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 planning to write the build-up, the build-up of the animated story otherwise.

So, planning, preparing, getting ready to write that build-up.

Let's get started, shall we? The outcome for today's lesson is I can plan the build-up of otherwise.

We will use ambitious vocabulary and plan is our keywords.

Let's say this together.

My turn and your turn.

Ambitious vocabulary.

Plan.

Fantastic.

Ambitious vocabulary means that the use of precise and descriptive words in writing.

And plan is, of course, a framework that writers create before they write.

We'll start by preparing to plan and then move on to writing the plan itself.

Now, otherwise can be structured like this.

In a story staircase with an opening, a build-up, a climax, and a resolution.

And in today's lesson we'll be planning the build-up.

The purpose of the build-up is to do these things, develop the plot and characters, introduce a problem and build up tension and excitement.

Here is the story of otherwise structured on a story staircase, and you can see the build-up.

Today we are focusing.

This is where Anders really starts to discover that he's different to the other chameleons.

He starts to realise that this is the problem, and in the end of the build-up, he tries to take his mind off it by going for a swim.

The purpose of the build-up is, A, to solve a problem.

B, to develop the characters.

C, to introduce the characters.

Or D, to introduce a problem.

Hmm, what do we think? There may be more than one correct answer.

Pause the video and decide the purpose of the build-up is to A, B, C, D.

What do you think? Pause the video and decide now.

And welcome back.

Okay, the purpose of the build-up is to develop the characters.

So to find out more about the characters, we introduce them in the opening and develop them in the build-up.

And to introduce a problem to let the reader know what the challenge is for the main character in our story.

What is the problem? What is the thing they're going to have to overcome? Now in the build-up, we develop the characters and introduce a problem.

Anders begins to feel that he is different.

He feels left out by the other chameleons and he decides to go for a swim.

This is the build-up.

The problem is that he feels different and he feels left out.

He's unhappy, that's the problem.

The problem is in our story that Anders is not included by the others.

Let's watch the build-up so we know what this section of otherwise contains.

Now the build-up is split into two parts.

In between each part, discuss how you think Anders is feeling.

I really want you to focus on how Anders is feeling throughout the build-up so that we can incorporate that into our writing.

So after you finish the first part of the build-up, pause, have a discussion with the person next to you.

How is Anders feeling? How do you know? And then watch the second part.

So pause the video and watch parts one and two of the build-up now.

(playful music) (crickets chirping) (soft music) (playful music) (gentle music) (water splashing) And welcome back.

Okay, did you enjoy the build-up? Did you notice how Anders was feeling throughout? Now we'll read an example of the build-up.

So you've seen it now let's read it as if it's written down in sentences.

And this will help us to know what we're aiming to write by the end of next lesson when we write the build-up.

Later that day, Anders started to notice that the green chameleons could all change colour but he could not.

He felt different to the others.

Then he looked down at his red, scaly skin and rubbed his stomach but he could not make his skin change colour.

He felt distraught and his eyes filled with tears.

Later on, he tried to cheer himself up by taking a swim.

Splash! He happily jumped into the cool, clear water and joyfully swam around.

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

Vocabulary will generate, will include verbs and adverbs and adjectives and nouns.

Using ambitious vocabulary means using words that are precise and descriptive.

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

Which of these will not be in our plan? Is it verbs and adverbs? Adjectives and nouns, or full sentences, which will not be in our plan? Pause the video and decide now.

And welcome back.

Okay, so which will not be in our plan.

Well, we know we're going to use verbs and adverbs and adjectives and nouns, but not full sentences.

We do not write full sentences in our plan.

So well done If you said C.

Let's review the key moments of the build-up.

Anders begins to feel that he's different to the other chameleons.

He feels left out by the other chameleons because he can't change his skin colour.

Anders tries to cheer himself up and decides to go for a swim.

Order the key moments of the build-up.

So I'd like you to put these three key moments in order by putting a one, a two and a three next to each key moment.

So we have Anders tries to cheer himself up and decides to go for a swim.

Anders begins to feel that he's different to the other chameleons and he feels left out by the other chameleons because he can't change his skin colour.

Pause the video and order these key moments now.

And welcome back.

Okay, let's see how you got on.

Well done if you said the first one was, Anders begins to feel that he is different to the other chameleons, then he feels left out by the other chameleons 'cause he can't change his skin colour.

And finally, he decides to go for a swim to cheer himself up.

Well done if you ordered those correctly.

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.

Anders begins to feel that he's different.

That's the moment.

So what verbs might we use in this moment.

Well, perhaps followed? 'Cause he's following the other green chameleons, isn't he? Noticed.

Looked.

And adverbs, you might have quietly, gradually, anxiously.

Let's look at this in a sentence.

So Anders quietly walked behind the other chameleons.

So I've used the verb walked and the adverb quietly.

But you could say quietly followed.

You could say noticed.

If we're going to use a sentence where he notices that he's a bit left out.

So that's how we'll use the verbs and adverbs.

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

Now, nouns, we know are people, places or things.

And adjectives are words that describe nouns.

Now, important nouns in this moment are Anders, of course, the chameleon.

His skin and eyes, his eyes.

So if they are the noun, so chameleon skin and eyes.

Then in terms of this moment, we would describe Anders as nervous, lonely, and unique.

He's different to all the others.

Red, crimson, scarlet and unchanging are adjectives to use to describe his skin and his eyes are anxious now.

So earlier on in the story, we may have described them as wide or bright or friendly.

They're now anxious and hopeful.

We'll also be planning these moments from the build-up, the moment he feels left out because he can't change his skin colour and when he goes for a swim to cheer himself up.

So we'll be using these moments too.

In the build-up, Anders feels included by the other chameleons.

Now is that true or false? In the build-up, Anders feels included by the other chameleons.

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

Welcome back everyone.

So in the build-up, Anders feels included by the other chameleons is unfortunately false.

He does not feel included.

That's why the build-up is, is a part of the story that might actually be quite emotional to read because it's when Anders realises that he's not being included, that he's different to the other chameleons.

Time for a task.

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

You can see that you have some sentences with blanks in.

Your job is to use the box below to be able to fill those blanks in.

The box is full of that ambitious vocabulary we generated earlier in this lesson.

Okay, it's over to you.

You can work with a partner for this or on your own or even in a group.

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

And welcome back.

Okay, let's have a look at how I went in this piece of writing this activity.

So which words did I use? Anders quietly followed the other chameleons and hoped they would invite him to play with them.

The nervous lonely chameleon looked at them with anxious, hopeful eyes.

His crimson unchanging skin made him different to the others.

Okay, so that is how I have filled in those blanks.

You may have chosen slightly different.

You may have said the unique, lonely chameleon instead of nervous.

That's absolutely fine.

It's just in terms of the writer of the language that they think they would use.

In terms of his eyes, you may have said wide, tear-filled.

Perhaps he was getting a bit teary as he realised that the others weren't excluding him.

Let's move on now to writing the plan.

When we plan, we use notes.

Now notes are concise and capture key vocabulary and information.

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

We use bullet points when note taking, we are not writing in full sentences.

Now, bullet points, they look like this.

They're like thick, full stops floating in between two lines and we write next to them.

What is the purpose of notes? Is it, A, to give the writer something to copy word for word? Is it, B, to record words the writer won't use in their writing? Or C to help the writer to organise information easily for writing.

What is the purpose of notes? Pause the video and decide now.

And welcome back.

Okay, what is the purpose of notes? Well, well done if you said see to help the writer to organise information easily for writing.

It is not something we copy word for word.

So that's A, out.

We do not want to write full sentences in our notes.

And to record words the writer won't use in their writing.

No, we want our notes to be full of things that you will use in your writing.

Time for a task.

I'd like you to fill in this first part of the plan with ambitious vocabulary to use when writing this moment of the build-up.

So this is Anders beginning to feel that he's different.

I've started you off with followed quietly and nervous, lonely chameleon.

Your job is to add more verbs and adverbs and more adjectives and noun to this part of the plan over to you.

Pause the video and complete this task now.

And welcome back.

Let's have a look at how I filled in this part of the plan.

So we said we had followed quietly, gradually noticed and looked anxiously.

So he started to look anxious and then nervous, lonely chameleon.

Long, thin branch.

Yet they're walking across a branch in this moment, aren't they? And green, grumpy chameleons.

Okay, let's now do exactly the same but for this key moment.

So this is when Anders feels left out because he can't change colour.

Let me start you off with sadly looked and sadly looked down at his skin and bright crimson skin.

So let's describe that skin.

Okay, it's over to you.

Verbs and adverbs, adjectives and nouns for this key moment.

Pause the video and have a go now And welcome back.

Let's have a look at my plan.

So I had sadly looked anxiously rubbed.

Yeah, he was rubbing his skin, wasn't he, to see if it would change colour? And angrily glared the green chameleons, angrily glared at him.

Glared is a nice word for looked, but it means when you're looking at someone in quite a negative way.

And then in terms of adjectives and nouns, bright crimson skin round, soft belly.

So he was rubbing his round, soft belly and wide bulging eyes.

Finally, the key moment where Anders goes for a swim to cheer himself up.

So happily jumped and cool, clear water.

You can see there's a bit of a change here, bit more positivity.

Anders is feeling a bit more positive about his situation.

He's trying to cheer himself up.

So I'm reflecting that in the vocabulary I'm using.

Over to you.

Pause the video and generate some ambitious vocabulary for this key moment as part of the build-up.

Pause the video now.

And welcome back.

Let's have a look at the examples I came up with.

So happily jumped, joyfully, splashed, and peacefully swam.

So all much more positive, cool, clear water, blue, warm sky, and wide beaming smile.

We really want to create a positive feeling at the end of the build-up because when we get to the climax, it switches and it becomes very negative very quickly when the eagle arrives.

So this is why ending our build-up in a positive way is going to help keep the reader on their toes when we quickly switch things when we write the climax.

Okay, let's summarise the learning that we've done today.

The purpose of the build-up is to develop the plots and characters and introduce a problem.

Our plan will contain ambitious vocabulary.

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

Using ambitious vocabulary helps to paint a vivid picture in the reader's mind and make writing exciting to read excellent work today.

I feel like you are ready to write a brilliant build-up next lesson, and I will see you to do that very soon.