Lesson video

Hello everyone.

My name is Mr. Brown and I am your English teacher for today's exciting lesson.

And we are going to be retelling and sequencing a story, but actually it's not just a story, it's an animation.

We're going to be watching an animation called "Lucky Dip".

It is very exciting, set at the seaside, and I know you are going to love it.

So today we're going to sequence that animation and we're going to retell it.

By the end of this lesson, you will be very familiar with the animation "Lucky Dip".

So I'm ready.

You are ready.

Let's get started.

The outcome for today's lesson is, I can sequence and retell the story of "Lucky Dip".

So the lesson outline, we will start our lesson by sequencing a story and then we will move on to retelling a story.

The key words we'll use for our learning journey today are sequence, retell, fronted adverbials of time, animated story, and stills.

Let's say those again.

This time I'll say the word and you repeat after me.

Sequence, perfect, well done, retell, fronted adverbials of time, ace, brilliant, animated story, perfect, and the last one, stills, very good.

Okay, so let's start today's lesson with a famous fairytale called "Cinderella" told in just four sentences.

So I'm sure you've heard the story of Cinderella before, it's a very famous fairytale.

I'm going to read the story to you in just four sentences.

"At the ball, Prince Charming fell in love with her.

The prince searched the kingdom, found Cinderella and they lived happily ever after.

However, her magic faded at midnight, so she ran away leaving behind a glass slipper.

Once upon a time, a girl named Cinderella was magically able to attend a royal ball." So there you go.

The story of Cinderella told in just four sentences.

Let's try that again, shall we? "Once upon a time, a girl named Cinderella was magically able to attend a royal ball.

At the ball, Prince Charming fell in love with her.

However, her magic faded at midnight, so she ran away leaving behind a glass slipper.

The prince searched the kingdom, found Cinderella, and they lived happily ever after.

What was different this time? I read the story of Cinderella two times.

What was different the second time? Have a think.

Hmm, what was different? Did you prefer the second time over the first time? If so, why? What did I do the second time that I did not do the first time? Let's take a look.

The second time you heard the story of Cinderella, it was sequenced correctly.

That's one of our key words.

Sequenced.

Sequencing means putting the events in the right order so they make sense and can be understood.

If a sequence of events in a story is not correct, the story will not make sense.

Let me check your understanding on this.

True or false? Sequencing means putting the events in the right order so they make sense.

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

Welcome back, let's see if you chose the correct answer.

True or false? Sequencing means putting the events in the right order so they make sense.

Well, that is absolutely true.

Well done if you said true.

Sequencing does mean putting the events in the right order and that will mean they make sense.

Well done if you said true.

In today's lesson, we will be sequencing an animated story.

Stories can be told in different ways, in picture books, in novels, through live action television, animated stories, films or plays.

These are all different ways that stories can be told and you may have experienced these.

You may have been to a play, you may have watched a film.

You I'm sure have experienced a picture book before.

Now, we are going to be focusing on an animated short story.

An animated story is a narrative brought to life through the medium of animation.

Now, animators, that's the people that make an animation have either drawn the animation by hand, used a computer, or made the animation using models.

These can also be called cartoons, movies, films, or TV shows.

So you will have seen animated TV shows, movies, films, and cartoons before.

We are going to be using an animation in this lesson to be able to sequence and retell a story.

Now the animation we'll be sequencing is called "Lucky Dip".

Really important, let's say that together.

One, two three.

"Lucky Dip".

Yes, that is the name of the animation that we'll be sequencing.

Now "Lucky Dip" is set at the seaside and involves a curious little girl who enters a mysterious arcade on a pier at the beach.

Now an arcade is a room or a series of rooms, a building, where there are lots of games.

Sometimes they are computer games, sometimes they're mechanical games, sometimes you might have been to a bowling alley and they have arcades there for you to play on.

They have arcades at the seaside and that's where our story is set.

Now the arcade is on a pier.

A pier is a long wooden structure which reaches out over a beach and into the sea.

That is a pier.

Where is "Lucky Dip" set? Can you remember? What did I say? Where is "Lucky Dip" set? Is it a, the seaside, b, a city, or c, a farm? Pause the video and decide for yourself now.

Welcome back everyone.

Let's see if you remembered correctly.

"Lucky Dip" is set? There's a pier which stretches out over a beach and into the sea, which means it must be, a, the seaside.

Well done if you said a.

Okay, it's the moment you have been waiting for.

We will now watch the first part of the animation "Lucky Dip".

I have cut "Lucky Dip" into two parts.

You are going to watch the first part.

Now, after you've watched this part of the animation, we will ask you to predict what will happen next.

This means you'll be using what you've seen so far to guess what will happen next in the story.

So to summarise, we are going to watch the first part of the animation "Lucky Dip".

At the end of this part, you will make a prediction for what you think will happen in the rest of the animation.

Okay, without further ado, let's do it.

I would like you to now watch the first part of the animation "Lucky Dip".

(dramatic music) (birds chirping) (feet thumping) (slot machine cracking) (character sighing) (bright music) feet thumping (machine cracking) (character sighing) (wind blowing) (machine cracking) (door creaking) (feet thumping) (rain pattering) (electric zap) (thunder rumbling) (bright music) (character thudding) (coin clinking) (dramatic music) (character sighs) (bright music) (feet thumping) (bright music continues) Welcome back everyone.

What did you think? I am so interested to hear your opinions on the first part of "Lucky Dip".

So let's dive into that.

Why don't you tell your partner what has happened so far in the story? Try and remember everything you can, as much detail as you can for what has happened so far in the animation.

So I'm going to let you pause the video, have a chat with your partner and see how much you can remember.

What's happened so far? Off you go.

Welcome back.

How did you get on? Did you manage to talk through all the different parts that you've seen so far of "Lucky Dip"? Did you remember the different events, the action that's taken place? Now, remember how important it is to sequence the story correctly.

So pay attention to the order in which you retell the story.

Now I want you to have another go, but this time you're going to use the stills below to help you.

Now stills are snapshots from the animation.

So an animation is a moving movie or video clip, TV show that we watch.

These are stills, so these are not moving, they are taken from the animation.

So I'd like you to have another go now at retelling the story, sequencing it correctly, saying what's happened using these stills to help you.

Pause the video, talk through what you've seen so far in the animation "Lucky Dip".

Off you go.

Welcome back everyone.

Okay.

I feel that you are getting very familiar with "Lucky Dip", what you've seen so far, so well done.

I hope you use these stills to be able to ensure that the sequencing was correct for when you were retelling the story.

Okay, it's now time to make a prediction about what will happen next.

Make a prediction to your partner and listen to their prediction.

Your prediction may be different to their prediction and at this point nobody is right or wrong.

Everybody could have a different prediction and we don't know what will happen next.

So everybody's prediction is just as valid as the next person's.

So I would like you to make a prediction and remember, a prediction is a sensible guess using what we already know, and I say a sensible guess.

You might predict that the next thing that happens is aliens from out of space come down and they turn the whole of the seaside into jelly and everybody eats the jelly and gets really full and says, "Oh my goodness, I'm so full of jelly." That's a prediction, but is this a sensible one? Perhaps not.

There's been nothing in the story so far that makes me think that any aliens are gonna come down from outer space.

So maybe that's not a sensible guess.

Use what you already know to make a sensible guess, which is called a prediction.

So pause the video and make your prediction, hear your partner's prediction.

Can you do this for me please now? welcome back.

Okay, let's see if your predictions were right, because, oh, let me just check your understanding on that first.

A prediction is knowing exactly what is going to happen next.

Is that true or is that false? A prediction is knowing exactly what is going to happen next, true or false.

Pause the video and tell me is it true or is it false now.

Welcome back.

Let's see if you were right now, let's look at this closely.

A prediction is knowing exactly what is going to happen next.

You made a prediction about "Lucky Dip".

Do you know what's going to happen next? You do not, which is why this is false.

Well done if you said false.

So prediction is not knowing exactly what is going to happen next.

It's making a sensible guess at what you think might happen next.

Okay, time to see if your prediction is correct by watching the rest of the animation.

So we're going to pick the animation up from this point where this man has reached down and grabbed the little girl.

We dunno what's gonna happen next.

Let's see if your prediction was right.

Can you please now watch the second part of the animation "Lucky Dip".

(dramatic music) (wind blowing) (bright music) (birds chirping) (bright music) Welcome back everyone.

I am so intrigued to find out, were you right? Did you correctly predict what would happen next? Now, I have done this lesson before with children and I've never known anybody to predict the ending of "Lucky Dip" correctly.

Nobody thinks that this scary man is going to pick up the little girl and safely put her back on the pier, check that she's okay, wave goodbye to her, and then off she goes home.

So if you did predict that, well done.

Time for a check.

I would like you to retell the ending of the story to your partner.

Use the stills from the animation below to help you and here they are.

We have this man putting the girl back onto the pier, waving goodbye and her getting onto the bus.

Okay, it's over to you.

Retell the ending of the story to your partner now.

Welcome back.

How did you get on? Did you manage to retell the ending of the story correctly? Did you sequence everything in the right order? I'm sure you did.

Time for a practise task.

I would like you to sequence these stills from the animation "Lucky Dip" so that they're in the right order and the story makes sense.

You are going to be sequencing these stills from "Lucky Dip".

I have given you 10 stills that they are in the wrong order.

They are not sequenced correctly.

So your job is to sequence them correctly.

Can you please take your time with this, really look closely at each still and then put them in the right order.

And you can do this by talking about them and saying this will come first, this is number two, this is number three.

And put them from one to 10.

Okay, it's over to you now, pause the video and sequence these stills from the animation of "Lucky Dip" now.

Welcome back everyone.

How did you get on? How did you find that, sequencing the stills? It probably took a little bit of time to think and maybe you got a couple of them the wrong way round.

This is where us gaining that knowledge of the animation "Lucky Dip", becoming more and more familiar with it is going to help.

Let's have a look at the correct order.

So did you sequence the stills correctly? Well done if you said this was number one.

Arriving at the seaside, this is when the bus comes down and drops off the little girl with her grandparents.

I think they are.

Number two, them walking on the pier.

Number three, the little girl walking to the arcade.

Number four was her going into the arcade and seeing that man.

Number five, her seeing magical bunny that comes to life.

Number six, her grabbing the bunny out of the machine.

Number seven, her walking backwards, terrified of that man falling down that hole.

Number eight, her landing on the sand and the man reaching down and grabbing her.

Number nine, him waving goodbye.

And number 10, the little girl and her grandparents getting onto the bus to go home.

Well done if you managed to sequence those correctly.

Even if you got close, that's still amazing.

So well done.

Excellent sequencing skills.

Let's move on from sequencing to retelling.

A story can be structured into four parts.

Now the parts are shown on this story staircase.

You have the opening, the buildup, the climax, and the resolution.

And we can see that they're all in columns that are are different heights.

And it's called a story staircase because it builds a bit like a staircase does.

It builds up to the climax and then down from the climax to the resolution.

Let's check your understanding.

Fill in the blanks with the names for each part of a story.

So you've got the buildup, the resolution, the opening, and the climax.

I would like you to have a go at filling in these blanks.

What comes first, second, third, and fourth? Fill in the blanks with the names for each part of the story using the box that you can see at the top with buildup, resolution, opening, and climax.

And can you do this for me please now.

Welcome back everyone.

Let's see how you got on.

Did you remember that the start of a story is called the opening? This is where we open the story.

We would explain who the characters are and where the story set.

The buildup comes next.

This is where you start to build up the story.

You start to develop the characters.

We find out more about them and we introduce a problem.

Every story has a problem, something that needs to be overcome by our main character.

We then have the climax, the most exciting part of the story.

This is where there'll be high drama and tension.

We may not know at this point if the character is going to be able to overcome the big problem in their story.

And finally, the resolution, where everything is resolved and wrapped up and we hopefully and usually have a happy ending.

Here is the story of "Lucky Dip" structured on a story staircase.

You can see you've got the opening, the buildup, the climax, and the resolution, and I put the pictures in for you.

Now, retelling stories is something that we do every day.

You will be an expert at retelling stories, I am sure.

Retell means to summarise a story in your own words, highlighting key events and details, important events and details, not every single tiny part, it's retelling and summarising a story in your own words by selecting the important parts.

When we're retelling a story, we know how important it is to sequence and retell it in the correct order.

We talked about this earlier in our lesson, sequencing a story like when we looked at "Cinderella", if it's not sequenced correctly, it doesn't make sense.

There are most likely lots of times when you've retold something.

For example, what do learned at school that day? I see lots of children leaving school with their friends or families and they are retelling what they learned at school that day, talking about the lessons that they had.

What you did at the weekend or during a school holiday.

Children love to tell me on a Monday morning what they did over the weekend.

They are retelling events from their weekend, or after a half term, or perhaps Easter holidays, or summer holidays.

Children come to me and they are retelling, again, what they did.

A favourite story.

Lots of people tell me what their favourite story is and if I'm not familiar with it, if I don't know it, I'll ask them to tell me about it.

And they are retelling the story.

An interesting part of history.

Now I am sure some of you are experts on history and you know about different events, perhaps the Great Fire of London, or some of the world wars that have taken place, or historical characters like Florence Nightingale or Mary Seacole.

Now these are interesting parts of history.

You may know about them and you are retelling what's happened.

And experience such as a school trip.

If you go on a school trip, you'll want to retell what that trip involved, what it was like, what you did, an event that happened at playtime.

Yes, lots of children come to me at the end of playtime and they might tell me about an event that happened.

And sometimes this can even be an event that was difficult, an event that caused them perhaps a little bit of upset and they are retelling what happened.

Maybe someone didn't want to play the game they wanted to play, or someone has an issue with their friendship, but that's still retelling.

So you can see there are so many times when you will have already retold something.

Now today you'll be retelling the story of the animation "Lucky Dip".

To retell the story accurately, try to include the key details and make sure you include the most important parts.

Imagine you are retelling the story to a family member or a friend who hasn't seen it before.

That's a key thing to remember.

You are retelling it to someone who doesn't know anything about this story.

They need your retelling to be clear and detailed because that will help them to picture the story in their minds.

You have got to put the story of "Lucky Dip" in the minds of the person that you are retelling it to.

That's your responsibility to be able as give as much detail as you possibly can.

True or false? To retell a story accurately, miss out lots of the important parts.

Is that true or is that false? Is that the advice I've been given you, to retell a story accurately miss out lots of the important parts? Is that true or false? Pause the video and tell me true or false, now.

Welcome back.

Let's see if you are right.

To retell a story accurately, should you miss out lots of the important parts? Absolutely not.

That is false.

You want to include the important parts, not miss any of them out.

That is key information, key detail when you are retelling.

To help you retell the story, you can use these fronted adverbials of time.

That's one of our keywords, isn't it? Fronted adverbials of time.

So to retell the story, you can use these fronted adverbials of time to start your sentences.

Let me read you some fronted adverbials of time.

One day, next, then, soon after, a moment later, just then, suddenly, in a flash, finally.

Fronted adverbials of time tell the reader when the events in the sentence took place.

They are sentenced starters, and when written, have a comma after.

And you can see all of those front adverbials of time have capital letters because they are sentence starters and commas at the end.

Now it's not commas at the end of the first word because some are one word like next, then, suddenly, finally.

But some are two words, like one day, soon after, a moment later is three words.

So it's not as easy as just thinking that a fronted adverbial of time will be one word.

They can be longer than that.

Time for a practise task, I would like you to retell the story of "Lucky Dip" using fronted adverbials of time.

Take it in turns with your partner to say one sentence each.

So you are going to work as a team.

You'll say a sentence, then your partner will say a sentence, and you'll go back and forth and tell you have retold the whole of the story of "Lucky Dip".

Now here are some fronted adverbials of time that you can use.

We have one day, next, soon after, just then, suddenly, in a flash, and finally.

Your job is to use those fronted adverbials of time to retell the story of "Lucky Dip".

Every time you describe one of those pictures in the story staircase, use a fronted adverbial of time at the start.

So you may say, one day, comma, and I think you should say the commas out loud 'cause that will help you to remember, "One day, a little girl arrived at the seaside with her grandparents on a red bus." That's my turn done and now it'll be my partner's turn to pick up and say what happened in the next picture.

The next still.

Okay, I think we're ready.

Good luck.

Work with your partner, one sentence each.

Use those fronted adverbials of time, say calmer out loud to help you remember.

Over to you.

Pause the video and have a go at this task now.

Welcome back everyone.

I hope that you manage to retell the whole story of "Lucky Dip".

If for some reason you didn't include any fronted adverbials, or you want to have another go, you think maybe the sequencing was off, then you can pause the video and have another go at any point.

But we are now going to have a look at a full example.

So I am going to read through the story of "Lucky Dip" using fronted adverbials of time.

So let's start with the opening.

"One day, a little girl and her grandparents arrived at the seaside on a bright, red bus.

Next, they decided to walk along a long, wooden pier." So I'm starting to use an adjectives too, aren't I? Describing the pier as long, wooden.

"Soon after, the little girl saw a mysterious arcade and walked towards it." Now I'm going to move into the buildup.

Just then, she, oh, I missed the comma.

"Just then, she went inside and saw a terrifying, huge man, a terrifying, huge man." I'm getting my adjectives with a comma in between them.

"Suddenly, her eye was drawn towards a magical bunny inside a machine." Now into the climax.

In a flash, the little girl grab the bunny.

Now you can see I've used all the fronted adverbials of time apart from finally, and finally is reserved for the last part of the story.

So I'm now going to reuse some of my fronted adverbials of time, and that's absolutely fine.

I won't use one day again because that's a story starter.

But next, soon after, just then, they're perfect to be used again.

"Next, the little girl was walking backwards because the huge man was approaching her.

Suddenly, she fell down a hole onto the sand and the man reached down and grabbed her." That's the end of the climax.

Such an exciting part.

Into the resolution.

"Next, the man.

Next, the man lifted her up and put her back onto the pier.

Soon after, he waved goodbye to her and she headed onto the bus with her grandparents." Last part.

"Finally, the bus left the seaside and the little girl went home." And that's the end.

I have retold the story of "Lucky Dip" using those fronted adverbials of time.

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

Sequencing means putting the events in the right order so they make sense.

"Lucky Dip" is an animation which is set at the seaside and involves a curious little girl who enters a mysterious arcade on a pier.

Retell means to summarise a story in your own words.

Fronted adverbials of time tell the reader when the events in the sentence took place.

Excellent work today, we have become familiar with a really interesting and exciting animation called "Lucky Dip", and I am delighted to have been able to share that with you today.

I will see you again very soon.