Lesson video

Hello, and welcome to lesson nine of our unit on monster pizza.

My name is Miss Bourke, and I'm a teacher with the Oak Academy.

I'm really, really excited today because today is the day, we finally get to write our instructions on how to make a pizza for a monster.

Are you ready? Okay, off we go.

Let's look at our agenda for today.

First, we will do a writing warm up, then we will do a vocabulary reminder.

After that, we will look at the parts of the pizza.

And finally, we will complete our task.

In this lesson, you will need an exercise book or some paper, a pencil, your brain and also you will need any vocabulary that you have written down in previous lessons because you can use it to help you write your instructions today.

If you don't have any of those things, pause the video and go and get them now.

It's time for our writing warm up.

Today, I would like you to add the missing sequencing words to my instructions.

So you can see at the start of every sentence there is a missing sequencing word, you need to read through the instructions and then add the sequencing words writing down each sequencing word.

Pause the video and do that now.

Okay, well done.

Let's go through it together.

You could have chosen first, carefully put toothpaste on your toothbrush.

Next, thoroughly wet your toothbrush.

Then, gently brush your teeth for three minutes so your teeth are nice and clean.

And finally, spit out your toothpaste and rinse your toothbrush.

The sequencing words I have added were first, next, then and finally.

Give yourself a tick for every sequencing word that you have written at the start of these instructions.

I just wanted to remind you that after the sequencing word, we can use an adverb followed by a verb.

So you can see I have first, carefully put, next, thoroughly wet, then, gently brush, and finally, spit.

I've got my verb spit there.

I don't have an adverb before that one.

So remember today when we're writing our instructions to add an adverb, before your verb.

We are going to be using lots of different vocabulary in our instruction writing today.

So let's just have a reminder of all the vocabulary that we've learned so far this unit.

Okay, let's have a word class reminder.

Nouns A noun is a PPT a person, place or thing.

Adjectives An adjective is a describing word.

Verbs A verb is a doing or a being word.

Adverbs An adverb describes a verb.

Okay, so here I've got some words for you.

And I would like you to sort these words into their correct word class.

So we'll have nouns, adjectives, verbs and adverbs.

I'm going to read the words aloud to you.

Slowly, slug, mix, disgusting, juicy, carefully, socks and sprinkle.

Pause the video now and sort them into their proper word class.

Good job.

Let's go through it together.

Our nouns were slug and socks.

Give yourself a tick if you found those.

Our adjectives were juicy and disgusting.

They can describe something.

Our verbs were mix and sprinkle.

Those were our two doing words and our adverbs were slowly and carefully.

Give yourself a tick for all the ones that you sorted into the correct word class.

Let's have a look at the parts of the pizza.

Okay.

The parts of the pizza that we will be making with our ingredients or pretending to make with our ingredients are the dough, the sauce and the toppings.

So we will be writing one sentence or one instruction for each of these parts of the pizza.

So an instruction on the ingredients and how to make the dough, the ingredients and how to make the sauce and adding the sauce and the ingredients of the toppings.

So sentence one will be the ingredients and how to make the dough.

Sentence two will be the ingredients for the sauce and adding the sauce to the pizza.

Sentence three will be the ingredients for the topping, and sentence four will be cooking the pizza.

I wonder how a monster likes their pizza cooked.

I wonder if they like it still a bit raw and cold.

Or if they like it burnt to a crisp maybe.

That's going to be up to you to decide that today.

Okay, it's time for our task, and we are going to be writing our instructions for how to make a pizza for a monster.

First, let's go through my tips for successful writing.

My first tip is to say your sentence aloud.

That way, it's going to stick in your mind a bit more easily, and you'll be able to remember what your next word is.

Then after you've said it aloud, you need to write your sentence down, making sure you sound out your words, particularly those ones that you're not quite sure how to spell.

Number three is read your sentence back to check it.

So after you've written your sentence down, read back through it.

And number four is edit your sentence if you need to.

Making any changes, checking, have you got a capital letter and a full stop? Are there commas where there need to be? Have you made any spelling mistakes? If you follow these tips, you're going to have a really successful writing day today.

Okay, let's write our first sentence together.

Our first sentence is going to be about making the dough.

And you can see at the bottom of the screen, that I've got a word bank for you.

So if you're stuck for any words, as you're writing, you can choose one from the word bank.

We have our sequencing words, adverbs, verbs, adjectives, and nouns all lined up there.

So you can choose one of those if you're stuck.

Now, I'm going to write our first sentence first, and then you're going to have a turn.

I've given you the first word, I've given you the sequencing word first, and it's already got a tall capital letter and a comma, so you don't need to worry about your first word.

Now this is about making the dough.

So first I need to remember my ingredients for the dough.

I'm just going to quickly look at my notes.

My ingredients for the dough were mud, eggs and slugs.

Maybe now is a good time for you to pause the video and check what your ingredients for the dough were.

Okay, good job.

Now, I need to think of some adjectives to describe the ingredients.

So let me see I'm going to check my notes again.

I can see I've got thick mud, rotten eggs and slimy slugs.

Those are my adjectives.

Okay, and I know that to make the dough we need to mix it.

So my verb that I'm going to use is mix.

And I want to make sure we get all the ingredients in there together.

So I'm going to choose the adverb thoroughly.

So my first sentence will sound like this.

First, thoroughly mix the thick mud, rotten eggs and slimy slugs.

That's a good start, but I haven't told the reader what we're mixing them together to make yet, so I need to add to the end of my sentence.

Let me say the first bit again.

First, thoroughly mix the thick mud, rotten eggs and slimy slugs.

Oh, I know what to say to make the dough.

Alright, I'm going to say my sentence aloud one more time so I don't forget it.

First, thoroughly mix the thick mud, rotten eggs and slimy slugs to make the dough.

Full stop.

Now it's time to get writing.

I've already written my first word first.

My next word was, was going to be an adverb.

Oh, that's right thoroughly.

First, thoroughly mix the thick mud, rotten eggs and slimy slugs to make the dough full stop.

Now I'm going to check my work.

The first thing I'm going to check for is a capital letter and a full stop.

Let me see.

I can see here I've got my capital letter for first and my full stop after dough.

So I'm going to give myself a tick for each of those.

First, comma, I've remembered my comma after my sequencing word.

I'm going to give myself a tick for that as well.

Thoroughly mix the thick mud, rotten eggs and slimy slugs.

Oh, I just realised I've got a list I've got a list of three ingredients, thick mud, rotten eggs, and slimy slugs, but I've forgotten something in my list.

Can you spot what it is? Have a look through my sentence.

Can you spot what I have forgotten in my list? That's right, it's a comma.

I'm going to add it now.

There we go.

That's better.

Capital letter.

First, comma, thoroughly mix the thick mud comma rotten eggs and slimy slugs to make the dough.

Full stop.

That's my first sentence down.

Now it's your turn.

Write your first sentence starting with the sequencing word.

First, make sure you've got a tall capital letter and a comma after the word, first.

Make sure also that you're using your notes from our previous lessons, or my word bank at the bottom of the screen to help you.

Pause the video and write your sentence now.

Wow, was that tough work? It's quite a long sentence to write.

I bet you did a fantastic job.

We've written our first sentence.

Great work.

Now let's write our second sentence.

Sentence number two.

I would like you to choose a sequencing word.

What sequencing word will you use to start your second sentence? We've already had first so we can't have that again.

What are you going to choose? Pause the video and write your sequencing word for your second sentence now.

Well done.

The sequencing word I chose was, next.

I've got my tall capital letter and my comma after the word, next.

Have you remembered a tall capital letter and your comma after your sequencing word? If you haven't, add them in now.

Okay, my next sentence is going to be about making the dough not making the dough.

We've already done that, making the sauce but also spreading the sauce.

So I'm going to have to have a think about that.

Let me think.

Next.

Well, to make the source you have to cook it.

So I'm going to choose the verb cook.

And I think maybe you need to slowly cook the sauce.

So, next, slowly cook the sauce using revolting bogeys and Wrigley worms. Okay.

I'm just going to say that again.

Next, slowly cook the sauce using revolting bogeys and Wrigley worms. Okay, I'm going to have a go at writing that.

Next, slowly cook the sauce.

I always get a bit stuck when I'm writing the word sauce.

So I'm going to stretch it out and sound it out.

So I can write the word sauce.

Can you help me? S-a-u-c-e Let's do it again.

S-a-u-c-e s- au- ce I can hear that s sound at the beginning.

And I know that at the beginning of words, it's often the s on its own.

S au au I think it's make a-u au sound s- au- ce and my c-e making the s sound at the end.

I'm happy with that.

I think that looks right.

Next, slowly cook the sauce using revolting bogeys and Wrigley worms full Oh, I can't put my full stop there.

Because I haven't told the reader that after they cook the sauce, they need to spread it on the dough.

So I'm going to build on my sentence using a joining conjunction.

I'm going to build on my sentence using the joining conjunction, and.

Okay.

Next, slowly cook the sauce using revolting bogeys and Wrigley worms and thickly spread it on the dough.

That's going to be the end of my sentence.

I'm going to say it aloud again.

And thickly spread it on the dough.

Full stop.

There we go, there's my joining conjunction and, and thickly spread it on the dough.

Now it's your turn.

You've already written your sequencing word down.

Now, pause the video and write the rest of your second sentence, reminding the reader to cook the sauce and then spread it on the dough.

Off you go.

Really, really well done.

I wonder if you used a joining conjunction like and in your sentence as well.

Okay.

You are going to write your last two sentences independently.

I would like you to start sentence three with the sequencing word, then.

Remember sentence three is all about putting the toppings on the pizza.

Starting with the sequencing word then and a tall capital letter, pause the video and write your third sentence now.

Excellent work.

We're almost finished.

We've just got one sentence left to write.

And that sentence is about baking our pizza.

You can choose your last sequencing word, and write your final sentence about putting the pizza into the oven.

I would like you to write your last sentence now.

Pause the video and off you go.

Excellent job.

Wow, we have done a lot of writing today, four sentences using sequencing words, adverbs, verbs, adjectives, and really interesting nouns.

It's a lot of work.

Let's quickly go through my sentences and you can tick the excellent things that you've done in your sentences as we go through.

So my first sentence was first, thoroughly mix the thick mud comma rotten eggs and slimy slugs to make the dough.

I would like you to give yourself a tick for your capital letter and your full stop.

Give yourself a tick.

If you remembered your comma after your sequencing words.

Give yourself a tick for your adverb your, your word ending in l-y.

Give yourself another tick for your verb and another tick for any adjectives that you have written.

Wow, I bet you've got a lot of ticks.

I'd like you to do the same for your second sentence.

My second sentence was next, slowly cook the sauce using revolting bogeys and Wrigley worms and thickly spread it on the dough.

Remember, a tick for a capital letter and a full stop first.

Then you're tick for your comma in your list and your comma after your ordering your sequencing word, commas for and ticks for adverbs, verbs and adjectives.

Let's have a look at my sentence three.

My sentence three was then comma, generously sprinkle on crunchy comma yellow toenails, comma, stinky socks, and squishy eyeballs, full stop.

Again, ticks for capital letters and full stops, ticks for adverbs and verbs and adjectives.

And have you remembered your commas in a list and your comma after a sequencing word.

And my last sentence, finally, comma put the revolting pizza in the oven and bake until it is burnt.

I'm going to give myself a tick for my capital letter and my full stop, for my verb for my verbs put and bake, and for my adjective, revolting.

Make sure you tick all the excellent things that you have done in your writing today.

Well, we are done.

We have done a writing warm up, a vocabulary reminder, we have gone through the parts of the pizza and you have written four sentences.

You've written all your instructions on how to make a pizza for a monster.

Give yourself a really big pat on the back.

Congratulations, you have completed your lesson.

If you would like to, please share your work with a parent or carer.

You could also share your work with Oak National.

If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging @OakNational and #LearnwithOak.

Really well done today.