Lesson video

Hi everyone and welcome to today's lesson.

Today we're going to move on to the next section of our diary entry.

We're going to be planning part one of the main body.

In today's lesson, you will be able to plan part one of the main body of a diary entry based on "How To Train Your Dragon." Here are some key words we're going to use.

Notes.

Show-not-tell, fronted adverbial of time.

Notes are written out of full sentences.

Show-not-tell is when the writer conveys feelings by describing physical sensations and actions.

A fronted adverbial of time is a sentence starter followed by a comma which tells the reader when something happened.

Today we are going to be planning part one of the main body of a diary entry.

Our lesson is going to be split into two parts.

Firstly, we are going to be learning about the linguistic features of this section and then we're going to move on to planning part one.

Let's review what we know about "How To Train Your Dragon." "How To Train Your Dragon" is a children's fictional book that tells the story of Hiccup, a young Viking who lives on the Isle of Berk.

The author and illustrator of "How To Train Your Dragon" is Cressida Cowell.

The book's setting is inspired by the Scottish islands that Cressida Cowell visited during family holidays as a child.

The Isle of Berk is routinely attacked by dragons, so the villagers undertake dragon training in order to learn how to defend themselves and tame the unruly dragons.

This diary entry can be structured like this.

We have the opening, the main body part one, which describes dragon training, the main body part two, which also describes dragon training and the closing.

Today we are planning the first part of the main body.

Key linguistic features of a diary entry include all of these things, tell, show-not-tell, contracted words, fronted adverbials of time.

Well done.

We focused on tell, show-not-tell, and contracted words when we were writing the opening of our diary entry.

So we've had lots of practise of using these.

Now let's focus on using fronted adverbials of time.

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

We can illustrate it.

We can illustrate fronted adverbials using this scaffold.

A fronted adverbial of time is a sentence starter followed by a comma which tells the reader when something happened.

Why might fronted adverbials of time be key features of diary entries? Take a moment to have a little think.

Well done if you spotted that they support the writer to retell the events of the diary or the day in chronological order.

That means that we put the events in the order in which they happened.

Fronted adverbials of time can be written as one word.

In this case, we call them adverbials or groups of words.

Then we refer to them as adverbial phrases.

True or false? Fronted adverbials of time help writers order events chronologically.

Pause the video while you decide.

Well done if you spotted that this is true.

Now, pause the video again while you decide how to justify your answer.

Great work everyone, if you spotted that fronted adverbials of time describe when events happened.

Fronted adverbials of place describe where they happened.

Now it is time for your first task.

Sort the fronted adverbials of time into single word adverbials and adverbial phrases.

Remember, an adverbial phrase is when we have a group of words describing when something happened.

Pause the video now while you complete your task.

Great work everyone.

The fronted adverbials of time were next and later.

The fronted adverbial phrases of time were this morning, after that, seconds after, and at 9:00 AM.

Great work.

Well done everyone.

What a brilliant start to our lesson.

Now that we've considered the linguistic features, we're going to move on to learning and planning part one.

When we write a plan, we use notes.

Notes are concise and they capture the most important information.

For a diary entry, this is the key events in chronological order as well as thoughts and feelings.

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

We do not write in full sentences.

This is because when we come to writing, we'll be able to build on our notes ideas in our writing process and turn them into full sentences then.

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

What will a written plan for your diary entry include? Pause the video while you complete your task.

Great work, everyone, if you spotted that in our diary entry we will include bullet points for notes and key events as well as thoughts and feelings.

Let's remind ourselves of what happened at dragon training in chronological order.

We also need to consider how Hiccup felt at each point.

So first, Gobber, the dragon training teacher, welcomed the students to the arena.

At this point, Hiccup felt stressed and apprehensive about what was going to happen.

Then the other students teased Hiccup for not helping defend Berk during the last dragon attack.

At this point, Hiccup felt humiliated, resentful, and angry.

Then Gobber explained which types of dragons would be behind the enclosure doors.

While he was doing that Hiccup felt panicked and fearful.

These events form the basis of paragraph one, which is what we are going to be planning today.

Which of the following thoughts would convey Hiccup's emotions when writing about being teased by the other students? Pause the video while you decide.

Well done everyone.

An appropriate example would be, I felt my face burn with humiliation and rage.

The purpose of this paragraph is to retell these key events in more detail.

So we're going to be taking these key events and we're going to be describing Hiccup's thoughts and feelings and how he felt at each point in this sequence.

Then let's consider what happened next.

This is not what we're going to plan today, but it's what happened later on in dragon training.

Gobber released the Gronckle.

It flew around the arena and the students tried to defend themselves with shields.

Hiccup felt panicked and horrified while this was happening.

Then the Gronckle cornered Hiccup and was about to attack.

Hiccup, felt petrified, and finally Gobber saved Hiccup, but he told him off.

The other students laughed at Hiccup.

Here he felt humiliated, resentful, and angry.

These three events form the basis of paragraph two, which is the second part of the main body of the diary.

Here's the planning format that we are going to use today.

Remember, we are writing as Hiccup from the first person perspective.

That means we will be using words like I, me, we.

Our plan is separated into key headings.

What happened? We need to describe the action and then we can describe our thoughts, feelings, and questions.

Firstly, we're going to describe Gobber welcoming us to the arena.

Then how the other students teased me and how Gobber described the types of dragons we could face.

Now it is time for your main task.

Write bullet point notes for main body part one, dragon training.

Pause the video while you complete your task.

Brilliant work everyone.

Now I'm going to show you my plan.

Remember, my plan might look quite different to your plan and that's a good thing 'cause we've all got different ideas.

But key things we want to include are fronted adverbials of time to help us sequence ideas and events chronologically.

We want to refer to our thoughts and feelings.

We want to use some show-not-tell to help convey that.

We also want to make sure that we're creating an informal tone.

So in my first section where Gobber welcomed us to the arena I've got, at 9:00 AM this morning, dragon training began as I entered the arena.

That's a type of subordinate clause I want to use.

For my thoughts, feelings, and questions, I've got some examples here for I felt sick with nerves.

I didn't know what to expect.

Up next when the other students teased me, I've got another subordinate clause here.

When the other kids saw me, so I've got that word kids there to create an informal tone.

They made fun of everything I said.

They humiliated me, so I'm telling my reader how I felt.

Thoughts, feelings, and questions, I clenched my fists.

There's some example of show-not-tell.

I tried not to let them see my anger.

Why do they always pick on me? There's an example of a rhetorical question.

And finally, Gobber described the types of dragons we would face.

Listening to Gobber describe what was behind the door.

There's a way I would like to open one of my sentences.

I felt like I'd pass out.

I would, I'd creating an informal tone with that contracted word.

Dread filled me, my blood ran cold.

There's an example of tell and then an example of show-not-tell.

I felt so unprepared.

Now take a moment to read through your plan once again and double check whether you feel like you have got some contractions to create an informal tone, some description of show using show-not-tell or tell to describe your feelings.

Have you described what you were thinking? Maybe using some rhetorical questions.

Have you included any fronted adverbial of time to help you when you come to sequencing the events? If you would like to, you can magpie a couple of my ideas and add them to your plan.

Pause the video while you do that now.

Well done everyone.

That now brings us on to the end of our lesson where today we have been planning part one of the main body of a diary entry.

When rehearsing and planning for a diary entry, we do so in the first person perspective.

Fronted adverbials of time support the writer to order events in a diary chronologically.

An effective plan for a diary entry contains key events in chronological order and thoughts and feelings.

These can be expressed using show-not-tell.

A plan is written in note format, using bullet points to capture the most important information.

I have been so impressed with the standard of the plans that you have produced in our lesson today.

It is really important to give 100% effort during the planning process because this is what really sets us up for success when it comes to writing.

Well done, and I'm really looking forward to seeing how we use our plans to help us with writing in our next lesson.

Great work everyone, and I'll see you again soon.