Lesson video

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Hi everyone, how are you doing today? It's me Ms. Webster with you for our next Jabberwocky lesson.

In this lesson we're going to be really focusing on generating vocabulary which will help us write the beginning of the story.

So I hope you're feeling ready to learn.

Let's get started.

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

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

We will do a writing warm up.

Then we will think about vocabulary for the setting.

Then we will think about vocabulary for the opening.

So let's see what our writing warmup is today.

It says much the adjectives to the nouns they're describing.

And can you see, I've got our word class definitions there just to remind us what an adjective is and to remind us what's a noun is.

Should we say them together? Let's do the adjective one first.

One, two, three An adjective describes a word it tells us what it's like.

Okay, let's do the one for the nouns.

One, two, three.

A noun is a PPT, a person place or thing.

So I've got a picture of a forest and I've got a list of adjectives.

All of those ones in blue.

And I've got a list of nouns.

All the words in pink.

Should we just say those adjectives Towering, duck.

overgrown, faint, rough.

Let's say the nouns.

Shadows, bark, trees, roots and sunlight.

Well done.

I'd like you to pause the video and match each adjective to the noun it's describing.

Pause the video now.

Let's check.

So did you get this one? The towering trees, meaning the really tall trees.

The towering trees, the dark shadows, the overgrown roots point to the overgrowing roots in the picture.


It's when the roots are so big that they grow near the surface, the faint, some light and the rough bark, points to the rough bark on the picture.

The outside layer of the tree trunk isn't set and it feels rough when you touch it.

Did you get all those? Good job.

Let's remind ourselves of the main parts of the story.

So in the opening, the young man's father warns him about this dangerous creature, the Jabberwock.

Now I've referred to him as the Jabberwock even though the poems title is the Jabberwocky, but in the permit itself, he's referred to as the Jabberwock.

Now it doesn't matter what you choose to refer to him as as long as it's the same throughout your writing.

In the buildup, the young man goes to look for the Jabberwock and in the climax the young man and the Jabberwock have a vicious fights.

Now who wins that fight? Yeah, the young man does because he chops off the Jabberwock's head.

And at the end, the young man returns home to his delighted and relieved father.

We're generating vocabulary so that we can write the opening of the poem as a story.

What should an opening do? Have a little bit of thinking time.

What should an opening of a story do? Shall I show you what's I think? I think it should include detail about the setting.

I think it should introduce the characters and I think it should give a little bit of detail about what might happen in the story but not it shouldn't give everything away.

Should it, should it, so what do we mean by setting? What do we mean by setting? The setting is where the story takes place.

Why do we need to describe it? Why is it important for us as writers to write about where the story takes place? Think about the reader.

What will they know if you describe the setting? Well, they will have a really vivid picture in their mind.

Won't they? They'll be able to really clearly picture where the story takes place.

This is the first verse, you read it in a previous lesson but let's have another close look at it.

We'll read it line by line, my turn then your turn.

And remember there were a lots of made up words in it aren't that? There were so many nonsense words so lets enjoy reading it aloud.

'Twas brillig and the slithy toves Did gyre and gimble in the wabe All mimsy were the borogoves, And the mome raths outgrabe.

So many nonsense words up there.

Now later on in poem, it says that the boy is in the woods.

So perhaps this is a good idea for our setting and here are some pictures that might give us a little bit of help when we're coming up with some vocabulary, to describe the setting.

There's another magical forest.

That one has a lot of tall, trees and faint sunlight in it.

Have a really good look at these pictures for a moment and think about whether they're going to help you come up with some descriptive vocabulary.

So here they are again.

And I would like you to write down, how you would refer to the words.

Wouldn't just say, Oh, the story takes place in the woods.

Can you think of some other nouns? Can you think of some adjectives to describe those nouns? I'd like you to pause the video now and write some ways you would refer to the woods down.

Pause the video.

This is what's I thought, I thought we could say, the magical forest, the mysterious place or the enchanted Woodland and those words make me think of somewhere kind of fantastical and made up.

So write down what the woods look like or the things that are in the woods to be as descriptive as you can here.

Choosing adjectives really carefully.

Pause the video now and write down some descriptive vocabulary.

Off you go.

This is what I thought.

And you can write down anything you see on the screen in your own notes as we go.

Now, a towering tree show me what a towering tree looks like.

Tall looming tree.

Glowing lights.

Can you point to the glowing lights in the picture in the middle? Did you get something like that? Dancing shadows.

Now, shadows don't normally dance around but I've chosen the adjective to create this kind of sense of mystery and magic.

Dancing shadows, mystical animals.

Now, I can't see any animals in these pictures, but I think that there would be some mystical or mysterious or strange animals lurking in this forest.

Magical waterfalls, Fantastical creatures.

Fantastical is another way of saying imagined or make believe or made up that links really nicely with the genre of this poem, being a nonsense poem and maybe faint sunbeams. If you need to, you can pause the video and write down anything that you see on the screen that you want in your notes.

So the next thing we're thinking about are the characters.

Let's read the second verse now, line by line, my turn then your turn.

And remember there were lots of nonsense words in this verse as well out there, all those words in purple.

Beware the Jabberwock my son, the jaws that bite, the claws that catch.

Beware the Jubjub bird and shun The frumious Bandersnatch.

Isn't that a really fun verse to say out loud? So ready for some true or false.

There is speech in the opening.

Have a look at the verse there, can you see any clues that's give away the fact that there might be some speech? true or false? One, two, three.

It's true.

Because we can see that there are inverted commas.

Can you see the inverted commas in the light blue circles? Point to them, well done.

Next, true of false question.

The Jabberwocky is talking.

True or false? One, two three.

It's false.

It must be the father talking to his son because it says, beware the Jabberwock, my son.

So the father is telling his son to be really careful to be aware of him.

Number three, the Jabberwocky is a dangerous creature.

The dangerous creature, true of false? One, two, three.

It's true because he says beware and he describes it jaws and claws.

The jaws that bite the claws that catch.

Write down your ideas about what the Jabberwocky looks like.

So here's the line from the poem the jaws that bite, the claws that catch.

And I've got some pictures here to help us.

Can you see that first picture? That's it.

That's a creatures jaw, lots and lots of long spiky sharp teeth.

The second picture shows some claws.

The third picture shows some red fiery eyes.

The fourth picture shows a long spiky tail.

So could you pause the video now and write down any descriptive language about what the Jabberwocky looks like? Pause the video now.

Shall I show you what's I got, and again, you can write down anything that you see on the screen, in your own notes.

We could describe him as a vicious beast.

We could describe him as having a deadly jaw.

He could be a savage monster.

He has razor-sharp teeth, because teeth are razor-sharp.

They really, really sharp or not that sharp? really, really sharp.

Aren't they? You could have rough skin.

You could have knife like claws.

So can you see the picture? The second picture in those that shows the claws.

They could be so shocked that we could use the word knife-like.

Maybe he had, he could have putrid breath.

Putrid is a really good precise word for describing something that is very, very smelly.

Maybe his breath is putrid.


Well done.

You could have fiery eyes.

Look at the picture of the eyes that show red that we could describe them as being fiery.

Maybe he has a lethal, spiky tail.

Lethal is a word that means it can cause a lot of harm.

In the same way that deadly, is a word that means it can cause a lot of harm, so much harm.

In fact that it could be fatal which means that it could kill someone.

So any words that you wouldn't want to write down on the screen, from the screen you can write in your notes now.

So a next challenge is to think about being the father.

And you need to write down what you would say to your son.

For example, if I was the father, I'd say beware of the vicious creature and I've used one of my words vicious from my last task.

And I've used the word creature beware of the vicious creature.

Pause the video now and write down three things that you could say to your son If you were the father in this poem.

Pause the video now.

Shall I show you some more examples I wonder if you've got something similar.

You could say, be careful he's a savage beast.

I remember we had that word savage in our last task, is a savage beast.

The Jabberwock has lethal claws.

His sharp teeth will rip you apart.

He's a vicious monster or he's the deadliest creature in all the land.

Can you tell me one of your speech sentences? What would you say? Tell me.


Thank you.

Think about one word that you've learnt from today's lesson.

My one is savage, meaning that he's capable of causing a lot of harm.

When you torsive your word, can you use it in a full sentence out loud? For example, my one is the savage beast can rip through your flesh.

Your turn to pause the video and choose one word from your notes that you've learned today and use it in a full sentence out loud.

Pause the video now.

We finished our lesson for today.

If you'd like to share your work with your parents or carer and I really looking forward to seeing you again very soon.

Have a lovely rest of your day.