Lesson video

Hello everyone.

It's great to see you and welcome to your English lesson.

My name is Mr. Brown and I will be your teacher.

And today we're going to be planning.

We're going to be planning the opening of the animation, the "Lucky Dip".

So, let's get planning.

The outcome for today's lesson is I can plan the opening of "Lucky Dip".

The key words we use are ambitious vocabulary and planning.

Let's say this together.

My turn and then your turn.

Ambitious Vocabulary.

Planning.

Very good.

So planning the opening of "Lucky Dip".

We will start by preparing to plan and then move on to writing the plan.

"Lucky Dip" can be structured like this.

With an opening, a buildup, a climax, and a resolution.

In this lesson, we are planning the opening.

This is a story staircase.

It breaks up a story into four different parts.

We are focusing on the opening.

The purpose of the opening is to do these things.

Introduce the main characters, and introduce the setting.

The opening needs to let the reader know where the story takes place and who the main characters are.

Let's check our understanding.

True or false? The purpose of the opening is to introduce the setting and main characters.

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

Welcome back.

Let's see if you got the right answer.

I'm sure you did.

The purpose of the opening is to introduce the setting of main characters is absolutely true.

Well done.

That is the purpose of the opening, which is the section we are focusing on in this lesson.

So let's take a look at the opening.

In the opening, we are introduced to the setting, which is the seaside, the pier, and at the end of the pier, the mysterious arcade and the main character.

And that main character is Emily and I have called her Emily.

You can call her a different name.

In "Lucky Dip", it doesn't actually say what her name is.

It's down to you to make a decision for that.

So let's watch the opening so we know what this section of "Lucky Dip" contains.

We are now going to watch just the opening.

The clip will stop when the opening finishes because that's where we'll live it to the buildup that will be in a future lesson.

So the opening of "Lucky Dip".

Let's watch it now.

(bright music) (seagulls squawking) (bright music) (birds chirping) (wind blowing) (bright music) (wind blowing) Wow.

Well done.

That's the opening.

So we now have a clear idea in our minds of what we are aiming for in this lesson.

But what I'd like to do now is read an example of the opening.

Now this will help us to know what we are aiming to write.

Okay, so we've seen the opening, but now we need to read an opening so we know what we are aiming for.

"One blustery, chilly day, Emily arrived at the seaside with her grandparents.

In a flash, she skipped joyfully off the shiny red bus and felt the fresh breeze on her face.

Emily could see the shimmering turquoise ocean and the soft gold sand.

Moments later, she heard fairground music in the distance, so she strolled happily towards a wooden pier.

Just then she spotted an old, mysterious arcade.

The curious girl felt excited.

What could be inside?" With that, it's an opening, an opening of "Lucky Dip".

When we plan, we generate ambitious vocabulary for us to use in our writing.

The vocabulary we'll generate will be verbs and adverbs and adjectives and nouns.

Now, using ambitious vocabulary means using words that are precise and descriptive.

They paint a vivid picture in the reader's mind and make writing exciting to read.

That's why we are devoting this lesson to generating all of this ambitious vocabulary that would use when we come to write the opening.

Let's check our understanding.

Which of these will not be in our plan? Is it A, verbs and adverbs, B, adjectives and nouns, or C, a list of punctuation? Which will not be in our plan? A, B, or C? Pause the video and decide now.

Welcome back everyone.

Let's see if you were right.

Which of these will not be in our plan? Well, verbs and adverbs will be in the plan.

Adjectives and nouns will be in the plan, but a list of punctuation will not be in our plan.

So well done if you said C.

Let's review the key moments of the opening.

So the first key moment is Emily arrives at the seaside.

That's the first thing that happens in "Lucky Dip".

Then Emily and her grandparents walk on the pier and then Emily sees the arcade and walks towards it.

And that's the opening.

That's all that needs to happen in the opening.

Let me check your understanding of that.

I'd like you to order the key moments of the opening.

So we have, Emily sees the arcade and walks towards it.

Emily and her grandparents walk on the pier and Emily arrives at the seaside.

So can you please put a one, a two and a three next to each of these? Which is first, which is second, and which is third? Pause the video and decide the correct order for these key (indistinct) of the opening now.

Welcome back.

Let's see if you managed to order these correctly.

So first off, Emily arrives at the seaside.

Then number two, Emily and her grandparents walk on the pier.

And number three, Emily sees the arcade and walks towards it.

Well done if you ordered those correctly.

Now we're going to look at each moment in a little bit more detail.

So this is Emily arriving at the seaside.

In this moment, she also gets off the bus.

She sees the sea, beach and funfair.

So in our writing, we would want to have each of these mini moments within this bigger moment.

We need to generate verbs and adverbs to describe the action in this moment.

Now, verbs are doing or being words and adverbs are words that describe verbs.

They say how the verb was done.

Now the action in this moment is Emily getting off the bus.

So that's the thing that we will be generating verbs in our verbs for.

So some of the verbs I've generated are hopped, jumped, skipped, leapt, and we also have adverbs.

Now, the adverbs and the verbs will work together, and you'll see this in a second.

So the verb is hopped.

The adverb to describe how Emily hopped off that bus is happily.

So we have hopped and happily and they go together.

Now they can be hopped happily or happily hopped.

They can be switched around.

Verbs and adverbs are interchangeable.

We have jumped.

She jumped off the bus, she excitedly jumped off the bus.

That's the adverb I've chosen.

Skipped joyfully, leapt quickly.

Now these can be changed around.

You could choose hopped quickly.

Emily jumped excitedly or jumped happily or jumped joyfully or jumped quickly.

For example, Emily excitedly leapt off the bus.

Emily skipped happily off the bus.

So you can see in the first example, I have the adverb first and then the verb, excitedly leapt, and then in the second example, switch it round, skipped happily.

So I've generated the adverbs and the verbs for this moment.

Now we also need to generate adjectives to describe the important nouns in this moment.

Now, nouns are people, places, or things.

Adjectives, well, they describe nouns.

Now, the important nouns in this moment are bus, beach, sea, funfair.

These are the nouns that I've chosen that I think I would include in my writing.

I haven't chosen a seagull or maybe, a sandcastle perhaps is on a beach.

Perhaps someone's left a bucket or a spade there.

I haven't used those because they aren't really important nouns that I feel like I must include in my writing.

But the bus absolutely is.

And when Emily steps off the bus, I want to describe her seeing the beach and the sea and the funfair.

So that's why I've chosen those important nouns.

Now you can see I've chosen adjectives to describe those nouns.

So for a bus, I had red, shiny, tall, loud, and I've put them in a list with commas in between just to show that they're in a list.

The beach, sandy, golden, vast, long.

The sea, shimmering, turquoise, clear and icy.

And the funfair, colourful, noisy, exciting.

Now at this stage you can generate as many adjectives as you want.

We will then when we come to writing, choose which ones we think are the best.

You can see how we would use those in vast, sandy beach, clear, icy sea.

Now we will also make a part of our plan for this moment from the opening.

So this is Emily and her grandparents walking on the pier, her peeking over the rails.

Same thing for this moment.

Emily sees an arcade, she walks towards it.

These are the moments and we've tried to break each moment down to look and decide what are the things that are happening in that moment.

Let's check our understanding.

True or false? In the opening, Emily is led to the arcade by her grandparents.

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

Welcome back.

Let's see if you found the right answer.

In the opening, Emily is led to the arcade by her grandparents is absolutely false.

She's not.

She sneaks off, doesn't she? She shows that mischievous character and sneaks off.

Well done if you said false.

Okay, time for a quick task.

I would like you to fill in the blanks with ambitious vocabulary from the box below.

So you can see that box I generated of adjectives and nouns.

You're going to use those to fill in the blanks in the sentences at the top of the page.

So let me read those to you.

Emily happily skipped off the something comma something bus.

Have a look at the ambitious vocabulary we generated and used your own ideas there.

She gazed at the long sandy beach and the something sea.

So just one adjective to describe the sea.

And then the sound of a something comma, something funfair filled the air.

So two adjectives to describe the funfair.

It's over to you now.

Pause the video and complete this task now.

And welcome back.

Let's see how you got on.

So these are the choices that I have made.

You may have made slightly different choices.

It's up to you.

This is the thing about being a writer.

You are in charge.

You are in control.

So I chose Emily happily skipped off the tall comma, loud bus.

I didn't use red or shiny.

I had the tall and loud.

She gazed at the long, sandy beach and the shimmering sea.

I could have used turquoise or clear or icy, but I chose shimmery and the sound of a colourful, comma exciting funfair filled the air.

So I've chose colourful and exciting as the adjectives to describe the funfair.

Let's move on to writing the plan.

When we write a plan, we use notes.

Now notes are concise and capture key vocabulary and information.

They are not long, they are short.

That's what concise means.

They're short and clear.

The purpose of notes is to help the writer to organise information easily for future use.

We use bullet points when we are notes taking and bullet points look like this.

So you can see they're like a thick full stop floating in the middle of the line.

And then you write the information next to it.

Let's check our understanding on that.

What is in a plan? Might be more than one correct answer here.

Is it A, full sentences with capital letters and full stops? Is it B, bullet points for notes? Is it C, ambitious vocabulary? Or is it D, unnecessary information? So unnecessary means things you don't need.

A, B, C, D.

There are more than one correct answer.

See if you can spot two correct answers.

Okay, pause the video and have a go.

Welcome back.

Did you manage to find the two correct answers? Well, I can tell you that it is not A.

Full sentences with capital letters and full stops would not be found in a plan.

A plan is not the place where we write lots of full sentences with capital letters and full stops.

But B, bullet points for notes is correct and so is C ambitious vocabulary.

That's what we're generating in this lesson and it will be included in our plan.

So when we come to writing, we have it there ready to go.

Well done if you said B and C.

Time for a task.

I would like you to fill in this first part of the plan with verbs, adverbs and adjectives and nouns to use when we're writing each moment.

So I've split the opening up into three key moments and this first key moment is Emily getting off the bus, seeing the beach, sea and the funfair.

And you can see I've written that in notes.

I've put gets off bus, dash sees beach, sea, funfair, and that's it.

It is absolutely acceptable and appropriate to use notes with your planning.

Then we have got verbs and adverbs.

So this is your opportunity to write down any verbs and adverbs.

So what is the action in this scene? What are we going to be seeing? Joyfully skipped.

That's Emily joyfully skipping off the bus, isn't it? Emily joyfully skipped off the bus, off the red shiny bus.

So you've got verbs and adverbs and adjectives and nouns to capture a moment.

Okay, its over to you now to plan this first key moment of the opening.

So pause the video and have a go now.

Welcome back everyone.

Let's see how I got on.

And you may want to take some of inspiration from my notes.

So I went for the verbs and adverbs, joyfully skipped, happily jumped, excitedly gazed.

So I've got red shiny bus that I know I'm going to use.

So I'm gonna say she joyfully skipped off the red shiny bus.

I've described the beach, golden comma sandy beach.

Shimmering, icy sea and colourful, noisy funfair.

And I've got excitedly gazed.

So I could say that she gazed out the beach or the sea or the funfair.

That works.

Happily jumped and joyfully skipped are ways of describing how she got off the bus.

And I can choose when it comes to writing, which one of those I use.

So that's the first key moment.

Now we do exactly the same for the second key moment.

We plan in our verbs and adverbs and our adjectives and nouns.

So this is when Emily walks on the pier with her grandparents as she peaks over the rails.

We've got eagerly walked as a start in our verbs and adverbs and long wooden pier for adjectives and nouns.

So complete the verbs and adverbs and adjectives and nouns for this second key moment of the opening.

And can you do that please now? Welcome back.

Let's see how you got on.

So I went for strolled contently for how she might be walking on the pier, swiftly peeked and curiously peered.

So I've given two options for how she looked over the railings.

And then I've got adjectives and nouns, long wooden pier, powerful foamy waves.

So I might say she swiftly peaked at the powerful foamy waves, squawking, cheeky seagulls.

So I could say she curiously peered at the squawking, cheeky seagulls flying in the sky.

And then fluffy white clouds as well.

So I had a good look at that.

That still from the animation, I could see the clouds in the background.

Okay, last key moment of the opening.

This is when Emily sees an arcade and walks towards it.

So I've got verbs and adverbs, suddenly noticed.

And remember, these are interchangeable.

You could say noticed suddenly or suddenly noticed.

And then adjectives and nouns.

That's mysterious, comma, old arcade.

What else could you describe in this moment? What else would you want to generate that ambitious vocabulary for? Okay, it's over to you.

Pause the video and complete this part of your plan now.

Welcome back everyone.

Let's see my examples.

I had suddenly noticed, curiously stepped, for how she moved towards the pier, inquisitively shuffled, I thought could be a nice one to describe how she might be trying not to be seen, to just shuffling quite quietly and inquisitively and eagerly tiptoed.

And then adjectives and nouns.

We've got mysterious old arcade, abandoned arcade, and curious, brave girl.

Let's summarise the fabulous learning that you've done today.

The purpose of the opening is to introduce the main characters and the setting.

Our plan will contain ambitious vocabulary.

Our plan will contain nouns, adjectives, verbs, and adverbs.

Well done for planning the opening of "Lucky Dip".

You are definitely ready to write the opening of "Lucky Dip" now.

I will see you again very soon.