Lesson video

Hi everybody, it's Miss Gardner.

Welcome to your next lesson from our unit "Jabberwocky" Narrative Writing.

I'm really looking forward to today's lesson because we're going to be using our plans to help us write the final section of our narrative version of "Jabberwocky." So let's get started.

In today's lesson from our unit "Jabberwocky" Narrative Writing, we are going to be writing the final section of our narrative version of the poem.

So your learning outcome is I can write the resolution of a narrative based on "Jabberwocky." So let's start by looking at the keywords.

We'll do my turn, your turn.

Text flow, paragraph, direct speech, rhetorical question.

Let's have a look at what these mean.

Text flow is how a text is written to keep the reader engaged.

A paragraph is a distinct section of a piece of writing, indicated by a new line and an indentation.

We write direct speech to show that a character is speaking out loud in a text.

And a rhetorical question is a question asked to the reader that does not expect an answer.

So there are two sections of our learning today.

In the first, we'll be preparing to write, and in the second, we'll be writing a resolution.

So let's start with preparing to write.

"Jabberwocky" can be structured like this: an opening; a buildup; a climax; and then the resolution.

In this lesson, we are writing the resolution.

The purpose of the resolution is to do all of these: Bring the story to an end, tie up any loose ends and loose strings, and the character's problems are solved.

So checking for understanding, what is the purpose of a resolution? A, to bring the story to an end, B, to describe the main action, C, to introduce the characters, or D, to solve the character's problems. Pause the video now.

So the purpose of the resolution is A, to bring the story to an end, and D, to solve the character's problems. Well done.

So let's summarise the key moments in the resolution so that we are really sure of the order of the key moments in which they happen.

Number one, "The boy lowered his sword as he realised he had slain," slain, killed, "The Jabberwock." Number two, "The proud boy carefully picked up the severed head." Number three, "The boy left the woods, and he returned home to his father." And finally, number four, "His father was overjoyed that his son had defeated the Jabberwock." So let's check for understanding.

Put the key moments of the resolution in the correct order.

Here are the four key moments, and you need to number them one, two, three, and four.

Pause the video now, and off you go.

Okay, so number one was, "The boy lowered his sword as he realised he had slain the Jabberwock." Number two, "The proud boy carefully picked up the severed head." Number three, "The boy left the woods, and he returned home to his father." And number four, "His father was overjoyed that his son had defeated the Jabberwock." Well done.

So let's review the key moments from the plan that we've made in the previous lesson.

The plan is really important because it contains loads of ambitious and key vocabulary that we can include in our writing to create a really vivid picture in the reader's mind, and to describe the key moments in a lot more detail.

So firstly, the boy realised he'd slain the Jabberwock, and he picked up its head.

Some ambitious adjectives were the tranquil quiet and the gentle whistle of the bird.

Here, we're describing the forest, and now because the boy slain the Jabberwock, there's a very different atmosphere in the air in the forest.

At the beginning, it was really negative, really dark in the opening, the setting there, whereas now, we're creating a much more positive and calm atmosphere when describing the setting.

We can describe the Jabberwock as the defeated, most-feared beast.

And a fronted adverbial of manner there, with a deep breath.

Then some precise verbs and adverbs.

He calmly lowered his trusted sword.

The Jabberwock was lying in a pitiful mess.

You almost feel pity for this broken Jabberwock.

And a wave of pride washed over him.

Some figurative language there to describe how the boy feels.

Then second moment, "The boy left the woods, and he returned home to his father." Some ambitious adjectives from our plan.

The bright sunbeams, the fearless knight.

He's no longer afraid of anything.

The luscious forest, again, some more positive descriptions of the forest, and the severed head.

Severed means destroyed.

And then precise verbs and adverbs, the sunbeams were bursting gently through the tree's canopy.

He proudly marched whilst joyfully carrying that head.

And then finally the third moment, some ambitious vocabulary to describe how his father was overjoyed that his son had defeated the Jabberwock.

We could describe the father as the elated, elderly gentleman.

Tears of joy cascaded, so fell down his face.

He held his arms out wide to embrace his son.

And then the son, we can just describe him as a proud young man who puffed out his chest, 'cause when you're feeling really proud of yourself, your chest puffs out.

And then the dialogue, "You have slain the Jabberwock.

Come here." Gasped in surprise.

That's the reporting clause.

"I have accomplished the unthinkable." That's what the son said to his father.

And again, the reporting clause, he uttered happily.

So we'll be thinking about how we can include these notes from our plan in our writing today.

So this section needs to include the following: ambitious vocabulary, so that includes precise adjectives, adverbs, and verbs; fronted adverbials; paragraphs, sentences in the past tense; and direct speech; and text flow.

So a range of simple, compound, complex sentences, including even a relative complex sentence.

So we know that using a range of sentences in our writing helps with text flow.

So let's look at how we can use the notes from our plan to describe the first key moment and create a range of sentence types.

"A tranquil quiet, echoed through the trees and all that could be heard was the gentle whistle of a bird in the distance.

The young boy calmly lowered his sword as he looked down at the fallen Jabberwock.

It was lying in a pitiful mess" So you can see here that I didn't just copy exactly from my plan, but I included lots of this ambitious vocabulary from the plan in my sentences.

So before we look at these sentences in a bit more detail, let's just check for understanding.

True or false? When I write the resolution, I can just copy out of my plan.

Pause the video now.

That is false.

Can you use A or B to justify your answer? A, I should use the notes in my plan to form a range of sentences, or B, I should reorder the events from my plan.

Pause the video now.

That is A, we don't want to reorder the events from my plan because we deliberately wrote them in chronological order when we wrote the plan to help us with our writing.

Well done.

So let's look at the different sentence types formed from the plan for that first key moment.

Our first sentence is a compound sentence.

We've used a coordinating conjunction, and, to join two main clauses, "A tranquil quiet echoed through the trees," main clause.

"All that could be heard was the gentle whistle of a bird in the distance," main clause, And they've been joined by that coordinating conjunction to form a compound sentence.

Then we have a complex sentence.

"As he looks down at the fallen Jabberwock" is an adverbial clause and it comes after the main clause, "The young boy calmly lowered his sword," and together, they formed a complex sentence.

And then finally, we have a simple sentence at the end, of dramatic effect.

So just describing this one key moment, we have a compound, complex, and a simple sentence.

A rhetorical question can be used in our writing today.

And a rhetorical question invites the reader to think about what's happening in the story, and to make them feel involved in it.

The writer does not expect the reader to answer rhetorical questions, but they're really useful in helping the reader to engage even more with the story.

And rhetorical questions can also be an effective way of showing what the character is thinking.

So for example, after the boy had sliced off the Jabberwock's head, he might be thinking or thinking to himself, how could he manage that? Was it really dead? Had he really defeated this most-feared beast? So you can see the rhetorical questions invites the reader to feel more involved in the story, but also to be able to show what the character is thinking.

So checking for understanding.

True or false? The reader is expected to answer a rhetorical question.

Pause the video now.

That is false.

Can you use A or B to justify your answer? A, a rhetorical question helps the reader to become involved in the story by getting them to think about what's happening, or B, a rhetorical question helps the reader to become involved in the story by asking them questions that they respond to.

Pause the video now.

That's right, it is A, rhetorical questions involve the reader, but the reader is not expected to answer them.

Well done.

So now let's think about dialogue.

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

It is used to help move the action forward in a narrative.

Here is the most important dialogue in the resolution, and these were all on our plan from the previous lesson.

"You have slain the Jabberwock," the father said, exclaimed in excitement.

"Come here, my boy, I'm so proud of you," the father, again, stated.

And then the son said, "Oh father, I have accomplished the unthinkable." So we need to use direct speech in our writing today to show that a character is speaking out loud.

Each time there is a new speaker, so if the father speaks and then the son speaks, you need to start a new line.

And direct speech is shown to the reader using inverted commas, which look like this.

And the inverted commas tell us where the words the character said begin and end.

So for example, "You have slain the Jabberwock," exclaimed the ecstatic man.

The opening inverted commas come before the word you, and come at the end of the speech, after the word Jabberwock So, "You have slain the Jabberwock" is the words that the character is saying, and we call that the direct speech.

So direct speech can be part of a complex sentence.

Often when someone is speaking, they're also doing something else at the same time.

And the subordinated conjunction as is used when two actions are happening at the same time.

We can use as in a direct speak sentence to add extra detail about how the character was speaking.

Let's have a look.

So let's look at some direct speech and an adverbial clause.

"You have slain the Jabberwock," exclaimed the ecstatic man.

That's our speech.

As he gasped in surprise is an adverbial clause.

The first idea can be stretched with the second idea to make one complex sentence, which includes direct speech.

So, "You have slain the Jabberwock," exclaimed the man as he gasped in surprise.

So here we have speech first, then exclaimed is our synonym for said, and then we have our adverbial subordinate clause, as he gasped in surprise.

So you can see here we've created a complex sentence using direct speech, but we can also do it the other way round, we can do speech second.

So here the adverbial clause comes first, as the man gasped in surprise, then we had our synonym for said in the reporting clause, and then we had our direct speech second.

Both work, and what can be really ambitious is varying the way you write speech, so sometimes you could do speech first, sometimes you could do speech second.

So checking for understanding.

Which speech sentence is correctly punctuated? Read all three speech sentences carefully, looking closely at the inverted commas, the capital letters, and the commas, and then decide which one is correctly punctuated.

Pause the video now and off you go.

Okay, so the correctly punctuated speech sentence was C.

It had the opening and closing inverted commas, the speech started with a capital letter, and the speech ended with a punctuation mark, the exclamation mark.

Well done.

So it's time for task A.

You need to say the first few sentences of the resolution and make sure you include the following for text flow: precise and ambitious vocabulary from your plan; fronted adverbial; and a range of sentence types.

You can use these sentence scaffolds to help you.

A tranquil quiet echoed through the trees as, and calmly, the young boy.

So pause the video now and off you go saying these sentences out loud.

Well done, everybody.

Welcome back.

I'm going to read my sentence out loud, and as I'm reading, you can be checking to see I've included the three bullet points above.

"A tranquil quiet echoed through the trees as a bird gently whistled in the distance Calmly, the young boy lowered his trusted sword and he stared at the defeated beast lying in a pitiful mess." So have I included precise and ambitious vocabulary from my plan? I did, I had tranquil, echoed, trusted, defeated, and pitiful, all from my plan.

Have I included a fronted adverbial? I did, calmly to describe how the boy lowered the sword.

And have I included a range of sentence types? My first sentence was a complex sentence using the subordinating conjunction as, and my second sentence was a compound sentence using the coordinating conjunction and.

If I were to carry on, I'd be trying to think about using maybe different subordinating conjunctions or simple sentence for text flow.

Thank you for helping me check, everybody, and well done on task A.

It is now time for the second section of the lesson, where we are writing the resolution.

When we write, we always try to do these things: plan and say each sentence before we write it; use punctuation where we know the rules; showcase each sentence type we know; write letters neatly on the line in joined handwriting; and use spelling strategies to spell words accurately.

And finally, we check and improve our writing when we think we have finished.

So here is the success criteria for your writing today.

Let's go through it because we are going to use this to help us make sure we are including everything we need to make it a really successful piece of writing.

I have written a range of sentence types, simple, compound, and complex to improve text flow.

I have used direct speech sentences with accurate punctuation.

I've used paragraphs to structure my writing.

And I included a rhetorical question to engage the reader.

So these are the three key moments on your plan to describe in the resolution.

Firstly, the boy realised he'd slaying the Jabberwock and picked up its head.

Then, the boy left the woods and he returned home to his father.

And finally, his father was overjoyed that his son had defeated the Jabberwock.

You can start a new paragraph to signal the start of a new idea or a new moment, key moment in your writing today, but it is important to remember to indent, so leave a space from the margin and the first word of the paragraph at the beginning of each paragraph so it's really clear that you've started a new paragraph.

So let's have a look at a model section.

I'm going to read it out loud, and as I'm reading it, you can be listening and checking to see what I've included from the success criteria.

"A calm quiet echoes through the trees.

All that could be heard was the gentle whistle of a bird in the distance.

The young boy slowly lowered his sword as he looked down at the fallen Jabberwock.

Had he really defeated this most-feared and vicious beast? With a deep breath, he edged toward the creature, which was lying in a pitiful mess, and he carefully picked up the monstrous head.

A wave of pride washed over the young, victorious boy.

As the sun's beams burst through the luscious trees' canopy, the warrior began his journey back home, now fearless of any creature he could encounter.

So have I included a range of sentence types? My first sentence was a simple sentence.

You can see it in green at the top at the start.

Then I had a complex sentence, as he looked down at the fallen Jabberwock.

Then I had a relative complex sentence.

You can see my relative clause there, which was lying in a pitiful mess.

And then my final sentence is another complex sentence.

So I have complex sentences and I have a simple sentence.

In the next paragraph, we'll be thinking about including a compound sentence, but yes, I have got a range of sentence types still, so I can give myself a tick.

Direct speech, not in this paragraph, so I'm not going to give myself a tick here.

Have I included paragraphs? This is my first paragraph.

So yes, I can give myself a tick and I'll be writing a new paragraph on the next slide.

And then have I included a rhetorical question? I did.

I said, "Had he really defeated this most-feared and vicious beast?" So giving the reader an insight into what the character is thinking.

So I can give myself a tick.

Now is the next paragraph.

"Eventually, the gallant knight reached the haven of his father's house.

When he noticed the gargantuan creature's severed head, the elated, elderly gentleman exclaimed in surprise, "You slayed the Jabberwock!" Overjoyed, the ecstatic man held his arms wide as tears of joy cascaded down his wrinkly cheeks.

The proud young man paraded around with the head held aloft and he puffed out his chest.

"Oh, father, I've accomplished the unthinkable," he uttered happily." So have I included a range of sentence types? I did, my first sentence was a simple sentence, then I had another complex sentence, but this time, with the subordinating conjunction when.

Then I had another complex sentence, but this time, with a subordinated conjunction as, "As tears of joy cascaded down his wrinkly cheeks." And on this paragraph, I've included a compound sentence.

You can see there, the coordinating conjunction and in, "And he puffed out his chest." So I can give myself a tick.

Have I included direct speech? Yes, I've done speech second when I said, "The gentleman exclaimed in surprise, "You slayed the Jabberwock!"" And I did speech first at the end.

"Oh father, I've accomplished the unthinkable," so I can give myself a tick.

This was my second paragraph, and I remembered to indent the start of my second paragraph so I can give myself a tick on the paragraphs, and I didn't have a rhetorical question in this paragraph, but that's okay, 'cause I had it in the first, so I'll leave that space blank.

Thank you very much for helping me check.

It's now time for task B, where you are going to be writing the resolution of "Jabberwocky." You need to use your success criteria and your plan to help you structure your paragraphs.

So pause the video now and off you go, writing the resolution of "Jabberwocky." Well done, everybody.

I hope you enjoyed writing your final section of your narrative.

In a moment, you're going to read your resolution of "Jabberwocky" again, and you're going to use your success criteria to help you check that you've included everything needed in this section.

So if you have written a range of sentence types to improve text flow, you can give yourself a tick.

If you have used direct speech sentences with accurate punctuation, give yourself a tick.

If you have used paragraphs to structure your writing, give yourself a tick.

And if you've included a rhetorical question to engage a reader, give yourself a tick.

So pause video now and off you go, reading back through your resolution.

Well done, everybody.

Great job on your writing today.

Here is a summary of everything we've learned.

We use notes from our plan to form full sentences.

Using a range of sentence types, simple, compound, complex, improves text flow for the reader.

A rhetorical question helps to engage the reader and can build suspense.

Direct speech can be part of a complex sentence.

And the purpose of the resolution is to resolve a story, tying up its loose ends and solving any of the characters' problems. Great job today, everybody.

Well done.