Lesson video

Hello, everybody.

It's great to see you and it's great to be here with you.

My name is Miss Afzal, and I am feeling so super excited today.

I wonder if you know why.

It's because we're gonna be exploring one of my very, very favourite books.

It is the wonderful "Owl Who Was Afraid of the Dark" by Jill Tomlinson.

It looks like this and you need a copy.

You need your copy of this book for us to continue with this lesson.

So I'm just gonna stop here.

I'm gonna pause, I'm gonna wait.

I'm gonna enjoy looking at this super cute little owl on the cover while you go off and get your copy.

Isn't he lovely? Okay, you're back.

Fantastic.

You've got your copy.

Yep.

Everyone got it? Great.

So you're gonna need this, you're gonna need your book, you're gonna need your thinking brain, your looking eyes, your listening ears, and all your excitement and enthusiasm, and we're gonna explore this fantastic text together.

Okay, let's get started.

The outcome for today's lesson is I can discuss the plot of "The Owl Who Was Afraid of the Dark." We've got some keywords in today's lesson.

Let's go through them.

My turn, your turn.

Comprehension, retrieve, inference.

Fantastic.

I heard those loud and clear.

Let's make sure we're looking out for those words.

Let's listen for them.

Let's think carefully about them.

Let's be curious about them.

Let's be excited about them.

So here's our lesson today.

It has two parts to it.

First of all, we'll be reading and retrieving.

Next, we're looking at inferring and discussing.

So first of all, reading and retrieving.

Here is our fantastic text.

Look at that lovely cover.

Look at that gorgeous little owl.

Wow, what a great, great book this is.

So what do we know so far about "The Owl Who Was Afraid of the Dark" by Jill Tomlinson? The story is about a baby barn owl called Plop who fears the dark.

Plop's mother wants Plop to learn to like the dark, so she sends him down from their tree to discover more.

Plop met a young boy who taught him about fireworks and said darkness is exciting.

And Plop met an old woman who said nighttime is kind as she likes to be still and remember.

So two very different responses there to the dark.

So what I'd like you to do now is to read chapter three from page 27 to the final paragraph on page 30, stopping before the word the.

So I'll pause the video now and off you go to read that chapter.

Check for understanding.

What did Plop tell Mr. Barn Owl he was doing? Hunting, remembering, or flying? Pause the video while you decide which of these answers is the correct one.

Well done if you selected remembering.

That's what Plop told Mr. Barn Owl he was doing.

And this is what the old woman had told him she liked to do.

And now read chapter three from the last paragraph on page 30 to the final paragraph on page 35, stopping at the word waiting.

Pause the video while you read this part of the chapter.

Check for understanding.

What word did the boy use to describe the dark? Was it kind, exciting, or fun? Pause the video while you decide.

Well done if you selected fun.

True or false? The boys who Plop met were called Scouts.

Pause the video while you decide if it's true or false.

Well done.

Absolutely.

He met some boys who were Scouts.

And now I'd like you to read chapter three from the bottom line on page 35 to the end of the chapter.

So pause the video while you read this part of the chapter three, the very end, and I'll see you when you're finished.

So now we've read chapter three, let's put the events from chapter three in order.

Let's go through some of these events first of all.

So Plop joined the Scouts for singing around the fire and then he went back to his tree and ate grasshopper.

Plop heard interesting noises from down below so he decided to be brave and go and find out what it was.

Plop met a Scout who guarding a fire and told Plop why the dark was fun.

Mr. and Mrs. Barn Owl went out hunting but Plop decided not to go with them.

So pause the video now while you decide which order these events should go in.

Okay, so what did you decide? Did you come up with this event being first? Mr. and Mrs. Barn Owl going out hunting.

Next, Plop heard interesting noises from down below.

After that, Plop met a Scout.

And finally, Plop joined the Scouts for singing around the fire.

What fun.

Okay, here is one of our keywords.

Retrieval.

Should we say that again? Retrieval.

My turn.

Fantastic, good stuff.

So retrieval means finding key details or information in the text and extracting them.

So taking them out.

So first, we're finding them.

Then we're taking them out.

There are some strategies for retrieving information.

Let me share these with you.

So first of all, read the question and underline the keywords.

Next, skim and scan for keywords in the text.

Read the sentence and check it answers the question.

If it doesn't answer the question, read the sentence before or after to find the answer.

And you might need to search for a type of word, e.

g, a name with a capital letter and adjective, et cetera.

Check for understanding.

Which of the following are strategies for retrieving information? Identifying keywords or phrases in the question.

Skim and scan the text to locate the required information.

Read the sentence and check it answers the question.

Reread the whole chapter to find the answer.

Pause the video while you've said which of these are strategies for retrieving information.

Well done if you selected the first two.

Both of these are really, really key strategies for retrieving information.

It's now time for our first task.

I would like you to refer to chapter three.

Discuss the questions with your partner and find the answers.

So what did Plop try to remember? First question.

Next, what did the boy think Plop was when he fell from his branch? What did the boy say the fire was for? And did Plop change his mind about the dark in this chapter? Remember to use your retrieval strategies to find the answers.

So pause the video now while you refer to chapter three and discuss your answers to these questions with your partner.

Remember to use your retrieval strategies.

It's good to be back with you.

And I'm really curious to find out how did you get on with retrieving the answers to these questions? So first of all, what did Plop try to remember? I wonder if you came up with something like this.

He tried to remember what the old woman had said and also about fireworks.

What did the boy think Plop was when he fell from his branch? Well, he thought Plop was a type of pudding.

Oh my goodness.

What did the boy say the fire was for? He said the fire was for cooking on and for sitting around and singing.

Oh my goodness.

What fun.

And did Plop change his mind about the dark in this chapter? No, he's still afraid of it.

Well done if you retrieved any of these answers from the text.

And now we're moving on to our next part of the text, which is inferring and discussing.

Building comprehension means developing our understanding of the text.

We can do this in a few ways by retrieving key information, by making inferences from the text.

There's one of our keywords, we'll learn more about it very soon.

And having rich discussions, I'd like you now to match the following strategies to how we use them.

So we've got retrieval of information.

We've talked about that.

Inference.

We're going to be finding out more about that very soon and having rich discussion, which I know you do lots of.

So here we are.

Here are some of the ways in which we use these strategies.

Skimming and scanning to find information directly from the text, using clues from the text to draw conclusions or talking to others about what we have read.

So pause the video now while you match up the strategies to we use them.

Well done if you linked inference to using clues from the text to draw conclusions.

Having rich discussions is talking to others about what we've read.

And we know that retrieval of information is skimming and scanning the text to find information directly from the text.

Well done for making these connections.

Okay, here's our keyword inference that I said we were going to talk more about.

Let's say our keyword again.

Ready? Inference.

Fantastic.

Inference means to use clues from within the text to draw conclusions.

It's like being a detective and figuring out something that isn't directly said in the story by using clues and what you already know.

Show me your magnifying glasses.

So we'll use our magnifier to look for those clues.

This can help us to build our understanding of the story.

Discussing a text with someone else can also help to build our understanding and might make us think about something that we hadn't noticed before.

It's always good to talk.

Check for understanding.

What is inference? Searching for clues within the text to draw conclusions.

Understanding exactly what the author is saying without having to think about it.

Guessing what might happen in the story.

Pause video while you decide which of these is inference.

Well done if you selected that first statement.

Searching for clues within a text to draw conclusions is what inference is all about.

And now it's time for our next task.

I'd like you to refer to chapter three and discuss the inference questions with your partner.

How do you think Plop was feeling when his mother went off hunting? So you might have to refer to page 29 for that one.

Why do you think the boy thought that someone had thrown Plop? Pages 30 and 31 are going to help you with that one.

And how do you think the boy was feeling about having to guard the fire? Pages 32 to 34 will help you there.

And remember to search for clues within the text.

Remember, you're like a detective, you're searching for clues and you can ask as well, what does this clue tell me? So enjoy being detectives, searching for clues, discussing these inference questions with your partner and I'll see you when you're finished.

Pause the video here.

Okay, welcome back, detectives.

How did you get on? So how did you think Plop was feeling when his mother went off hunting? He felt very alone and quite scared as it was dark.

The text says he observed his mother fly off, showing that he was anxious about her going.

What about what do you think the boy thought when someone had thrown Plop? Well, he made a thud when he landed, emphasising that he landed quite abruptly, and the picture on page 30 shows that he fell over on landing.

And how do you think the boy was feeling about having to guard the fire? He was feeling jealous and annoyed that he couldn't play as he called his friends lucky that they were playing the game.

Well done for being detectives and finding and seeking out the clues and finding these answers.

Having discussions about a text is useful in many ways for building comprehension.

It helps us to clarify.

That means to make clear and to understand things.

It offers opportunities for hearing different ideas and viewpoints, which is always a fantastic thing to do.

Check for understanding.

Why is discussing a text with others a useful strategy? It helps us clarify and understand things.

It offers opportunities for hearing different ideas and viewpoints.

It helps us know what others think as it's important to always agree with others.

Pause video while you decide why discussing a text with others is a useful strategy.

Well done if you selected the first two.

It helps us clarify and understand things and gives us that opportunity to hear different ideas and viewpoints.

I know we don't have to always agree with others, so that's why it's not C.

We can have different views and opinions.

Okay, let's get into some discussing.

So I'd like you to discuss the following with your partner.

Do you think Plop will ever change his mind about the dark? And why or why not? And these are the kind of sentence stems you could use.

You could start by saying, I think Plop will learn to like the dark because, and then give your reasons.

Or I think Plop will not change his mind about the dark because, and give your reasons.

So pause the video here while you have this discussion with your partner and remember to listen carefully to each other and enjoy your sharing.

Pause the video here.

All right, how did you get on with that discussion? What did you think? Do you think Plop will change his mind or not? Here's Jacob.

Let's see what Jacob thinks.

I think Plop will learn to like the dark.

Okay.

All right.

Because he's meeting lots of different characters who are all telling him positive things about it.

He also seems to enjoy doing things in the dark, for example, fireworks and fires.

Okay, very good point.

And what about what does Jun think? I think Plop will not change his mind about the dark because he says he's still afraid of it even after meeting three different people who like it.

Also, it's hard to get rid of a fear.

Yeah.

I hear you, Jun.

Yeah, I really get your point of view too.

Okay.

Thank you, those are great sharings.

I wonder what you shared with your partner and I hope you enjoyed listening to each other, listening and sharing your ideas.

In our lesson today, we've covered the following.

Using a range of strategies helps to build our understanding of the text.

Retrieving means finding information directly from the text.

Searching for clues within the text helps us to infer greater meaning and draw conclusions.

Having rich discussions about the text improves our understanding and enables us to hear other ideas.

Plop met a Scout who told him about why he thinks nighttime is fun.

Well, I had a really fun time with you today.

So thank you so much for being here, joining in with this lesson, doing all that retrieval and being fantastic detectives and searching for clues and having great discussions.

So it was wonderful and I look forward to seeing you next time.

Bye for now.