Lesson video

Hello, my name is Ms. Vincent and I'm going to be teaching you today for this writing lesson.

So, in today's lesson, we're going to be continuing our planning on the build-up section of the How to Train Your Dragon film.

We're going to be planning this second part of the build up so that in an upcoming lesson we can write it.

So we're going to watch this part of the film really closely, thinking about description with nouns and adjectives and thinking about the action with verbs and adverbs Let's get started.

So let's have a look at today's agenda.

We're going to start with a writing warm up where we'll think about spellings.

Then we're going to watch the clip of the build up section of the film.

Then we're going to have a go at orally rehearsing and retelling the part of the build up that we're planning today.

And then we're going to move on to our planning section.

In this lesson you'll need an exercise book or piece of paper.

You'll need a pencil or a pen to write with.

And if you have one, a ruler will be useful in this lesson too.

If there's anything that you need to go and get, then just pause the video, go and get it and then come back and press play.

Great, so hopefully we've got everything that we need so let's get started.

So for our warm up, I'd like you, in a moment, to pause the video and look at these spellings in each row, there's two options for each spelling and I want you to choose which one is the correct one.

So in the first row, we're looking for the correct spelling of the word growled.

In the second row, we're looking for the correct spelling of immediately.

In the third row, you're looking for vicious.

And then in the final row, we're looking for surprised.

So pause the video and choose the correct spellings in each case, off you go.

Okay, let's check your choices.

So for growled, the correct spelling was the one on the left with the 'ow'.

For immediately, it was on the right.

Vicious, on the right as well.

And then surprised on the left and we can't hear that silent 'r' in the word surprised.

So it can sometimes trick us.

Okay, so, let's move on to re-watching the clip.

We're going to watch the whole of the build up including the section that we've already written in a previous lesson.

And then we're going to talk about the sections that we're going to look at in detail today.

And we're going to have a go at retelling the build up as well so make sure that you're watching carefully.

Let's watch.

Huh.

Toothless.

Could've sworn you had- What? Teeth.

Okay, now that we've watched the build up, let's have a go at retelling the section of the narrative that we're going to be planning today.

Just like in our last planning lesson, I've got some pictures on the screen to help us retell the story.

It's going to be my turn and then your turn.

When we're having a go at retelling the story, it's really important that we try our best to include lots of adjectives for description and lots and lots of verbs and adverbs to try and describe the action that we're seeing.

Okay, I'm going to give it my best try.

Nervously, the fierce dragon backed away from the boy.

Immediately, Hiccup knew what the problem was.

He opened his fur waistcoat revealing a sharp dagger.

The dragon's growl grew louder.

The boy cautiously took the dagger out of his waistline and dropped it to the ground.

Still noticing that the dragon wasn't happy, he kicked the knife into the deep water of the lake.

Once the dragon felt comfortable, he cautiously made his way towards the boy.

With his mouth wide open.

Hiccup noticed that the dragon didn't have any teeth.

Moments later, sharp vicious fangs had revealed themselves inside the dragon's mouth.

In an instant, he snatched the fish clean out of Hiccup's hands and gobbled it down.

Okay, so that was my try, it wasn't perfect, I just tried my best as I was retelling to think of some adjectives on the spot, and to think of some verbs and adverbs.

And that's exactly what I want you to have a go at doing.

It doesn't have to be perfect, it just has to be a try.

Okay, so pause the video and have a go at retelling this section of the narrative.

Okay fantastic! So now, let's move on to our planning.

Before we do our planning sheet, I want to recap the four different word classes.

So my turn, your turn.

A noun is a PPT: a person, place or thing.

Good job.

An adjective describes a word; it tells you what it's like.

Fantastic! A verb is a doing or a being word.

If you do it or you are it then the word is a verb.

An adverb describes a verb; it often ends in 'ly'.

Well done.

So remembering that today, we're going to look at nouns and adjectives together and we're going to look at verbs and adverbs together.

The top two to describe what we can see and the bottom two to describe the action.

So just like in our previous lesson, you're going to have to draw a table now.

A table with 5 rows and 3 columns.

You'll need a ruler and you'll need your pencil.

If you don't have a ruler, just try your best to draw some neat lines and make sure that you're filling your whole page so that you have space to write inside each box.

So pause the video and draw your table with 5 rows and 3 columns.

The top row is for your headings which you can also write in while the video is paused.

Off you go.

Okay fantastic effort drawing your table.

It's tricky to draw all those lines so really well done for putting in the effort and making sure you've got your table ready.

So this is the section of the narrative that we're gong to focus on planning today.

It's the section that we've just had a go at retelling in this lesson.

So we're going to watch each of these sections briefly and remember they're really short clips.

And then we're going to have a go at planning some ambitious vocabulary for each section.

So mine looks like one single table but this will be the first row of your planning sheet.

And I've got an extra box on the left which is just the space for a picture just to help us both but just like you, I'm only going to be using- only going to be writing in those 3 columns.

The one that says events, the one that says description and the one that says action.

So I've already included my sentence in the events column and its Toothless backed away and growled.

In a moment, I'm going to play this part of the film for you.

Now it's a very short clip so I recommend watching it a couple of times at least so that you can start to spot all the different nouns and adjectives and verbs and adverbs.

Remember your nouns and adjectives can describe the setting, they can describe the characters, they can describe the sounds and then your action is described by the verbs and the adverbs.

So what are the characters doing and how could you describe those movements? Now it's very short so once you've watched the clip, I recommend pausing the video and writing all your ideas into your table.

Because when you press play, we'll check our ideas together and I'll share some of my ideas too.

So watching the clip a couple of times, pausing the video, putting your ideas into the table and then pressing play.

Let's watch.

Okay great! I hope you took the time to pause your video to write in your different ideas.

I'm going to show you what my ideas for this section were.

So I thought we could describe the dragon as the startled dragon and to be startled means to be surprised, so I think that's an appropriate adjective for him because he was really close to Hiccup and then he got surprised because of the knife.

He made a sound that we can describe as a vicious, threatening growl.

So that's- it's a mean growl and it's telling Hiccup to back away.

So it's threatening him to back away.

Some adverbs and verbs that I heard was growled threateningly so that's telling me what he's doing.

So the growl is the noun, the thing I can hear and growled is the past tense verb of the action that the dragon was doing.

Then we've got both Hiccup and their dragon, actually, who lept back in fright.

If you'd like, you can now pause the video and have a go at copying some of the vocabulary that I can up with and adding it to your own fantastic ideas.

Okay, let's move on to the next section.

Just like before, you'll need a simple sentence to remind you of the events that happened in this section, you'll need to look out carefully to see what you can describe in the setting, in the characters.

And then you'll need to have a go at describing the action using verbs and adverbs.

Remember, watch the clip a couple of times, pause the video and write down your ideas in your table and when you press play, we can share our ideas together.

Okay, let's watch.

Okay great, I hope you took the time to pause the video and write in your ideas.

Let me share some of my ideas with you.

So we can describe Hiccup in this instance as the innocent, wary boy, remembering that word wary that means that he's being a little bit careful because he's not quite feeling comfortable yet.

The knife is the sharp, threatening knife and he throws it into the deep water.

So an adjective to describe the water, deep.

Let's look at some verbs and adverbs.

He extended, that means to stretch out, he extended the knife calmly.

He dropped it immediately, immediately means straight away.

And he kicked it away carefully.

If you'd like to copy any of the vocabulary that I've put on my plan onto your ideas, then please pause the video and do that now.

Okay, let's move on to the next part of our build up.

So in a moment we're going to watch the clip, so make sure that you're ready to watch carefully and then to pause the video to write down your ideas.

You can watch the clip a couple of times 'cause it's quite a short clip, and then pause the video, write your ideas and when you press play, we can share ideas together.

I've written in my events, that Toothless approached with his mouth open and revealed his teeth.

So don't forget that simple sentence or that sentence that tells you, without having to worry too much, that just that tight sentence that's straight forward and tells you what's happening in this part.

Okay, we're going to watch, remember to watch a couple of times.

Then pause the video, write down your ideas, and then press play.

Let's watch.

Huh.

Toothless.

I could've sworn you had- Great! Okay, let me share some of my ideas with you.

I wonder if we came up with any of the same things.

So we can describe the gums inside Toothless' mouth as pink, toothless gums. And remember, Toothless is his name and we now know why.

But when it's his name it needs a capital T because it's his name.

But when I'm using it as an adjective to say without teeth, because that suffix 'less' means that it tells me it is without something, it's toothless, it's without teeth.

I don't need a capital T because it's not his name, it's an adjective.

The surprised boy, he was definitely surprised to see the teeth come out.

And the sharp, vicious teeth.

He approached slowly.

Toothless approached slowly.

That means to go toward someone.

He opened his mouth widely and he flashed his teeth unexpectedly.

If you want to add anything to your plan, pause the video now.

Okay, let's move on to the last section that we're planning today.

When Toothless devoured the fish.

So we're going to watch the clip, as with the previous ones, watch it a couple of times, pause the video, write down your ideas and then when you press play, we can compare our ideas.

Let's watch.

What? Teeth.

Okay, so well done.

Let me share with you my ideas for this section.

So the ravenous dragon, that word ravenous means starving, so, so hungry.

It's a really great word to describe being really, really hungry.

And the large fish, we talked about how the fish could be a slimy fish, or the pungent fish, that tells us it's very smelly.

Let's look at some verbs and adverbs.

He gulped it down instantly, means he swallowed it almost all in one go.

He swallowed hungrily and he devoured it quickly.

If you'd like to add anything to your plan from what you can see on the screen, then pause the video now.

Okay, fantastic! So we've got a full plan now, ready for our writing in our next lesson.

So really well done, you tried really hard and make sure you hang on to that plan, it's going to help you when you come to your writing next time.

I'll see you soon, bye!.