Lesson video

Hi, everyone, welcome to your 10th lesson in this unit, and your final lesson with me, Miss Brittain.

In today's lesson we're going to write our final recount, this time from the point of view of the bed.

We'll start off with our nursery rhyme.

We'll recap the story through our song, and then we'll write the final recount.

You will need a piece of paper or your exercise book and a pencil, super memory and imagination, and your teddy talk partner or anything that you use instead.

You can pause the video now to go and get those items if you don't already have them, and then press play when you return.

Let's sing today's nursery rhyme, which is "Knick Knack, Paddy Whack".

Okay, If you've not heard this nursery rhyme before, I'll sing the first verse, and then you'll be able to join me with the second when I tell you the words.

Okay, so, this old man, he played one, and then it changes to he played two, he played three, he played four.

So I'll sing it first and you can join me with the next one.

♪ This old man, he played one ♪ ♪ He played knick knack on my thumb ♪ ♪ With knick knack paddy whack, give a dog a bone ♪ ♪ This old man came rolling home ♪ Okay are you ready for the next one? It's this old man, he played two.

He played knick knack on my shoe, are you ready? ♪ This old man, he played two ♪ ♪ He played knick knack on my shoe ♪ ♪ With a knick knack paddy whack, give a dog a bone ♪ ♪ This old man came rolling home ♪ And you could do a different action for dog.

You could do doggy ears, or doggy tail.

Next one, after two comes, three.

He played knick knack on my knee.

Well done, children, are you ready? ♪ This old man, he played three ♪ ♪ He played knick knack on my knee ♪ ♪ With a knick knack paddy whack give a dog a bone ♪ ♪ This old man came rolling home ♪ And after three comes four.

♪ This old man, he played four ♪ ♪ He played knick knack on my door ♪ ♪ With a knick knack paddy whack, give a dog a bone ♪ ♪ This old man came rolling home.

♪ Well done everybody! Now let's recap our new ideas by singing in role as the bed.

Think at first if you can't remember it and then you can join in afterwards.

So we've got the bed, he was scared.

She jumped on him, she messed him up, she was really heavy.

And then she was snoring! ♪ After chair, I was scared ♪ ♪ Didn't want to be broken ♪ ♪ She jumped on me, messed me up ♪ ♪ Then she snored, I was cross ♪ Ready to join in now? ♪ After Chair, I was scared ♪ ♪ Didn't want to be broken ♪ ♪ She jumped on me, messed me up ♪ ♪ Then she snored, I was cross ♪ You can recap that again if you'd like to, by rewinding the video.

Now it's time to write our recycled recount.

And as always, we'll start with our star words, our key vocabulary.

I got jumped, 'cause she jumped on the bed.

Heavy, because that's how she felt to the bed.

And angry, but you might use cross or frustrated or another word.

Say them with me now, jumped, heavy and angry.

Oh, great work, everyone.

And our high frequency words, we can't sound them out.

We've just got to know them, well done.

I've got I, on, was, and, and me.

Let's have a look at them.

My turn, I, your turn.

My turn, on, your turn, oh, oh, goodness me.

Sorry, my turn on, your turn.

My turn, was, your turn.

My turn, and, your turn.

My turn, me, your turn.

Oh, well done with them, everybody.

And of course my show me five poster.

Whenever we write a sentence, we need to check for our five.

Can you pause the video now and you see if you can remember the five with your teddy talk partner? Great work if you gave that a go.

I've got capital letters, finger spaces, so my writing is clear.

Spellings, I need to use my phonics for words that I don't know how to spell.

Full stop at the end.

And then I can check that it makes sense.

Show me five.

Okay, like with the other characters, you might want to draw the picture first, or draw it afterwards.

You might not want to draw it at all and that's okay too.

But if you'd like to draw it now, you can pause the video.

We're imagining that we are the bed.

Okay, what happened to the bed? What did Goldilocks do to him? Can you imagine you're on the bed and using some of our star words? Say a sentence that happened to you as the bed.

Great ideas, everyone! If you want to have a go at writing what you've just said, then that's okay, you can pause the video now.

If you want to write along with me and think about the sentence with me, that's okay too.

So, the bed said, she jumped on me, and she was heavy.

I'm going to use one of my star words.

She jumped on me and she was heavy.

She jumped on me and she was heavy.

Now I'm going to punctuate it.

Capital letter, she jumped on me and she was heavy, full stop.

If you want to write that now, instead of writing along with me, you can pause the video.

Great work if you managed to do that.

And don't worry if you didn't, 'cause I am going to write it.

And if you did, you might want to watch how I write it.

Okay, capital letter She, and she's one of our high frequency words that we've already used, so you can copy that.

Jumped is one of my star words, jumped.

On is one of my high frequency words.

Me and she was heavy.

And heavy is one of my star words as well.

You might like to write something else.

And she messed up my covers and she was snoring.

That's okay, too, if you'd like to write something different.

She jumped on me and she was heavy.

I was, how did he feel? Great work, angry or cross, frustrated, whatever you want to write.

I was angry.

I was angry, capital letter I was angry, full stop.

Let's have a look of that being written.

I was angry, full stop.

She jumped on me and she was heavy, I was angry.

Oh, I have loved writing all our recounts of the different characters from their point of view and how they felt, and what their day was like, when Goldilocks entered the entered the three bears' house.

You've all got something to be proud of your self in this unit.

It might be that you listened to the recount really well with Miss Docketty.

It might be that you stepped the recount really well with Miss Docketty.

It might be that you're really proud of the writing that you've done with me, or the singing that you've done with me.

You've all got something to be proud of.

So have a little think about what you're proud of.

And can you say it in a full sentence? I am proud of myself because.

Oh, well done children.

Great work with your writing over these last few lessons.

Cedric, it's time to say goodbye to the children.

Oh Cedric, are you okay? Oh, what's the matter? Oh children, Cedric says he found writing really tricky today.

And he forgot to use some of his capital letters and full stops.

Oh children, can you say that's okay, Cedric, to cheer him up? Can you say it again? That's okay Cedric, sometimes in our learning, we make mistakes, and it's okay to make mistakes.

Mistakes are beautiful.

And when we make mistakes, it means we're learning.

Especially when we know we've made the mistake.

But we just got to be resilient, and go back through our work and check it.

You could use our show me five poster to check your sentences, couldn't you? Shall we sing our resilience song to finish the lesson? When you feel like giving up, resilience means you don't.

You keep going even when things are tricky.

And if you haven't heard it before, it goes like this.

♪ We'll always have a go ♪ ♪ We'll always have a go ♪ ♪ 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, well, don't you know ♪ ♪ We won't give up, oh no ♪ Has that made you feel a little bit better, Cedric? Oh, good, me and Cedric have loved working with you in this unit, children.

We hope you have enjoyed yourselves.

See you later.