Lesson video

Hi, everyone.

How are you doing today? I hope you're feeling good and hope You're feeling confident and ready for this lesson.

So in this lesson, we are going to plan that builds up and I'm really looking forward to this one.

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 you'll need your brain.

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

we will do a writing warm up.

Then we will order the builds up after watching a little bit of the clip, then we will plan each part of the buildup.

And finally, we'll finish it with practising some sentences orally.

Let's see what's our writing warm up is.

So we're thinking about correct apostrophe use.

We can use apostrophes to show something that belongs to someone or something.

This is sometimes called possession.

Let's say a couple of those words out loud, apostrophes, possession.

Well done.

So have a look at their sentence.

The robin's heart pounded in his little chest.

Your turn to read it out loud.

One, two, three.

Good job.

So can you see the apostrophe and the S there? That shows that his heart belongs to him? It is the robin's heart.

It's your turn to have a go writing some words with apostrophes in them.

Can you see my example? That's still there on the table.

So the heart that belongs to the robin, we would show by using the robin's heart, we need the apostrophe S on the word robin.

So you've got three to do, the feathers that belong to the robin, the eyes that belong to the hawk, and the burrow that belongs to the weasel.

If you remember when we watched the whole clip, there was a bit where he took shelter inside what looked like a tunnel, but it was actually a burrow where another animal, a weasel was living.

So you need to show that the weasel's burrow.

So pause the video, write down your correct apostrophe use for each of those three examples and play it when you're ready.

Pause the video.

Let's check.

So the feathers that belong to the robin, oh, okay, the robin's feathers.

Point to the apostrophe S on the screen and point to the apostrophe S on your piece of paper for the robin's feathers.

Well done.

What's the next one, tell me? The eyes that belong to the hawk would be, the hawk's eyes.

Good job.

And then finally, the burrow that belongs to the weasel would be the weasel's burrow.

Point to their apostrophe S on the screen, and point to it on your piece of paper.

Well done.

Let's have a recap of the whole of the story.

In the opening, the robin set off on his journey from Scandinavia.

In the build up, he narrowly missed being caught by another bigger bird.

In the climax, he flew over a stormy sea and was very badly hurt.

And at the end, he returned home and was reunited with his friend.

We have planned and written the opening to the story, which was absolutely fantastic.

Today, We're planning the build up.

We're going to watch a short bit of the clip, which is the build up of the story.

So think about what the key moments in the build up are? What are the important bits that happen? And what words will you use when we write about those key moments in the build up? Okay, you ready to watch the clip? Off We go.

Let's order the key moments of the build up.

So A, a hawk tried to catch him, B, he took shelter, remember we'd spoke about the burrow that the weasels live in.

That's where he took shelter.

And C, he got caught in the rain.

Pause the video now and write down the order of the main parts of the video opening.

You just have to write the letters down, pause the video and it when you've done that.

Should we check? So the first thing that happened, he got caught in the rain.

That means it started raining torrentially and he got soaking wet.

So, then that means he must have taken shelter.

He tried to find a place to hide and to keep warm and dry.

And then the final thing that happened in the build up was that moment where the hawk swoops down on him and tries to grab him with his talons.

Does he actually succeed in that? No, because the robin flew away swiftly enough to make his escape.

You need to draw a table like this on your piece of paper.

It needs to have three columns, one that says key moment, one that says important vocabulary, and one that says vocabulary for the robin.

And then underneath that row, there were three other rows for each moment in the build up.

He got caught in the rain, he took shelter and a hawk try to catch him.

I probably fill the whole of your A4 piece of paper for this plan, so that you've got enough space to write your words in each box.

I would you to pause the video, and play it when you've drawn your plan.

Let's recap on some vocabulary that we had in one of our earlier lessons.

These are all the ways that we thought of to refer to the robin.

Choose your favourite one from the screen and tell me.

Well done.

My one is the agile bird, agile, meaning someone or something that's easily able to get away quickly and can move really nimbly and easily.

So let's focus on this first bit.

He got caught in the rain.

Here's some questions to help you think about what goes in this part of our plan.

How long had he been flying? How long had he been on his journey for? Was it just a few minutes? Was it a few days? Describe the rain.

Was it like a little bit of rain or was it pouring with rain? Was it driving rain? torrential rain? Think about what he did.

Look at the picture there.

What is he doing? He's perched on a branch, maybe clinging to a branch and then show not tell how he felt.

I think at this point he probably is feeling a little bit miserable and maybe a bit sorry for himself.

I'd like you to pause the video, write down your ideas for each question in this part of the plan.

Pause the video and play it when you're ready.

Okay, let's check some of my ideas.

And I wonder if you got something similar.

So how long have you been flying for? Days later or after several days? Remember this journey is a very, very long one.

So he's going to be flying for days, maybe even a week, maybe even more.

Describe the rain.

What did you get for describing the rain? Tell me one thing? This is what I got.

It was pouring down, lashing down, driving down, torrential rain.

What did he do? He clung to a branch, his little claws clung to a branch, and he got soaking wet, all his feathers would have gotten really, really soaking wet.

So how did he feel? Hmm.

I think he felt a bit miserable and a bit sorry for himself.

So maybe he let up a little sad drop, poop! Maybe he hugged his aching wings around his body, and those would be show not tells to show that he feels a bit miserable, a bit fed up and a bit sorry for himself.

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

Let's look at the next part of our plan.

Hmm, so here are some questions to help us.

Where did he shelter? Remember, it was in that tunnel, like place.

Remember that word that means where weasels live? Had it in our writing warm up, didn't we? You can check your writing warm up for that.

How did he move in there? Remember he was really desperate to get out of the rains, so, how did he fly in there? How did he feel about that? And what else was in there? What else was in that tunnel in that burrow? Have a little look at the picture there to remind you.

And then how did he move out once he realised that it was not a safe place to hide.

Pause the video now, write down your answers to these questions thinking really carefully about precise language and play it when you're ready.

Pause the video, shall I show you some of my ideas? So he sheltered in a nearby tunnel or a burrow.

A burrow is where an animal digs a tunnel from underground for them to live in.

How did he moved in? When he flew in gratefully? Oh, thank goodness, I can shelter from the rain in this nearby tunnel.

So I feel grateful, I feel relieved.

Who else was in there? There was a family of weasels, wasn't there? Trying to protect their young and they tried to attack him, and so he had to move out pretty quickly, didn't he? He had to get out of there without a second thought instantly, and he swiftly flew off.

If there's anything you'd like to write down that you see on the screen in your plan, you can do that now.

Let's have a little recap on vocabulary from a previous lesson that we used to describe the hawk.

Look at the screen and tell me your favourite one out of those three.

My one is the ravenous the bird, ravenous is another way of saying hungry when you're very hungry, the ravenous bird, ravenous.

And who do you think he wanted to eat? Who was it? He wanted to eat the robin.

So, here's our next part of our plan and here are our questions.

Where was the hawk? Hmm.

Where was he watching the little robin from? How did the hawk move? Was it slowly or quickly? Very quickly.

Didn't he think about some precise verbs and adverbs for that movement? How did he move quickly down to try and attack the robin? And how did the robin move? What did he have to do? Yet to very quickly fly out of the way, didn't he? And how did he feel about that? Pause the video, write down your answers to these questions using really precise vocabulary and play it to when you've done that.

Let's see some of my ideas.

So where was the hawk? He was perched high up on a branch, and he surveyed his target from above, surveyed means watched very closely.

He surveyed the robin and planned his attack.

How did he move? What did you think? Okay, this is what I thought.

I thought he moved as quick as a flash.

Is that quickly or slowly? Very, very quickly, isn't it? Maybe he skillfully swooped, show me what swooped means.

He swooped down.

And then how did the robin move? He agilely flew off.

Remember he's an agile bird, he can move quickly and easily, but maybe there was not a second to spare.

And he missed the hawk's talons by millimetres.

The hawk's talons very, very, nearly caught him.

And they missed him by a few millimetres, which is not very much at all.

How did he feel? How did you think he felt? This is what I thought, his heart pounded and he knew he had to continue on his journey home.

There's anything you see on the screen that you want in your plan? You can write it in now.

Let's practise some sentences out loud.

Look at your plan for the first part, here's my sentence.

Despite the torrential rain, the little robin needed to rest.

And I can picture him sitting on his branch there in the pouring rain, that he was so tired that he had to stop for a little bit.

Because he'd been flying for so long.

I'd like you to pause the video, practise one full sentence out loud, using your notes for the first bit of your plan.

Pause video, and play it when you've done that.

So look at your plan for part two.

And here's my full sentence that I share with you out loud.

Swiftly he flew into the shelter at the nearby tunnel, but little did he know he wasn't the only one there.

And that's the bit where he had to fly into the tunnel to get some shelter, but there was a family of weasels that was in there.

So he couldn't stay there, it wouldn't have been safe for him to stay there.

Your turn to say your full sentence out loud, pause the video and play it when you've done that.

This is my full sentence for the third part of our plan.

perched on a branch, the ravenous hawk planned his attack on the unsuspecting robin.

Unsuspecting as an adjective to describe someone who isn't aware of what's going on, he's unsuspecting, he doesn't suspect that he's about to be attacked.

So pause the video, look at your plan for part three and say your full sentence out loud and play the video when you've done that.

Really brilliant work today.

Did a great job in our writing warm up, looking at apostrophes for possession, you ordered the build up, you planned each part of the build up, and then you practised some oral sentences, oral which means out loud.

Really well done.

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

And I really looking forward to our next lesson where we get to write the build up.

so I'll see you then.

Bye.