Lesson video

In progress...


Hi, Miss Vincent here.

I'm going to be teaching you today on our next lesson on writing instructions, based on the film, "How to Train Your Dragon".

So in today's lesson, we're going to be writing up our first set of instructions.

You'll need your plans from lesson six, where we thought about all our ideas for taming, so making a dragon less wild.

For taming, a dragon and training a dragon.

So in today's lesson, we're going to write up these instructions.

So let's get started.

So here's our agenda for today's lesson.

We're going to start with a writing warm up, that we'll hopefully get our brains thinking about instructions.

Then we're going to look back at our plan that we made in lesson six, and think about how we're going to use it in our writing.

And then finally, we're going to move on to writing our instructions.

Before we start in this lesson, you will need an exercise book or a piece of paper.

You will need a pencil or pen, and you will need your plan from the previous lesson, which is less than six.

So if you need to go and get any of these things, then please pause the video and then press play when you're ready with everything that you need.


So hopefully we are all set.

Everybody has everything that they need.

Let's get started.

So let's start with our writing warm up today.

And just to get our brains thinking about instructions again, I wonder how many features of an instruction text you can remember.

You'll have to think back to the lesson, number one, in this outcome, where we looked at the features of instructions.

So I'd like you to pause the video and write down as many different features as you can remember.


Really well done.

Well done, if you remembered one, well done, if you remember two, it's not about remembering them all.

It's just about trying our best and thinking back to our learning.

So I'm going to share the features with you, and you can have a look at what you've written down.

And if you haven't got one of those features, then perhaps you can add it in to your list that you had written.

So the first one is addressing the reader.

And that's speaking directly to the reader.

Telling the reader what they need to do.

The next one is writing in chronological order.

That means in the time order that things happen.

Then we've got ordering conjunctions, which help us to put the events in chronological order.

Ordering conjunctions, like first and finally, while in the middle we might have then, next, after that.

So ordering conjunctions help us to put the event in the correct order.

We've got those imperative, bossy verbs that tell the reader exactly what they need to do.

So the ordering conjunctions tell the reader when to do it, the imperative verbs tell the reader what to do.

precise adverbs.

So adding detail to those verbs.

So perhaps you might tell a reader in a recipe to stir the soup, but if you add in an adverb, it can be really, really important.

So say it's a soup that needs to be stirred slowly.

If your reader just has stirred, they might stir it really quickly.

So you can add an adverb to give even more detail.

So stir the soup slowly, your reader knows exactly what they need to do.

You might have written brackets.

That extra information, those aren't essential, but it's a nice skill to practise and something that we see sometimes in instructions.

Conditional, if sentences.

So if you leave the biscuits in the oven too long, they might burn.

Really important if sentences, which are a form of warning or a form of telling your reader, if this happens, this might also happen.

And finally new instruction, new line.

And we're definitely going to work on that today.

Each time we write a new instruction, we're going to skip to a new line.

Really well done, if you remembered one or two, and even if you remember none of them, going through them again, hopefully we'll help you remember them for next time.

Good job.

So for our writing warmup, let's have a go at identifying the imperative verbs, in my three instructions.

Remember imperative verbs are those bossy verbs, but then not just identify them.

I want you to think of a precise adverb to go with them, to give more detail.

So at the moment, my instructions do not have a precise adverb They do have an imperative verb, which you have to find and identify, but you need to think of a precise advert to go with it.

So let me read through the three instructions, before we pause the video.

Number one, to begin approach the dragon from the front of its body.

Next, wait for the dragon to look at you closely.

After that, sit near the dragon and let it come to you.

So I'd like you to pause the video, find the imperative verbs, and think of a precise adverbs to go with them.

Off you go.



I wonder, first of all, if you spotted the imperative verb.

So let's start with instruction, number one.

Can you point to the imperative verb? Three, two, one.

Let's check three, two, one.

Approach, fantastic.

Approach was the imperative verb.

I wonder what precise adverbs are you thought of to go with that verb.

Approach means to go towards.

So how could we approach a dragon? Well, I thought perhaps calmly.

So not rushing, not running, approaching calmly.


Let's look at number two.

Point to the imperative, hopefully we'll work this time.

Point in three, two, one.

Wait with the verbs.

So you're telling your reader that they need to wait.

What adverb could go with, Wait, how could you wait? I wonder what you put.

I thought that we could wait patiently.

Because sometimes we need a lot of patience, when we have to wait a long time.

So next wait, patiently for the dragon to look at you closely.


Our third instruction.

After that, sit near the dragon and let it come to you.

Point to the imperative verb in three, two, one.



Let it come to you is also thinking about an action, but sit is the instructions.

So sit near the dragon and let it come to you.

So how could we sit? We need to add in an adverb to describe even more how we could sit.

I wonder what you thought.

I thought quietly.

So sitting quietly, that's something that teachers say quite a lot as well.

Sit quietly and wait patiently.

Those are two things that teachers do just say a lot.

So after that, sit quietly near the dragon, and let it come to you.

Really well done, for identifying the imperative verbs, and fantastic job for coming up with some adverbs as well.

So I thought that it would be useful to look at these two words.

Because they are words that can be so confusing.

They confuse adults, they confuse children.

So one of these two stands for it is, and one of these two stands for it belongs to it.

So it's jumper or it's tail if we're talking about hiccup.

So I'd like you to have a think, which is which? Because this is the tricky part.

Normally we learned with apostrophes, that you have an apostle belongs to something, and you have an apostrophe if you've taken out a letter.

So in it is we've taken out the letter.

In its, it belongs to something.

So there's can be sometimes a little bit confusing because this is a bit of an exception to the rule.

Can you point to the its that belongs to it? So its tail.


Can you point to that? It, that is stands for it is.


Well, let's check.

So the first one it's with an apostrophe, is a contracted form, which means that it shows us that the letter I, has been taken out.

The letter I firm it is.

So it's cold outside.

It's going to be warm at the weekend.

Those are all contracted forms of it is.

So we keep the apostrophe.

Which means that the next one must be its, as in, it belongs to it.

A possession.

So perhaps its tail or its teeth, if we're talking about the dragon.

And this is an exception to the rule where we don't put an apostrophe between the it and the ,s, that we know, which is which.

So when we're saying that something belongs to it, we just write its and that's showing possession.

And that's why I've got those hands.

So we clap when we've taken out the letter for contraction.

So it's because it was, it is, and we've squished them together, taken out the I, and put in an apostrophe instead.

And the second one is showing possession.

It's showing that it belongs to it, and it does not have an apostrophe.

So that can sometimes be confusing.

So it's always worth reviewing that.

Okay, let's look at our plan before we start our writing.

So in the previous lesson, we wrote our introductions.

I'm going to read our introduction, and then we'll look at our plan.

Keeping a Pet Dragon.

Have you ever wondered how it would feel to tame your very own dragon? Do you want to find out more about keeping dragons as pets? Perhaps you are struggling to calm your fire-breathing friend.

If you want to become an expert dragon keeper, these are the instructions for you.

These instructions contain essential advice for taming and caring for your dragon.

Read on to find out more.

And this is our overall introduction.

And today we're going to write about taming and training.

And then in an upcoming lesson, we're going to be writing about caring for your dragons.

So feeding and bedtime.

So the introduction goes about both sets of instructions.

So in today's instructions, we're going to be thinking about taming.

So remember we talked about not rushing.

Sitting and waiting.

Dragons choosing games.

Listening to the growls, that means stop.

Waiting with your handout and letting the dragon come to you.

And remember, you probably have more ideas and more steps thinking about your own ideas, your own creativity, about how you would tame a dragon.

And then we've got our training.

So making a saddle that fits on the dragon, getting on and holding on tightly.

If you fall off, making a change, making an adjustment to your saddle.

And then practising until you are both you and the dragon, more confident, perhaps tied onto something until you feel confident.

So today we're going to use these notes to help us write a full instructions.

First for taming, and then for training.

We need to remember new instruction, new line.

We need to remember that to make sure that we include lots of different aspects in our writings.

Let's review those before we move on to write.

So our steps for success; To have our plan next to us today.

To make sure that we can remember the order of those instructions and the ideas for those instructions We're going to need our skills for successful writing.

So making sure that we've got a capital letter at the beginning of our sentences.

And our full stop or piece of punctuation, that might perhaps be a question that we've put in our signposting sentence, or there might be an exclamation mark.

So checking for our capital letter and our next piece of punctuation, using, say, write, read.

So saying a sentence out loud or in our heads fully before we write it down.

Writing it down, and then checking that what we've written matches what we originally thought of.

Because I do that all the time.

And you seen it in some of my lessons where I think I've written something, but maybe I've written a word twice, or I've missed out a word.

So it's always useful to read and then finally editing and improving.

So then going back and thinking about what you could make even better.

So let's have a look at our success criteria for today.

So we're going to start both instructions, both sets of instructions using a signposting sentence.

Now, this sounds complicated.

But the signposting sentence is just a sentence, that tells your reader what, what the sentences are, what these instructions are about.

And exactly it could be perhaps an introduction.

It could be a general fact.

It could be something that they need before they start this set of instructions.

So it's telling your reader that these instructions are starting.

We're going to start each instruction with an ordering conjunction.

So we know what order they come in.

We're going to include imperative, verbs, telling our reader the action that they need to do, and precise adverbs building on, to be even more detailed in that action.

And then we're going to try our best to include at least one conditional sentence.

And you might not include a conditional sentence for your first instructions on taming, but you might put one in when you come to training.

So it's up to you how you use your success criteria, but this is what we hope to achieve by the end of today's lesson.

So let's move on to writing our instructions.

It's going to be my turn, your turn as it has been, if you've done previous lessons of writing with me.

But this time it's going to be slightly different.

I'm not going to type up my ideas.

I've already written my instructions.

I'm going to show you an example and talk through my choices, and then it will be your turn.

So let's have a look.

So my first set of instructions are all about taming your dragon.

So I've got my plan next to me.

I know what I need to include.

I need to start with an ordering conjunction.

I need to include precise and imperative verbs and adverbs.

And then I also need to start with a signposting sentence.

This is my signposting sentence for my reader.

Before you begin, you must know the key to taming a dragon is not to rush.

So I've given a general introduction because remembering my plan I've written point one, not rush.

So I've given a general signposting sentence about the whole set of instructions.

Something that they need to know about it.

And then I can start with my instructions.

So, first, that's my ordering conjunction.

Find a comfortable spot near the dragon.

So I've included an imperative verb.

And I've gone to a new line.

Then for my next instruction, I'm going to do the same thing, going to a new line.

Next sit patiently.

So I've got my ordering conjunction, imperative verb, an advert.

Next, sit patiently and wait for the dragon to come to you.

I've got my capital letter and my full stop as well.

So that's what I've looked for in my plan.

It says dragon chooses games.

And that's my next note.

So that's going to be my next instruction.

When the creature is close, it will let you know which game it wants to play.

Let the dragon choose.

So if it in two sentences from that point.

And you might think when the creature is close, that's a very long ordering conjunction.

It tells me when it needs to happen.

It's actually a when complex sentence.

And I would encourage you to try and use complex sentences in this text types of thinking about, as something happens, thinking about when or before or after.

So giving that whole subordinate clause when the creature is close, and then telling the reader what will happen.

So then my next instruction, my next note said, listen to growl because they mean stop.

So let me check my next instruction.

So new line once the game is underway, underway means it's happening.

Listen carefully to the beast's growls.

So I put my ordering conjunction, which in this case is, a once, sentence, that it tells me when it needs to happen.

Listen is my imperative.

That carefully is my advert to the beast's, apostrophe for possession growls.

Here I've got my conditional sentence.

If they get louder, it means you have to stop.

So if this happens, this needs to happen as well.

So if they get louder, it means you have to stop.

And then new line, new instruction.

Finally, once the game is over slowly extend, so adverb and then imperative verb, your hand and let the dragon come to you.

And I've actually included another conditional sentence.

If it touches your hand with its face, you have been successful.

So if this happens, it means this.

So if it touches your hand with its face, you have been successful.

So thinking about my success criteria, I've included my signposting sentence at the start.

I've started each of my instructions with an ordering conjunction.

I've used an imperative of an adverb, and I've got my conditional sentences.

So those are my ideas.

And I've put the plan up here.

If anybody is struggling for ideas or can't find that plan, but it's your turn to write now.

Think about each of these steps and use your success criteria to help you remember what you need to write.

So everybody now needs to start with a signposting sentence, and then think about each instruction individually.

So I'd like you to pause the video and write your, your instructions for taming the dragon, and press play when you're ready to move on, to the instructions we're training your dragon, off you go.

okay, fantastic.

Let's move on to the next instructions.

Our instructions on training a dragon.

I've got my plan ready for me so that I can remember my ideas.

And just like before, I'm going to share with you each of my instructions, and then it will be your turn.

So I remember that I need to start with a signposting sentence to either introduce the whole set of instructions, or to give a general piece of information that will be useful for the whole set of instructions.

So my signposting sentence is: Flying dragon is a fun skill, but it takes time to master.

So a compound sentence with, but showing two opposite ideas.

So it's a fun skill but it takes time to master.

So it doesn't come straight away and it takes lots of practise.

This is so the reader knows when they start reading the instructions that this isn't going to be done in one day, it's going to take a long time.

So then I'm going to look at my plan.

It says, create a purpose- built saddle is step number one.

So that's what I'm going to write.

New line.

Firstly, it's important that you carefully create a purpose-built saddle to fit your dragon's back.

So I've got my ordering conjunction.

I've got my adverb and my imperative verse.

So carefully create.

New instruction.

new line.

Once this is ready, attach it securely to the dragon.

I've got my ordering conjunction.

My imperative verb, attach, and my adverb securely to the dragon.

And I've got my capital letter and my full stop.

New line.

The new instruction.

After this mount the dragon vigilantly and hold on tightly.

So vigilant means being careful of what's around you.

If you're being villager, vigilant, sorry, you're being very careful and hold on tight.

You see there's two imperative verbs in this sentence and two adverbs.

The dragon will take off immediately.

So the dragon will lead straight away.

That's why you need to hold on tightly, as soon as you get up.

My conditional sentence.

If you fall off, you may need to make alterations to your saddle because the dragon's flight is very bumpy.

So alterations means changes.

So that's my conditional if sentence.

Okay, let's see what my next sentence is going to be.

So practise until you are both more confident.

So a new line, new instruction.

Following this practise for many hours, extra information in brackets or days until you both feel more confident.

You can do this safely by tying yourself up onto something stable.

Something stable means something that's not going to move.

And I've added a final instruction.

Finally enjoy your safe flight.

So I've got my signposting sentence.

I've got my ordering conjunctions.

I've got imperative, verbs and adverbs.

Remember, I don't have adverb for every instruction.

Sometimes it doesn't quite work, but where I can, I've included an adverb and I've got my conditional sentence, okay.

It's your turn now to write your training instructions for your reader.

Off you go.


Really well done.

So we've completed all of the sections of our lesson today.

And we've got a full set of instructions for taming your dragon and for training your dragon.

So really well done for all of your hard work.

If you'd like to, please share what you've learned with your parent or carer.

And I will be back soon with some more lessons, on how to train your dragon.

And we're going to be continuing this unit, on writing instructions over the next couple of lessons.

See you soon.