Lesson video

Hello.

In today's lesson with me, Ms. Chu, we're going to be planning a narrative scene with direct speech for the story "Whale Rider." So when you are ready, I think we should get started.

Today's lesson outcome is I can plan a narrative scene with direct speech in "Whale Rider." Here are the key words for today's lesson.

Today's lesson outline is split into two parts, preparing to plan and writing the plan.

Let's prepare to plan now.

"Whale Rider" can be structured like this: the opening, build-up, climax, and the resolution.

In this lesson, we are planning a narrative scene with direct speech in the build-up of the story.

Let's review the key moments in the build-up.

Number one, Paikea leads the boys to the Marae by singing.

She sits in the front row with the men.

Koro tells her to move to the back because she is a girl and Paikea obeys her grandfather.

Now I would like you to put the key moments of the build-up in order.

We have, she sits in the front row with the men.

Paikea leads the boys to the Marae by singing.

Koro tells her to move to the back because she's a girl.

And finally, Paikea obeys her grandmother.

Pause the video and think about which one should go first, second, third, and then fourth.

Okay.

Shall we have a look to see which one is number one? We've got Paikea leads the boys to the Marae by singing.

Then she sits in the front row with the men.

Koro tells her to move to the back because she is a girl.

And finally, Paikea obeys her grandfather.

We need to generate precise and ambitious vocabulary to describe each moment in vivid detail.

We need nouns and nouns are people, places, or things.

We need adjectives to describe the nouns.

We need verbs and verbs are doing, being or having words.

We need adverbs to describe the verbs.

And finally, we need show-not-tell language to describe the character's emotions by describing their body language and facial expressions.

Let's look at the first moment in more detail.

The first moment is Paikea leads the boys to the Marae by singing.

And then we need to think of things that we can see or hear and we need to generate adjectives, verbs, adverbs, and show-not-tell language.

So let's have a think.

She could lead the boys to the Marae by singing passionately.

She sang passionately.

She sang confidently.

She led the boys confidently.

She held her head up high when she led the boys.

She desperately wanted to join in and she did so with pride, or she did it proudly.

And finally, she was leading.

Which verbs would you use to describe Paikea's action in the beginning of the scene? Did she dance? Did she sing? Did she hop? Did she stroll? What do you think? Would it be danced, sang, hopped or strolled? Pause the video to have a think.

Okay, so let's have a look at the answer.

She did sing, she sang, and she strolled into the Marae.

Well done.

Let's look at the next moment in more detail.

This is when she sits in the front row with the men.

Now we need to generate adjectives, verbs, and adverbs that we can see or hear.

She sat in the front row with the men courageously.

Perhaps this caused her to be a bit embarrassed and her face turned red.

She sat courageously but hesitantly too.

She also did this with determination because she knew she shouldn't do it.

Her hands gripped tightly onto the bench when she did this, and everyone else was shocked by her actions.

Which adverbs would you use to describe how Paikea sat down on the front bench? Was it chaotically, hesitantly, confidently, or courageously? Pause the video and think about which adverbs you would use to describe how Paikea sat down.

Okay, so the answer is hesitantly and courageously.

Well done.

Let's look at the next moment in more detail.

Koro tells her to move to the back because she's a girl.

Let's generate adjectives, verbs, adverbs, and show-not-tell language using our senses.

Koro might show that he rose up.

That's a show-not-tell bit of language.

And that would show that he was infuriated and he demanded her to move to the back immediately.

Perhaps you could say that he had a fixed gaze upon her, narrowed eyes 'cause he is angry.

Which show-not-tell language would you use to describe how Koro felt when Paikea sat with the men? Would you say that his eyes lit up with excitement, his eyes narrowed and squinted, a smile spread across his face, or his entire body became rigid and tense? Pause the video now and think about which show-not-tell language would be best used to describe how Koro felt.

Okay, I would definitely say that his eyes were narrowed and squinted 'cause he was scowling at her.

And I would also say that his entire body became rigid and tense because he was shocked by what she had done.

In this narrative scene of "Whale Rider," direct speech is used to develop characters.

We use direct speech to show that a character is speaking out loud.

Direct speech is shown to the reader using inverted commas.

They look like this.

"What did I say?" asked Koro angrily.

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

So Koro says, "What did I say?" The inverted commas go around the words that was spoken out loud by the character.

This is called the direct speech.

"Then go!" shouted Koro frustratedly.

Shouted Koro frustratedly is the reporting clause.

It tells us who said the direct speech and how they said it.

Koro said the direct speech.

And how did he say? He shouted it frustratedly.

Because the direct speech has come before the reporting clause, we call this type of speech, speech first sentence.

Which of these are used in direct speech? Do we use fronted adverbials of cause, inverted commas, coordinating conjunctions or a reporting clause? Pause the video to have a think about what the answer could be.

So I hope that you have said that we use inverted commas, well done, to show what they are saying out loud.

And then reporting clause tells us who said the speech and how they said it.

Let's look at the next moment in even more detail.

Paikea obeys her grandfather.

Let's generate adjectives, verbs, and adverbs of what we could see or hear in this scene.

She stood up after he demanded her to leave.

She paused instantly and she left reluctantly by slumping off in a defeated manner.

And she thought to herself why couldn't she have been born a boy? I would like you to fill in the blanks with the ambitious vocabulary listed below.

I'm going to read it to you.

And as I'm reading, I'd like you to think about which of those words would fit in this blank spaces.

With pride, the dutiful Paikea sang mm and passionately as she led the group of boys and men to the wooden Marae.

Mm coursed through her veins.

The people sat down and so did she.

The mm girl knew she was not allowed to sit in the front row, but she did it mm.

Pause the video now and have a go at filling in the blanks.

Let's have a look at what the blanks were.

With pride, the dutiful Paikea sang melodically and passionately as she led the group of boys and men to the Marae.

Determination coursed through her veins.

The people sat down and so did she.

The courageous girl knew she was not allowed to sit in the front row, but she did it defiantly.

Well done if you got all of those correct.

Now we are onto writing the plan.

When we write a plan, we use notes.

Notes are concise and capture key vocabulary and information.

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

We use bullet points when note-taking.

They look like this.

What is in a plan? Full sentences with capital letters and full stops, bullet points for notes, ambitious vocabulary, or unnecessary information? Pause the video and have a think.

Let's have a look, shall we? In a plan, we use bullet points for notes and we use ambitious vocabulary.

Well done.

Task B is writing the plan.

We would like you to fill in the plan with fronted adverbials and ambitious vocabulary to describe each moment in detail.

The first key moment is Paikea leads the boys to the Marae by singing.

You need to think of fronted adverbials you would use for this key moment, ambitious vocabulary, and any show-not-tell language that's appropriate for this key moment.

Pause the video and have a go.

Okay.

So this is what I have planned.

I used with pride because that was already on the plan and that helped me to start off.

Then I also said proudly with expression.

For my ambitious vocabulary, I decided to use dutiful granddaughter, sang melodically and passionately.

And then I said that she held her head up high to show that she was proud.

She closed her eyes to show the emotion of being passionately singing and also passion coursed through her body or her veins.

Now we're going to fill in the plan with fronted adverbials and ambitious vocabulary to describe the second key moment in detail.

The second key moment is she sits in the front row with the men.

You may use the word courageously as your fronted adverbial or you can think of your own three.

Otherwise, just think of the next two.

Then you need to think of ambitious vocabulary that would be appropriate for this key moment.

Pause the video.

Off you go.

Okay, for my plan and the key moment, which is she sits in the front row with the men, I have courageously, shortly after, and hesitantly.

And I said that that her hand gripped tightly with determination, face turned red, and shocked by, because I wanted to use that to describe how the other people felt by her actions.

For the third key moment, Koro tells her to move to the the back because she's a girl.

I want us to think about the fronted adverbials that would be appropriate for this key moment, the show-not-tell language that we would use and speech, something that Koro would say.

Pause the video.

Off you go.

So in my plan, I've included sternly because that was already in the scaffold.

And then I chose rising up and instantly to show how Koro would behave.

And some of the show-not-tell language would be he had a fixed gaze, narrow eyes, and furrowed browse.

And the possible speech would be, "You're a girl.

Go to the back! What did I say?" And then, "Then leave!" And finally, in the fourth key moment, Paikea obeys her grandfather.

We need to think about the fronted adverbials, ambitious vocabulary, and any thoughts Paikea might have about being asked to leave.

So reluctantly would be a good frontal adverbial for this key moment.

And now I want you to think of two other ones and the other two columns on the plan.

Pause the video.

Off you go.

Great job.

Let's have a look at my plan.

After reluctantly, I've put after a while and solemnly.

Paused for a moment, slumped off, feeling defeated.

Some thoughts.

If only I had been a boy.

What can I do to prove myself? And I wish I was allowed.

Great job on writing your plan.

To summarise, ambitious vocabulary is logged on a plan for future use.

Direct speech moves the plot forward and develops characters in a story.

Show-not-tell language shows a character's feelings by describing their actions, body language and facial expressions.

Notes should not be written in full sentences and bullet points can be used to make notes clear in a plan.

Well done on completing this lesson.

Goodbye.