Lesson video

Hi everyone, how are you doing today? Welcome to our next Jabberwocky lesson with me Ms. Webster.

I hope you're feeling ready to learn.

I hope you're sitting comfortably and I think we should get started.

In this lesson, you will need an exercise book or some paper, a pencil or a pen, and of course your brain.

If you haven't got everything that you need, pause the video, go and collect it and I'll see you when you're ready.

We will start with our writing warm up, then we will order the build up, then we will plan precise language and then we will finish with some oral sentence practise.

Our writing warm up is to think about adverbial sentence openers.

So what we mean by adverbials or adverbs, are words or phrases that tell us when something happened, where something happened or how something happened.

So for example, some when adverbials could be suddenly, moments later.

Some where adverbials could be in the forest, under the tree.

And then some how adverbials could be confidently and quietly.

And because we're thinking about sentence openers, what punctuation have I got? Definitely got to have a capital letter and what's after the adverb? A comma.

Okay, so you've got six adverbials to put in the correct category.

You've got your when adverbs, some time conjunctions, your where adverbs, prepositional phrases, and then your how adverbs which are sometimes called adverbs of manner.

So you've got to think about where each of those adverbials go a little while later, bravely, in the distance, with determination, in an instant, and in the shadows.

I'd like you to draw the table and put each word in the correct column.

Pause the video and do those things now and I'll see you when you've done that.

Let's check, so these were the two time conjunctions, the adverbials of when, a little while later and in an instant.

Did you get those? Well done.

And then the where adverbs in the distance and in the shadows.

What about the adverbs of manner, the how something was done bravely and with determination.

Really good job on our writing warm up.

So we're planning the build up so that we can write it as a story.

We've already planned and written the opening and today we're planning the build up so that we can write it in the next lesson.

So the build up focuses on verse three.

Let's read verse three aloud and remember there are lots of nonsense words in this poem and you can see the nonsense words highlighted in purple in this verse.

So let's do line by line, my turn then your turn.

He took his vorpal sword in hand; Long time the manxome foe he sought.

So rested he by the Tumtum tree And stood awhile in thought.

Really great reading aloud.

We know there are nonsense words in this poem but we also know there are real words in the poem that help us get a sense of what is actually happening.

Can you see some real words in his verse.

I can see sword.

I can see long time.

I can see foe he sought.

Now they are tricky words but they are real words and we'll come to what they mean in a minute.

I can see the word rested, tree, stood in thought.

So let's go to the word sword.

So we know he's got a sword.

We know he's clutching it very tightly.

He's got a vorpal sword.

I don't know what the word vorpal means, that's a nonsense word.

But we do know he's clutching his sword so that he must be ready to fight the jabberwock.

So long time the manxome foe he sought, so that means he was searching for his enemy for a long time.

The word sought when it's S-O-U-G-H-T, means looking for.

And foe is another way of saying enemy.

Who is the young man's enemy? It's the jabberwocky, isn't it? So he looked for the jabberwocky for a long time.

And then what happened next? Well we've got the word rested, so he rested by a Tumtum tree.

Don't know what a Tumtum tree is but I know it's a kind of tree and he stood awhile in thought.

So he was thinking about what he should do next.

Maybe he was planning his next move, maybe he was wondering how he was finally going to catch the Jabberwocky.

We're going to order the build up now.

We've got three different statements there, three key moments in the build up.

A, the young man searched for the jabberwock for a long time.

B, the young man held onto his trusty sword.

And C, the young man rested whilst he wondered what to do next.

Can you pause the video now and write down the letters in the order that they happened.

Pause the video.

Shall we check? So the first thing that we're writing about in the build up, is the young man holding on to his trusty sword getting ready to fight.

The next thing he's searching for a very long time, isn't he? And finally he stops for a rest and he's wondering what to do.

He's planning he's next move.

So we're going to plan precise vocabulary for each part.

Can you in a second pause the video and set up your planning table like I have on the screen.

So you need three columns, one with the word order at the top, one with the word adverbial sentence openers, and one with the words precise vocabulary.

And then underneath that you need three rows for the three key parts; he held on to his sword, he searched for a long time and he wondered what to do next.

The measurements on the screen are just a guidance in case you want to kind of accurately measure out your table but you do not have to if you do not have a ruler.

Okay, pause the video now.

Well done.

So the first part is him holding onto his sword and the line from the poem that this bit relates to is he took his vorpal sword in hand.

Here are some questions to prompt you thinking of some great vocabulary.

So you need to think about how he held on to his sword, how did he do that? Think about those adverbs of manner, how did he hold on to this sword.

Think about describing the sword and then think about a bit of show not tell.

How's he feeling at this point? I'd like you to pause the video now and write down your notes in this section of the plan.

Should we see what I thought? Maybe he held on to his sword tightly, confidently, bravely.

What was your adverbial sentence opener for how he held on to his sword? Tell me.

Okay, well done.

These are the words that I thought of that we could use to describe his sword.

Trusty, which means it's a weapon that he can rely on.

His trusty sword, he knows it's there, he knows he can use it, he's confident to use it.

Sharp or lethal.

Remember we heard the word lethal when we were describing the jabberwocky's claws but maybe we could use it to describe the young man's sword as well.

Lethal meaning it can do a lot of damage and cause a lot of harm.

And then some show not tell for him as he kind of looking around holding his sword up getting ready to fight.

Maybe his heart thumped in his chest.

Maybe his eyes bulged.

If you would like to write down anything that you can see on the screen in your plan, then you can pause the video now.

So for our next part, part two in our build up, he's searching for a long time.

Long time the manxome foe he sought.

What does that word sought mean? Looked for.

What does the word foe mean? Oh it's your enemy.

Okay, now those are real words but they're words we don't really use that much these days.

So here are you questions or your prompts for this part of the plan.

Think about the time conjunctions.

What time conjunctions would be really precise here? Remember he's looking for a long, long time.

Where was he looking? And think about the verbs and adverbs that you would use when you're talking about him looking for the jabberwocky.

Pause the video now and write down your answers.

Shall we see what I thought? Maybe you could have these sentence openers; for several hours, does that just mean like one or two or does that mean more? Yeah it means more, for several hours.

Well this one is quite good for what seemed like an eternity.

How long is an eternity? Goes on forever and ever and ever and ever and ever.

And maybe to him it feels like he's been searching forever and ever and ever and ever and ever.

He hasn't really but I think it would be a really precise time conjunction to show how he's feeling and to show that he thinks he's been out searching for such a long time.

Where was he looking? Was he looking through the dense forest? We had that word a few lessons ago, dense meaning tightly packed with lots and lots of trees everywhere making it really hard to find anything.

Maybe we can just say everywhere, he was looking everywhere for him.

Here are some verbs and adverbs for him, oh sorry here is some verbs for him looking; he searched, he scoured.

Scoured, which is a precise way of saying looked for or searched really thoroughly, where you really really want to find something.

So he scoured, and maybe this one hunted almost like he is an animal hunting his prey.

What verb did you get? Tell me one? Well done.

So our final part is where he stopped because he was tired and he wondered what to do next.

So rested he by the Tumtum tree and stood a while in thought.

Here are you question prompts.

Where did he stop? Describe the tree.

What did he do? And how did he feel? Pause the video now and write down your ideas to this part.

Let's see what I thought, maybe under a tree, beneath a tree.

Two examples of what kind of adverbial openers? when, where or how? I think they are the where ones because it's telling us, the reader, where the character is.

Under a tree or beneath a tree.

Describe the tree maybe it's towering, maybe it's immense, maybe it's a magical tree.

What was one of your adjectives? What descriptions for the tree, tell me? Okay, well done.

What did he do? He rested, he leant.

That means when you lean against something and it kind of holds you up because you're feeling a bit tired maybe.

And then he wondered or he planned what he should do next.

How did he feel? Remember he's been on this long journey searching for what seemed like an eternity.

So how do you think he felt? This is what I thought, weary.

Show me you weary face.

So tired.

It's a synonym for exhausted which also on my plan, exhausted.

And maybe he'd almost given up hope.

You know if your really trying hard at something, and you're feeling like you're not getting anywhere or you're not succeeding? Do you ever feel like, I'm kind of ready to give up now? If you want to write down anything on my plan on the screen, in your plan you can pause the video now.

So our final part of our lesson is to practise some full sentences orally which means practising them out loud.

Here's my one for the first bit of the build up, listen carefully.

Bravely, the young man clutched onto his trusty sword.

I've started with an adverbial opener bravely that tells the reader how he was clutching onto his sword.

Can you clutch onto your sword? Really tightly, ready for action.

Can you pause the video now and say one full sentence using vocabulary from your plan's part number one.

Pause the video.

This is my word for number two, listen carefully.

For what seemed like an eternity, he scoured the dense forest for any sign of the deadly beast.

And I can see lot's of words that I planned for that part in this sentence.

I'd like you to pause the video now and have a go at saying your full sentence out loud.

Pause the video.

My final sentence says this, beneath an immense tree, he rested and planned his next move.

You're turn to think of your sentence, and say it out loud.

Really well done in today's lesson, you did a great job in the writing warm up, then we ordered the build up, and then we planned precise language to use in each part of the build up, so that we're really ready for writing next lesson, and then we practised some sentences out loud.

If you'd like to you can share your work with your parent or carer, and I'm really looking forward to seeing you for our next lesson.

Have a lovely rest of your day.