Lesson video

Hello everyone.

My name is Mr. Brown and I'm here with your English lesson for today.

And we are going to be generating, generating descriptive vocabulary to describe the setting of the animation "Lucky Dip".

We are going to be describing where the story takes place.

That's the setting.

So, we've got lots to do today.

Let's get started.

The outcome for today's lesson is: I can generate vocabulary to describe the setting of the story.

"Lucky Dip".

The keywords we will use for our lesson today are: vocabulary, setting, expanded noun phrase, and senses.

Let's say those together.

My turn, then your turn.

Vocabulary, setting, expanded noun phrase.

Well done.

That was a big one.

And the last one, senses.

Amazing.

Well done.

You'll see those words throughout our lesson today.

Okay.

Lesson outline: We are gonna start by focusing on generating vocabulary based on sight and sound.

Then we will move our learning on to vocabulary based on touch and smell.

So we are using the animated story, "Lucky Dip" as inspiration for our fiction writing.

Fiction stories can take place anywhere because they are not real.

The writer can use their imagination to create a setting for the story.

A setting is where the story takes place.

Very important.

Let me say that one more time.

A setting is where the story takes place.

True or false? A setting is where the story takes place.

Is that true or is that false? Pause the video and decide now.

Welcome back.

So a setting is where the story takes place is absolutely true.

Well done if you said true.

A setting must be described in as much detail as possible to help the reader clearly picture in their mind the setting.

They need to be able to picture it in their mind.

So describing it in as much detail as you possibly can is a great way to be able to do that.

Can you picture the setting being described here? I'm going to describe a setting for you.

Your job is to try and work out what setting I'm describing.

"Leafy, green trees grew in all directions.

Shards of bright sunlight shot their way through gaps between the lush leaves.

The sound of insects and birds filled the humid, warm air.

Spiky-leaved plants covered the damp floor." What setting am I describing there? Take a moment to think.

If you'd like to, you can pause the video and have a discussion with the person next to you about what do you think that setting is and how you know.

Okay.

Let's see if you were right.

Well done if you worked out successfully that I was describing a jungle.

A jungle, of course, Leafy, green trees growing in all direction.

Shards of sunlight coming through in a jungle.

There's so much greenery that you can just see shards of lights coming through the gaps between the leaves.

The sound of insects, birds, and the warm, humid air.

And of course those spiky-leaved plants covering the damp floor.

A jungle would probably be quite damp.

So well done if you spotted that.

Okay, I would now like you to watch this clip from the opening of the animation "Lucky Dip".

As you watch, pay special attention to the setting, where the story takes place so you can answer these questions: What was the setting and how do you know? Your job is to tell me what was the setting and how do you know? So now please watch this clip from the opening of the animation "Lucky Dip".

(gentle chiming music) (sign flutters in breeze) (seagull crying) (whirling funfair music) (birds chirping brightly) (wind whistling) (crisp packet rustles in breeze) (wind howling) (deck chair leg joints creaking) (footsteps padding eagerly) Welcome back, everyone.

I hope you enjoyed that clip from the opening where you were looking in detail at the setting.

So can you answer these questions? What was the setting and how do you know? You may want to pause the video and have a chat with the person next to you about the answer to these two questions.

If you'd like to do that, you can do that now.

Okay, let's take a look.

So what was the setting? The setting of the animation "Lucky Dip" is the seaside.

So how did you know? The seaside is the name for an area where the land meets the sea.

It is usually has a beach that is made from sand or stones.

And you can see in that that picture from the opening that there is a beach and there's a sea, there's a beach joining onto a sea, and there's also a funfair, a pier.

These are things that we would find at the seaside.

True or false? The setting of the animation "Lucky Dip" is on a farm.

Is that true or false? Pause the video and decide now.

Welcome back, everyone.

Let's see if you were right.

The setting of the animation "Lucky Dip" is on a farm.

Well, that's false.

It is not on a farm.

It's set at the.

Tell me.

Seaside, exactly.

Well done.

To describe a setting to the reader, a writer will try to include as much descriptive vocabulary as possible.

Remember, we are trying to put something that is in our heads, in the heads of the reader.

You have a setting in your mind.

You have words to be able to try and put that picture in the minds of your readers.

To do this, they may choose to use their senses to imagine what it would be like to be in this setting.

They would include what a person could see, hear, smell, and feel if they were in this setting.

We'll be using our senses to generate descriptive vocabulary in today's lesson.

So we have our senses.

What you can see, hear, smell, feel, they are your senses.

When a writer is describing something, they will often use lots of expanded noun phrases.

That's one of our keywords, expanded noun phrases.

An expanded noun phrase is a group of words with no verb that adds detail to a noun.

It can contain two adjectives separated by a comma.

For example, golden, soft sand.

That's an example of an expanded noun phrase.

To make an expanded noun phrase, you may wish to first think of an important noun that you want to describe.

Once you have that noun in your head, next you generate adjectives to describe that noun.

You may generate lots of adjectives to describe that noun.

Then finally, you could choose the two most descriptive adjectives and list them before the noun with a comma between.

Let's check your understanding.

An expanded noun phrase may contain two adjectives and a.

Ooh, what is it? Two adjectives and a verb, A, B: noun, or C: adverb? Pause the video and decide A, B or C now.

Welcome back, everyone.

So an expanded noun phrase may contain two adjectives and a noun.

Well done if you said B: noun.

We have our two adjectives separated by a comma and the noun after them.

The adjectives are describing what the noun is like.

We are going to complete a senses map, and you can see that on the screen there, it's a senses map which we'll complete with expanded noun phrases to describe the setting in "Lucky Dip".

And you can see there's four parts to our senses map.

One for things that you can see, one's for things that you would be able to hear if you were in that setting.

One's for things that you could touch and feel, and then a box at the bottom right corner for things that you could smell.

This section is what can be seen, what can be heard, what can be felt, and what could be smelt in the setting.

Let's first generate some expanded noun phrases for what can be seen at the seaside.

So I've included some images for you to look at there.

Some are snippets from, or stills, I should say, from "Lucky Dip", and some are some images from real-life beaches and some are some cartoons that you can see.

So what can you see? Look in detail each of those pictures and try and pick out some of the nouns that you can see at the seaside.

For example, there's the sea.

So you might describe the sea as: something, comma something sea.

They will be your adjectives: adjective, comma, adjective noun.

You could also see golden, soft sand, adjective, comma, adjective noun: golden, adjective, comma, adjective, soft and then noun, sand.

So I'm going to stop there before I show you a few more examples and give you a chance.

So have a chat with the person next to you.

Think about what you can see and try and put two adjectives before those nouns.

So find the nouns first, might be deckchair, might be waves, might be arcade.

Then decide on two adjectives that you could use to describe those precisely.

Pause the video and work with your talk partner now.

Welcome back.

How did you get on? Let's have a look at a few more examples from myself and see if there's any of these that you had on your list.

So we had golden, soft sand, shimmering, comma, turquoise sea.

So shimmering is a way to describe when light is kind of bouncing off something in different directions.

And turquoise is the colour that's, it's not blue, it's not green, it's kind of in between.

And sometimes the sea can look like that.

Shimmering, turquoise sea, white, foaming waves.

So describing all those bubbles that you see where a wave breaks, it looks a bit like foam.

So white, foaming waves, long, wooden pier and colourful, lively funfair.

Well done if you had any of those on your list, and I'm sure you had lots more too.

So you can put those now into your senses map.

I've given my examples.

You can use those or you can put your own in as well.

So why don't you take a moment now to pause and make sure that the "see" box, the sight box of your senses map is completed with some expanded noun phrases.

So pause the video and have a go at that now.

Welcome back, everyone.

Okay, so let's move on.

And this time it's a task for you.

You are going to be generating vocabulary to describe the setting of "Lucky Dip" by focusing on what can be heard.

So what can be heard in that setting? If you were standing there in the middle of the seaside, what would you be able to hear? Create expanded noun phrases to add onto your senses map for the sound section.

Do this by trying to imagine what nouns you would be able to hear if you were in this setting.

And then adding two adjectives before to describe the sound.

So the noun is the thing that's making the sound or the sound that you can hear and the adjectives will describe that sound.

You can use these nouns as a starting point if you wish: waves, you'd be able to hear the waves.

Laughter, you'd be able to hear laughter, it might be coming from the funfair, it might be coming from people playing on the beach or in the sea.

Seagulls, of course, anyone that's been to the seaside will know that unmistakable sound of seagulls.

Your job would be to find two adjectives to describe that sound.

And then you've created an expanded noun phrase.

So, it's over to you.

Pause the video and generate vocabulary to describe the setting by focusing on what can be heard.

Good luck.

Off you go.

Pause the video now.

Welcome back.

How did you get on? Did you follow the adjective, comma, adjective noun pattern that we've been focusing on? Let's have a look at some examples.

Loud, comma, crashing waves.

Joyful, excited laughter.

That's a great way to describe the laughter.

It's full of joy and happiness and people are excited to be playing on the beach.

Squawking, piercing.

So it's so loud that it's piercing through your ear almost.

Seagull's calls.

So it's the seagull's calls that you can actually hear.

Cheerful, comma, catchy music.

So the music is catchy.

It helps, it stays in your head because it's so catchy, which helps you to remember it.

And howling, bellowing wind.

Lots of people could describe the wind as howling because it makes almost a howl sound that you would compare to like a wolf.

Howling, bellowing tells me how loud it is, wind.

Well done if you've got any of these, but I'm sure you had lots of your own ideas too.

These are now, hopefully on your senses map.

Let's move on to generating vocabulary based on touch and smell.

Now we have completed two sections of our senses map, we need to complete the touch and smell sections.

So we have got the sight section and the hearing section.

It's now touch and smell.

A writer can also describe what sensations can be felt in a setting.

This would be the touch section.

These can be things that can be felt by touching with a hand or felt with other parts of the body, such as the face.

For example, a person may feel the wind blowing against their face.

That's something you can feel or the sand with their hands and toes.

So you can feel the sand underneath your feet or in your hands.

Let's check your understanding.

True or false? A writer can describe things that can be felt by touching with a hand or felt with other parts of the body, such as the face.

So we might not think of the face as something that you use to touch things with or feel, but maybe you can.

True or false? A writer can describe things that can be felt by touching with a hand or felt with other parts of the body, such as the face.

Is that true or false? Pause the video and decide now.

Welcome back.

Let's see if you were right.

So the correct answer is true.

A writer can describe things that can be felt with touching by the hand, the obvious one, but also other parts of the face.

You can feel other parts of your body such as the face.

You can feel the wind on your face.

You could feel rain on your face.

You could feel sand even on your face.

You might have touched some sand on your hand and you've got some on your face.

So it's not just what you can feel with your hand.

If you've never been to the seaside before, it may be difficult to begin describing what you might feel if you were there.

So I'd like you to watch the start of the animation again and focus on what the characters might be able to feel.

If you've not been to the seaside before, you will need to look closely at the clip from the start of the animation and focus on what the characters might be able to feel.

What are they touching with their hands? What might they be able to feel on their face or underneath their feet? So let's do it.

Let's watch a clip from the opening of the animation, focusing on the setting and what the characters might be able to feel.

(gentle chiming music) (sign flutters in breeze) (seagull crying) (whirling funfair music) (birds chirping brightly) (wind whistling) (crisp packet rustles in breeze) (wind howling) (deck chair leg joints creaking) (footsteps padding eagerly) Welcome back.

So hopefully that's been helpful.

Let's start by generating vocabulary based around touch by using the weather.

So the weather can be a good starting point when we're thinking about touch.

Did you notice what the weather was like in the setting? Hmm.

You can use that still picture to be able to have a think.

What was the weather like? Sometimes it helps me to think about what the characters were wearing so that I know what the weather was like and the characters were mostly wrapped up in scarfs and coats.

So that tells me that the weather was cold, perhaps windy.

It was windy.

This is a common weather condition at the seaside.

Wind is our noun, but what adjectives could we use to describe the wind? So if you have been to the seaside, you'll probably know that wind is a common weather condition.

The wind blows in off the sea and you can feel it a lot.

It can be quite strong.

So here is the list of adjectives that we can use to describe the wind: Icy.

Have you ever been outside and it's not been too cold? But then suddenly, the wind comes at you and it feels very cold.

The wind is icy.

Cold, chilly, biting.

So sometimes we describe the wind as biting because it can feel like, almost like it's biting us because it's so strong and so cold.

You can say that's a biting wind.

Relentless.

I love this word.

Relentless means that it just keeps going, it doesn't stop.

It's windy and there's more wind and there's more wind.

Relentless.

Gusty.

So it's a gust of wind is a way that you could describe the wind.

Gusty.

Blustery.

Often a blustery day is a windy day.

Strong.

Sometimes the wind can just be plain strong.

It's the writer's job to choose the two most precise adjectives that fit the setting.

So the setting for one story might be completely different to another.

They might both have wind, but adjectives that describe that particular wind precisely might be different.

Which two would you choose and why? Which two would you choose to describe the wind in the setting for "Lucky Dip" and why? Hmm.

Have a think.

If you'd like to, you can pause the lesson, pause the video and have a chat with the person next to you.

Okay, let's have a look.

Something, comma, something wind.

What did you choose? I'm really interested to find out.

If you haven't said it out loud, you can do that now.

Choose the two adjectives and say it out loud.

Something, comma, something wind.

Off you go.

Interesting.

Okay, shall I share mine with you? Okay, I'm gonna go for chilly, comma, blustery wind, chilly, comma, blustery wind.

I feel that chilly describes, you know, it wasn't snowing at the seaside.

People were in hats and coats and scarfs, but I don't know whether icy would be too far.

So I went for chilly.

Cold, but not necessarily as cold as icy or biting; and blustery because I felt like, because I noticed some of the flags.

I think there was some bunting in the setting, which are those little triangular flags.

They were moving around.

It just seemed there was a blustery-ness to the setting.

There was a lot of wind, which I felt blustery would work well.

So blustery, chilly wind.

Let's generate some more expanded noun phrases for what can be felt at the seaside.

So again, look at these images and try and think about what you would be able to feel if you were standing there.

What could you feel? Take a moment now, talk to the person next to you.

What could you feel if you were standing there right now? Off you go.

Okay.

What could you feel? So how about blustery, icy wind? You could feel the wind; or old, splintered pier.

If you were to touch that pier, it looks very old, and wood when it gets old, perhaps if it's not looked after, might become quite splintered.

So bits of sharp wood sticking out.

They're called splinters.

So old, splintered pier; soft, grainy sand; warm, woollen coat.

Of course, she, the little girl is in this setting.

How would her coat feel? How would it feel on her? And cold, splashing waves.

Let's put those into our senses map, which leaves us with just one section left, the section on what you could smell, which is your practise task.

I would like you to generate vocabulary to describe the setting of "Lucky Dip" by focusing on what can be smelt.

Create an expanded noun phrase, or lots of expanded noun phrases rather, to add onto your senses map for the smell section.

Do this by trying to imagine what nouns you would be able to smell if you were in the setting.

And then adding two adjectives before to describe the smell.

It may be helpful to use the phrase, "the smell of" to help you.

So the smell of something, something fish; the smell of something, something donuts.

For example, the smell of scaly, comma, slippery fish.

You can use these nouns as a starting point if you wish.

Air, fish, candyfloss.

So the seaside, the air even has a smell to it.

What do you think that air might smell of? Fish? Of course, if the sea is there, then you will be able to smell fish and candyfloss, that delicious pink candyfloss.

What might you describe that? How would that smell? Okay, over to you.

Noses at the ready.

I would like you to generate expanded noun phrases for the things that you could smell in our setting.

Pause the video and have a go now.

And welcome back.

Let's see how you got on.

So some of the examples you may have used: fresh, salty sea air.

Fresh and salty.

The salt from the sea can be in the air and you can feel it almost on your skin.

And you can smell it.

Fresh, salty sea air.

Potent, which means very strong smelling, slimy fish; delicious, steaming fish and chips; sugary, warm donuts; sweet, pink candyfloss.

And here they are in our completed senses map.

Let's summarise the learning that we've done today.

A setting is where the story takes place.

We can use the senses to describe a setting.

To describe a setting to the reader, a writer will try to include as much descriptive vocabulary as possible.

An expanded noun phrase contains two adjectives, separated by a comma, listed to describe a noun.

Brilliant work today.

You have submerged yourself in the setting, which is the seaside, and generated so much vocabulary that you can use when you are writing, yourself.

Well done.

I will see you again very soon.