Lesson video

Hello, everyone, my name is Ms. Madden.

In today's lesson, you are going to be planning a narrative scene.

The escape, I like to call it.

It's the scene that we started looking at in the previous lesson.

And it's where Molly, her sister, and her cousin plan to escape from the Moore Valley settlement.

Let's get going.

In this lesson, we will start with a spelling warmup.

Then we will do some planning together, and then will be your opportunity to plan for writing.

In this lesson, you will need an exercise book or some paper, a pencil or pen to write with, and, of course, your thinking brain.

Press pause and get those things now.

Okay, let's get going with our spelling warm up.

I'd like you to choose the correct spelling from each group.

I'm going to show you some commonly misspelt words, but these are words that are quite important for us to be able to spell.

I'm going to give you three versions of each word.

I want you to look carefully at them and decide which is the correct spelling.

The first is the word, different.

This pen is different to this pencil, different.

Next, we have figurative.

I would like you to use figurative language today, figurative.

Doesn't, she doesn't want to leave.

Choice, we have no choice, choice.

Tense, I was feeling very tense.

Of course, there's another meaning of the word, tense.

We can also talk about a verb tense, present tense or past tense.

Suitable, she was wearing suitable footwear.

Metaphor, can you write a metaphor? Audience, you must think of the audience.

Okay, now look at these spellings and choose which is the correct spelling for each word.

Let's go through them together.

Different, this spelling can be tricky because sometimes we don't hear that E in the middle of the word.

But it is actually different, different.

Figurative, this word can be tricky because you might have spotted that root word, figure.

However, when we add on the end, -ative, we lose the E and then we have -ative at the end, figurative.

Doesn't, this is a contracted word.

We use the apostrophe to show the emission of the letter O, because it's short for, does not.

Choice, we have our oye sound in choice.

And that is the O-I spelling of the oye sound, and ss, the ss sound at the end is spelled with a C-E.

Tense, another word with a ss sound at the end.

And this time, it's the S-E spelling of that ss sound.

Suitable, a word with an -able spelling at the end.

And you can see that word suit, like a suit that you could wear.

Sometimes it's helpful to spot a word in a word to help us remember our spellings.

Metaphor, this is tricky.

Metaphor, even though we don't always say metaphor, we say metaphor, it's got an A in the middle, and it's got that P-H spelling of that ff sound, metaphor.

And finally, audience.

This is tricky because it has that awe spelling at the beginning.

And it's the A-U spelling of awe, like aural or auditory, to do with listening.

And it has the C-E spelling of the ss sound at the end, audience.

If you didn't get these correct, then copy down the spellings that you didn't know now.

Okay, let's do some planning.

Today, we're planning a new scene.

It's the scene that we started to watch in the previous lesson.

It's the escape.

Now that Molly, Daisy, and Gracie have been captured and taken to the Moore Valley settlement, they want to escape to get back to their families.

Even though it's more than 1,500 miles away.

This is the first part of the scene that we're going to focus on, the conversations between the girls.

And then we see the tracker.

This here, this is the tracker, the person that might come after them and track them, track their, the traces of them if they try to escape.

Let's watch the first part before we plan.

You've seen some of this, but we're going to watch a little bit further.

Come on, make your beds.

Nice and tidy.

If you've already done it, get to the church now.

Hurry up, stop dawdling.

Molly, take the bucket out, and then the three of you go to church.

Come on, get your things, we're going.

Where we going? We're going home, to Mother.

How we going to get there? Walk.

We're not going, are we, Daisy? We like it here.

The tracker, he's going to get us and put us in that-- He's not going to get us and put us in the room.

We just keep walking in the rain, cover our tracks.

We got to go now, come on.

Come on.

Come on, Gracie, now.

They're family.

Hurry up.

♪ He made their tiny wings ♪ ♪ All things bright and beautiful ♪ ♪ All creatures great and small ♪ Let's recap what happened in the scene that you just watched.

As I show you each image, you could say aloud what happened.

It began with Molly surveying the horizon, seeing that this was a moment to take a risk and try and escape.

Then we saw Daisy and Gracie on the bed.

The girls were feeling more reluctant about taking the risk and about leaving.

They were worried about the tracker.

Molly had a conversation with Daisy who says she's really worried about the tracker.

Molly manages to convince Daisy, but Gracie hangs behind.

Then we see the tracker.

So we get a sense of the danger, of the potential threat.

So you did actually already do some planning for this piece of writing.

In the previous lesson, you wrote some speech sentences for the opening part of this scene.

That's going to really help us when we come to write.

Now's an opportunity to make some more notes to help get ready to write in the next lesson.

So for each part of the scene, you can have a look at these images and see if you can jot down any words or phrases that might be helpful for you when you come to write.

You might think about some actions that you could include to describe Molly or the girls.

Press pause and write down some ideas.

They don't have to be full sentences, just words and phrases now.

Okay, I'm going to show you some of my ideas.

If there are any that you like, you can include them.

Watching from a distance.

So that might be a nice non-finite, subordinate clause that I could use at the start of the sentence about Molly.

Watching from a distance, Molly, what did she do? Wary, that's an adjective, meaning a bit worried and looking out carefully.

So, Molly was definitely wary, or you could describe an action as wearily.

With caution, that could be a way to start a sentence.

Again, it means something similar to wary.

Peering, I like the verb peering.

So you could say peering around the door, or you could say Molly peered.

It's quite a specific verb.

You're doing something without being seen.

Reluctant to leave.

Now who was reluctant to leave? Was it Molly? No, it was Daisy and Gracie.

Uncertain, who was feeling uncertain, Molly? No, Daisy and Gracie.

So if there are any words here that I've used that you would like to use, press pause and write them down now.

Another element of the scene here that I'd like to point out is what's going on inside Molly.

Molly's emotional, internal, emotional feelings.

Inside, she's feeling turmoil, she's feeling quite conflicted, because she wants to escape, but it's dangerous.

And she needs her family, her sister and her cousin to come with her.

And outside, the weather, the thunder rumbles.

And the weather outside is really significant.

It's significant for two reasons.

One, because it provides an opportunity.

Molly knows that if it's going to rain, then that will cover their tracks when they run away, which will make it harder for the tracker to catch them.

So the rain and the sign of rain coming, the thunder rumbling is really, really significant to the story.

But also, sometimes in narrative we have pathetic fallacy, and that's where the weather matches the internal feelings.

So in a way, the thunder also matches Molly's uncertain feelings and turbulent feelings inside at this point, where she has to be really brave, and resilient, and determined to lead her sister and cousin to safety.

Okay, what happens in the next part? Let's see if you could write down some phrases about actions, both of Daisy, and then Molly and Daisy as they leave.

Press pause and write down your ideas now.

Okay, I'm going to show you some of mine.

Determined, do you remember that Mrs. Wordsmith word, Molly is really determined.

Brave, it's quite similar in meaning.

Trying to reassure, that's what Molly's doing, isn't she? She's trying to reassure Daisy and Gracie.

She sounds really confident, like she's really resolute.

And she knows it's the right thing.

In sunlight, she's probably really worried, what if Gracie doesn't come? Glancing over her shoulder.

Molly does that thing where she leaves with Daisy, doesn't she? And she glances over her shoulder to see, is Gracie coming? Perhaps you've had that experience before.

Or perhaps a parent or carer with a toddler is being naughty, and you might say, I'm just going.

You need to follow me.

But you're not sure if they're going to follow you or not.

So you glance over your shoulder.

So that's a really good action to show that actually inside Molly is feeling a bit unsure.

Here's another, in clause, looking back, meaning the same thing.

So these two clauses we could use at the start of a sentence.

Looking back, Molly wanted to see if her cousin would follow her.

Unsettled, so that's an adjective that you might use to describe how she was feeling.

If you like any of my words or phrases, you can pause and add them to your own now.

Okay, now to our final section of the opening half of this scene of the escape, the tracker.

Are there any words or phrases that you want to note down in relation to the tracker? Press pause and write them down now.

Here are some of mine.

Now, when we are going to write about the tracker, of course the tracker is a human and with thoughts and feelings, however, for the purpose of our writing today, he is a danger.

So we don't want to empathise with the tracker or know why he's feeling the way that he does.

We just want to give this sense of danger.

So, here is the tracker who is currently in the church with all the rest of the children.

Is he distracted, does he know what's going on? Are his thoughts elsewhere? He could be watching over the congregation.

That sense that he's seeing everything.

He could be suspicious, or perhaps you might be seeing him having a moment of realisation.

Is he realising that three of the girls are missing from the congregation? And will he chase them and go after them? So these are some words and phrases that you might like to use.

If you want any of these, press pause and write them down now.

Okay, time to plan for writing.

Your task is to plan a narrative scene.

You've already got the section of dialogue written.

You've now got words and phrases for the first half of the scene.

Next, you're going to watch the remaining part of the scene, and plan some more ideas for each image.

You know how this process works now.

Let's watch the scene.

Come on, let's go.

Okay, let's recap what's just happened in the second section that you've watched.

There's Molly and Daisy on their way.

Gracie trailing after.

Is she going to come? Gracie joins the girls as they pass the toilet block.

Is this the moment that they can make a run for it? Yes, the girls make a break for it.

Now is your time to pause the video and complete your task.

Remember, you're making notes for these final four images for this stage, the second half of this scene.

Press play when you've finished making your notes.

I've got a few notes here that you can listen to in case you want to add these to your own notes now.

Well done, now I'm going to show you some notes that I had taken in case you want to supplement your own ideas.

I had the phrase, from the doorway.

Showing that Gracie was far behind.

Daisy was clenching her shoes.

Shoes would be quite important if you've got a long way to travel.

Calmly, that would be a good adverb to describe Molly, because she's the leader, isn't she? And she behaves calmly.

Hands clasped, that would be quite a nice detail to show that Molly is holding Daisy's hand tightly.

Because she's her younger sister and she needs to look after her.

Keeping a low profile, so making sure that no one sees you.

Or frozen, if you're doing something and you're worried about being caught.

Press pause and add any of these to your own ideas, should you want to use them.

Here we have the next two images.

These were some of my ideas.

Hesitating, so you might talk about Molly hesitating, or that she hesitated at that moment, at the final decision before she runs off.

Panic, perhaps Molly would be feeling a little panicked, having rising panic in her heart as she's making, taking this big risk, going off with the girls.

And then at the moment of escape, how did the girls move? Charging, they charged through the trees.

'Cause at the moment they decide to run for it, they're going to really run fast.

Or I said, weaving between the trees.

If you like any of these ideas, press pause and add them to your notes.

Fantastic, you have done so much preparation for writing today.

We started off with a quick spelling reminder.

Then we did some planning together.

And you did your own planning for writing.

Hopefully, you've got lots of great words and phrases that you are going to be able to use to support you in our next lesson, where we will write the escape.

Congratulations, you have completed your lesson.