Lesson video

Hi, everyone.

My name is Miss Voyle.

And welcome to this writing lesson where you are going to be using your plan to write a sequence of sentences about your special item.

For this lesson, you need to be looking and listening carefully.

There'll be some tasks where you need somebody to talk to, to orally rehearse your sentences, and you will then be writing your sentences.

I hope you are feeling excited and ready to learn.

Let's get started.

The learning outcome for today's lesson is, "I can write a sequence of sentences about a special item." Here are the key words for today's lesson.

Let's practise saying them.

My turn.

Your turn.

Coordination, subordination, fronted adverbial, sequence.

Well done.

Now, don't worry if you don't know the meaning of all of these terms. We will be looking at their definition throughout the lesson.

There are two parts to today's lesson.

In the first part, you will be preparing to write, and in the second part you'll be writing a sequence of sentences.

So, let's begin with preparing to write.

The special item in The Proudest Blue" is the hijab.

The hijab is worn by some Muslim women as an expression of their Islamic faith.

The author, Ibtihaj Muhammad, tells a story about the importance of this item by sequencing events and emotions linked to it.

The story begins by telling us about the day Asiya bought her first hijab.

We then hear about Asiya's first day at school wearing it.

And we hear how Faiza and Asiya felt about it.

The author also provides rich description of the hijab to highlight how special it is.

In this lesson, you will be using your plan to write your own short narrative about a special item.

You planned notes about the following: what your special item is, a description of your special item, why the item is special, and a special memory or day with your item.

Your sentences will follow this sequence and you will use your notes to help you.

We use the notes from our plan to form full sentences.

Using a range of sentences in our writing helps it to flow.

Here's a look at my plan for the beginning of my short narrative.

My special item is a sewing box.

Adjectives to describe it.

Wicker, cream and blue, sentimental, unique, grandmother made it, used to belong to my mother.

A simple sentence that I could form using this plan is, "I was gifted a sewing box." But I might want to use coordination to create a compound sentence.

That would look something like this.

"It was wicker and it was cream and blue." This sentence has two main clauses that makes sense by themself, but the coordinating conjunction "and" has been used to join them.

I may also want to use subordination to add more detail to my sentence.

That might look something like this.

"It was special because my grandmother made it herself." "Because" is a subordinating conjunction.

Coordination and subordination both join two ideas to form one sentence.

What is the difference between them? Coordination joins two simple sentences that carry equal importance.

"It was wicker and it was cream and blue." "It was wicker" is one main clause by itself that makes sense alone.

"It was cream and blue" is another main clause that makes sense by itself, and the coordinating conjunction "and" brings them together.

But they are of equal value.

Subordination joins a simple sentence with a second idea of lower importance.

"It was special because my grandmother made it herself." Here, the subordinating conjunction "because" has been used to add detail about why the first clause in the sentence has been said.

"It was special because my grandmother made it herself." A coordinating conjunction is a word that joins two simple sentences to form a compound sentence.

Our coordinating conjunctions are "and", "or" and "but".

A compound sentence has a main clause, a coordinating conjunction, and another main clause.

These three coordinating conjunctions have different purposes.

When we use the conjunction "and", we are building on the previous clause.

When we use the conjunction "but", we are contrasting something from the previous clause.

And when we use the conjunction "or", we are showing an option or effect from the first clause.

Let's take a look at some example sentences using these.

"It was beautifully designed and it had special meaning." Here, the conjunction "and" has been used to build on the first main clause.

"I was excited but I didn't know how to thread a needle." The second clause contrasts the feeling of excitement.

"I thought I could try myself or I could ask for help." Here, the conjunction "or" has been used to show two options.

Let's check your understanding.

Select the appropriate coordinating conjunction for the following sentences.

"I was excited ______ I also felt nervous." "My grandma said she could teach me ______ I could try myself.

"The box was wicker ______ it was full of sewing equipment." And the three conjunctions you are using are "and", "or" and "but".

These form coordination.

Pause the video and do the task now.

Let's take a look at the answers.

For A, the sentence should be, "I was but I also felt nervous." Here we are seeing a contrast between the feeling of excitedness and nervousness.

For B, "My grandma said she could teach me or I could try myself." Here, two options are being given.

And for C, "The box was wicker and it was full of sewing equipment." Here the second clause builds on the first main clause.

Well done.

A subordinating conjunction can be used to stretch a main clause with a subordinate clause.

The subordinating conjunctions that you can use are "because", "so", "that", "when", "if".

There are other subordinating conjunctions, but these are the ones you are most likely to have heard of or use in your writing.

These three subordinating conjunctions will be useful for your writing today, and they have different purposes.

"Because" is used to give a reason.

"So" is used to show an effect.

And "that" is used to add detail to the main clause.

Let's take a look at some example sentences using these.

"It was really special because it used to belong to my mum." Here, there is a clear reason after the conjunction "because" for the item being special.

"I asked my grandma for help so I could learn how to sew." Here, we can see a clear effect for the first part of the sentence.

Asking the grandma for help would lead to the person learning how to sew.

"I found a needle holder that my grandma had embroidered." Here, detail has been added.

We now know that the needle holder was embroidered by the grammar.

Let's check your understanding.

Select the appropriate subordinating conjunction for the following sentences.

"I explored inside ________ I could see what it contained." "It was special ________ my grandma had made it herself." "I received a sewing box ________ my Grandma had made." The subordinating conjunctions you are using are "because", "so" and "that." Pause the video and answer these now.

Let's take a look at the answers.

"I explored inside so I could see what it contained." This shows effect.

"It was special because my grandma had made it herself." This provides a reason.

And "I received a sewing box that my Grandma had made." This adds detail.

Well done.

Fronted adverbials can be used at the beginning of a sentence to add detail to the main clause.

A fronted adverbial of time is a sentence starter that tells the reader when something happened.

This is helpful for sequencing, which means showing the order of events.

For example.

"First, I gave my grandma a big hug to say thank you." This lets the reader know that this is the first thing that happened after receiving the sewing box.

A fronted adverbial of manner is a sentence starter that adds detail to how an action was done, or says how a person was feeling.

For example, "Gratefully, I gave my Grandma a big hug to say thank you." This lets us know that the person was experiencing gratitude as they hugged their Grandma.

Fronted adverbials are always followed by a comma.

Let's check your understanding.

Choose appropriate fronted adverbials for the following sequence of sentences.

"_____, I explored the box so I could see what was inside." "_____, I discovered a bundle of threads and fabrics.

"_____, I spotted a navy hand-embroidered needle holder." You have a selection of fronted adverbials to choose from.

For fronted adverbials of manner, you have 'Curiously", "Eagerly", "Excitedly".

And for fronted adverbials of time.

You have "First", "Next", "Then".

Pause the video and answer these now.

Let's take a look at the answers.

For A, it is the first sentence in the sequence.

So, you would almost certainly have chosen, "First, I explored the box so I could see what was inside." For B, you may have chosen "Next" or "Then".

Those are both fronted adverbials of time that would work here.

But you may have also chosen a fronted adverbial of manner like "Excitedly".

"Excitedly, I discovered a bundle of threads and fabrics." And for C, you may have chosen a fronted adverbial of manner or of time.

One example that works here is, "Next, I spotted a navy hand-embroidered needle holder." Well done.

It's time for your first task and it is a talk task where you are going to orally rehearse your sentences.

Say the first few sentences about your special item using your plan to support you.

Include the following.

A coordinating conjunction to form a compound sentence using the conjunctions "and", "or" and "but".

A subordinating conjunction to stretch a main clause using the conjunctions "because", "so" or "that".

And fronted adverbials of time and manner.

Some examples are, "First", "Then", "Curiously".

Or you may have your own ideas here.

Remember to use the notes from your plan to support you.

Here is an example of my bullet point notes from the beginning of my plan.

I would have these in front of me to help me orally rehearse my sentences out loud.

Pause the video and do the task now.

Welcome back.

I really enjoyed listening to you orally rehearse your sentences.

And well done for including coordinating and subordinating conjunctions and fronted adverbials.

You will have noticed that those elements helped what you were saying to flow more naturally and to provide a clear sequence.

Let's take a look at my example.

I said these sentences out loud using my plan to support me.

"One day, I was gifted a beautiful sewing box from my grandmother.

It was made out of woven wicker and it was cream and blue in colour.

Eagerly, I opened the box and I discovered a note from my Grandma.

It was a really special gift because my Grandma had made it herself.

I found out it used to belong to my mother when she was little.

This made it even more special to me." You'll notice that I began my first sentence with "One day," which is a fronted adverbial of time.

My second sentence had the coordinating conjunction "and" to form a compound sentence.

My next sentence had a fronted adverbial of manner, "Eagerly".

And the sentence after that had a subordinating conjunction "because" to provide the reason why the gift was so special.

Well done for orally rehearsing your sentences in preparation for writing.

It's now time for the most exciting part of the lesson where you are going to write your sequence of sentences.

When we write, we always try to do these things.

Plan and say each sentence before we write it.

Use punctuation where we know the rules.

Showcase each sentence type we know.

Write letters neatly on the line in joined handwriting.

Use spelling strategies to spell words accurately.

And check and improve our writing when we think we have finished.

Here is the success criteria for your writing today.

I have written a sequence of sentences about my special item using my plan.

I have written at least one compound sentence using "and", "but" or "or".

I have used at least one subordinating conjunction, "because", "so" or "that" to stretch a main clause.

And I have included two different fronted adverbials of time and manner.

I am now going to model writing the first few sentences about my special item using my plan.

And we will check it against the success criteria.

So, I have my success criteria in front of me.

Let's read through it together.

I have written a sequence of sentences about my special item using my plan.

So, I know I need my plan, which I have right here, so that's good.

I have written at least one compound sentence using "and", "but" or "or".

I have used at least one subordinating conjunction, "because", "so" or "that" to stretch a main clause.

And I have included two different fronted adverbials of time and manner.

I'm now ready to begin writing.

And I want to begin by introducing my special item, which is a sewing box.

And I would like to say how I got my sewing box.

I received my sewing box as a gift from my grandmother.

So, that can be my first sentence.

But is that how I want to begin it? Do I want a sentence starter? Hmm, this could be a good opportunity for a fronted adverbial of time.

Okay, one day? "One day, I received a sewing box as a gift from my grandmother." Full stop.

Let's read it.

Check it makes sense.

Look for any missing punctuation.

One day, I, ooh.

Am I missing a piece of punctuation here? What comes after a fronted adverbial? A comma.

Okay, "One day I received a sewing box as a gift from my grandmother." Brilliant.

Now I would like to describe my sewing box, and I have some adjectives to describe it here.

Now, there's lots of ways I can describe this box.

So, this could be a good opportunity for a compound sentence.

What could I say? "It was wicker." Okay, good.

That's the material.

"It was woven wicker." "It was woven wicker." Now, I could end the sentence there because that makes sense by itself, or I could use the coordinating conjunction "and" to add more description.

"It was woven wicker and it was cream and blue in colour." Brilliant.

Now, I'm going to tick this off my plan so I know what I've included.

I haven't used the word "sentimental" or "unique" to describe the sewing box yet, but I could include those adjectives further along when I'm explaining why it's special.

Okay, so I want to explain why it's special.

How did I find out why it was so special? My grandmother made it.

Did I know this when she first gave it to me? No, I opened it first.

Okay, so I want to say, "I opened the box and I discovered a little note from my grandma." Full stop.

Now, I want to explain why the sewing box is special.

And it's special because my grandmother made it, which is what I discovered on the note.

Now, I used a subordinating conjunction when I was speaking there, "because".

Oh, so this is a good opportunity to make sure I include this.

"The sewing box was really special." Ooh, I could include the word "unique" here.

"And unique because my Grandma had made it herself.

Full stop.

Brilliant.

So, I can tick that part.

Now, I could finish there because I have explained why it's special, or I could add another sentence from my plan, explaining that it used to belong to my mother too.

Let's check our success criteria.

I have written a sequence of sentences about my special item using my plan.

I can tick that.

I have clearly followed the sequence on my plan.

I have written at least one compound sentence using "and", "but" or "or".

So, I can see that I did that here when I was describing it.

"It was woven wicker and it was cream and blue in colour." My next sentence was also a compound sentence.

"I opened the box and I discovered a little note from my Grandma." Brilliant, so I can tick that.

I have used at least one subordinating conjunction, "because", "so" or "that" to stretch a main clause.

Well, I know I just used the word "because".

"The sewing box was really special and unique because my grandma had made it herself." Wonderful.

I have included two different fronted adverbials, time and manner.

Ooh, well, I know I've definitely got one for time, "One day," so let me put a little tick there, manner.

Ah, now that's what I forgot.

Oh, okay, so I want to say how I did something.

"I opened the box." That's a clear action.

How did I open the box? Ooh, well I remember that I was really eager to open it.

So, I could add in the fronted adverbial, "Eagerly." Brilliant.

Now, I have manner so I can tick that too.

It's now time for you to begin writing.

You now need to use your plan and success criteria to write the first few sentences about your special item.

That will include what the item is, a description of it, and why it is special.

Here is the success criteria for you to refer back to.

Remember to use a coordinating conjunction to form a compound sentence, "and", "but" or "or".

Remember to use a subordinating conjunction to stretch a main clause.

You can use "because", "so" or "that".

And remember to include fronted adverbials of time and manner.

Some examples are "First", "Then", "Curiously".

Pause the video and do the beginning of your writing now.

Well done for beginning your writing about your special item with such enthusiasm and concentration.

I've seen some wonderful writing.

I'm going to share my example with you and we'll look at how we can check it against the success criteria.

"One day, I received a dainty sewing box from my grandmother.

It was cream and blue and it was made out of woven wicker.

Eagerly, I opened the box and I found a little note inside from my Grandma.

The sewing box was really special because my grandmother made it herself.

I found out that it used to belong to my mother when she was little too." Let's check this against the success criteria.

I have written a sequence of sentences about my special item using my plan.

Well, we can see that this is a clear sequence of sentences forming a short narrative about how I first received my special item.

So we can tick that.

I have written at least one compound sentence using "and", "but" or "or".

"It was cream and blue and it was made out of woven wicker." I have used the coordinating conjunction "and" to form a compound sentence here.

And then the sentence after it also uses the coordinating conjunction "and", so we can tick that.

I have used at least one subordinating conjunction, "because", "so" or "that" to stretch a main clause.

"The sewing box was really special because my grandmother made it herself." Here, I have used the subordinating conjunction "because" to stretch my main clause and provide a reason.

So, we can tick that.

For I have included two different fronted adverbials, time and manner.

We can see I began my first sentence with "One day," which is a fronted adverbial of time, and I used the word "Eagerly," which is a fronted adverbial of manner to describe how I opened the box.

So, I can tick that.

It's time for you to continue writing.

You now need to use your plan and the success criteria to write the next few sentences about your special item.

This will focus on your special memory or day with your item.

Here is the success criteria to refer back to.

And don't forget that these are our coordinating conjunctions, subordinating conjunctions, and fronted adverbials.

Pause the video and continue writing now.

Welcome back.

And well done for your hard work writing about your special day or memory with your special item.

Let's take a look at my example and we'll check it against the success criteria.

Then, you'll have a chance to pause and check your writing against the success criteria.

"Curiously, I explored the inside of the box so I could see what it contained.

First, I found a bundled variety of threads and fabrics.

Next, I spotted a handmade needle holder that my Grandma had embroidered.

I was so excited but I felt nervous too because I didn't know how to sew.

Then, my Grandma taught me how to thread a needle and we sewed together peacefully." Let's check this against the success criteria.

I have written a sequence of sentences about my special item using my plan.

I can definitely tick that because these sentences sequence my memory of receiving and opening the item and what happened next.

I have written at least one compound sentence using "and", "but" or "or".

"I was so excited but I felt nervous too because I didn't know how to sew." The coordinating conjunction "but" has been used here.

This contrasts the main clause at the front of the sentence.

And this sentence is interesting because it also has a subordinating conjunction to stretch it.

And we'll come back to look at that.

My final sentence says, "Then, my Grandma taught me how to thread a needle and we sewed together peacefully." Here, the coordinating conjunction "and" has been used to build on the previous main clause.

So, I can tick this.

I have used at least one subordinating conjunction, "because", "so" or "that" to stretch a main clause.

"Next, I spotted a handmade needle holder that my Grandma had embroidered." Here, I've used a subordinating conjunction "that" to add detail, and then we already spotted that this next sentence has a coordinating conjunction "but" and the subordinating conjunction "because" to provide a reason.

So, we can tick that part of our success criteria.

And finally, I have included two different fronted adverbials, time and manner.

Let's take a look.

We have "Curiously".

That's a fronted proverbial of manner.

We have "First", and "Next" and "Then".

Those are all fronted adverbials of time.

So, I can tick that.

It's now time for you to pause the video, read over your writing, and check it against the success criteria.

Make sure you read carefully and take a moment to reflect on whether you've missed anything out or made any mistakes, and see if you can add it in or improve it.

Pause the video and come back once you've done that.

Well done for reading through your writing, checking it against the success criteria, and for any improvements you may have made.

We've now come to the end of our lesson, so let's go over a summary together.

Notes from a written plan support in writing a sequence of sentences.

Coordination can be used to join two simple sentences that carry equal importance.

Subordination can be used to stretch a main clause and explain an idea to the reader.

Fronted adverbials followed by a comma can be used to sequence sentences and add detail to the main clause.

Well done for all of your hard work writing today.

I have really enjoyed teaching you.