Lesson video

Hi everybody, I'm Ms. Gardner.

Welcome to the next lesson from our unit, "The Happy Prince": reading our narrative writing.

I hope you've enjoyed the first few lessons of this unit.

I'm really looking forward to today's lesson 'cause we're going to do some more planning.

So let's get started.

In today's lesson from our unit, "The Happy Prince": reading and narrative writing, we are going to continue planning our narrative.

So your learning outcome is, I can plan the build-up of "The Happy Prince".

So let's start with looking at the key words.

We'll do my turn, your turn.

Plan.

Notes.

Ambitious vocabulary.

Fronted adverbial.

Dialogue.

Let's have a look at what these mean.

A plan is a framework that writers create before they write a section or a whole text.

Notes are written out of full sentences.

Ambitious vocabulary is high level language in writing that meets the text's purpose.

A fronted adverbial is a sentence starter followed by a comma.

And dialogue is the written conversation between two characters or more within a narrative.

So there are two sections of our learning today.

In the first will be preparing to plan, and in the second we'll be writing the plan.

So let's start with preparing to plan.

"The Happy Prince" narrative can be structured like this, an opening which we've already written, a build-up, a climax, and then the resolution.

In this lesson, we are planning the build-up.

So what is the purpose of the build-up? The purpose of the build-up is to to do all of these, develop the plot and the characters, and build up the tension and excitement.

In this build-up of "The Happy Prince", we develop the characters.

So, the prince, how is the prince developed in the build-up? He describes the suffering that is causing him so much sadness.

He then sacrifices his own happiness and comfort by giving away his jewels, which are his eyes.

Also, the gold leaves all over him so that he can help other people.

He tells the bird what to do.

He's really firm with the bird.

And just ignores the bird's concerns.

And then the bird, how does the bird develop over the build-up? He does what the prince tells him to do.

He becomes more concerned about the prince's wellbeing.

He says, at one point, I can't take your other eye, otherwise you won't be able to see.

So he's really worried about the prince's wellbeing, but he will not leave the prince's side.

So we're starting to learn that he's a really loyal friend.

And then also, the citizens in the city.

They become happier and healthier and are suffering less because of all the good deeds that the prince and the bird are doing.

So that's how their characters develop throughout the build-up.

So checking for understanding.

In the build-up of "The Happy Prince", A, the bird becomes weaker and frailer.

B, the prince and the bird help more and more people.

C, the bird rests on the prince's feet.

Or D, the prince sacrifices more of his own wellbeing.

Pause the video now.

That's right, in the build-up, the prince and the bird help more and more people and the prince sacrifices more of his own wellbeing.

A, the bird becomes weaker and frailer.

That comes later in the narrative, in the climax.

And C, the bird rests on the prince's feet.

We've already written about that, that was in the opening.

Well done.

So a descriptive build-up should enable the reader to picture the action in their mind.

And we can achieve this through really precise descriptions and by using ambitious vocabulary to paint a vivid picture.

Our descriptive build-up should develop the character's emotions and build up the excitement.

So we're gonna be thinking today about what vocabulary we can include in our plan to do all of these things.

So, let's review the key moments of the build-up.

Firstly, the prince described the suffering of the seamstress and unwell son.

Then, the bird took the prince's ruby to the seamstress and he flapped his wings to help the boy feel better.

Then, the prince wanted to help other people, so he sacrificed his eyes and the gold leaves on his body.

And this concerned the bird.

This made the bird worried.

But finally in the build-up, the citizens that they were helping became happier and brighter and healthier.

So, checking for understanding.

Can you put the key moments of the build-up in the correct order? You've got the four moments again, you now need to number them one, two, three, and four.

So pause video now, and off you go.

Okay, welcome back.

So, number one, the first key moment of the build-up was the prince described the suffering of the seamstress and her unwell son.

Number two, the bird took the prince's ruby to the seamstress, and he flapped wings to help the boy feel better.

Three, the prince wanted to help other people, so he sacrificed his eyes and the gold leaves on his body, and this concerned the bird.

And then four, the citizens they helped became happier and brighter.

Great job, everybody.

So throughout our descriptive build-up, we will use a range of literary devices, precise verbs, figurative language.

So that includes metaphors, similes, personification.

Descriptive adjectives and adverbs, fronted adverbials of time, place and manner.

Show-not-tell language to describe the character's emotions.

And expanded noun phrases.

Using these literary devices help to create a really vivid image in the reader's mind of the action that is taking place.

It's really important we include this in our plan so we remember to use it in our writing.

So let's look at fronted adverbials.

Fronted adverbials of manner tell the reader how an action is taking place.

They add extra detail to the verb during the action, and they give the reader a more vivid image in their mind of what's happening.

For example, you could say the prince explained the suffering he could see.

But if you add fronted adverbials of manner, this then creates a more clear image of how the character is feeling.

Mournfully, the prince explained the suffering he could see.

Or, with his eyes full of tears, this prince explained the suffering he could see.

So you can see here these fronted adverbials of manner give extra detail about how the character is talking or speaking or feeling.

Fronted adverbials of time or place are also really useful because they tell the reader when or where an action is taking place.

So for example, far away in a narrow street, a poor seamstress was unable to take care of her sickly son.

That's a fronted adverbial of place, giving the the reader an image where the action is happening.

Or, the following night, the prince instructed the bird to bring its gold leaves to a young girl.

Have a fronted adverbial of time there to show when the action is happening.

So another really useful way to use a fronted adverbial.

We want to make sure we're including our fronted adverbials on our plan so we remember to use them in writing.

So, checking for understanding.

Which types of fronted adverbials can be used in a narrative? A, fronted adverbials of time, place and manner.

B, formal fronted adverbials.

C, viewpoint fronted adverbial.

Or D, fronted adverbials of cause.

Pause the video now.

That's right, it is A.

B, C, and D are all types of formal fronted adverbials that you'd be more likely to find in nonfiction texts.

Well done.

So, now let's think about generating vocabulary that we can use to describe each moment in more detail.

So, this moment was the prince described the suffering of the seamstress and her unwell son.

So you can see there, that's just a compound sentence.

It hasn't got much descriptive language.

So let's think about what we can include to create a more vivid picture for the reader.

So pause the video now and have a go at generating some adjectives and verbs and adverbs to describe this moment.

Off you go.

Okay, here are some ideas I've come up with.

I wonder if yours were similar.

With a mournful look in his eyes, that's a fronted adverbial of manner, a poor, long-suffering seamstress, long-suffering means she's been suffering and in pain, worrying about her son for a really long time.

Distressing sight.

Distressing is really upsetting, and that's what he can see.

The prince, it's a really distressing sight seeing this woman so upset.

The sickly son.

Actually he's not very well.

He's sickly.

The worried mother.

And then a fronted adverbial of place, far away in a narrow, quiet street.

Okay, so check for understanding.

Which of the following are precise adjectives to describe the seamstress at the beginning of the build-up? A, excited.

B, long suffering.

C, relieved.

Or D, distressed.

Pause the video now.

Okay, so the seamstress could be described as long-suffering.

She's been in pain worrying about her son for a really long time.

And distressed, she's very upset and worried.

Well done.

So now let's generate descriptive vocabulary we can use to describe this moment.

The bird took the prince's ruby to the seamstress and he flapped his rings to help the boy feel better.

So pause the video now and have a go at just thinking of some verbs, adverbs, adjectives to describe this moment.

Pause the video now.

Off you go.

Okay, so here are some of ideas that I've come up with.

The compassionate bird.

Compassionate means he really, really cares about others.

The valuable stone.

We know it was worth a lot of money because it helped the mother be able to help her son eventually.

So it's valuable.

The dazzling jewel, that means it's shiny and shimmering.

Immediately soared.

And soared as a synonym for flew.

And immediately showing that the the bird went straight away, as soon as the prince asked.

Gently flapped.

Flapped its wings to make the boy feel better.

And it was gently to show that it wasn't very aggressive.

And then his, the sickly boy's face brightened, showing that he's going to get better.

Okay, well done.

So now let's check for understanding.

Which adverbs and verbs could be used to describe the bird's actions in this key moment of the build-up? A, aggressively dropped.

B, quickly soared.

C, slowly floated.

Or D, gently flapped his wings.

Pause the video now So we can describe the bird as B, quickly soared.

Soared through the streets to the seamstress's house.

And D, gently flapped his wings.

Well done.

So now let's generate descriptive vocabulary we could use to describe this moment.

The prince wanted to help other people, so he sacrificed his eyes and gold leaves.

This concerned the bird.

So pause the video now and think about any fronted adverbials, precise verbs and adjectives and adverbs to describe this moment.

Off you go.

Okay, well done.

Here are some ideas I've come up with.

The beautiful sapphires to describe his eyes.

They're like jewels.

They are jewels.

The golden, shimmering leaves, an expanded noun phrase to describe the golden leaves all over him.

Selflessly sacrificed.

He was selfless because he didn't care about his own wellbeing.

He was happy to sacrifice anything on him to help other people.

So that's a very selfless thing to do.

The concerned bird.

The bird is worried about the prince without his eyes.

Determined to help.

That's how the prince is feeling right now.

And then, reluctantly.

The bird was reluctant, wasn't so happy to help by the end of the build-up because he was more worried about the prince.

Well done.

So there is also some really important dialogue that we need to include in our plan.

And dialogue is really useful 'cause it helps to move the story forward.

So in this moment of the build-up, the prince wanted to help other people.

So he sacrificed his eyes and gold leaves.

This concerned the bird.

So can you remember what did the bird and the prince say to each other at this point? If you need to, you can look back through the text and the additional materials to help you with this question.

So pause the video now.

And off you go.

So, what did they say to each other? The prince said, "Another girl needs our help.

"Take out my other eye and give it to her." The bird responded, "I cannot take out your other eye.

"You will not be able to see." And so the prince replied, "Take my gold leaves too "and give them to the poor people." So we want to include these lines of dialogue in our plan.

Checking for understanding.

True or false, the bird is instructing the prince to help more people.

Pause the video now.

That is false.

Can you use A or B to justify your answer? A, the bird is concerned about the prince because he is sacrificing his own wellbeing.

But the bird does as he is told.

Or B, the prince is tired of helping those that are suffering.

Pause the video now.

That's right, that is A, the bird is worried about the prince, but he still does as he is told and as the prince instructs him to do.

Well done.

Okay, it's time for task A.

You need to fill in the blanks with precise and ambitious vocabulary from the word bank below.

So the words in the word bank are soared, so that's synonym for flew.

Reluctantly, when you don't really want to do something.

Long-suffering, when you've been in pain for a really long time.

And sacrifice, when you give up something for someone else.

So I'm going to read out the sentences now, and then you'll be able to fill in the missing blanks afterwards.

The blank, poor seamstress was unable to help her sickly son.

The compassionate bird quickly blank through the city with the valuable stone in his mouth.

The determined prince blank his own sapphire eyes and golden shimmering leaves as the bird became more and more concerned.

And finally, "Take my gold leaves "and give them to the poor people," instructed the selfless prince and the bird blank agreed.

Let's pause the video now.

And off you go.

Well done everybody.

Welcome back.

I'm going to read out the sentences and as I'm reading it, I want to be able to hear you say, what was the missing word? The long-suffering, poor seamstress was unable to help her sickly son.

The compassionate bird quickly soared through the city with the valuable stone in his mouth.

The determined prince sacrificed his own sapphire eyes and golden shimmering leaves as the bird became more and more concerned.

And finally, "Take my gold leaves "and give them to the poor people," instructed the selfless prince and the bird reluctantly agreed.

Great job everybody.

Well done.

It's time for the second part of our lesson where we are going to be writing the plan.

When we write a plan, we use notes.

Notes are concise, short, and capture the key vocabulary and information.

The purpose of notes is to help the writer to organise information and ideas easily for future use.

We use bullet points when note-taking, and they look like this.

So, checking for understanding.

What will you need to include in your plan? A, full sentences with capital letters and full stops.

B, bullet points for notes.

C, precise and ambitious vocabulary.

Or D, unnecessary information.

Pause the video now.

So on a plan, we need B, bullet points for notes and C, precise and ambitious vocabulary.

We do not need full sentences on our plan.

Well done.

So it's time for task B.

Firstly, you need to fill in the plan for the first key moment.

So the first key moment was the prince described the suffering of the seamstress and her unwell son.

See if you can you think of any fronted adverbials and precise verbs and adjectives and adverbs to fill in the plan.

You can think about including some of the vocabulary that we generated in the first part of this lesson.

Remember, you don't need full sentences on your plan.

More just key vocabulary.

Pause the video now.

And off you go.

Okay, well done everybody.

Welcome back.

I'm going to read through my ideas.

If you want to, you can pause the video and add these to your plan yourself if you think you want to include them in your writing.

So the fronted adverbials I came up with were far away in a narrow street, fronted adverbial of place.

With a mournful look in his eye, fronted adverbial al of manner.

And sadly, another fronted adverbial of manner.

And then precise vocabulary.

The distressing sight.

The poor, long suffering seamstress and her sickly son.

Well done, everybody.

It's now time to fill in the second key moment.

So this key moment was the bird took the prince's ruby to the seamstress and he flapped his wings to help the boy feel better.

So think about any fronted adverbials and any precise, ambitious verbs, adjectives, and adverbs to describe this moment in more detail.

Pause video now.

And off you go.

Well done everybody.

Welcome back.

Let's go through my ideas.

Just like last time, you can add these to your plan if you'd like to.

So fronted adverbial, immediately, of time.

Through the quiet city, fronted adverbial of place.

And quickly, a fronted adverbial of manner.

And then my precise vocabulary.

The bird soared determinedly.

He gently flapped its fragile wings.

Fragile means quite weak.

And the boy's pale face brightened.

He started to feel better after the bird flapped his wings.

Okay, well done.

Now finally, you need to fill in the plan for the third key moment.

The prince sacrificed his eyes and gold leaves.

This concerned the bird.

So firstly, you need to think about any precise verbs, adverbs and adjectives, and then any of the dialogue that you need to include from the build-up.

So just like last time, you don't need full sentences, just bullet point notes with that key vocabulary.

Pause the video now.

And off you go.

Well done everybody.

Welcome back.

So let's go through my ideas.

The precise vocabulary to describe this moment.

The beautiful sapphire, the shimmering gold described the jewels and the gold leaves on the statue.

He selflessly sacrificed.

And the reluctant, concerned bird who's worried about the prince.

And then the dialogue.

"Take out my other eye and give it to that girl." "I cannot take out your other eye.

"You will not be able to see," the bird replied.

And finally, "Take my gold leaves too "and give them to the poor people." Well done.

Make sure you keep your plan safe 'cause you're going to need it in the next lesson when we are writing the build-up.

Great job.

So here is a summary of everything we've learned today.

The purpose of the build-up is to develop the characters and build up the excitement.

When we plan, we log precise and ambitious vocabulary to help paint vivid pictures for our reader.

Dialogue is the written conversation between two characters or more within a narrative.

And front adverbials of time, place, and manner are included in a plan to add extra detail about the action.

Great job today, everybody.

Well done.