Lesson video

Hi everyone, this is our next Jabberwocky lesson, with me, Ms. Webster, and this is a really exciting one, because we get to plan the climax of the story.

So, I hope that you are feeling confident, and I hope you're feeling ready to learn.

Let's get started.

In this lesson, you will need: an exercise book or some paper, a pencil or something else to write with, and, of course, your brain.

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

We will start off with a writing warm up, then we will order the events of the climax, then we will plan precise language for each part, and we will finish by practising some sentences out loud.

Our writing warm up is to start each sentence with an adverb of manner.

Remember, an adverb describes a verb.

It often ends in -ly.

Here are the adverbs: Wearily, desperately, confidently.

Which one of those means that you do something when, if you are really tired? Tell me.

Wearily Which one means you do something because you really, really, want to? Desperately Which one would you use if you did something with confidence? You'd use confidently.

Here are our sentences: Number one: he tried to think of a plan.

Number two: he leant against the Tumtum tree.

Number three: he swung his sword through the air.

Pause the video now, and write the full sentence, with the correct adverb at the start of it.

Pause the video.

Shall we check? Desperately, he tried to think of a plan.

Well, he hadn't found the jabberwock so far, so he was desperate to think of a plan.

So desperately, he tried to think of a plan.

Did you get that one? Well done! What about the next one? What do you think? Tell me.

Wearily.

Act out the word wearily.

So he was really tired after all of this searching, that he became very weary, which means very tired.

So wearily, he leant against the Tumtum tree.

Which means that confidently, he swung his sword through the air.

Well done for our writing warm up! So we are planning the climax to help us write it as part of our story.

We've already planned and written the opening, we've planned and written the build up, and we are going to plan the climax today.

So that in the next lesson, we can write it.

Remember, in the climax, the young man and the jabberwock have a vicious fight.

And, in a climax, something exciting has to happen, so that is the exciting bit of this story.

Let's read the fourth verse line by line.

My turn, and then your turn.

And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! Remember there are lots of nonsense words in this poem, but as we said in our vocabulary building lesson, there are lots of just normal words to help us get a sense of what's happening.

Let's read the fifth verse again.

My turn, and then your turn.

One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back.

And you can see the nonsense words in that part of the poem as well.

Let's think about the order of the climax.

What's the correct order? A.

They were caught in a vicious fight.

The young man sliced off the jabberwock's head.

B.

The young man wondered what to do next and the jabberwock approached him.

And C.

The young man returned home.

What you need to do is pause the video, and write down the letters in order of the key moments of the climax.

Pause the video.

Let's check.

So the first thing that happens was b.

The young man wondered what to do next and the jabberwock approached him.

Then, it was a.

They were caught in a vicious fight.

The young man sliced off the jabberwock's head.

And the final thing that happened, is that the young man returned home.

So, the order was b, a, c.

So, you need to draw a table a little bit like this.

With the columns headings order, the young man and the jabberwock, because we will write what the young man does in that column, and we will write what the jabberwock does in the final column.

Your rows need to say: 1.

Jabberwock approached the young man.

2.

Vicious fight.

And 3.

The young man returned home.

So that we know what moment we are writing about.

The measurements on the screen are just for guidance, you don't have to stick to those, as long as you've got enough space to write in each box.

Pause the video now, and set up your table.

Pause the video.

So let's focus on the first bit of our climax.

So, when the jabberwock approached the young man, let's just take a look at some of the words that we planned in our vocabulary generating lesson.

And you can see our table there of the things that he did.

He contemplated, he pondered, how did he feel? He was desperate, he was hopeless.

We came up with some great ways of talking about the jabberwock.

His eyes were remorseless.

He had a ruthless look in his eyes.

So, hopefully you've got all of your vocabulary with you that we did in that lesson, because you will be able to put it straight into your plan.

If you need to pause the video and get that, do that now.

OK, and then we talked about these verbs, really precise verbs for how he moved.

We had stormed, stomped, charged, and then these were the verbs for the noises he was making: Snarled, growled, roared.

So here are some questions to help you with this part of your plan.

The first bit where the jabberwock approached the young man.

Think about what the young man had been doing, then think about how the jabberwock approached him, and from where? Where did he come from? Think about the young man's reaction.

Think about what the jabberwock was doing.

How did he approach him, what was he, what noises was he making? And also, what he looked like.

So, you need to pause the video, and note down your answers to these questions, thinking really carefully about the precise language choices that you are making.

And you can use all of that vocabulary that we learnt in the last lesson.

Pause the video now.

Let's have a look at my ideas, and you can write down anything you see on the screen into your own plan.

So, what had he been doing? He was planning his next move, he was pondering intently, pondering is a synonym for wondered.

So he was really doing that carefully, thinking about what he was going to be doing.

Thinking about how he was going to eventually find the jabberwock.

He was really surprised, wasn't he? And I wrote: caught off guard when he saw the jabberwock, who had charged out from the shadows, or stormed out of the dense trees.

What two verbs have I got for the jabberwock? I've got charged and stormed.

Can you tell me one verb that you got? Well done.

What was he doing? I thought he snarled menacingly.

I have the word snarled in my vocabulary, and I chose to put the adverb menacingly.

What did he look like? He had remorseless eyes.

If you need to pause the video, and write down anything you see on the screen on your plan, you can do that now.

So the next section of our climax is the fight.

The vicious fight.

Let's remind ourselves of some of the vocabulary that we've got.

We described it as bloodthirsty, and brutal, and merciless.

Here are some questions that will help you with this part of the plan.

You need to describe the fights, and count those adjectives that we just saw a minute ago.

Look back at your vocabulary notes from that lesson.

How did the young man win? What did he eventually do, to defeat and kill the jabberwock? But then in the jabberwock column, you need to think about how he tried to fight back.

Think about what features we talked about in the opening.

His claws, his teeth, his deadly jaw.

Pause the video now, and write down your vocabulary.

Let's see the things that I thought about.

I thought that we could describe the fight as a bloodthirsty battle.

A terrifying brawl, brawl, that's another way of saying fight.

How did the young man win? How did he kill the jabberwock? He swung his sharp sword through the air at his foe.

Foe, remember we had that word? It means, what does it mean? Oh, enemy.

So the, so the young man's foe is the jabberwock.

And he sliced the jabberwock's head off.

Remembering, the apostrophe, the possession, the jabberwock's head.

In the jabberwock's column, these are the things that I thought of.

He tried to slash through flesh or bones with his knife-like claws.

And I can remember that vocabulary when we were talking about the opening, when we were first describing him.

Maybe he tried to grab, or to bite, with his deadly teeth.

What did you write for that column? How did the jabberwock try to fight back? Tell me one thing.

OK, well done.

If you need to pause the video, and write down anything you see on this plan in your plan, then you can do that now.

So the final part of the climax is when the young man returned home.

Let's just remind ourselves of the vocabulary.

How did he walk back? He didn't amble, he didn't traipse, he didn't trudge, but he marched, he strode, he paraded.

Why did we choose those words? Was it because he felt really proud? Or did he feel really tired? He felt really proud, didn't he? Really proud that he defeated the savage monster.

So here are some questions to help you with this part of your plan.

How did he move? Show not tell how he felt.

And in the jabberwock column, you can think about what happened to his head.

Where was his head? Pause the video now, and write down your notes for this part.

These are the things that I thought about.

Maybe he strode proudly home.

He strode proudly.

Go ahead and show me strode proudly.

Really proud of himself, or he paraded smugly.

Didn't have that word, smugly, in our last lesson.

Smugly.

And it's a great adverb if you're describing how something is done when you kind of want to show off about it, feeling pretty happy with yourself about that.

And you don't mind who sees.

Maybe there was a gleam in his eye.

Maybe there was a smug smile.

Can you show me a smug smile? So you are pretty pleased with yourself, feeling really good about yourself, and what you've done.

So, what about the jabberwock? What happened to his head? These were things that I thought about: The victorious man carried it home.

He carried it home.

We could say the triumphant man displayed the jabberwock's head.

What two adjectives have I used to describe the man at this point? Point to them.

Yeah, I've used the word victorious, and the word triumphant.

Both of those words mean someone who has won something.

And in this case, he's won the battle, hasn't he? He's been successful, he's been triumphant, victorious in defeating the jabberwock.

If there is anything in this plan that you want in yours, then you can pause the video and write it down now.

Our final part of this lesson, is to practise full sentences orally.

This means written or out loud? It means out loud, doesn't it? So look at your plan for number 1, this is my sentence: As the weary man pondered his next move, the savage jabberwock charged at him from out of the shadows.

Pause the video now, look at your plan, and say one full sentence.

Pause the video.

This is my one for number 2, which was all about the battle, and I've chosen some words from my plan to put into this sentence.

The foes were caught in a bloodthirsty battle.

Pause the video now, and write down your, not write down, say your sentence out loud.

Pause the video.

And lastly, this is my sentence for the last bit of the climax.

Proudly, the victorious man marched home, displaying the jabberwock's head.

Pause the video, and say your sentence out loud.

Really well done today! You did a great job in the writing warm up, you ordered the climax, you planned really precise language, and you practised some sentences out loud.

And all of those things mean, that you will be really ready to write the climax in the next lesson.

So I'm really, really looking forward to seeing you then.

If you'd like to, you can share you work with your parents or carer.

I hope you have a really nice rest of your day! And I'll see you soon! Bye!.