentence with that has given us more detail about the shoes.

Let's look at that in some more sentences, stretching the first idea with more detail.

Alex wore a red coat that kept him cosy in the cold weather.

If the reader had just said, if the writer, sorry, had just said Alex wore a red coat, I might picture it just being a very thin waterproof coat.

But now I've got that extra detail that kept him cosy in the cold weather.

I can picture a great, big, snuggly, maybe like a big puffer coat.

Sofia sat under a tree.

Okay, I am trying to picture that.

A little girl, Sofia, under a tree, that shaded her from the sun.

Ah, now I can picture that it's a lovely sunny day and if it's shading her, I'm imagining it's probably got lots of leaves and foliage on, because if it was just bare branches, it probably wouldn't provide much shade.

So just from that extra bit of detail, I can really create a picture in my head and that is why that is such a useful joining word.

I read a book.

Okay, can't picture that much.

I read a book that taught me all about the oceans.

Oh, okay.

Well, now I know it's a non-fiction book.

It's an information text, and it teaches you all about the oceans.

That detail really helps me to know more about the book.

That joins a second idea that gives more detail to the first idea.

These are all complex sentences because the second idea in the sentence depends on the first idea to make sense.

So all of these sentences that we've learned about which have a joining word, because, so, that, if, they all have this first main idea that makes sense on its own, and then they have an extra bit of idea, a second idea which depends on the first idea to make sense.

That is what defines a complex sentence.

So let's choose the first idea that works best to fill this gap.

Hmm, that I made for my lunch.

So we've got the second part, the part that doesn't make sense on its own, that I made for my lunch, it doesn't make sense.

And we need to choose the main idea that it's going to go with.

So is the main idea: we visited the zoo, here is a sandwich, or Jun ran to school? If you are not sure, say the main idea with the second idea, starting with the joining word that, and try and hear what sounds right.

Pause the video now.

Well done.

The correct answer is: here is a sandwich that I made for my lunch.

It doesn't make sense to say we visited the zoo that I made for my lunch or Jun ran to school that I made for my lunch.

But we can say, here is a sandwich that I made for my lunch.

Read these simple sentences.

That means they're about one idea.

His mouth was full of strawberries.

Imagine a mouth full of juicy strawberries.

We visited a farm.

Imagine a farm.

Sam ate an apple.

Now just like before, I'm starting to get a picture in my head.

His mouth was full of strawberries.

We visited a farm.

Sam ate an apple.

I think we can add more detail.

So can you use the joining word that to stretch each idea to form a complex sentence? This is going to be a talk task.

So we're not writing, we are just talking.

For example, I might say, his mouth was full of strawberries that, and then I'm not actually going to give you any ideas because I want you to come up with your own, because I know you have so many brilliant ideas.

So pause the video now and try and complete each of these sentences, stretching it using the word that.

Off you go.

Well done.

Here are some examples of what you might have said.

His mouth was full of strawberries that were picked this morning.

Oh, lovely.

Fresh strawberries.

We visited a farm that had horses, pigs and chickens.

Ah, I can picture the farm much better now I've had that detail.

Sam ate an apple.

What kind of apple? Was it rotten? Was it delicious? I don't know.

Ah, that was sweet and crunchy.

That detail was really helpful for me to imagine that apple that Sam was eating.

It's time for your second task of today's lesson.

You are going to first read these first ideas, the ideas that make sense on their own.

There is a bakery.

This is a sweater.

Those are flowers.

Choose one and use that to stretch the first idea by adding more detail.

Think about how you can help me to picture it.

There is a bakery that, tell me more about it.

This is a sweater that, tell me more.

Those are flowers that, tell me more.

Remember, you are only picking one of these first ideas to write your complex sentence.

You must use the joining word that.

Make sure you say your sentence before you try to write it down.

And once you've written it, go back and read it to check for any mistakes.

I always find that really helpful.

So pause the video now while you complete this task.

Well done.

You should feel very proud of yourselves.

You've just written a complex sentence.

Well done.

Here are some examples of what you could have written.

There is a bakery that makes delicious chocolate chip cookies.

Oh, that's making my tummy rumble.

This is a sweater that my grandma kindly knitted.

Oh, that's a useful bit of detail.

Now I know much more about the sweater.

Those are flowers.

Okay, I don't know much about them.

Those are flowers that grew quickly in our garden.

Oh, lovely.

So well done for writing your own complex sentence.

We today have learned two new joining words, and I think they're going to be very helpful.

Let's summarise what we've learned today.

We've learnt so and that are types of joining word.

So stretches the first idea in a sentence to give a result to the first idea.

For example, I brush my teeth every day so that they stay clean.

That is the result if I brush them every day.

We learned the second joining word that.

That again stretches the first idea in a sentence to give more detail about the first idea.

It really helps our reader to picture things in more detail.

When we stretch the first idea, the strong first idea with so or that, we create a second idea that depends on the first idea.

Using so or that to stretch a first idea makes or forms a complex sentence.

So you now have got lots of different ways of writing a complex sentence.

I hope you feel really proud of yourselves.

You've worked so hard today and you've learned two really useful new joining words and you've got a great skill that you can use in your writing.

I hope you use it maybe in your writing this week.

See you all soon.

Bye.