Lesson video

Hi everyone.

How are you doing today? Hope you're feeling confident and I hope you're sitting somewhere comfortably.

This is our next lesson in the robin's journey unit, with me, Ms. Webster, really excited about this one, we get to watch the ending of the story and plan for our writing for the next lesson.

So, I think we should get started.

In this lesson, you'll need an exercise book or some paper, a pencil or something else to write with, and you'll need that brain of yours.

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'll do a writing warmup, We will then order the ending of the story, and we will plan each parts of the ending, and then we will finish by practising some sentences orally.

Let's see what's our writing warmup is, so it says, match the sentences to the correct comma use.

Here are some different reasons why we would use commas.

We would use them after a time conjunction, between two adjectives, after a subordinate clause, after an adverb of manner and after a prepositional phrase.

Okay, are you ready to see the sentences? As I'm reading them, think about why that comma is there.

Okay? And each comma use, matches to one sentence.

So number one says, from higher up in the sky, comma, the robin gazed at the beautiful fields.

Number two, he finally reached the lush, comma, snowy fields.

Number three, at last, comma, he was home Number four, as he swooped gracefully into the garden, comma, he saw his faithful companion.

And number five, happily his mate hopped towards him.

So what you need to do is pause the video and write down each number of each sentence and write down the correct comma use.

So number one, whatever you think it is, number two, whatever you think it is, and so on, pause the video, play it when you've done that.

Shall we see? Oh so number one, from high up in the sky, from high up in the sky, that's telling me where the robin is.

So that comma must be for? Tell me, a prepositional phrase, good job.

Number two, he finally reached the lush, comma, snowy fields, lush and snowy, what type of words are they? They're adjectives, aren't they? So that comma is between two adjectives.

Did you get that one? Bet you did.

Number three, at last, at last he was home, that's telling me something about when he got home, so, that comma is after a time conjunction.

Number four, what did you think? Tell me, let's see if your right, after a subordinate clause, well done.

As he swooped gracefully into the garden, comma, he saw his faithful companion, so that as he swooped gracefully into the garden is our subordinate clause.

Finally, this last one must be after an adverb of manner.

How did his mate hop towards him? Happily, it's telling us, how she hopped towards him, happily, comma, his mate hopped towards him.

Really great job on our writing warmup.

We're going to order the ending, but let's just remind ourselves of what happened in the story.

So he sets off on his long journey all the way from Scandinavia, he then had that encounter with that dangerous hawk, who tried to grab him with his talons and then in the climax, he was really badly injured when he flew over the stormy sea, wasn't he? But luckily, the fisherman looked after him, and then at the end, he at last returns home and he's reunited with his friend.

We've planned and written the opening, we've planned and written the build up, we've planned and written the climax, and today we are planning the ending, so that we're really ready to write it in our next lesson.

We're going to watch the ending again.

Think about the key moments.

Think about the words that you'll use, when we write about those key moments.

Are you ready to watch? I definitely am, let's go.

Now, you need to order the main parts of the ending.

Hm, have a look at those pictures, have a look at those sentences, what comes first? Hm, let's read them aloud, I'll read them aloud to you, so a, the robin flew into his garden and was reunited with his friend.

B, the fisherman released the robin into the morning sky.

And c, the robin flew over the countryside.

What happened first, second, and what happened last, pause the video and write down the letters in the correct order, play the video when you've done that.

Let's check, tell me the first thing that happened? What was the letter? Yeah well done, b, the fisherman released the robin into the morning sky, so this was the night after the, this was the next day, wasn't it? After the storm had passed and it had become morning and it was a nice calm, crisp day, and the robin had got better overnight thanks to the care of the kind hearted fisherman.

The next that happened, he flew over the countryside and finally, he flew into the garden and he was reunited with his friend.

So b, c, a.

Can you please draw a table that looks like this, so along the top, it says key moments, descriptive vocabulary and vocabulary for the robin, so you've got three columns.

Underneath that, you need three separate rows for each key moment.

The fisherman released the robin into the morning sky, here's your number one.

Next row, number two, the robin flew over the English countryside, and number three, your final row, the robin flew into the garden.

So I would suggest that it takes the whole of your A4 piece of paper, so that you've got enough space to write in each box.

Pause the video, play it when you've set up your plan.

Let's think about this first key moment, when the fisherman released the robin into the morning sky.

I've got some questions to help you with this part of the plan.

What time of day was it? Remember we've just had that long stormy night, and then it's the next day, so how could we describe the time of day? What did the fisherman do and how did he do it? Think back to the clip, look at that picture, what did he do to the robin? And then what did the robin do, as a result? What did he go off into the morning air and do? and then what did he know? Well, I think he might have known that he was getting very close to home.

So pause the video and write down a few words to answer each question, thinking about your most precise vocabulary choices.

That means choosing the best words to fit the purpose of this part.

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

These were some of my ideas, what time of day was it? I think it was sunrise, another way of saying sunrise is dawn, that's the bit of the day of the morning where the sun begins to rise and it begins to get light.

Maybe we could say something like the sun peeped through the clouds, so it wasn't really full, bright sunshine, there was just like a little glimmer of sunshine behind the clouds and the sun was trying to kind of peep through.

The storm was over.

What did the fisherman do and how? You tell me what you wrote for this one.

Okay, let's see what I got, he released the robin into the crisp, but still air, so crisp is another way of saying quite cold, but it's important to say that it was still, because in the night, when it was the storm, it was really windy, the wind was howling, but now the air is still, in calm, even though it's still a bit cold, but he proudly lets the robin go and he sighed in satisfaction.

He knew he'd done a really good job of looking after the robin and making him feel better.

Show me what the robin did next, show me what he did next.

I think he flew off into the air, maybe he soared, maybe he spread his wings.

This is what I wrote, I wrote that he had his energy restored, which means he felt full of energy again, he spread his wings as wide as he could, he glided magnificently, he soared effortlessly, soared effortlessly.

Does that mean he did that easily or he found it difficult? Hm, yeah he found it easy.

He soared effortlessly like an eagle, I kind of imagining a picture in my mind, like that eagle there on the screen, of him just soaring through the sky.

And what did he know? He knew that, that was not far to go, he knew there was not long left of his journey.

If you see anything on the screen that you want in your plan, pause the video and write it down now, and I'll see you when you've done that.

So for this next key moment, he eventually reaches land, so he's reached Britain, so, he's flying over the countryside.

Here's some questions.

Where was he? Describe the fields.

Look at that picture and that will help you.

What did he do? Maybe he was gazing down, maybe he was searching for his home and then show not tell, how he felt.

Pause the video, play it when you've written down a few words to answer each question.

Let's see what I thought, he soon reached land, he soon reached the British countryside, British has a capital letter because it's what kind of noun? A proper noun.

Describe the fields.

I thought this was quite an interesting way of describing them, a patchwork of fields.

And this picture shows more clearly what a patchwork of fields might look like, where you've got lots and lots of fields, but they're all different shapes and sizes, but all joined together.

So, we could say a patchwork of fields that stretched for miles and miles, that's all he could see as he was flying.

Maybe the lush fields were dusted with snow, remember it's winter time and I can see in the picture that the fields are covered with snow, so maybe we could say dusted.

And from above, the trees looked really, really miniature, didn't they? This is what I thought the robin did, maybe he peered, maybe he stared, maybe he surveyed below for his home, surveyed is where you're really carefully looking for something, you really want to find it and you're looking across quite a wide distance, to try and search for something.

Show not tell how he felt, I wrote, he sensed he was close, because of that, that determination made him flap his wings even faster.

If you see anything on this screen that you want in your plan, you can pause the video and write it down and I'll see you when you're ready.

This is our final parts of the ending, in fact, it's our final part of the whole story.

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

You've got to describe the garden, you've got to write down what the robin did when he saw the garden, did he swoop down gracefully? Did he flap his wings quickly? Did he descend from the sky? Show not tell how he felt and what was the other robin's reaction? Remember he saw his friend there, his companion, he saw the other robin there, and she's been waiting for him all this time, so what did she do? Pause the video, play it when you're ready.

Here's my description of the garden, it was snowy.

Modest is another word for just being quite small, not a big expanse of garden, but just quite a small garden, and I think this word is really important, familiar.

Well done, which means that he recognised it, so it was a familiar sight at last, at last he saw his garden and there's the picture of the garden from the clip that we watched.

If you need to write any more ideas down, you can do that now.

Okay.

Tell me what you wrote down for what the robin did when he saw, that he was above the garden, what did he do? Tell me one thing.

This is what I thought, he descended swiftly.

Descended means you go from up above to down below, and he did that swiftly, which means quickly or slowly? Yeah, quickly, he did that because he wanted to get there really quickly because he had seen his friend waiting there.

He swooped down gracefully.

So we had the word swooped, when we were talking about the hawk.

So we can use it again, as long as we've got an appropriate adverb, he swooped down gracefully.

So he wasn't swooping down to attack anyone, he was just swooping down because he wanted to get there quickly and he did that very gracefully.

His eyes lit up, what do you think that tells you about how he felt his eyes lit up or there was a gleam in his eye? Does that say he was really happy to see her? Yeah.

And the word mate in this context has a slightly different meaning to our version of the word mate, which means friend, mate in an animal context just means they are partners.

And what did she do when she saw him? I think, she happily hopped towards him, she offered him a crumb and she tweeted joyfully, tweeted is the sound that birds make when they're communicating with each other, and if we use the word joyfully, it means happily.

So she was super happy to see him, wasn't she? If you see anything on the screen that you want to write down in your plan, you can pause the video and do that now.

Our final parts of our lesson is practising some sentences out loud.

Here's my one, for the first part of our plan.

As the storming night turned into a crisp, calm morning, the fisherman knew it was time.

He knew it was time to release the robin and let him get on with his journey home.

So pause the video and look at your plan and say one full sentence out loud, using the vocabulary from your plan, pause the video and play it when you've done your sentence.

Look at your plan for part two, here's my full sentence.

The robin reached the familiar sights of the British countryside, which stretched out below him in a patchwork of snow covered fields.

Now, I've used lots of words there for my plan, so I'm sure you can do the same.

Pause the video, look at your plan and say one full sentence out loud, play the video when you've done that.

Here's my sentence for part three, at last, he spotted his home and swooped gracefully down into the garden.

Your turn, look at your plan for part three, pause the video, say your full sentence and then play the video when you're ready.

Really fab work today, did a great job on our writing warm up, we ordered the ending, we planned each part of the ending using really, really good vocabulary choices, and then you practised some sentences orally.

So I really hope that means that you feel ready to write the ending in our next lesson.

I hope you have a really, really great rest of your day, and I'm looking forward to seeing you again very soon.

Bye.