Lesson video

Hi, everyone.

How are you doing today? Hope you're feeling good.

Hope you're feeling confident and ready to learn.

Welcome to our next highwayman lesson with me, Ms. Webster.

In this lesson, we're going to be planning, the next part of our writing.

So let's get started.

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

If you haven't got everything that you need, pause the video, go and collect it, and I'll see you when you're ready.

We will be doing a writing warmup.

Then we'll order each part of the buildup part two, and then we will plan precise vocabulary for each section.

And we will finish by orally practising some sentences.

So let's look at what our writing warmup is today.

So it's a speech focus and you've got to decide, what pieces of punctuation are under the stars.

I'm going to read you the sentence.

And as I'm doing that, think about what punctuation must be behind each star.

I'm so glad to see you, Bess enthused, waving at the highwayman.

Enthused is a great verb for said, if you want to show that your character is saying it in an excited and animated way.

Reminds me of the word enthusiastic.

Okay.

So should we have a look at this first star? I'm so glad to see you.

So that's the speech bit of the sentence.

So what must be under the first star? It's going to be the, inverted commas.

What has to come next? We have to have a capital letter.

What about that third star after the word you, I'm so glad to see you.

Should we say it together.

One, two, three, it's a comma.

And then it's the end of the speech sentence bits, So we cannot opening, inverted commas, and now we must have a, say it together, closing inverted commas.

And we've got to finish our whole sentence off with a, full stop.

Did you get all of them? I bet you did.

There is some other punctuation in this sentence, which isn't related to the speech, um, punctuation that we've spoken about.

Can you see what I've circled in that light blue circle, of circles and apostrophe? Why is that apostrophe there? I'm, remember back to our apostrophes learning, there are two different rules out there for apostrophes, contraction or possession.

What is that apostrophe there for, if you think contraction clap, if you think possession, grab.

One, two, three, it's contraction.

Isn't it? Because we've got, I am, written as I'm.

Good job.

And then can you see what I've circled here in green? That's a comma there.

What's that comma there for? Look at the bit after it, waving at the highwayman.

We know that's a type of clause, a type of subordinate clause.

Do you remember what type of subordinate clause it is? It's a non finite clause.

So we've got that comma there.

Just separate this, non finite clause from the rest of the sentence.

Okay.

Your turn to spot a mistake.

Hello, my love, the highwayman lovingly greeted Bess.

Have a little bit of thinking time.

What mistake have I made there? What mistake, have I made there, I'm going to give you a clue.

Ooh ooh what have I forgotten? I've forgotten my capital letter to start my speech sentence with.

You ready for the next one? I'll be back before sunrise, he vowed sincerely as he leapt back on his horse.

Have a really good look there.

I've got my opening inverted commas.

I've got my capital letter.

I've actually got my closing inverted commas, and I've got a comma, but it says something strange about that.

Yeah.

I've written them the wrong way round.

It has to be the comma and then the inverted commas.

I bet you spotted that.

Well done.

Another one for you.

I'll bring you back a gold ring, he promised affectionately.

Again I can see my inverted commas, my opening ones and my closing ones.

Can see my comma.

So something strange about that comma and that inverted commas.

Is it in the right place? I'll bring you back a gold ring, he promised, comma close inverted commas.

What's the bit that he actually says? He actually says, let's say it together.

I'll bring you back a gold ring.

And then he doesn't say anything else.

That's just the writer.

That's our voice.

He promised affectionately.

So where should the comma and the inverted commas go, after what word? I'll bringing you back a gold ring.

What word should the comma and the inverted commas go after? Should be after the word ring, because that's the end of the speech sentence.

Now are we going to look at, ordering the buildup.

So listen really carefully as I read each key moment.

And you can decide in a minute what the correct order is.

A.

The highwayman greeted Bess.

B.

Tim listened to the highwayman speaking.

C.

The highwayman promised he'd be back soon.

And D.

The highway man told her, he was going to steal some gold.

Have a really good think.

What happened first? What happened next? What happened after that? I think you've got the order.

Okay.

Should we check? So the first thing that happened, is that Tim listened to the highwayman speaking, remember he was crouched behind the stable door, listening intently to what the two other people were saying.

The next thing that happened of course, was that the highway man greeted Bess.

Then the highwayman told her he was going to steal some gold.

And then finally, the highwayman promised, that he would be back soon.

This is the main part of our lesson, where we're going to plan precise vocabulary, for each key moments.

So, I would like you to draw a table that looks a bit like this.

Use the whole width of your page, and you need three columns.

One with key moments at the top, then precise, descriptive language.

And then what happened? And then underneath that you need four different rows for the four different moments of this, bit of our writing And each row can be about ten centimetres.

It doesn't matter if you haven't got to a ruler, just use your best guess.

Pause the video now, and set up your page so that you've got a table that looks like the one on the screen.

I'll see you in a few minutes.

The first moment, is that Tim listened, with Tim was listening.

There's a picture there that we had from our last lesson.

So let's just remind ourselves of the vocabulary that we thought about in our last lesson.

We thought about prepositional phrases, so in other words, telling our reader where he, where he was, he was in the stable, behind the door, a few yards away, around the corner.

We also thought about, the precise verb and adverb choices.

He listened intently, he spied, stealthily, he peered inconspicuously and he crouched quietly.

So, here's some questions to help you think about what you want to write in your plan.

You need to think about where he was.

You need to think about what he looked like.

And then in the what happened column, you need to think about what he did.

So pause the video now and write down, a few key words to answer each question.

Pause the video now.

Okay.

Should we have a look at what's I thought? And you can add in any words that you would like as we're talking about them.

So where was he? Well, he was in the stables.

He was behind the door.

Tell me what you got, what proposition or phrases did you put in your plan? Okay, great.

Well done.

And then what did he look like? What adjectives would be great to describe him? Dishevelled? Well, remind me what dishevelled means? Is it scruffy or smart? It's, very scruffy.

Isn't it? Messy hair, messy clothes.

Um, other adjectives that we could use, he was pale and exhausted.

Tell me an adjective you wrote, about his appearance.

Well done.

So what happened? What was he doing? I think that he crouched quietly.

I think he listened intently.

I think he spied stealthily, which means he was looking at them without wanting to be noticed.

Tell me something that you wrote in your what happened column.

Okay, great.

So if you need to pause the video and write down anything that you see on the screen and your plan, that's totally fine.

And I'll see you in a minute.

So the next thing that happened, the next key moment is that the highwayman greeted Bess.

I've just put an H for highwayman, to save me writing it all the way out in my plan.

So this is the line that we're talking about from the poem.

One kiss, my bonny sweetheart.

Let's remind ourselves of some vocabulary, that we thought about in our last lesson.

How does he refer to my, to my bonny sweetheart? How does he refer to her? My love, my beautiful Bess.

So hopefully that's given us a few ideas to think about.

So here are some questions, for you to think about that will help with your planning.

You need to think about where he was.

Was he next to her? Was he outside? Was he down below in the in yard? And she was up above her window.

You need to think about these questions for the what happened.

What did he do? What did he say? And what did Bess do? Pause the video now and have a go at writing down a few words to answer each question.

Okay.

Should we have a look at what I thought? So, I think he was in the in yard.

So from the in yard, he was below her window thinking really carefully about those prepositional phrases.

The first thing I thought he did, maybe he could have blown her a kiss.

Maybe he did a wave.

Maybe he gazed up at her.

What did he say? Hello my love, just greeted her.

Didn't he? He said, hello my love.

What did you write for that one? What was the first thing that he said.

Thank you.

Well done.

And then what do you think Bess did back? Maybe she smiled joyfully.

She waved eagerly.

If you need to pause the video and write down anything that you see on the screen that you want in your plan, that's totally fine.

So our third part, is where he tells her, that he's off to steal some gold.

And in the poem, it said, I'm after a prize tonight, meaning he's going off to steal some gold.

Um, let's look back at our vocabulary from the last lesson.

Can you see the bit in pink, where it says I'm after a prize tonight, point to that bit.

And we thought other ways we could say that, were he was off to steal something.

He was going to rob someone.

Let's look at some questions to help us, with our plan.

Who does he want to steal from? Hmm.

Who does he want to steal from? And then you could also think about, what Tim's reaction is at this point.

Remember, Tim is listening to this conversation.

So what did, what was Tim's reaction and what vocabulary choices would you make for that? Then, think about your verbs and adverbs for his speech.

And then think about what the highwayman did.

Pause the video now.

Should we have a look at what I thought? So who does he want to steal from? Um, he wants to steal from wealthy travellers, wealthy as a synonym for being really rich.

So we could also say something like rich people.

What did you write for your, who he wants to steal from? Great.

What was Tim's reaction do you think? What did you write? Okay.

I wrote this, he clenched his fists in anger.

Clenched his fist because he was so angry at what he was hearing, that the highwayman was going out to steal something, that he clenched his fists.

Can you think of another show not tell for angry? Maybe he scold, mm.

What happened? So what verbs and adverbs for speech did you choose? These are ones that I came up with.

He explained he was going off to steal some gold.

He told her.

What did he do as he was saying it.

I thought maybe he gazed lovingly at her.

If you'd like to pause the video now, and write down anything that you see on the screen, then that's totally fine.

And I'll see you when you're ready.

So our final moment in this, um writing, is him telling her that he will be back with yellow gold.

He will be back soon.

He promised he'd be back.

Again let's look at other vocabulary from the last lesson.

Look at the bit in green, but I shall be back.

We thought about other ways of saying that, didn't we, we said he, he was promising he'll return.

Promise I'll return.

I swear, I'll be back.

And then yellow gold, we thought that meant he'd be back with some jewellery, or back with some coins or even back with a beautiful ring.

And then when is he coming back? When is he saying he's coming back? He says, before the morning lights.

And we thought that that meant, very soon by dawn or by sunrise or even just in a few hours.

Let's also just have a reminder, of the vocabulary that we could use for the Highwayman speaking to Bess.

So instead of said, we came up with these ones, didn't we? Promised, assured, vowed.

The adverbs that might go with those verbs, lovingly, sincerely, affectionately.

The questions that I've got to help you with your plan, when will he be back? What will he steal? And then think about your verbs and adverbs, adverbs for his speech, and what he did.

Remember it's the last thing he says to her, so what would he have done straight after, he had said that to her? Pause the video now and write down your ideas.

Should we see what I thought? So when will he be back? You could have, by sunrise, by dawn at the break of day, which is another way of saying by dawn, which is when the sun is starting to rise and it's beginning to get light.

What will he steal? Coins or jewellery for Bess? What verbs and adverbs did you choose, for how he, for what? For this speech.

What he said.

Tell me.

Great.

I chose, he vowed sincerely.

He promised.

And what did he do, do you think? I think he probably jumped back on his horse and prepared to leave, or he left back on his horse, perhaps.

What was your idea for what he did? Great.

Well done.

If you need to pause the video and note down any other things that you want to use from this screen, in your plan, then that's totally fine and I'll see you when you're ready.

So our final parts of our lesson is to practise full sentences orally.

Remind me what orally means.

Does it mean you write them down, or does it mean you say them out loud? Tell me.

Yes.

You say them out loud.

So, you're going to use your plan, and you're going to think about a full sentence.

This is my one for the first bit.

As Tim crouched behind the stable door, he listened intently to the highwayman.

Your turn, to pause the video now and say, one full sentence out loud using the vocabulary that you've planned.

Pause the video now.

So let's look at the second part of our plan, and here's my sentence that I'll read aloud to you.

Hello, my love, exclaimed the highwayman, as Bess waved eagerly back.

Look at your plan, for row two.

The second thing that happened to the highwayman, greeted Bess, and practise one full sentence out loud.

Pause video now.

Okay.

So for the next part, when the highwayman told her he was off to steal some gold, this was my sentence.

I'm going to Rob a rich traveller, the bandit announced as Tim clenched his fists in anger.

Your turn, to pause the video now and say one full sentence, out loud using the vocabulary from that section.

Pause the video now.

So the final part was when he told her he would be back soon.

And I haven't got speech in this sentence, but I do have plenty of vocabulary that I have got got in my plan.

This is my one.

The highway man promised best that he'd be back soon, before leaping back on his horse.

Your turn, to pause the video and say one full sentence out loud, for parts for the last part of our writing.

Well done.

I hope that you feel proud of the amount of work you've done.

And importantly, I hope you feel ready, when we go to the next lesson to write this.

Cause you've come up with some amazing ideas, and that means you'll be really, really ready to write.

So you did a great job in the writing warmup.

Then we ordered the buildup.

Then we plan to precise language and we finished with some oral sentence practise.

If you would like to share your work with your parents or carer.

And I really looking forward to seeing you again, soon.