Lesson video

Hi, everyone.

Welcome to your 8th lesson in this unit with me Miss Brittain and Cedric.

In this lesson, we're going to continue writing our recycled story focusing on building drama in the middle and stretching it out to make our audience excited.

We'll start off with our Nursery Rhyme, then we'll recap our recycled story and what we've already written, and then we'll continue writing our recycled story.

For this lesson, you'll need your writing from the last lesson if you got it, an exercise book or a piece of paper and a pencil, super memory and imagination, and of course a teddy talk partner.

You can pause the video now to go and get any items you need and then press play when you return.

Okay.

I do like that game.

Cedric has asked if we could play "Would you rather be" before we start our lesson today? So if you've never played this game before we give you two options, would you rather this or would you rather that, and then you have to choose one.

And I think we'll explain why I've chosen that one.

Have you got an idea, Cedric? Okay, go on then.

Oh, good one.

Cedric's said, "Would you rather be able to have a magic carpet that can fly you anywhere across the world, or would you rather have your own personal robot?" Do you know which one you'd prefer, Cedric? Cedric said he wants his own personal robot, so he doesn't have to do his chores.

I think I would prefer a magic carpet because I love travelling the world and seeing new places.

What about you children? What would you rather? Oh, great ideas.

Okay.

I've got one.

Would you rather be able to play every instrument in the world, or speak every language in the world? Cedric says that's a tough one because he loves performing.

Well, he'd love to be able to speak and communicate with everyone.

I think that's the one I choose because if I've got my magic carpet, and I could fly to any country, I'd love to be able to speak the languages.

What would you rather, children? Well I love what you rather.

You could have a go with that with your family or care parent or carer if you'd like to after this lesson.

Now it's time for our Nursery Rhyme.

Okay.

Are you ready for our Nursery Rhyme? ♪ Little Red fish ♪ Ready? ♪ Little Red fish ♪ ♪ Feeling frightened in the sea ♪ ♪ What is that over there ♪ ♪ Could it be a scary shark ♪ ♪ Little Red fish ♪ ♪ Feeling frightened in the sea ♪ You could pause the video now and have a go at putting different parts of the story to that Nursery Rhyme.

Now we'll quickly recap our story, our new recycled story using our map before we read over what we've written and write the next section.

Okay, so in the last lesson we wrote about Little Red fish, and we wrote that he was swam through the dark ocean.

And we wondered if he was going to be safe.

What's the next section, the next main event in my story? Well, it's this bit, isn't it? He meets the shark.

So that's the next bit that we're going to write.

But before we do that, we'll have a read of what we wrote yesterday.

Okay, so here is what we've already written.

Little Red swam in the dark ocean, to make it scary dark.

I wonder if he will be safe.

So we're already exciting our reader.

They want to know if he's going to be safe.

Before we go any further, let's have a look at our star words and high frequency words.

So my star words today are ocean, scary, wonder, but I've also put hope into this one, because sometimes we hope our characters are all going to be okay, we care about them.

So say them with me.

Ocean, scary, wonder, hope, are our star words today.

And let's have a look at our high frequency words.

I've got I, he and get.

My turn, I, your turn.

My turn, he, your turn.

My turn, get, your turn.

And of course, before we go anywhere and start writing, we need to remind ourselves of our five.

Pause the video now and tell you a Teddy talk partner what five we need to remember.

Well done if he gave that go.

Capital letters for? Beginning of your sentence and names, well done.

Finger spaces in between your words so it's clear, phonics to sound out words that we don't know, full stops were? Great work, at the end.

And then finally we check our sentence makes sense once we've it by reading it.

Okay, so my next section of writing is where Little Red meets the shark.

So my sentence, I think, needs to be Little Red met a shark.

I'd like to describe the shark.

Can you tell your Teddy talk partner one describing word you would use to describe the shark, one adjective? Great idea.

I like big, I like terrifying, I like enormous, I like scary.

Wonderful ideas, children.

I want to use one about his size because we've got Little Red fish, I'm going to use big.

Because that makes him seem much bigger and scary, than Little Red fish.

And then I'm going to use one of our star words, scary.

Little Red met a big scary shark.

Want to say it one more.

Little Red met a big scary shark.

Now I'm going to punctuate it.

Capital letter, Little, capital letter, Red, met a big scary shark, full stop.

If you want to have a go at writing that, you can pause the video now and you might use your own adjectives to describe the shark, and that's great too.

If you want to write along with me, that's fine.

Capital letter, Little.

And I've already wrote Little in my other bits of writing, so I know how to spell that now.

Red, capital letter for Red 'cause that's his name, Little Red.

Met, M-E-T, met, remember when we don't know a word we say the word raw butter, then write it.

A big, B-I-G, big, scary, which is one of my star words, shark, shark, sh ar k, shark.

Got the diagraph sh, two letters one sound, diagraph ar, two letters one sound, and k at the end, full stop.

Then here's a bit where I am going to describe what he has.

You might describe his eyes.

You might describe his fin.

You might describe his teeth.

He had, so you're going to start your sentence with, he had, and then tell me something that he had.

Pause the video now and have a go.

Great work if you had a go, everybody.

I think I want to talk about his teeth because the teeth on a shark for me are the really scary things.

He had sharp teeth.

Capital letter, He had sharp teeth, full stop.

Let's have a look at that being written and you can write along with me if he didn't get managed to write anything.

Capital letter, He, and he is one of my high frequency words, had sharp, sh ar p, sharp.

Again, I've got that sh diagraph and that ar diagraph, two letters one sound.

Teeth, t ee th, and it's a th sound, the th diagraph.

He had sharp teeth.

And my final sentence, remember we need to make our audience wonder.

What would you use say next? I wonder, I wonder.

You can have a go at writing if you'd like, or again, you come right along with me.

You might say, I wonder if he will eat him.

I wonder if you will get away.

I wonder if he'll be okay.

Have a think about which one you like and pick your favourite.

I'm going to write, I wonder if he will get away.

I wonder if he will get away.

Capital letter I, wonder if he will get away.

Hmm.

I've got hope in my star words.

Now because I've used wonder before in the last lesson, I think I might change wonder to hope.

I hope he will get away.

I hope he will get away.

You can write along with me now.

I'll pause that and have a go.

Capital letter I, hope, in my star words, he will get, G-E-T, get which is my high frequency word, away, A-W-A-Y.

And again, if you don't know how to spell the word, use your phonics to sound it out.

Let's have a look all that together.

Little Red met a big scary shark.

He had sharp teeth.

I hope he will get away.

Again, it's building that excitement and drama.

Great work if you had to go with that today, children.

Again, we've wrote so much already.

You are becoming brilliant storytellers.

Well done, everybody.

All great way with you writing today, everyone.

And well done if you were resilient.

That means not giving up even when things are tricky.

We've got a resilience song, and if you've met me and Cedric before, you will have heard it.

It goes like this.

♪ We'll always have a go ♪ ♪ We'll always have a go ♪ ♪ Oh oh oh don't you know ♪ ♪ We'll always have a go ♪ ♪ We won't give up oh no ♪ ♪ We won't give up oh no ♪ ♪ Oh oh oh don't you know ♪ ♪ We won't give oh no.

♪ And that's what me and Cedric like to sing when we're finding things tricky.

So you can use that song when you're finding things tricky too, children.

See you in the next lesson.