Lesson video

Hi, everyone.

My name is Ms. Boyle, and welcome to this reading lesson where we are going to be exploring vocabulary in "The Wolf, the Duck, and the Mouse." For this lesson, you need this copy of "The Wolf, The Duck, and The Mouse," written by Mac Barnett and illustrated by John Klassen.

Pause the video and get your copy of the book now.

Great, now I know you have the book with you.

During this lesson, you'll need to be listening and looking carefully, and there'll be tasks where you need somebody to talk to.

I hope you are feeling excited and ready to explore lots of new vocabulary.

Let's get started.

The learning outcome for today's lesson is, I can summarise the story and understand that the vocabulary used within it.

Here are our key words for today's lesson.

Let's practise saying them.

My turn, your turn.

Vocabulary, repetition, speech, summarise.

Good job, well done.

You'll be hearing these words throughout the lesson, and we will be talking about their meaning.

There are two parts to today's lesson.

In the first part, we will be exploring vocabulary from the story, and in the second part, you will be summarising and retelling the story.

So let's begin with exploring vocabulary.

"The Wolf, The Duck, and The Mouse," here is the front cover of the book.

Let's remind ourselves a bit about this story.

"The Wolf, The Duck, and The Mouse" is a children's story, which is told through narrative writing and illustrations.

It is a narrative fiction text, which is told in a humorous manner.

The author is Mac Barnett, and the illustrator is John Klassen.

The main characters are the wolf, the duck, and the mouse.

The main setting is inside the stomach of the wolf.

The author's choice of language conveys important messages to the reader.

The following are key linguistic features within "The Wolf, The Duck, and The Mouse," repetition, precise and ambitious vocabulary, character speech.

These are used to convey characters' traits, actions, and emotions.

Did you notice a word that was repeated by characters throughout the story? Pause the video and have a little think.

Each character used this word to express distress or worry at different points in the story.

The word was woe.

Let's practise saying that word.

Woe.

Let's take a look at its definition.

Woe means a feeling of great distress or sorrow.

How would you say this word to express those emotions? Pause the video and have a little chat with your partner.

What kind of voice might you use or expression might you make when saying the word woe? Wow, you did such a good job at saying the word woe in a way that expressed that feeling of distress or sorrow.

Woe.

That's a really good example of how your facial expressions and tone can convey meaning as well as the word you use.

Let's check your understanding.

What does the word "woe" communicate? A, a feeling of surprise.

B, a feeling of distress or sorrow.

C, a feeling of joy.

Pause the video and select your answer.

The answer is B.

Woe communicates a feeling of distress or sorrow.

Well done.

Precise and ambitious vocabulary is used throughout the story.

The author uses a range of precise verbs and nouns to support storytelling and describe characters actions and intentions.

For example, the author uses the following verbs to communicate and distinguish what has happened to the duck and the mouse.

Swallowed.

The author uses this word to communicate the action of something being passed through the throat Eaten.

The author uses this verb to communicate the process of actually being digested.

The author wants the reader to understand that the duck and the mouse are now in the wolf's stomach, but that they have not been eaten; they are still alive.

Let's check your understanding.

True or false: the duck and the mouse were swallowed, but not eaten.

Pause the video and select your answer.

That is true, well done.

This is how the characters survived and managed to make a home inside the wolf's stomach.

It is time for another check.

Look at the following pages and identify the other descriptive verbs used instead of swallowed or eaten.

So you are looking for verbs that mean the same thing as swallowed and eaten.

Look at page 3, page 9, and page 19.

Pause the video and find these verbs now.

Well done, you did a great job at skimming and scanning these pages to find the right verbs.

Let's take a look at the answers together.

On page three, the verb was gobbled.

On page nine, the verb was munched, and on page 19, the verb was feasted.

These are all synonyms for having eaten something.

The author's choice of vocabulary varies at different points to communicate meaning.

This changes how you read the words in a story.

This is particularly important when reading character speech to ensure you convey the character's emotions effectively.

The fate of the characters remains unclear at various points in the story, and they experience a range of emotions.

This impacts how a character's speech should be read at different points.

Let's check your understanding.

True or false: all of the character's speech should be read in the same way.

Pause the video and select your answer.

That is false, well done.

The way words are read by the reader depends on the choice of words and the character's emotions at that point in the story.

It's time for your first task.

Read pages 17 and 18 with your partner.

Identify any unfamiliar words on this page and use your phonics skills to sound them out.

Consider the context the word has been used in to understand its meaning.

Pause the video and do this task now.

Welcome back.

Well done for reading over these pages and picking out the pieces of unfamiliar or tricky vocabulary.

Let's look at some of the words you may have identified.

Ruckus.

This means a noisy fight, disturbance, or commotion.

Cure.

This means a substance that relieves the symptoms of an illness.

Remedy.

This is a medicine or treatment for a disease or injury.

Hunk.

This means a large piece of something.

Flagon.

This is a large container of something.

You should now be feeling more familiar with the words on these pages and how to pronounce them and what they mean.

It's time for your next task.

I would now like you to read pages 17 and 18 aloud.

This time, focus on the expression you use for each character's speech.

For A, the wolf is feeling unwell and experiencing pain.

Consider this when reading page 17.

And for B, the duck is being cunning and trying to trick the wolf.

Consider this when reading page 18.

So we already know that the way you read the wolf's speech and the duck's speech will sound very different.

Pause the video and do the task now.

Welcome back.

I loved listening to all of your different expressions as you were reading these pages.

It's now time to reflect on the task.

For A, did you read the wolf's speech on page 17 in a way that communicated his discomfort and pain? Did you use any movements or gestures? Some good examples of how to do this would be to have an upset facial expression while speaking or to slump your body, maybe even to groan the words to convey the discomfort.

And for B, how did your expression change when you read the duck's speech on page 18? Did your tone or facial expressions change at this point? Your expression when reading the duck's speech definitely should have sounded more positive than the wolf's speech.

We know that he was being cunning and trying to trick the wolf, so maybe he even had a smirk on his face.

We also know that the wolf couldn't actually see the duck as the duck was speaking, so the duck would've been able to be really cheeky or silly about his cunning plan.

Maybe he even tried to hold back a laugh.

Or maybe he glanced and made eyes with the mouse.

These are all examples of how your body, facial expressions, and tone can convey extra meaning behind a character's emotions.

It's now time for the second part of our lesson where we will be summarising and retelling the story.

We are going to summarise "The Wolf, The Duck, and The Mouse" using precise vocabulary.

Summarising means to pull out the key events and ideas from the text.

Summarising the key events in a story helps us to build our understanding of the text and the meaning behind it.

Let's check your understanding.

What does summarising mean? A, to read the story again.

B, to retell the story in detail, or C, to pull out the key events and ideas from the story? Pause the video and select your answer now.

The answer is C, well done.

Summarising means to pull out the key events and ideas from the story.

I am going to summarise the story of "The Wolf, The Duck, and The Mouse" using vocabulary from the story.

A wolf encountered a mouse in the woods and gobbled it.

The mouse then found themselves inside the wolf's stomach.

The mouse discovered a duck was already living in there.

The two feasted and danced together and made it their home.

The duck and the mouse worked together and tricked the wolf into giving them things.

Their ruckus made the wolf unwell! The wolf fell prey to a hunter.

The duck and the mouse decided to help, and they scared the hunter away to defend their home.

The wolf was grateful and offered to grant the duck and mouse a favour in return.

They chose to stay living in his stomach.

Let's check your understanding.

Put the following events from the story in order.

The wolf fell prey to a hunter, but the duck and mouse saved him to defend their home.

The duck and the mouse tricked the wolf into giving them things.

Their ruckus made the wolf unwell.

The wolf encountered a mouse and gobbled it.

In return, the wolf granted the duck and mouse a favour, and they chose to continue living in his stomach.

The mouse met a duck inside the wolf's stomach.

They feasted and danced together and made it their home.

Pause the video now and number these one to five to show their order in the story.

Let's take a look at the answers together.

First, the wolf encountered a mouse and gobbled it.

Second, the mouse met a duck inside the wolf's stomach.

They feasted and danced together and made it their home.

Third, the duck and the mouse tricked the wolf into giving them things.

Their ruckus made the wolf unwell.

Fourth, the wolf fell prey to a hunter, but the duck and mouse saved him to defend their home.

And fifth, in return, the wolf granted the duck and mouse a favour and they chose to continue living in his stomach.

Well done for ordering these events in this story.

You now have a really good understanding of the chronology of the story.

It's time for your final task.

Retell the story with your partner by summarising the key parts.

Use the sentence starters to help you.

First, a wolf encountered a mouse in the woods and, second, the mouse discovered that, third, the duck and the mouse worked together and, fourth, the wolf fell prey to a hunter.

The duck, the mouse, and fifth, the wolf was grateful and offered to.

Try to use precise vocabulary from the story.

while you are retelling.

Pause the video and do this with your partner now.

Welcome back.

I really enjoyed listening to you retell the story by summarising the key parts.

Let's take a look at the answers together.

A wolf encountered a mouse in the woods and gobbled it.

The mouse then found themself inside the wolf's stomach.

The mouse discovered that a duck was already living in there.

They feasted and danced together and made it their home.

The duck and the mouse worked together and tricked the wolf into giving them things.

Their ruckus made the wolf unwell.

The wolf fell prey to a hunter.

The duck and the mouse decided to help, and they scared the hunter away to defend their home.

The wolf was grateful and offered to grant the duck and mouse a favour in return.

They chose to stay living in his stomach.

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

The author's choice of vocabulary is precise and ambitious and is used to convey meaning to the reader.

Repetition of keywords can enhance and support storytelling.

Multiple words can be used to describe the same thing, for example, gobbled, munched, and feasted.

Character speech is used to show the perspective and feelings of different characters, and this impacts how it is read.

And summarising a story helps us to build our understanding of a text and the meaning behind it.

I have really enjoyed teaching you this lesson today.

Well done for all of your hard work.