Hi there, I'm Mr. Buckingham, and it's so good to see you here for today's lesson.

Today we're going to take our next steps towards writing a journalistic report inspired by events in the resolution of ""When the Sky Falls" by planning in detail what we want to include in our piece of writing.

Getting the plan right is going to make our writing of the report so much easier, so let's see if we can make a brilliant plan together today.

Today's lesson is called planning a journalistic report based on "When the Sky Falls" from our unit called "When the Sky Falls," narrative and journalistic writing.

By the end of today's lesson, you will have planned the structure and content of a journalistic report based on the events in the resolution of ""When the Sky Falls," and make sure you have with you any notes you made in the previous lesson.

If you're ready, let's begin.

Here are our keywords.

Factual information is information that's true or proven, and a perspective in someone's view of events.

A summary is an overview of the main points of a text or of an event.

Direct speech is when we write the exact words spoken by someone in closed and inverted commas to indicate speech, and reported speech is when we write what someone said without using the exact words they spoke and without using inverted commas.

Here's our lesson outline for today.

We're going to work in three parts.

We're going to start off by planning the introduction of our journalistic report, and then we'll plan the main paragraphs, and then we'll plan the conclusion.

So we're going to write a journalistic report about the events in the resolution of ""When the Sky Falls," and in role as a journalist, we've already done the following things.

We've made notes about the factual information about what happened, so for instance, how Adonis ended up being shot and who shot him, and how Joseph, Mrs. F, and the air raid wardens were involved in those events.

We've also interviewed some key people to gain their perspectives on the event.

We've interviewed an air raid warden, Margaret Farrelly, Mrs. F, Joseph Palmer, and a council spokesperson.

So our journalistic report is going to use all that information and follow this structure.

We'll start off with a headline, then we'll have an introduction that summarises the key details, then we'll have main paragraphs that give different perspectives and extra details, we'll have three of those, and then we'll have a conclusion that tells us the official position and looks towards the future.

So the headline summarises, of course, the main point in the article.

What is the main point of this story? And then the introduction gives a brief summary of the event.

So for instance, what has happened, why did it happen, who was involved, where did it happen, and when did it happen? So what, why, who, where, and when.

And it also includes some extra clarifying factual information about what happened, so just enough to get the reader interested in understanding the main bones of what happened, and of course, the introduction is going to be what makes the reader decide to read on or to give up and read something else.

So look at this example headline and introduction.

What information does each sentence cover? Pause the video and have a look.

Well done, good work.

So we started off with a headline that summarises the main point of the report.

It says, "Man Fined for Blitz Blackout Rule-Break." I know straight away what this journalistic report is going to be about, someone being fined for breaking the rules in the blackout.

Then we've got in the next two sentences a summary of the event, including who, where, when, what, and why.

So the who is this man, John Cavendish, the where is central Manchester, the when is last night.

What has he done? He's defied blackout regulations, and then the second sentence expands on that a bit and says he was sanctioned by the air raid wardens after he removed his blackout curtains.

So that's the why, isn't it, that's why he was sanctioned for removing his blackout curtains and using his electric lights without proper caution.

So we get all of that information in just two short sentences, and then finally, we have an additional important event that happened, which was a number of houses experienced direct hits during the raid.

So that gives us some background information that at this time, there was an air raid ongoing which caused severe damage.

So we've got a summary of what happened, some extra information, and of course, a headline that summarises the whole report.

So can you match the parts of the summary of the event to the details about the incident at the zoo that we're describing in our journalistic report? Pause the video and have a go.

Well done, good job.

So the who is Adonis the gorilla.

The what is he was shot by the air raid wardens.

The where is, I've called it, North London Zoo.

The when is yesterday.

And then the why is after he escaped his cage during an air raid.

So that all together summarises exactly what happened during the resolution of the book, during the situation at the zoo there.

And I've said yesterday because, of course, newspapers will try and publish this story as soon as possible, and in our role play, we said we've got to get this newspaper out tonight after the events happened yesterday evening.

So let's do our first task for this lesson.

We're going to go straight into planning our introduction.

I want you to complete the table with notes for your introduction and use the example to help you.

So you're going to plan your headline, then a summary of the event.

You might want to use the labels who, what, where, when, and why, like we just looked at, and then maybe an additional important event that happened.

So what else is really important in our story? What major event is there other than Adonis being shot by the air raid wardens? So pause the video and have a go at planning your introduction using this table.

Well done, really good idea.

So here's an example of the notes you might submit.

For the headline, I put "Gorilla Shot as Zoo Bombed." That summarises the main point, doesn't it? For the summary of the event, I've put who, Adonis the gorilla, what, shot dead, why, escaped from cage, where, North London Zoo, and when, yesterday.

I've kept it very simple, haven't I? And I can expand on that a bit when I come to write.

And for the extra major event, I've gone for this one, wolf shot after escaped and threatened to kill a child, because I think that's the second most dramatic thing that happened, isn't it? Joseph almost being killed by this wolf, and the air raid wardens arriving just in time and shooting it.

So Adonis' death is the main event, but this would be, I think, the second most important event in the story.

So that's why I've chosen as my additional event that people need to know in the introduction.

They need to know straight away before they read about it in more detail.

Now, this introduction might only be a couple of sentences, but of course, it's so important.

It's either going to make the readers stop reading, or it will make them read on the rest of our journalistic report.

So we've got to get this right.

Really well done for planning it so well.

So now we're ready to plan the main paragraphs.

So we know that we're going to have three main paragraphs, and their purpose is to give different perspectives and some extra factual details.

So we're going to have three main paragraphs, each focusing on a different perspective.

The air raid warden's perspective, Mrs. F's perspective, and Joseph's perspective.

And that'll include direct and reported speech from these people, from these perspectives, as well as some extra factual information about what happened.

And we're going to include the council's spokesperson's perspective in the conclusion.

It won't be one of our three main paragraphs because, of course, that's the official perspective by the people who are responsible for the local area.

And of course, we've used role play to come up with ideas for statements the different characters involved might have made.

So, for instance, for Mrs. F, for Mrs. Farrelly, we might have said this.

"I know the wardens have a job to do, and I know they shot Adonis to keep people safe; I've been ready to do the same thing for months.

But it's still a shock; I've had him for years, and he's been through a lot recently.

The whole zoo has.

It's been a nightmare keeping things going during the war.

I've barely any animals left." So that's what I've said in role as Mrs. F.

Can you take a moment now to remind yourself of what each of your characters said in role as their statement about what happened at the zoo? Pause the video and take a few minutes to remind yourself with your partner of what each character might have said in role.

Have a go.

Well done.

Really good ideas.

That's going to really help you when we come to plan in a minute.

So we can take these ideas and produce both direct speech and reported speech for each person.

So here's part of Mrs. F's statement that she made.

I could take some of that and make reported speech like this.

Margaret Farrelly, the zoo's manager, said that, that makes it reported speech, she understood why the wardens had taken the action they did.

So I've taken something Mrs. F said in role, and I've made it reported speech.

I haven't used inverted commas.

I've said this is what she said without using her exact words.

But I could also make direct speech.

"It's still a shock," she added.

"I've had him for years, and he'd been through a lot recently." Now, I've said these are the exact words she said.

Now, of course, it doesn't have to be the exact words that you use in your role play because we're making these up.

But we're claiming that these are exact words by using inverted commas.

So remember, direct speech uses inverted commas, and reported speech does not.

And when we say direct speech, we are saying these are their exact words.

Now, if we were real journalists, of course, we'd have to be really careful with that, and make sure we only use direct speech when we're saying their exact words.

Because we're making up what they're saying, it doesn't matter, does it, really, what we use.

We can make up what they said.

But remember, when you're saying direct speech, you are saying these are the words they used.

Really important to remember.

So how could you create a piece of direct speech and a piece of reported speech using this idea from what the air raid warden might have said? Pause the video and see if you can come up with an example of reported speech and direct speech based on this statement.

Have a go.

Well done, really good ideas.

So maybe you said this for reported speech.

The warden explained that the zoo had already suffered severe bomb damage when he arrived at the scene.

I've not used inverted commas.

I've summarised what he said using my own words, but it has to be true to the ideas that the air raid warden said.

Here's a direct speech example.

"There were fires everywhere, and many buildings were in ruins," he explained.

I've used inverted commas to show these were the exact words I am saying that he said.

And, of course, it's okay for us to change the words, as I said, from these statements we came up with in role because we're creating our own ideas here.

So we can use each of our perspectives to plan a main paragraph in note form.

Each perspective will be one paragraph.

So if I take Joseph's statement here, I can create a plan under three headings.

I want to introduce the person, who are they and what's their connection to the zoo, give a direct speech note about something they might have said, and then a reported speech note about something else they've said in their perspective.

So to introduce the person, I might say this.

Joseph Palmer works at the zoo, closely involved in the incident, has gone to guard gorilla.

I've written notes to explain who he is and what his connection is to all these events, and what happened to him to link him to what happened to Adonis.

Then I've got a direct speech note based on the ideas we came up with here.

I've just got, can't believe he's gone, was just so special, hard to explain.

Now, I haven't used proper direct speech punctuation there because I'm not writing it out properly, but I've just put inverted commas around it to remind me these are going to be direct speech notes.

And then, I've got a reported speech note, explained that he'd been guarding cage when bomb blast had destroyed it.

So explained that, that word that gives us a clue that this is reported speech.

I'm not saying these are his exact words, I'm kind of summarising one part of the statement that he made.

So I've got enough notes there to write a really good paragraph about Joseph's perspective.

So which of the following are included in our plan for each main paragraph? Pause the video and decide.

Well done, good job.

So you've probably spotted we need pieces of direct speech, A.

We need pieces of reported speech, C.

And we need an explanation of who the person is, D.

We're not going to include, B, information about what will happen next, because that will be part of our conclusion, right at the end of our journalistic report.

Well, done for spotting those.

So let's do our second task of this lesson.

For each of our three characters that we're talking about, Mrs. F.

, Joseph, and the air raid warden, I want you to plan a main paragraph that introduces the person and includes direct and reported speech notes.

So you're going to plan for the air raid warden, Mrs. F.

, and Joseph.

And remember, we're writing notes, not complete sentences here.

Direct speech is going to have inverted commas.

Now, we won't use the full punctuation for direct speech because we're just doing notes here.

And reported speech, often, as I said, uses that.

For instance, said that, explained that, argued that.

And finally, of course, you can change the quotations.

You can change the ideas that you came up with in your role play, both in the last lesson and today.

And you can choose what their direct speech and reported speech would be.

That's entirely up to you.

So pause the video, and for each of those three characters, have a go at recording the notes for your plan.

Well done.

Fantastic job.

Now, I'm not going to show you all three, but here's an example of the notes you might have made for the air raid warden.

For introducing the person, I've given him a name.

I'm calling him Andy Mayo, air raid warden who attended the scene.

So I've explained his connection to the events.

For the direct speech note, I've written, "When we got there, so much damage, fire and ruins," and "saw a wolf heading towards a boy, shot it immediately." So can you see how I'm including some of the events in his speech to help the reader understand what happened at the zoo? And then, for the reported speech note, I've written, explained that then saw a gorilla, said that boy tried to stop them, but had to shoot it.

Role is to keep public safe.

So I'm explaining that they saw the gorilla, Joseph tried to stop them shooting it, but he's explaining his role was to keep the public safe, and that's why Adonis ended up being shot.

So through that paragraph, I'm going to actually be explaining quite a lot of the key events, aren't I? And that's why we're going to put this paragraph by the air raid warden as the first main paragraph after the introduction because it really helps us to understand the events really clearly because we're using the air raid warden's perspective to tell some of those events.

Really well done for planning your paragraphs so clearly.

Okay, we're ready to plan the conclusion, the final part of our journalistic report.

Our conclusion's going to be slightly different to the other main paragraphs.

Here's an example.

Mr. Cavendish has agreed to instal blackout blinds on his property immediately.

Alice Moyles, the local air raid preparedness officer, said that maintaining the blackout was vital for public safety.

"If one person breaks the rules, they put lives at risk," she added.

Wardens will continue to patrol every night while the threat of air raids remains.

So can you see how this links back to the introduction we gave about Mr. Cavendish and his rule-breaking before? So how is this conclusion different to the other main paragraphs we planned and to the introduction that we planned? Well, it starts off by giving the most up-to-date information about the situation, and we see that here.

Mr. Cavendish has agreed to instal these blackout blinds.

That's new information.

Then we have the official perspective from the council, including direct and reported speech because we want to know what do the people responsible for this area think about what's happened? What are they going to do? And we see that in these two sentences here, the first one with reported speech and the second with direct speech.

And then, finally, we have what will happen next.

Wardens will, the future tense, continue to patrol every night while the threat of air raids remains.

So we're finishing our article, our journalistic report, by telling the reader here's what's going to happen next.

And in wartime, we want to be reassuring our reader like this to make sure they understand this threat has been resolved, and here's what will be happening to make sure it doesn't happen again.

So we're going to try and follow the same structure in our own conclusion.

So now we get to use our imagination a little bit.

I want you to talk to a partner about these two points of our conclusion.

What might be the most up-to-date information? What new has happened since last night? And what might happen next? Pause the video and have a think about those two points.

Well done, good ideas.

Now, I'm just going to share a few ideas.

It's up to you what you want to do.

For the most up-to-date information, maybe steps have been taken to ensure any remaining animals are securely housed in the zoo.

And for what will happen next, I thought of this.

The zoo will remain, there's my future tense, closed for the duration of the war, but it welcomes donations for the upkeep of the animals and buildings.

So I'm saying something which will happen next, which will be that the zoo remains closed.

Really well done for your ideas there too.

So how can we convert this quotation from the council spokesperson into pieces of direct and reported speech like we did for our other perspectives? Can you come up with a piece of direct speech and a piece of reported speech based on this quotation? Pause the video and have a go.

Well done, good idea.

So for your reported speech, you could say this.

"We were very sorry to hear about the damage to the zoo during last night's raid," said a council spokesperson.

And then for the reported speech, I could say the council confirmed that they would be happy to support Mrs. Farrelly in rebuilding the zoo in the future.

So I've got a piece of direct speech and a piece of reported speech that I could include in my conclusion.

So let's do our final task for this lesson.

Using your quotation, your idea that you came up with for what the council spokesperson might say, I want you to plan a conclusion that includes the features in the table.

The most up-to-date information, which you can use your imagination to think of.

Introducing the person, you might want to give them a name.

Your direct and reported speech notes, like we did for our main paragraph.

And an idea for what will happen next, which again, you can use your imagination to plan.

So remember, we are writing notes and not complete sentences.

And of course, direct speech has inverted commas, and reported speech often uses that.

Like said that, explained that, argued that, and we just saw confirmed that.

And of course, you can change your quotations, the ideas you came up with in our role play to whatever works for you in this conclusion.

So pause the video and have a go at planning your conclusion.

Well done, really good job.

Here's an example of the notes you might have written for the conclusion.

For the most up-to-date information, I've put steps taken to secure animals.

For introducing the person, I've said she's called Beatrice Blake and she's a council spokesperson.

For my direct and reported speech notes, I've got, "Sorry to hear about damage, happy to help rebuild." That's my direct speech in inverted commas.

And then for my reported speech, understand upsetting, but right decision was made.

And then for what will happen next, I've got will remain closed, and donations are welcome.

So, I can use all of that when I come to write to make sure I've got a detailed conclusion that covers all those points we saw in the example conclusion.

So we now have a complete plan for our report, which means we've planned an introduction, three main paragraphs covering three different perspectives, and then a conclusion, which includes the official perspective, information about the up-to-date information, and information about what will happen next.

And of course, we've also planned our headline that summarises the whole piece.

So we're ready to write.

Really well done for your effort so far.

So let's summarise our learning in this lesson.

We've said that the introduction of a journalistic report includes a summary of the event, including factual information about who, what, where, when, and why.

We've said that the main paragraphs are focused on different perspectives using direct and reported speech, but they also include relevant factual information.

And we've said that the conclusion includes an official perspective and a look to the future.

Really well done for your effort in this lesson.

Because you've worked so hard at your plan, it's going to make making your first draught so much easier when you come to do that.

I'd love to see you in the next lesson to have a go at writing your first draught.

Goodbye.