Lesson video

Hi everyone, it's really great to see you again.

In today's lesson, we are going to be generating vocabulary for the first bit of our poem, the setting and the character and I cannot wait to see how hard you work.

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 anything that you need, pause the video now, go and collect it and I'll see you in a second.

So agenda for today looks like this.

We're going to start with a writing warm up, then we will generate vocabulary for the setting, then we will generate vocabulary for the character and we will finish by practising writing some sentences.

So for your writing warm up, you need to match the most precise adverb to each sentences.

Sorry, to each sentence.

I'll show you the sentences in a second but let's have a look at what the adverbs are.

We've got eerily, desperately, wildly and these other sentences that you need to put each of those adverbs in.

Listen whilst I read them aloud and you can think about which out of those adverbs would go best in each sentence.

The long, gnarled branches blew hmm, in the wind.

The ghostly moon shone hmm in the midnight sky and the last one, hmm, the highwayman galloped on his horse.

So you need to think about how those branches blew in the wind, how did the ghostly moon shine and how did the highwayman gallop on his horse? I would like you to pause the video and write the full sentence please.

Did you have a go, shall we check? So the long, gnarled branches blew wildly in the wind.

Can you just pretend that your arms are the branches, can they blow wildly in that really stormy, gusty wind? The ghostly moon shone eerily in the midnight sky.

Eerily is another way of saying spookily or sinisterly and it makes me feel a little bit scared reading that sentence.

And then finally the highwayman galloped on his horse and we start that sentence with the word desperately to show that he really wants to get to where he's going.

And would that mean he would be moving quickly or slowly? What do you think? Quickly or slowly if you're galloping desperately.

Should we say it after three, one, two, three, quickly, well done.

So now we're going to generate vocabulary for this setting and I'm going to read aloud that first verse again.

We've heard it quite a few times now and you can follow along.

The wind was a torrent of darkness among the gusty trees.

The moon was a ghostly galleon tossed upon cloudy seas.

The road was a ribbon of moonlight over the purple moor and the highwayman came riding, riding, riding, the highwayman came riding, up to the old inn-door.

And remember, there are lots of tricky words in that that we looked at the meaning of last time and you worked really, really hard to kind of picture their setting.

So I think you're going to be able to come up with some really fantastic vocabulary.

So here's a picture that will help us generate some vocabulary.

It's a picture of some trees blowing in a stormy, gusty wind with their branches swaying around.

So what I would like you to do is pause the video and write down as many words that you would use to describe the setting and then we'll come back together and I'll share some of mine.

Pause the video now.

Shall we have a look at the ones that I thought about? And you can add them to your list as we go.

So I thought that the trees had long, gnarled branches.

Which means they were very, very long and kind of twisted.

I also thought that we could use the word blustery.

Shall we say that together? My turn, your turn, blustery, which is another way of saying it was really, really windy.

I also thought that we could say something like the gusty wind blew through the trees.

My next word was stormy.

It certainly looks like it was a stormy night, doesn't it? This word, we could use the word swaying to describe what the trees were doing.

They were swaying in the wind.

And then finally I had this word, tempestuous and we actually had that word a few lessons ago and it means really, really stormy, doesn't it? Quite a violent wind.

Pause the video now and add any words that you want to to your vocabulary list for this picture.

So the next picture we're going to look at is this picture of the ghostly moon in the sky with those wispy, sinister clouds circling around it.

So again, pause the video now and write down any words you would use to describe this picture and we'll come back together in a second and I'll share what I thought.

Okay, shall we have a look at my ones? So it looks like a full moon, doesn't it? Because we can see the full circle of it, a full moon and actually the word full moon might make your reader think about something scary, sometimes scary things happen when it's a full moon.

I also thought we could say something like the sky was full of wispy, spooky clouds.

Wispy means something that isn't very dense, something that's quite kind of see-through and the word spooky might be good here as well.

We could use the word ominous.

Let's do my turn, your turn for that one, ominous.

Now that's a word that means quite evil, quite sinister and makes the reader think that something bad might be about to happen.

We could also use this verb and adverb, shone dimly.

The moon shone dimly.

And that means that the moon shone quite faintly.

It wasn't a bright full moon, there was just a little bit of light coming off, being reflected off the moon.

We could also say maybe the midnight sky and then finally we could say something like it was the darkest hour.

Pause the video now and write down any words that you would like to add to your list.

So the next picture looks like this.

That looks like a picture of a moor, doesn't it? Remember, a moor is that vast expanse of land where the highwayman is riding across, isn't it? So pause the video now and write down as many words as you can that describe this picture.

Okay, have you had a really good go? Let's see what I thought.

So we could have the misty moor and you can kind of see in the picture there it looks a bit misty, doesn't it? Which means it's not very easy to see very well.

We could also have eerie.

Let's do my turn, your turn, eerie.

And we had that lesson in the Writing Woman, didn't we? We had the adverb eerily, so I've changed it to an adjective, eerie, meaning quite spooky, quite sinister.

We could also have a vast landscape.

Hmm, vast, is that a big or small landscape? A very big landscape, isn't it? And it stretches maybe for miles and miles.

We could use this word, bleak.

Bleak, which means it was quite kind of dim, not very light there, quite empty, quite a depressing place to be.

We could also have winding roads.

Remember, the road was a ribbon of moonlight, so it was a curvy road, not a straight road and we could use the adjective, winding to describe the road on the moor.

And finally, we could have the fog covered moor.

So fog covered here would be used as an adjective, the fog covered moor, as a way to describe what was on the moor.

Pause the video now and write down any of the words that I've got that you might not have that you want to write in your list.

So, let's have a quick vocabulary check.

I've got three words on the screen and let us do my turn, your turn to say them out loud, tempestuous, ominous, bleak and you've got three definitions.

A, an empty stretch of land.

B, very, very stormy and C, the feeling that something bad might happen.

You can pause the video now and match each word to its definition and you don't have to write the word or the definition, you can just write one and then a, if you think it's a or one B or one C and so on.

So you can pause the video now and have a go at that.

Okay, should we have a check? Let us see us.

Ah, so tempestuous.

That was one and that goes with the definition b.

Very, very stormy.

Tempestuous means very, very stormy.

Two was ominous and hopefully you matched it with definition C, which was the feeling that something bad might happen and three, bleak, meaning kind of an empty stretch of land, a very depressing place.

So I hope you got all of those right.

Really well done.

We've generated vocabulary for the setting and now we will think about vocabulary for the character.

Remind me who the character is in the poem? Yeah, it's the highwayman, isn't it? I'm going to read aloud verse two to you again and all you need to do is follow along.

He'd a French cocked-hat on his forehead, a bunch of lace at his chin, a coat of the claret velvet and breeches of brown doe-skin.

They fitted with never a wrinkle.

His boots were up to the thigh and he rode with a jewelled twinkle, his pistol butts a-twinkle, his rapier hilt a-twinkle, under the jewelled sky.

And can you see the words that I've bolded? Hmm, they're really funny words and actually really tricky to know what they mean.

So, this illustration might have been what he looked like and I'm going to show you what's all of those words in bold mean and what they refer to.

So can you see that first arrow? That's the pistol butt.

Pistol is another word for gun and butt is the handle of it.

So you can see he's holding the gun in his hand.

He's holding it by the handle, isn't he? The next arrow is his coat of claret velvet.

Now we know what's a coat is.

Claret is another way of saying like a deep red colour and velvet, you might have heard of that word before.

It's a very luxurious, soft material.

So if you touched it, it would feel very, very soft.

The next arrow is pointing to his French cocked hat and then finally, can you see that arrow at the bottom? That's pointing to his breeches of brown doe skin.

Now breaches are a type of trouser and brown doe skin.

Hmm, that's what they're made out of, doe skin.

It sounds like they're made out of a type of animal skin and a doe is a female deer.

So they're made out of deer skin.

So what vocabulary could we use to describe his appearance? Got some adjectives here for us.

Scruffy, smart, dishevelled and well-dressed.

Pause the video now and write down whether you think we could use them or couldn't use them.

You can have a tick and a cross on your piece of paper and write down the words that you think we could use and couldn't use based on what we've just read and the picture that we've just seen.

Pause the video now.

Should we have a look? So I think the words we could use are smart and well dressed but I don't think we could use scruffy or dishevelled.

Dishevelled is another way of saying really scruffy and unkempt.

Let's do my turn, your turn just to practise that out loud, dishevelled but it's not an appropriate adjective to describe his appearance.

He's very smart, he's very well dressed.

So, what vocabulary could we use for what's he's doing? Let me just read aloud this extract.

And the highwayman came riding, riding, riding.

The highwayman came riding, up to the old inn-door.

So we know he's riding on his horse but do you know any other words for riding on horses or moving very, very quickly, because we know he's very desperate to get to the end? Pause the video now and write down your words for what he's doing.

So we're thinking about our verbs.

Should we have a look at what I thought? I thought we could have galloped, which is another way of saying riding but riding really, really fast.

We could have this one, raced.

So we could say that a person raced somewhere but we can also use it if he's riding on a horse and travelling very, very quickly.

And we could also have this one, thundered, which I think is a really good one.

It kind of creates quite a noisy picture in my mind, a noisy picture of the hooves thundering along the pathway very, very quickly.

Let's do my turn, your turn for those three words, galloped, raced, thundered.

Did you have those ones or did you have any different ones? If you'd like to, you can write down the ones that I've got on the board.

Okay, let's think about some adverbs that we could use that might match those verbs.

So we could have urgently, we could have desperately and we could also have skillfully.

Let's do my turn your turn for those three words, urgently, desperately and skillfully.

Well done, now those first two show that he wants to get to the end very quickly, doesn't he? And then skillfully is quite a good one because he's really good at riding his horse.

So we could say he's riding skillfully.

He knows what he's doing.

So, now we're going to practise writing some sentences.

Here is an example that I've got using an adverb to start off our sentence, just like we did in our writing warm up.

Wildly, the tempestuous wind blew through the gnarled trees.

My second one, says, urgently, the highwayman thundered across the misty moor and can you see those words in bold are words that we had in our vocabulary list? So now it's your go to write down two sentences that start off with an adverb and use some of the vocabulary that we have learned today.

I'd like you to pause the video now and have a go at writing those sentences, please.

Okay, really well done.

That is the end of this lesson.

You worked really hard in that writing warm up.

We generated vocabulary for the setting, we generated vocabulary for the character and you finished by writing some fantastic sentences.

If you would like to, please share your work with your parents or carer and I'm really looking forward to seeing you very soon for our next lesson.