Lesson video

Hi, everyone, it's me and Ms. Webster with you for our next lesson in the robin's journey unit, really excited about this one because we get to plan the opening.

So hope you're sitting somewhere comfortably I hope you're feeling confident.

And I think we should get started.

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

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

We'll do a writing warmup.

We will all do the opening of the story.

Then we will plan each part of the opening.

And then we will practise both sentences orally which means practise them out loud.

Let us see what's our writing warmup is.

Match each adverb to the sentence it could start.

I'm going to show you the definition for an adverb.

I'm going to say it, and then we can say it together.

An adverb describes a verb, it often ends in -ly.

Now say together, one, two, three, an adverb describes a verb it often ends in -ly.

Okay so adverbs are useful because they tell us how the verb is done.

Here's some adverbs, courageously, agilely, swiftly.

Here are the sentences.

So you've got to write the full sentence using the correct adverb at the beginning of it.

So number one, the little bird collided in and out of the dense forest.

So I can imagine him gliding through the trees.

Number two, the frightened bird flew out of the predator's way.

That reminds me of the bit in the story where he had to fly quickly to escape the talons of the hawk.

And number three, the plucky bird continued on his perilous journey.

Remember, plucky is another word for brave.

So pause the video now, write your full sentences with the correct adverb at the beginning and then play the video when you're ready.

Let's check the first one, agilely, which means you do something really nimbly and easily.

So you move in a very easy way.

Agilely, the little bird collided in and out of the dense forest.

Did you get that one? Number two, what did you think? Swiftly, which means doing something really quickly.

If you do something swiftly, you do it quickly.

So that works, doesn't it? Because swiftly, the frightened bird flew out of the predator's way.

He had to quickly move out of the predator's way, didn't he? So the last one, did you get that? Courageously which is another way of saying bravely.

What punctuation can you see after each of those adverbs? Point to it and tell me.

There is a comma there, isn't there? So it always has to go adverb and then a comma.

Well done.

We're going to order the opening.

Let's remind ourselves of what happens in the story first.

So the opening, the robin set off on his journey from Scandinavia, in the buildup, he narrowly missed being caught by another bigger bird.

And that was a sign of things to come of the journey, becoming a little bit more difficult for him.

And in the climax, the robin flew over a stormy sea and was badly hurt, but in the ending, at last, the robin returned home and was reunited with his friend.

So we're planning the opening of the story so that we can use it when we come to write it.

Why do we need to plan before we write? Why is it a really good idea to plan before we write? Have you got some reasons in your head? Okay, you think of some reasons and see if they are on the screen, have a look.

So these are my ideas.

So we have precise vocabulary to use.

That means we've got the best possible words to use when we come to do our writing so that we don't have to think of those words in our writing lesson so that we can sequence our ideas.

That means we can order the events of the parts of the story and so that it can help us practise rehearsing sentences out loud, which means practising saying them before we come to write them.

Did you think of those reasons as well? I hope you did.

We will watch a short part of the clip.

So it's just the beginning of the clip, which is the opening.

Think about the key moments, what the key moments are and what words you will use when we write about them.

So I'm going to share the clip now.

Well done for watching.

Let's order the main parts of the opening.

There were three main parts.

He flew above the lake and mountains.

The robin left the hut and he flew above the forest.

What do you think the correct order is? Pause the video now and write down the letters in the correct order.

Let's check.

What was the first thing that happened in the opening? Tell me the letter.

B, the robin left the hut.

What happened next? What did he fly over next? Tell me the letter, C, he flew above the forest.

And then the last thing that happened in the opening was A, he flew above the mountains and the lake.

You need to on your piece of paper, draw a table that looks a little bit like this.

You need three columns, one, two, three.

And in the top row, you need to write key moment, description of the scenery and what the robin did.

And then in three rows below, you need to write each of those key moments.

Number one, the robin left his hut.

Number two, he flew above the forest and number three, he flew above the lake and mountains.

So pause the video now, draw out your table, make sure you've got enough space on the page.

In fact, I'd probably suggest that you use one full page of A4 for this plan.

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

So this is the first part of our opening.

We're writing about the robin leaving his hut, in the middle column, we need to write all the description of the scenery that we can think of and then also what the robin did.

Here are some questions to help you.

What did the hut look like? How did he leave? What verbs and adverbs would you use to show how he left his hut? Maybe he hopped out.

Maybe he spread his wings and took off into the air.

Where was the hut? So was it near anything or was it really remote? Was it in the middle of nowhere perhaps? And then think about some show not tell for how he felt.

So all you need to do is look at the questions and think about answering them just with a few words, not simple sentence, just a few words, pause the video and play it when you've done it.

These are some of my ideas.

And I wonder if you got anything similar.

So what did the hut look like? I chose these words, old, dilapidated which is another way of saying rundown and rickety and instead of the word hut, I used the word shack.

Why was it? I think it was in the middle of nowhere in a remote part of Scandinavia.

Remember remote means all on its own, not close to any other buildings or people or anything.

How did he leave? What did you write? Okay, I wrote this, he took flight, he spread his wings.

And how did he feel? Think about how you would have felt, if you were the robin starting on the journey home.

This is what I thought, his heart pounded in excitement.

So I did little bit of show not tell there.

I didn't say he was excited.

I said his heart pounded in excitement.

If you'd like to pause the video and write down anything you see on the screen onto your plan, that's fine.

So here's the next part of our opening, which is where he flew above the forest.

Here are questions to help us.

When did he get to the forest? Where was the robin? Was he high above the forest? Was he swooping down in and out of the trees? What did the forest look like? And what did he do? Think about those really precise verbs and adverbs.

So not just, he flew, think about other verbs that you could use.

Pause the video, now, jot down your ideas and I'll see you when you've done that.

These are the things that I thought about.

I bet you got similar things and if you would like to, you can write down anything you see on the screen onto your own plan.

So I think after a few hours of flying, remember, he's flying a long way.

He's flying for hundreds of miles.

So after a few hours, he reached the forest and I think we could use these ways of describing it.

Dense trees, mist-covered forest.

Can you point to the mist in the picture? Yeah, that kind of thin layer of mist that's covering the trees.

And actually, I think we need to think about the temperature.

Remember Scandinavia, we looked at the map, didn't we? It's quite far North so it had been very cold and we could use this word bitterly, bitterly cold.

That's when it's really, really cold.

So where was the robin? He was high up in the sky.

That's what I thought you might have written that he was flying low down, close to the trees.

And what did he do? Here are my verbs and adverbs.

He soared gracefully, soared.

Now, when it's spelled like that, it's a synonym for flew.

So he soared gracefully with his wings spread like that.

Can you soar gracefully through the sky? Well done, maybe he gasped at the view below because it was so beautiful.

If you see anything on the screen that you'd like to write on your plan, pause the video and I'll see you when you're ready.

So the final part of our opening is where he flew above the lake and mountains.

Here are questions to help us.

Where was the lake? Think about his journey.

He'd started off all the way up in Scandinavia.

He'd been flying for several hours.

He reached the forest.

Maybe he flew a little bit further South and flew over the lakes and mountains.

Show not tell how you felt and what did the mountains and lake look like? What did he do? Pause the video and write down your answers to these questions thinking about the best, most precise vocabulary that you can use, pause the video.

Here are some of my ideas.

I think that the lake was a few miles away.

I think it was further South.

Did it look like, I think we could use these adjectives, serene, which means calm, glistening, which is where the light is kind of reflecting on the surface of the water.

And it looks like it's glistening, snow-capped mountains, which we've had before in a previous lesson, meaning those mountains were covered with snow or the mountain peaks were covered with snow.

And maybe we could use the words vast and immense to describe the landscape as a whole.

How do you think the robin felt? Have you got some show not tell? Tell me, okay, this is what I thought, he was driven by determination.

We know he's a determined little bird.

He's determined to get home soon and that drove him.

That means it helps him carry on.

It helped him carry on flying because he was so determined.

What did he do? Thinking about your really precise verb in our verb choices, glided effortlessly, skimmed the surface of the water.

Maybe he was flying so close to the lake that the surface of the lake that he skimmed the surface of the water.

If you see anything on the screen that you'd like in your plan, pause the video and write it down on your piece of paper.

So our final part of our lesson is practising sentences out loud.

I will share an example for each part of the opening, and then you can have a go.

So look at your plan for number one.

See if you can see any of the words that I've got in your plan.

This is my sentence.

Far away in a remote part of Scandinavia, a plucky little of robin took flight from an old dilapidated shed.

That means he set off on his journey from his old dilapidated shed, which is another way of saying hot or shack.

It's your turn to look at your plan and say your full sentence out loud, pause the video now, play it when you've done that.

This is my sentence for part two.

After several hours of flying, he found himself soaring above dense woodland.

Can you see any words in your plan that I've got in my sentence? I bet there are.

It's your turn to pause the video and say your full sentence out loud.

And finally, this is my sentence for the last part of our opening, ready to listen? further South, he glided above a vast expanse of calm water, which was surrounded by snow-capped mountains.

And that sentence I think gives my reader a real picture in their mind of what that landscape looked like.

So pause the video and say your full sentence out loud.

Really brilliant work today.

Do you feel ready to do your writing for the opening? I hope you do because you planned some amazing vocabulary today.

You did a great job in our writing warmup.

Then we ordered the opening.

We planned each part of the opening and then we practised full sentences out loud.

If you'd like to, share your work with your parent or carer, I hope you have a really lovely rest of your day.

And I'm really looking forward to seeing you again soon, when we get to write the opening, see you soon.