Lesson video

Hello and welcome.

My name is Mr. Santhanam and this is Gary the chameleon.

Say hi Gary.

This is lesson seven of ten from our Awongalema Recycling Unit.

Now, in our learning objectives today, it is all about how writers create vivid description and we're going to be reading as a writer and really thinking about the choices that writers make in order to create amazing descriptions.

Before we start, I want to ask you what adjectives could we use to describe Gary the chameleon.

What's that Gary? Gary says he's not really sure what an adjective is.

Hmm.

I think I've forgotten too.

Can you help us? What is an adjective? Huh.

Of course.

An adjective is a describing word.

It's how we describe things.

So if I wanted to describe Gary the chameleon, what words would I use to describe him? Can you think of any? I want you to shout some out at the screen.

Wow! So many great words.

I heard some children say that he had a spiky back.

I heard some people say that he had gigantic eyes.

I heard some people that he had a cheeky smile.

I also heard some children said that he was scaly and green.

Of course, colours are always adjectives.

I also heard some children say that he was tiny and adorable and cute and he is all those things.

I wonder what other characters we will describe today.

Should we get started with our lesson? Amazing.

Here is our agenda for today.

We are going to start off with a really fun game called:What animal is it? And that's a guessing game.

We're then going to have a look at our grammar focus.

After that, we're going to explore a text and really think about the choices and decisions that a writer has made to describe.

And finally, we will reflect on our toolkit which is going to help us when we begin our shared write.

Let's get started.

In this lesson, you are going to need a paper, a pencil, and your brilliant brain.

Pause the video now while you go and grab those things.

Wow.

Such a speedy Gonzales.

Amazing.

Let's get started.

First of all, we're going to play our game.

And it's a guessing game.

It's called: what animal is it? I'm going to read a description of an animal.

It has got some adjectives in it and I want you to think about what senses are we using.

Gary, can you remind me of the senses we are going to really think about when we are describing things.

Oh yeah, he said, "Touch, what we can feel." He said, "Smell, things that we can smell." He said, "Sight, what we can see." He also said, "Sound, what we can hear." And the last one, can you guess what it is? Is taste, what we can taste in our mouths.

But we're mainly going to be focusing on the first four ones.

So touch, smell, sight, and sound.

So think about how I'm using that in my description.

Can you guess which animal this is? I have a rough, hairy, plump body.

Hmm.

Lots of adjectives I have used there.

What kind of animal do you think that might be? It might be one from our cycled story.

Hmm shout out would you.

Shout out what animal you think it is right now.

Let's find out if you're right.

It's a warthog, and you can see his very rough, hairy, plump body there.

Maybe you want to write down these adjectives to use in your own writing.

So let's look at the next one.

When I laugh I make an evil chuckle.

What animal do you think this might be? Hmm.

Shout it out at the screen.

And what sense are we talking about here.

What do you think Gary? What sense are we talking about? Gary thinks that this is taste.

Hmm.

That doesn't sound quite right to me.

What do you think it is? Of course.

We are talking about sound because it is saying an evil chuckle which is a laugh and you can hear that.

Let's find out what animal it is.

Of course, it's a hyena and you can see him snickering and chuckling away to himself there.

The next one says I have a slimy, sticky, body and a shiny shell.

What sense are we talking about here? Hmm.

Ahhh.

Gary seems to think that it is touch because slimy and sticky describe what it might feel like.

He also thinks that the shiny shell might be about sight what it looks like, it looks shiny.

What kind of animal's got a shiny shell and a slimy sticky body? Shout out at the screen if you think you know.

Let's find out.

Of course, it's a snail which is also in our story.

And this snail is quite special because it's a giant African land snail.

I used to have one of those in my classroom, and it was about this big.

It was huge.

The next one says when I run I look like a flash of lightning.

My feathers rustle in the wind.

What senses are we talking about here.

I can see it says when I look, when I run I look like a flash of lightning.

Now what sense would looking be about.

What do you think Gary? Gary thinks sound.

Does look mean sound? What do you think? Ahhh you think that look means sight or what we can see.

Looks like a flash of lightning, and its feathers rustle in the wind.

Gary is saying that rustle definitely means sound what you can hear.

That's true.

Rustle does mean sound.

So what kind of animal do you think this might be? A very fast animal that's covered in feathers.

Hmm.

Of course, it's an ostrich.

And that animal is in our story as well.

OK fantastic.

We're ready to get started on out grammar focus now.

Today, we are focusing on the prefix UN.

My turn, your turn.

UN.

UN.

UN.

Now, we can put this on the beginning of a word to change the meaning of it.

When we put UN on the beginning, it means that is is the opposite of what it is.

So which root word do you think we can use with UN.

Nice, helpful, tidy, able, ball.

Or friendly.

There might be more than one answer.

What do you think? Say them in your head and listen to see if it makes sense.

We can use UN in unhelpful.

The root word is helpful, so that means that unhelpful is the opposite.

It means you're not very helpful.

We can also use it in unfriendly.

Here the root word is friendly.

So this means that you are not very friendly.

We can also use it in unable.

Here the root word is able.

If you are able that means you can do something, but if you are unable, it means that you cannot do something.

`We can also use UN with untidy.

The root word is tidy.

So if something is untidy, it means something is the opposite.

It's not very tidy.

Fantastic.

Let's have a look at the text now.

Now, the writer who wrote this has really thought about all the senses in our toolkit.

We are going to have a read through, and I want you to pick out where you see each sense, how are they making use of each of those senses to really, really describe.

Now Gary, what kind of description do you think this is? Do you think this is a character description or a setting description? Oh, oh Gary has an idea but let's see what you think.

Are you ready to read with me? As the animals gathered by the empty water hole, they could hear nothing but silence.

They could feel a lonely breeze sweep across the land as clouds of dust brushed against their skin.

Hmm.

I want you to try and identify where you see touch, where you see smell, where you see sight, where you see sound, and where you see taste.

Can you see any Gary? Gary says he can see two.

Pause the video now while you look for them.

Gary said that he saw that the animals could feel a lonely breeze sweep across the land.

They could feel a breeze against their skin.

So that means it's the sense of touch.

He also says that clouds of dust brushed against their skin.

Again, if it's on their skin then that means that you can feel it.

So again that's touch.

Gary also found that it said they could hear nothing but silence.

Which sense do you think that might be if it's hearing? Of course, it's sound.

Even if you can hear silence, that's very important to describe what sounds we can hear.

Let's have a look at the next one.

Are you ready to read with me? They looked out into the distance and all they could see were scrawny, empty tress and dead grass.

Their hearts sank hopelessly as they felt the burning sun scorch the ground.

Some of them sniffed for food but all they found was the thick, hot air.

Gary can you see any of the senses in this piece of writing? Can you? Pause your video now while you look for them.

How many can you see Gary? Gary can see one, two, three different senses.

Did you find three? Let's have a look.

So Gary found all they could see were scrawny, empty trees and dead grass.

So that's really taking about what the animals can see.

He also found that they sniffed the food but all they found was the thick, hot air.

So they are smelling, but all they can smell is the thick, hot air.

He also said that he found that they felt the burning sun scorch the ground.

They could feel how hot the ground was from the sun, the burning sun.

So again that's touch and feel.

Pause your video now while you complete this task.

I would like you to use our toolkit, our senses toolkit to draw a picture to match the setting description we just heard.

Don't forget to think about touch, smell, sight, sound, and taste.

You can colour in your picture and you can add adjectives and words around it to show what the setting description is like.

So explain what the description is like, you could say from this description, I can tell the setting is.

And that might help you to draw your picture.

Pause your video now while you complete your task.

I can't wait to see your pictures and to hear about how you identified the vivid description the writer has used in today's reading.

Please share your work with Oak National.

And if you'd like to, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter.

Tagging at Oak National and hashtag LearnwithOak.

We'll see you next time.

Say goodbye Gary.

Bye.