Lesson video

Hello, my name is Ms. Vincent and I'm going to be teaching you today for this lesson.

So in today's lesson, I'm very excited because we get to watch a clip from the film Oliver twist, a click that is towards the beginning of the film.

And it's one of the most famous scenes from the story of Oliver twist, where Oliver goes up to the master of the work house to ask for more food.

So in today's lesson, we're going to watch the clip carefully for the first time.

Then we're going to think really carefully about analysing the film clip, which means looking at it in, in detail to think about the atmosphere that's created and to think about some of the characters and some of the action that we see.

So let's get started with our lesson.

Let's have a look at today's agenda.

So an agenda is what we're going to cover and the order that we're going to cover it in.

So we're going to start with a writing warmup where you will have a chance to correct one of my sentences to spot all of my mistakes.

Then we're going to think about watching the opening clip, to the film Oliver twist, and thinking about the setting and the characters and the atmosphere.

Then we're going to work together to generate some vocabulary.

So to come up with some precise words, and I'm going to give you some nouns that you can add adjectives to, and some verbs that you can add adverbs to.

So making the language really precise, and then we're going to use all of the words that we've come up with to write some fantastic sentences about what we've watched.

So in this lesson today, you will need an exercise book or a piece of paper.

You will meet a pencil or a pen, and you will need your amazing brain switched on ready to do some fantastic learning.

So if there's anything that you need to go and get them, then please pause the video, go and get it and press play when you're ready to move on with the lesson.

Great! So hopefully we are all set and ready to go.

So let's start off with our writing warmup.

I have written a sentence that I want you to look at carefully so that you can spot the mistakes that I have made.

The sentences is: Oliver twist is a poor hungry orphan who lives in an workhouse.

So I'd like you to pause the video and rewrite the sentence, spotting as many mistakes and correcting as many mistakes as you can see when you finished rewriting the sentence correctly, press play and we'll check together Really well done.

So let's check.

So the sentence says, Oliver twist is a poor hungry orphan who lives in an workhouse.

So the first thing that I've spotted is that the name twist is part of his name.

So it also needs a capital letter.

So that 't' should be a capital T.

Then.

"is a", is correct.

Pour I've written "pour", like pouring out some liquid rather than poor as in not having much money.

So poor like that-- is P O O R.

hungry orphan.

So poor and hungry are two adjectives.

Can you tell your screen what you need to put between two adjectives? A comma.

So Oliver twist is a poor, comma, hungry orphan who lives in an workhouse.

So the spelling of orphan sounds correct, but that's not the correct F sound.

We need the P H that makes the sound like in phonics.

So Oliver Twist is a poor hungry orphan with a P H who lives in an workhouse an work house doesn't sound correct.

We only use "an", when the word that comes after starts with a vowel.

So A E I O U.

So it is just a work house.

Really well.

If you spotted any of those mistakes.

So in a moment, we're going to move on to watching the clip of this section of the film.

But before we do, I wanted to have a look at our story mountain.

So a story mountain is the different parts of a story where the excitement builds and then we come back down towards the end.

So we start on the opening, we build the excitement, and then we come back down.

Within a longer story, we can have lots of moments where the story mountain goes up and down in shorter clips as well, or the story as a whole can follow a story mountain too.

So we start with an opening in a story often.

Where we meet the characters, we set the scene and it grabs our attention.

And you can see a little sneak peek there of the opening that we're going to watch.

Then we move on to the buildup where perhaps a problem or a challenge is introduced.

And the excitement builds until we get to the climax, which is the most exciting part where all the action happens.

And then finally the resolution where everything is tied up, any loose ends are tied up and any problems or challenges are resolved and we can find out the solution to everything.

So in today's lesson, we are focusing on the opening.

We're going to see some of the characters for the first time.

We're going to understand more about the setting and hopefully our attention will be grabbed and we will be interested.

So now we're going to watch this opening clip of Oliver, and we're to think really carefully about the atmosphere that we see and how it makes us feel.

So thinking about the characters, thinking about the setting, is it friendly? Is it warm? Does it make us feel unsure? So we're going to watch it through one time to get to know this section of the story better and to think about the atmosphere that is created.

Let's watch.

Oh Lord, God.

Father bless unto this generous and bountiful meal that thou Has placed before us.

We give thanks.

Amen.

Amen.

Yeah.

Please sir, I want some more.

What? Please sir, I want some more.

So I hope you enjoyed watching that short clip from the film.

And it didn't look, did it? Like the master was very happy about that request.

So I want you to think now about this question, what is the atmosphere of the opening positive or negative? And why do you think that? So why did it make you feel positive? If that's what you thought.

Or why did it make it make you feel negative? If that's what you thought.

Remember positive is good things and negative is bad things.

So I'd like you to pause the video and write down some notes about how it made you feel and why.

And when you've done that, please press play to move on to the next section of our learning.

Okay, fantastic.

So I wonder what you thought about the opening, whether it was positive or negative.

So I've got, I'm going to show you some words in a moment, and I'd like you to think about which of these words you would choose to describe the atmosphere.

Remember the atmosphere is how it makes us feel.

So my turn, your turn for these words.

Welcoming.

Gloomy.

Tense.

Unfriendly.

Jolly and warm.

Okay.

So welcoming makes you feel welcome.

Gloomy is a little bit dark and not very happy.

Tense you feel a bit nervous.

You don't feel relaxed.

Unfriendly means that it feels the opposite of welcoming.

It doesn't feel welcoming.

It feels quite unfriendly and jolly is a happy place.

And warm, it can feel warm in temperature.

It can make you feel warm inside.

So I'd like you to pause the video and choose which words, there's more than one that you might choose, would best describe the atmosphere in the opening section.

Once you've chosen, press play, and resume the video.

Okay.

Let's see what you thought.

So.

I think that, I wonder if you agree.

I think that welcoming was not a good choice to describe the atmosphere because it didn't feel very welcoming.

It was very, there was cold stone walls.

The atmosphere was-- quiet quiet and silent and there weren't lots of smiles on faces.

So it didn't seem welcoming.

For that reason, it didn't seem jolly either.

It didn't seem like a very happy place and it didn't seem a particularly warm place.

It seemed a bit unfriendly.

It seemed a little bit gloomy.

It wasn't very bright and warm looking and it felt quite tense.

I didn't feel like everybody was relaxed in the hole in the atmosphere.

So we are going to think about generating some of our own words that we can use in our writing over the course of this whole unit.

So to do that, we need to recap our understanding.

So recap means revisit our understanding of the four different word classes.

So we have, we're going to come up with some nouns.

My turn, your turn.

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

Fantastic.

We're going to come up with some adjectives.

An adjective a word.

It tells you what it's like.

Fantastic.

We're going to come up with some verbs.

A verb is a doing or a being word.

If you do it or you are it, then the word is a verb.

Okay, fantastic.

Last one, adverbs.

An adverb describes a verb; it often ends in -ly.

Fantastic.

So we're going to come up with lots of nouns and adjectives and lots of verbs and adverbs.

And remember nous and adjectives go really closely together because adjectives describe nouns and verbs and adverbs go really closely together because adverbs describe verbs.

So this time when we watch, we are going to watch carefully thinking about the description for each of these sections.

So we're not going to think about the whole thing.

We're going to think about the dining hall and what it looks like.

We're going to think about the characters in the setting.

And we're going to think about the action as well.

And we're going to do the same for drawing straws.

So when they're pulling out the pieces of string, so if perhaps when you were watching you weren't sure of what was happening.

So when they were pulling out strings, they were choosing who was going to go and ask the master for more food.

And it's a bit of a game where you can see the boy has a handkerchief over the ends of the strings.

And as they pull out, they might be long.

So have lots of strings, so they're very long, or they might just be short, which is what Oliver gets.

And there's just one short straw.

So if you pull the short straw or the short string in this case, it means that your it.

And in this case, it's Oliver.

It has been chosen to go up and ask the master for more food because all of the boys are very, very hungry.

So all of them want to see if you can have more food.

And it doesn't really work out very well for Oliver when he does that.

So we're going to look at both of those scenes in detail and think about some vocabulary.

So for each section we're going to think about the setting and the characters, which is going to be looking at nouns and adjectives.

And we're going to think about the action, which is going to be verbs and adverbs.

So we're going to watch the section in the dining hall first to analyse the scene in detail and to come up with the nouns and adjectives.

So we're going to watch it now.

And then we're going to work on coming up with all of the vocabulary.

Remember if at any point you are stuck and you can't remember the scene clearly, you can skip back in the video and watch the scene one more time to get a better understanding of it.

So let's watch the scene in the dining hall.

Oh Lord, God.

Father bless unto this generous and bountiful meal that thou Has placed before us.

We give thanks.

Amen.

Amen.

Okay, fantastic.

So let's move on to think first about the setting and the characters.

So what did you spot? What nouns, what things, what people, what paces did you spot? I've come up with some suggestions.

So there was a whole, we were in the hall, there were some orphans.

So the children who were in there were orphans.

There's gruel, gruel.

My turn, your turn.

Gruel.

One more time? Gruel.

So gruel is the sort of sloppy porridge that we saw when they were eating.

And it's a sort of watery porridge.

That's very flavourless, very bland, and it's made with water.

So it's not very filling and it's not very nice.

They had portions.

So a portion is the amount that each of them has.

We can see a ray of sunshine coming in through the window and we can see dusty walls.

So what I'd like you to do, is to pause the video to add in adjectives, to describe each of those nouns that we could see in this scene.

So pause the video, adding adjectives to each of the nouns.

So can you describe the hall with adjectives? Perhaps two adjectives separated by a comma.

Can you do the same for all orphans? And so on.

Once you've finished adding in adjectives for each of those nouns, then resume the video by pressing play and we'll move on and check our answers.

Okay.

Really well done.

So I wonder what adjectives you came up with.

Let me share with you some of mine.

So perhaps the dull desolate hall.

Dull means that there's not a lot of colour and desolate means that it's very empty and very unwelcoming.

The miserable, starving orphans.

The revolting bland gruel.

Revolting means it's disgusting and bland means it's doesn't have any taste.

The small unsatisfying portions.

So they weren't satisfied with the amount that they'd eaten.

The weak glistening ray of sunshine.

So it's very weak.

There's not much sunshine there.

And then finally the bear dusty walls.

So there's not anything on the walls and they look very dusty.

So if you'd like to copy down any of those adjectives, then please pause the video and do that now.

Okay.

Well done.

So let's move on to thinking about the verbs and adverbs.

So I thought carefully about the action and if you'd like some help with this, I've got a list of verbs that might help.

So I could see the boys waited.

They stared.

They sat.

They shuffled up to the front.

They paced as they were walking.

Okay.

So it's your turn now to look at those verbs and add in some adverbs.

And if you'd like to, you can come up with some verbs and adverbs of your own if you can think of some other ones.

When you finished adding an adverbs, you can press play and we'll check some ideas together.

Okay.

Really well done.

So let's see some of the advert choices that you could have gone with.

So they waited patiently.

They stared desperately when they were waiting, when they were having to wait to eat their portion.

They sat rigidly.

They're very straight, very, very quiet and very straight.

They shuffled hesitantly, which means that unsure.

They paced slowly.

So if you'd like to add in any of those adverbs, then please pause the video and do that now.

Okay, fantastic.

So now we're going to re-watch the section of the film where they draw straws.

And we're going to do exactly the same thing where we're going to think of some adjectives to go with our nouns and some adverbs to go with our verbs.

Remember if at any point you can't remember a particular part of this section of the film, you can always get back in the video and re-watch it.

So we're going to watch the section where they draw straws, and then we're going to have a go coming up with some vocabulary together.

Yeah.

Okay, fantastic.

Let's start off thinking about nouns and adjectives.

So some of the nouns I saw where their clothes that they were wearing, we could describe those with adjectives.

The boys themselves, the orphans.

The string, we could describe the string.

Their hands, what were their hands like as they were going to take the string.

Their fingers, how could we describe their fingers and their faces? How could we describe their faces? So what I'd like you to do now, is pause the video to add adjectives, precise adjectives to these nouns.

When you finished adding in adjectives, then press play and we can check some ideas together.

Okay.

Let's see what we could have written as adjectives.

So they're wearing scruffy torn clothes.

They're a bit ripped, they're torn.

They're anxious, apprehensive.

So they're worried.

Both of those words mean worried.

Anxious, apprehensive orphans.

Rough framing string.

If something is fraying, it's falling apart.

And if it's rough, it doesn't feel smooth.

Trembling sweaty hands.

Sore red fingers.

Pale worried faces.

Okay.

So if you'd like to copy down any of those adjectives, then please pause the video and do that now.

Well done.

So let's move on to thinking about birds and adverbs to describe the action.

So here are some of the verbs that I spotted.

I spotted that they clasped the string.

If you clasp something, you hold it really tightly.

They waited, didn't they? For their turm.

They stood.

Could we describe how they're standing? They watched.

They gasped when Oliver got the short straw, didn't they? So it's your turn now to have a go at adding in some adverbs to make those actions even more precise.

How did they clasp the string? Perhaps you might say that they clasped it tightly.

So it's your turn to pause the video and add in adverbs, press play once you've finished adding in your adverbs and we can share some ideas together.

Okay.

Really well done.

Let's see what we could have written.

So clasped tightly.

Waited anxiously.

Remember anxious means that worried feeling.

Stood nervously.

So they're feeling nervous.

Watched closely because they want to see at each point they wanted to see if was a long straw or a short straw.

They gasped unexpected unexpectedly, sorry.

Then they saw that Oliver had the short straw.

So it's you, if you'd like to copy down any of those adverbs, then please pause the video and do that now.

Okay.

Well done.

So now we're going to think about this vocabulary that we've come up with together.

And we're going to have a go at using it in sentences.

So I'd like you to use your vocabulary to write at least two sentences about the dining hall.

Remember to make them ambitious.

So I've heard on the screen, on your screen, you can see an example of the word bank that we came up with together.

And you should have one next to you as well that you can use.

An example: sentence might be: the miserable starving boys waited patiently to eat this small portion of revolting gruel.

Okay.

So pause the video to write your two sentences and then press play when you're ready to move on.

Really, fantastic work.

So now we're going to do exactly the same using our vocabulary, but to write about the process of drawing straws.

And we're going to write at least two sentences about this and remember to make them ambitious.

So aim really high.

You might write a complex sentence where you might add in some extra detail.

You've got the words on the screen to help you.

You should have your words next to you as well.

An example sentence might be: the apprehensive orphan stood nervously in their scruffy torn clothes as they waited for their turn to pick.

So I've written a complex sentence using as in the middle.

So it's your turn to write your two sentences now.

When you're ready to continue, press play.

Fantastic job! So you now have four excellent ambitious sentences using all of the vocabulary that we've learned in this lesson and that we've come up with together.

So that's all the sections of our lesson finished for today.

So really well done for all of your hard work and all of this vocabulary will help us over the next few lessons as we write the opening up.

I will see you soon for more lessons on Oliver Twist.

Bye.