Lesson video

Hi everyone.

My name is Miss Smith, and welcome to today's lesson.

In the lesson today, we're going to be improving our writing through the use of adverbials.

So when you're ready, let's get started.

In the lesson today we will review some tricky spellings before we look at using adverbials to create text cohesion.

Thinking about how we can help our text to link from one part to the next.

We'll then generate some adverbials to support our writing for this next scene.

So you'll need something to write on, something to write with and make sure you have a quiet space where you're able to concentrate and make sure your brain is working as hard as possible.

If you need to collect any of those things, press pause, and go and do that now.

So let's start with a spelling warmer.

Which spelling is correct? So from two spellings on screen can you write down on your page which spelling you think is correct.

Here we go.

Forty.

forty.

There were forty people at the picnic.

Is it spelling one or spelling two? Write down which one you think now.

Well done.

It's spelling one.

In the word forty, we don't have the number four, it's the U that's missing.

Spelling two, contious or conscious? She was conscious of the man looking over her shoulder at the port.

Contious, conscious.

There we go.

It was spelling number two this time.

S-C-I-O-U-S, conscious.

Number three, opportunity or oportunnity and look careful which letters in each are doubled.

She had the opportunity to play tennis at the weekend.

Opportunity.

And is spelling number one this time.

Two P's, not two M's.

If you need to, you think of a way that might help you remember double P in opportunity.

Spelling four.

Foreign, forren.

At school, we learn foreign language.

That's right.

It's number one again.

Tricky spellings, so just check the letter order in your spelling, and that you have F-O-R-E-I-G-N.

And finally, nuisance.

Spelling one or spelling two.

The fly was a nuisance at the barbecue.

Nuisance.

This time, it's spelling number two.

Another tricky spelling.

So check that you have the I, the third letter and U-I was the easy one to miss.

S-A-N-C-E.

Well done.

If you found all five correct spellings.

So what do we mean by text cohesion? Big question in this part of the lesson.

Well as writers, we want to create writing that sticks together.

What do we mean by sticks together? Well, writing that sticks together means it's writing that's easier for the reader to follow the main ideas.

It flows from one paragraph to the next.

And the narrative, if it's a narrative piece, or the main ideas, if it's non-fiction, are easy to follow, because the writing flows and sticks together.

And this is what we mean by cohesion in text cohesion.

That the writing links in connects from one part to the next.

Now we have tools as writers and you have these tools that help your writing to stick together and adverbials are one tool we have to help us achieve cohesion in our writing.

So let's just remind ourselves of the types of adverbials we have on hand to use.

Adverbials could be just one word at the beginning of a sentence.

A fronted adverbial matters an adverb.

We know from our learning previously that it could be a group of words that forms an adverbial, and we call that a phrase.

It might be a group of words that contains a subject and verb, in which case we call it an adverbial clause.

Now, all adverbials do the job of modifying the verb.

Now, they either tell us, the time, the place or the manner.

The when, where or how the verb happened, they give us that extra information.

And the best thing is they help to link our writing, and that's how we're using them today.

So in this paragraph, we're going to think whether we can find the adverbials.

And this is a paragraph that I've written using an image that we're familiar with now in this unit.

So I'll read the paragraph to you, and I want you to be thinking as I read, you'll have some time afterwards, whether you can find the adverbials, that could be one word, a group of words, that is a phrase, or a group of words that forms a clause in a sentence.

Let's read.

As the wind brushed the mountains, they shivered.

Like dancers, the snowflakes settled on the rocky peaks.

The importance of his quest dominated his thoughts, as the explorer surveyed the breathtaking landscape.

A smile of satisfaction crept across his face.

With feelings of adventure rushing through his veins, he surveyed the land looking down in the city before him.

Suddenly, a gunshot broke silence.

So, can you find the adverbials in this paragraph? You want to pause and have a look through for those now.

Okay, so let's look together.

Shall we? So we're going to take it sentence by sentence and really focus on the variety that I've used within a paragraph so that it flows and links and is cohesive.

So that I'm not using the same trick every time.

In the first sentence, our adverbial is as the wind washed the mountains they shivered.

Second sentence.

Like dancers, the snowflakes settled on the rocky peaks, nearly figures of languages there as well.

Tell us how the snowflakes settled.

It's a phrase.

Sentence three.

Did you spot it.

It came second in the sentence and is another as clause.

As the explorer surveyed the breathtaking landscape, That could go first in the sentence, but I put it second for variety again.

A main clause, the importance of his quest dominated his thoughts, as the explorers surveyed the breathtaking landscape.

Next sentence.

With feelings of adventure rushing through his veins, he surveyed the land looking down the city before him.

So the feelings of adventure rushing through his veins, tells us how he's feeling as he surveys that land.

Now, between those two sentences, we skipped over, jumped over a smile of satisfaction crept across his face.

There isn't an adverbial to highlight in that sentence, it's just a simple sentence.

Again, great to have different sentence types for variety in our writing.

So I'll start final sentence now.

And we've got a one word adverb to start the sentence.

Suddenly, a gunshot broke the silence.

So you can see that in this paragraph, a range of adverbials have used in different ways.

One word suddenly, phrases like dances, and clauses is as the explorer surveyed the breathtaking landscape.

It's got a subject, the explorer and a verb, surveyed.

And the range of adverbials as well as where they're placed being varied helps to link our sentences so that the reader can enjoy reading the writing and can follow the main ideas.

So for our new scene in our writing in this unit, let's just remind ourselves of the scenes so far.

And what we've seen on the clip.

We have the boat arriving in the port.

We get close up alongside the boats on its journey.

And then Lyra disembark.

She gets off the ship when she arrives at the busy marketplace on the port.

And then she goes and finds a quiet space to study the alethiometer with Pan, You'll see that Pan has shapeshifted in this scene and is now a mouse.

And finally, at the end, we're introduced to a character who is being a little bit nosy in appearing and interested in The Golden Compass that Lyra is looking at.

So we're going to watch the next clip.

This comes as a short clip that comes just slightly later on in the scene, and it's when this new character who we've seen appearing down from the iron wheel, who drops down and begins a conversation with Lyra.

Now this new character is an aeronaut, who flies ships in the sky.

Ships that look a little bit like giant hot air balloons.

And he begins a conversation with Lyra and gives her some advice about her quest and what might be able to help her on the quest.

So let's watch now.

Miss Lyra.

I'd like to give you a word of advice, though you ain't asked for none.

If I was on the kind of scout that I reckon you're on, I'd hire myself an aeronaut and an armoured bear.

An armoured bear? There's one in town.

Iorek Byrnison's his name.

Works at the sled depot behind Einarsson's Bar.

Good one to have on your side in a scrap.

Not that you're looking for that.

Iorek Byrnison? Iorek Byrnison? May I speak to you? What? We want to offer you employment.

I am employed, by the townspeople.

I mend broken machinery.

I lift heavy objects.

What kind of work is that for a Panserbjørn? Paid work! So then let's revisit all the locations that we have in this whole section from the previous things we've looked at.

When the boat arrives in port, all the way to the end of this new short clip.

So let's see, Got on the boat, arriving in the port.

What's next? Studying alethiometer.

Before she makes her way through the streets to the alleyway.

So a number of different locations in this scene alone and so it's going Be really important for us to use adverbials to link our writing, so that the reader can follow and keep up with the change of locations.

And through using phrases and clauses and one word adverbs at the beginning that can help the reader to understand when, where and how Lyra moves through this part of our narrative kind of story.

So your task today then is going to be to write adverbials that link each point in the scene that either indicate time when, how manner or place where Lyra and other characters are in the scene.

This will really help the reader understand your writing when we get to writing the scene in a future lesson.

So for each the images that's on the screen and they're at the bottom in the order in which they appeared.

And can you write down either a one word, a phrase, or a clause that is adverbial Lyra's time, manner or place, so that when we get to writing the scene, you've got those, and they will help to link your writing.

These are going to be really, really useful.

And it will be so helpful if you've got that bank of phrases, clauses, and one word fronted adverbials to support your writing when we get to that lesson.

So you should pause the video and write down those adverbials for each scene point now.

So well done if you have managed to think of an adverbial for each part in this new scene.

Let's have a look.

I've put some ideas, two ideas for each points in this scene.

And so you might want to add these to your notes and planning for this part so that you've got an even greater range of ideas to support your writing.

Best writers steal ideas.

So if you see something that you like, absolutely, you should borrow it.

So let's look at that first image.

We've got early in the morning and at sunrise, and I've even put my comma after the adverbial because I know that I would use both of these at the beginning of a sentence.

They both indicate time and are phrases so you might adapt or steal those for your writing.

Then as Lyra gets off the ship disembarks we've got with optimism.

I thought really hard about how she might be feeling because she's hoping that she will find out some useful information to support her quest so she's quite optimistic.

That is Mrs Wordsmith word that we've reviewed before with optimism, and as the sound of the marketplace filled the air, We run some Lyra being on the crates in the shipyard.

Closely, just one word to describe how she's studying alethiometer.

And aware a place phrase on top of an abandoned crate, Through the streets, and cautiously.

Another one word.

She might have been quite cautious.

She's about to go and meet some armoured bare she thinks, so nervous and cautious would be totally appropriate feeling words for her in terms of how she was feeling.

And finally in the alleyway, nervously.

She's waiting with anticipation, isn't she.

and a time of day to help the reader understand that this is a bit later on now, and it's early in the evening.

From behind a rusty barrel, it's where Iorek Byrnison emerges from, with disappointment, Lyra is so disappointed that the first armoured bear she has come across is Iorek Byrnison Who's very sorry for himself without his armour in an alleyway, all alone.

So with disappointment, you get to introduce some speech that one.

Congratulations.

That's the end of today's lesson.

We have reviewed some very tricky spellings.

We've looked at what it means to create cohesion in our writing, thinking specifically about our use of adverbials and you have planned some fantastic adverbials that will be really useful for your writing later this unit.

So well done for working really hard in today's lesson.

It's not easy generating all those adverbials but please keep them really safe so that they can support your writing when we come to use them later in this unit.