Lesson video

Hello, everyone, I'm Miss Saab, welcome to another BFG lesson.

Today we're moving on to lesson number six, in part two of our BFG unit.

I'm really excited today because we're moving, on from our opening to the build-up of the story, and I cannot wait for you to see what happens next.

Today we are going to sequence, and retell the build up of the BFG.

So, first we're going to order the build up, then we're going to retell the build up.

After that, we're going to add some fronted adverbials and use those to retell the build up once again, at the end of our lesson.

In this lesson, you will need an exercise book or paper, a pencil and your brains to be switched on.

So can pause the video now to grab your pencil and your paper.

Great, you are now ready to start your learning.

First, we're going to recap the job of a build up.

In our story staircase, we have four parts to a story, the Opening, the Build-up, the Climax, and finally the resolution.

Now we have already looked at the opening of the BFG.

Now we're going to focus on the build up of the BFG.

But what is the main job of the build up? The build up is used to build suspense and excitement.

So it's called a build up because it builds those things.

Suspense means when you are feeling excited, or anxious about what may happen next.

So, when there is an atmosphere of suspense, your eyes might be glued to the screen because you cannot wait to find out what is happening next.

You might not be able to turn away, you might bite your nails, because you feel really nervous and anxious, and you might hold your breath because, you feel really worried as well, and you feel very tense about what will happen next.

We are now going to watch the build up, and when you are watching the build up, try to think about how a feeling of suspense is created.

So, how did the build up create a feeling of suspense? Remember suspense is when you are feeling excited, or anxious about what may happen next.

Pause the video now to tell your screen.

A feeling of suspense was created by, I wonder if we thought of the same things.

So, I thought that the music building up, created a feeling of suspense, the music getting faster, and louder, made me feel really anxious about what was going to happen next.

There was some slow movements, and then some really fast movements.

The giant was walking slowly, initially, and then we saw Sophie sprinting to her bed, so that was a fast movement.

And that made me feel really anxious about what was going to happen next.

There were some pauses that made us think, oh, what's going to happen after this pause, for example, when they pause at the giants face, so the giant turned around, and then there was a pause, and we just focused on his face.

So that made me think, ooh, what is he going to do next? There were lots of dark colours.

And that made me feel quite anxious, I don't know, I can't really see what's going on, what's going to jump out and who is going to appear.

So that builds a sense of suspense.

And then finally, the fact that we don't know what's going to happen next, with Sophie with the giant, that creates a feeling of suspense.

So when we are writing, we must create an atmosphere of suspense.

We want the person reading our writing, to feel excited or anxious about what is going to happen next.

And so we need to keep this in mind, to help us make purposeful language choices.

So we need to think very carefully about, which words we're going to use, or how we're going to write, to build that feeling of suspense and excitement.

Now let's order the build up.

So we are going to watch the build up of the BFG again, to help us order what happens.

Now that we've watched the build up we are ready to order it.

Which order should these pictures be in.

So can you write the letters, in the correct order on your piece of paper.

Pause the video now.

Let's check.

So the correct order was D, A, B, and finally C.

Great, let's move on.

Now can you help me to order, these sentences in the correct order, to retell, what happened in the build up? So, the giant grabbed Sophie, the giant walk down the street, the giant blew his trumpet, The giant looked at Sophie.

So pause the video now, to write the letters in the correct order.

Let's check.

So, here is the correct order, B,C,D, and finally A.

So the giant walked down the street, the giant blew his trumpet, the giant looked at Sophie, the giant grabbed Sophie.

Can you pause the video now, to check that you've got the order in the correct, that you've done the order correctly, and make any changes if you need to.

Great ordering of the story.

Now that we know the origin of the build up really well, we're going to have a good retelling, what happens in the build up.

So there are four, main parts to the build up.

And we have one sentence for each part.

But, I have added some extra pictures, so that we can retell what happens in the build up, use in more detail.

So, you and I are going to have a go at retelling, at what happens in the build up, and I would like you to speak in four sentences, and make it as exciting as possible, so you might say for the first two pictures, slowly, Sophie peeped out of the window.

Outside, a huge giant walked down the street.

Can you pause the video now, so that you can have a go at retelling the build up? I am sure that you made your build-up a lot more exciting, than those four snoring boring sentences.

Now we're going to add some fronted adverbials.

Let's recap what a fronted adverbial is.

Fronted adverbials are a word or a group of words at the hmm of a sentence.

Where are they in a sentence? They give the reader more information about hmm, hmm or hmm the action happened.

Can you pause the video now, let's fill in the blanks.

Let's check, fronted adverbials are a word or a group of words, at the beginning of a sentence.

They're called fronted because they go at, the front or at the beginning of a sentence.

They give the reader more information about when, where or how, the action happened.

Now, we can also call fronted adverbials sentence starters.

But they both give us more information about when, where or how the action happened.

We can use our when or how fronted adverbials, to speed things up or to slow things down.

So, there're some examples of fast fronted adverbials, and there're some examples of slow fronted adverbials.

For example, at that moment, is a fast fronted adverbial it's straightaway it's right now.

Moments later, is an example of a slow, fronted adverbial because, the second, the next action is happening after a while.

I would like you now to pause the video to sort, these when and how fronted adverbials into those, that are fast and those that are slow.

You can either draw a table, and sort them out, or you can just tell your screen, if you think it's a fast fronted adverbial or if you think it's a slow fronted adverbial.

Pause the video now to have a go.

Let's check.

So examples of fast fronted adverbials, that speed the action up or at that moment, as quick as a flash suddenly, in an instant, quickly.

And then examples of slow fronted adverbials are, moments later, cautiously, so you're doing something carefully, you're taking your time to do it after an hour, gradually, minutes later.

So I would like you to pause the video now, to write down your two favourite, fast fronted adverbials, and your two favourite slow fronted adverbials, because we will need them for our next task.

Great, you are now ready to move on to the next section.

We are now going to retell the build up using our fast, and slow fronted adverbials.

The more we practise retelling the build up, the better our writing will be.

In the build up, there are some slow moments and some faster moments.

So in the first two parts it's quite slow, the giant is walking slowly, he is carefully and cautiously picking up his glass jar, he is slowly blowing his trumpet, but all of that is quite slow.

Then we have a pause where we get to see, a closed up of the giant's face.

And then, things speed up towards the end of the build up, where Sophie is running back to her bed, she is quickly hiding under the covers.

And so there is, a change from slow to fast, in this build up, and when we are writing the build up, or when we are retelling the build up, we want to think of, the reader.

We want the reader to feel, this change in speed.

We want the reader to feel the slow moments, and then the fast moments and to help us do this, we need to use our slow fronted adverbials, and our fast fronted adverbials as well.

So I would like you now, to have a go at retelling, the build up using, your fast and slow fronted adverbials, to show the change in the speed, to show to show the change in speed that happens in the build up.

So for example, at the beginning, I want to use a slow fronted adverbial, to help build the suspense.

So I might say slowly, Sophie peered out of the window.

Gradually, the giant, walked down the street.

Okay, so pause the video now, to have a go at using your fronted adverbials, to retell the build up.

Well done everyone.

You have worked so hard to retell the build up not once, but twice, and you've thought about adding more, exciting language in there, you have thought about using fronted adverbials to show the slow bits, and the faster bits in the build up.

I cannot wait to see all of this in your writing.

So today, day we ordered the build up, we retold the build up, then we added some fronted adverbials, and we retold the build up again.

Well done for working so hard today.

I hope that you feel really proud of yourselves.

If you would like to, please share your work with a parent or carer or someone at home so that you can, show off all of the effort, that you put into your lesson today.

Bye, everyone.