Lesson video

In progress...


Hi everyone, it's me, miss Webster with you for our next Jabberwocky lesson.

I hope you're feeling excited and confident, and I hope you're feeling ready to learn.

Let's get started.

In this lesson, you will need an exercise book or some paper, a pencil or something else to write with, and your brain.

If you haven't got everything that you need, pause the video, go and collect it, I see you when you're ready.

We will do a writing warm up, we will generate vocabulary to help us write the ending of the story, and then we will practise writing some sentences.

Let's see what our writing warm up is.

So, here is a speech second sentence.

In other words, the speech bit of the sentence is second.


I'm going to read out loud to you, and as I am doing that, you can think about what punctuation is hidden under the stars.

The worried man asked, "Was your quest successful?" Remember, quest is another way of saying mission.

Something that you have to achieve.

So this is the father asking: Was your quest successful? The worried man asked, "Was your quest successful?" Pause the video now, have a really close look at the stars.

What is hidden underneath them? Pause the video.

Should we have a look? What is under the first star? Tell me, a.

Capital letter.

Good job.

That second star.

That must be a.

Tell me.


Well done.

Now, is the speech bit of the sentence.

So, we've got to have, tell me.

Inverted commas.

Good job.

And I start the speech part of the sentence with a.

Capital letter.

Now, it's a question, was your quest successful? It's a question.

So, what is under the next star? Question mark.

Well done.

And then, finally, I finished the speech part of the sentence.

So I've got to have closing inverted commas.

Well done.

It's your turn to write a full sentence with the correct speech punctuation.

So, here is the sentence, listen carefully as I read out loud.

The anxious man questioned, "Were you successful?" So, it's a similar sentence to the one we had a second ago.

But, I've changed a few of the words.

So, you'll look really carefully at this sentence now, which bit is the actual bit that is being said.

Where is my capital letter need to go? Where my inverted commas need to go? Where is the comma? I'd like you to pause the video.

Have a go writing the full sentence, and resume when you are ready.

Let's check.

Did you get your capital letter? For the start of the sentence? Well done.

Did you get your comma after the verb? The verb is questioned, and we need a comma after it, before we start the speech sentence.

Then, I can see my inverted commas.

Then my capital letter, to start the speech bit of the sentence, followed by my question mark, and my inverted comma.

Really well done.

We are generating vocabulary to write the ending today.

We've already planned and written the opening, we've planned and written the build-up, we've planned and written the climax, and we're planning vocabulary for the ending today.

Remember, the ending is where the young man returns home, to his delighted and relieved father.

Let's read the six verse.

Line by line.

My turn, then your turn.

And remember, there are lots of nonsense words in the poem, aren't there? And the nonsense words in this verse are in purple.

So, my turn, your turn.

"And hast thou stain the Jabberwock? Come to my arms, my beamish boy! O frabjous day! Callouh! Callay!" He chortled in his joy.

What amazing reading out loud.

Well done.

So, what do we know? We know that there is some speech.

Who is doing the talking? Who's actually talking? Must be his father, because he say "Come to my arms, my beamish boy!" He's referring to his son as my boy.

So, must be the father talking.

We know that he hugged him.

As is come to my arms. And we also know, that he made an excited noise.

The word chortled is making an excited kind of giggly laughing noise.

So, even though there are a lot of nonsense words, there are lots of real words that helps us understand what's happened.

So, let's look at this line.

And hast thou slain the Jabberwock? So, he's wondering whether his son had been successful in killing the beast.

Perhaps he hasn't yet seen the Jabberwock's head.

Which was being carried by his son.

The word slain is a real word.

So, where we don't really hear that much anymore, but it means killed, and here is an image, an old image of a dragon being slain.

So, if we think about being the father, how would you show not tell his emotions before and after he realised his son has killed the Jabberwock? Here are some ways to describe his emotions.

Maybe he had a panic-stricken face.

Show me a panic-stricken face.

It's where panic is all over your face.

A deep sigh of relief.

Go on, do that.

Sweat trickled down his face.

He burst with pride.

He paced up and down, can you pace up and down? And he flung his arms in the air.

Can you fling your arms in the air? Well done.

So, three of those show not tells are for how he would have felt before he realised the Jabberwock was dead, and three are for after he realised Ah, thank goodness, he's dead, you've done it.

So, I'd like you to pause the video, and write down your three show not tells for before, and your three show not tells to show how he felt after he realised that the Jabberwock was dead.

Pause the video now, and play it again when you're ready.

Should we check? So, I think before, when he was feeling very worried, we could use these show not tells.

Had a panic-stricken face.

Which means his face was really, really panicked.

Maybe sweat tricked down his face, maybe he paced up and down, do you ever do that if you are worried about something? Do you pace up and down? Yeah.

I sometimes do.

But when he realised that his son had killed the Jabberwock, then he's really relieved and delighted, maybe we can say these things.

He burst with pride.

He hadn't actually burst it, but that's a really good show not tell to show how proud he was feeling, of his son.

Maybe he flung his arms in the air.

Have you ever done that? Have you feel really excited about something? Flinging your arms in the air.

Thank goodness.

Maybe he breath a deep sigh of relief.

If you need to pause the video and write down any of the ones that you might have not got in the correct column, then you can do that now.

So, let's have a look at this next line.

Come to my arms, my beamish boy! I would like you to write down what would have happen next.

So, these are the options.

Embraced warmly.

Embrace is a way of saying hugging really tightly, if you embrace someone, it means you give them a really tight hug.

Waved joyfully.

Squeezed tightly.

Shook hands, hugged, or patted him on the shoulder.

So, there are three things that I think you could say here, and there are three things that I don't think would be appropriate.

Can you write down what his father would have done in this part? Pause the video, and play it when you are ready.

Should we check? So, come to my arms, that makes me think that he really wanted to give him a big hug.

So, we could say embraced warmly, we could say hugged, we could say squeezed tightly.

I don't think they would've shaking hands.

I don't think he would've waved at him, and I don't think he would have patted him on the shoulder, I think he would have done those other things to show how glad he was to be home, and how proud he was for being successful on his mission.

Did you get those three? Well done.

So, the word beamish is actually a real word.

It's a very, very, very, very old word, used in about fifteenth century, and it describes someone who's smiling radiantly.

Which means they've got a big, big smile on their face.

And I can see a word within a word, can you? Beamish.

I can see the word beam, which we do use today to describe a big smile.

So, beamish is a real word.

What other ways are there that you could use to describe the young man in the poem, this point? How could the father refer to him? He says, in the poem, my beamish boy.

You could have: my brave son.

Can you pause the video? Imagine that you are the father, and write down three things that you could call your son.

Pause the video, and play it when you are ready.

These are the ones that I've thought of.

So you could describe as my brave boy, my fearless boy, my hero, or valiant victor.


Which is a way of saying courageous.

Kind of like describing a hero.

So, the next line in the poem says this, "O frabjous day! Callooh! Callay!" I've got some speech bubbles on the screen, and I'll need you to choose the ones that you think would relate to this line.

So, here they are.

This is the most wonderful day ever! Why have you done such a terrible thing? Where have you been? What a joyous occasion! Pause the video, and write down the two speech bubbles that you think could be used when we are writing about this line.

Pause the video, and play it when you are ready.

So, I think, he definitely could have said this, this is the most wonderful day ever! Did you get that one? Yeah.

I don't think he would have said, why have you done such a terrible thing? Because we know he was so excited, and so proud, and relieve that he's back, he wouldn't say why have you done such a terrible thing? I don't think he would have said this, where have you been? Because he knows where he's been, doesn't he? But he would have said, what a joyous occasion! And I can tell that "O frabjous day! Callooh! Callay!" Even though there are lots of nonsense words in it, It is something that has being said in a really excited way because of those exclamation marks there.

And that tells me that he must be really excited.

Let's look at this line.

He chortled in his joy.

Chortled isn't a real word.

It's kind of a merge of the words chuckle and snort.

So, like a giggle, like a loud giggle that someone would do if they found something funny or happy or they're really pleased about something.

There are two pictures I'm going to show you in a second.

Which picture do you think best portrays what the old man is doing? Do you think is this one? Do you think is this one? Have a look.

First one or second one.

I think is the.

first one.

Let's write down some vocabulary to describe this picture.

I've got some arrows there to help you, and I want you to label those parts.

So, that first one, what is that pointing to? What is he doing? What is he doing from his mouth? What is he doing on his face? What is he doing to his belly? I'd like you to pause the video, write down your ideas, and I'll see you when you are ready.

So, let's see what I thought I wonder if you got anything similar.

So, from his mouth, he was laughing heartily.

Heartily is if you do something, and you are laughing really deeply, you find something so funny, you can almost hear the laugh coming right from your lungs.

Can you do a hearty laugh? Well done.

The next arrow I thought was pointing to his face, and we could use these words.

He grinned from ear to ear.

Is that a big smile or a little smile? Very big smile, isn't it? What was he doing to his belly? He clutched it.

Have you ever laughed so hard at something, you have to hold on to your belly? That means he must have found it really funny and exciting that his son had returned home, and he was really, really showing how happy he was about that.

Let's practise writing some sentences.

You're going to use three words you've learnt today in sentences.

For example, my first word is panic-stricken, which means his face was so obviously panicked that you could see the panic on it.

This is my sentence.

The old man's face was panic-stricken before he saw what his son was carrying.

So, that shows not tells his emotion before he realises: "My son was successful and has killed the Jabberwock." This is my next one: embraced.

Which is a really tight hug.

He embraced his son tightly and said, "I'm so proud of you!" And my third one is valiant.

This is the sentence: The valiant victor was glad to be home.

So, the courageous, the brave victor was glad to be home.

And victor is another way of saying someone who has won something, or who has succeeded in doing something.

So, I'd like you to pause the video, look back at your vocabulary notes, and write down three sentences using one new word you've learnt in each of them.

Pause the video now.

Well done.

Great work in today's lesson.

You did a writing warm up focused all on speech punctuation, then we pound loads of vocabulary for the ending, and then we practised writing some sentences.

It's the end of our lesson now, if you would like to share your work with your parent or carer, that would be fab, and I'm already looking forward to our next lesson.

Have a lovely rest of your day.