Lesson video

Hello, Mrs. Vincent here, with your writing lesson for today.

In today's lesson, we are going to continue our learning on the story of 'Oliver Twist'.

We're going to think really heavily about the first section of the build up, which we've watched previously, in 'Lesson 1' of this outcome.

And we're going to watch it again, and we're going to think really carefully about some vocabulary, and planning out this section of the story, so that we can use our plan from today in 'Lesson 8' to help us write the first part of the build up.

So, I'm really excited to get started with our learning on this section of the build up today, so let's get started.

Here, is our agenda for today, so we're going to start with a writing warmup, thinking about expanding known phrases to describe the setting of this part of the story.

Then we're going to move on to watching the clip of the part of the narrative that we're going to be planning, today.

Then we're going to read how the narratives, so have a go at retelling the story in our own words.

And then finally, we'll move on to the planning section of the lesson.

So, in today's lesson you will need: An exercise book or a piece of paper, you'll need a pencil or a pen, and you will need a ruler, if you have one, to draw a table for planning.

If you don't have a ruler; don't worry.

You can still draw lines and just try your best to make as few mistakes as possible.

So, if there's anything you need to go and get then you can pause the video, go and get anything you need, and then press 'play' when you are ready to start the lesson.

Fantastic, so hopefully we are all set and ready to start today's lesson.

So, let's start with today's 'Writing Warmup'.

So, I've got a picture on the screen which is a picture of the 'Marketplace setting' where the build up of the story takes place.

And, if you've completed 'Lesson 1' and 'Lesson 4' you will be familiar with this part of the setting, because we've watched the clip a few times.

So, what I want you to do, is look very carefully at the picture of the setting and come up with as many 'Expanded Noun Phrases' as you can.

'Lesson #3', in this outcome, is a whole lesson about 'Expanded Noun Phrases'.

So, if you're hearing the word "Expanded Noun Phrases" and feeling a little unsure, I really recommend that you go and complete the lesson on 'Expanded Noun Phrases'.

There are really important parts of 'Descriptive Writing', and you will feel much more competent after you've completed that lesson.

But, in essence, an 'Expanded Noun Phrase', is an "adjective, comma, adjective, noun".

So, we have two adjectives and then a noun.

So, we describe the noun in more detail.

That's why it's called an "Expanded Noun Phrase" because it doesn't contain a verb, so it's not a clause it's a phrase, and we've got a noun that is being expanded, so made bigger with more detail by two adjectives.

So, an example might be that you describe, you can't quite see it here only in the top, left hand corner; the "dappled, orange sky", is something that's dappled.

It's almost got small spots of something.

And here, we've got small spots of orange creeping through the clouds, as you can see.

So, the 'dappled, comma, orange, sky'.

So, I want you to look really closely, and come up with as many 'Expanded Noun Phrases', as you can.

Pause the video to do this, and then press 'play' when you're ready to move on.

Okay, fantastic, really well done! So, some of the things that you might have spotted are the 'cobbled uneven ground', and we call it a 'cobbled street' when it's made with lots of big stones or bricks put side-by-side.

So when you drive over it or, perhaps, you walk over it, it's quite bumpy and uneven.

The wooden, bulky table.

You can see the man setting up his table in the bottom left hand corner of the picture.

'Bulky' means big.

The over-flowing, heavy carts.

So, things are almost look like they're about to fall off it.

It looks overflowing, and the busy, friendly market sellers chatting to each other.

Well done for taking part and trying your best through the 'Expanded Noun Phrases'.

So, now, what I'd like you to do is to prepare a table ready for our planning.

So, what you'll need is: your sheet of paper, and this can take up your whole sheet od paper or the space that you've got left, after your warmup.

And what you'll need is four rows and two columns.

And just like in previous planning lessons, we're going to think really carefully about lots of ideas, so we'll be filling all of those boxes with lots of ideas, hopefully.

If you have a ruler, now is the time to use it.

If you don't have a ruler, just take your time and try and draw some straight lines.

So, making sure that you've got four rows and two columns.

Don't worry about making then the exact same size; just roughly the same size.

So, pause the video to complete this, and press 'play' when you've got your table and you're ready to move on.

Really well done! I always say that drawing the table, in a planning lesson, is part of the most challenging part of it.

So, really well done for drawing your tables.

So, let's move on.

So, now we're going to move on to watching the clip of the build up.

We've already watch the whole build up in 'Lesson 1' where we came up with lots of vocabulary.

So, in today's lesson, we are going to focus on the first half of the build up, because a lot happens in the build up, so we are breaking it down in tow sections.

So, today we are going to plan it.

In 'Lesson 8', we're going to write this half.

In 'Lesson 9', we'll plan the second half.

And in 'Lesson 10', we'll write a second half, so that by the end of this outcome, by 'Lesson 10', we'll have a whole sequence of events in the build up.

So, what we're going to watch is the early morning at the marketplace with the market seller setting up.

We are going to watch exhausted Oliver slumped on the steps, waiting for the day to begin, then we'll see the busy marketplace later in the day, and then, finally, Dodger appearing in the market.

So, let's watch really carefully to remind ourselves of this part of the story.

[Horses Trotting] [Carts Dragging] [Rooster Crowing] [Indistinct Chatter] [Mischievous Music Playing] Fantastic, I hope you enjoyed watching that section of the build up.

So, what we're going to do now is that you're going to have your turn at retelling the story.

So, I've put four pictures on the screen to help you and they have lots going on in them, but remember there's lots more that happens that we can't see in the pictures.

For example, in 'Picture #1' they're setting up, but we can't see all the different things happening.

We can't see the market sellers chatting to each other.

We can only just see the corner of the cart being wheeled in.

So, remember to add in lots and lots of detail.

As always, it is though you were describing the scene to somebody who hasn't seen the film, who hasn't got the images in front of them, and doesn't know the story.

So, you are trying to create as realistic a picture as possible in their minds.

So, have a go at retelling the story.

If you get stuck, just look carefully at the pictures, and they might jog your memory and help you to think of your next sentence.

So, pause the video to retell this section of the build up and press 'play' once you've finished.

Really well done for giving that a go.

Fantastic job.

It's so useful to practise retelling the story that we are going to write lots and lots of times.

So, if you want to do it a few more times then please do, because it really helps us to remember the events, but it also helps us to think of new ways to describe what's happening in each section and to become more comfortable with describing each section as we go.

Okay, so now let's move on to the planning.

For the planning we are going to use a mixture of clips, from the film, and pictures to help us with our ideas, and we are going to pause the video lots of times to put down our ideas and then share our ideas, as well.

So, before we move on to our planning, let's recap our 'Word Class'.

So, our four different types of words cause that's going to be really important in our planning because I might tell you for this section look out for 'verbs' and 'adverbs'.

So, we need to know what they mean.

We need to know that they describe the actions.

So, my turn; your turn.

"A noun is a PPT: a person, place or thing".

Good job.

"An adjective describes a word; tells you what it's like".

Fantastic.

"A verb is a doing or a being word.

If you do it or you are it then the word is a verb".

Good job, last one.

"An adverb describes a verb; it often ends in -ly".

Well done, fantastic.

Okay, so now we can move on to our planning.

So, the first section that we're going to watch is the marketplace being set up early in the morning.

And the reason that we're even going to include this is because the marketplace at this time, compared to the marketplace later is such a difference.

In the morning, it is quiet and sleepy and we can hear the footsteps, or the hooves, of the horse clattering.

While as later, it's so busy we can hear chatting and people are moving around, in sort of, quite a chaotic atmosphere.

So, it's very different.

So, we're going to watch the section where it's being set up, and we're going to be looking for 'Expanded Noun Phrases' , so remember 'Adjective, Comma, Adjective, Noun'.

And, so the 'cobbled, comma, uneven ground', for example.

And we're also going to be looking for 'Personification'.

So, this is something that we looked at, in a lot of detail, in the previous outcome in 'Oliver Twist'.

And 'Personification', if you completed those lessons, you'll know, is where we give characteristics or qualities, that normally are for humans to objects and atmospheres.

So, in this case, we might talk, perhaps, about the sunshine crawling out of bed to say hello.

And that just means the sun is rising, but we're almost describing it in the way that he would do it.

`Or perhaps the cart that's carrying those big, heavy bags we could describe that as groaning, under the heavy weight, instead of creaking.

So, we're describing objects and things in the atmosphere as though they are people.

So, those are the two things that we're looking out for.

So, we're going to watch the clip, remember it's a short clip, so you might want to skip back and watch it a few times.

And then we will share our ideas.

So, let's watch.

[Horses Trotting] [Carts Dragging] Okay, hopefully you've watched the clip a couple of times.

So, what I'd like you to do now is to: pause the video, to put all of you ideas into you plan, and press 'play' when you are ready to share some ideas.

Okay, really well done.

I wonder what different things you've spotted in the early morning marketplace.

So, here are some of the things that I saw: There was a dim, eerie, marketplace, if it's 'dim' it means that it's quite dark; it's not very well-lit.

And 'eerie' is that it's a little bit creepy.

Now, I actually find this quite peaceful, but I think if I was on the streets, like Oliver, I would find it a little bit eerie because it's not warm or cosy.

He's on the steps and its early morning, and he doesn't know what's going on.

On the carts, there were bulging, grey sacks of food.

So, my turn; your turn, for this word- bulging.

One more time- bulging.

Something that's bulging, it's really- it looks like it's about to explode.

We might describe some of these muscles as 'bulging out of their tee-shirts'.

Or perhaps somebody's wallet, 'bulging out of their back pocket'.

So, bulging, grey sacks of food is serene, orange sky.

The word 'Serene' means 'calm' or 'relaxed', and I think the sky is quite calm and relaxing.

Loud, clattering horse hooves.

We can hear the sound of a loud, clattering horse hooves.

'Focused' and 'Busy Market Sellers', so they've got a job to do, so they're really busy setting up their market, for the day.

And then we've got the 'overflowing packed car', so I wonder if you spotted any of those nouns and if you used any of those adjectives.

For 'Personification' thought that, as I said before, "the cart groaned under the weight of the heavy sacks".

And 'groaning' is something that humans do not carts, normally, which is the one with all the bags on it.

So- but, it's a bit of personification to show that.

"The tired wheels squeaked under the weight".

So, 'squeaking' is what they did, but describing them as 'tired' wheels- being tired is a human emotion- but we can use it in some personification for the cart.

And then "the marketplace was slowly waking up, ready for another busy day".

So, 'waking up' is something that humans do, but we can talk about the marketplace doing it.

And then finally, "the sun crept up into the sky".

So, if there's anything in my plan that you'd like to add to your plan, then please pause the video and do that now and then we'll move on to the next section.

Really well done, fantastic.

So, let's move on.

Now, we're not going to watch the film for this section here, because this is such a short, short clip where we see Oliver on the stairs.

So, we're going to use the picture, instead.

So what I'd like you to do, now, Is I'd like you to pause the video, looking at the picture of Oliver, on your screen, in a lot of detail.

And thinking about his appearance, so what he looks like, and putting that in your first column of your plan.

And then, in the second column, thinking about verbs and adverbs to describe his movement.

So, he's not moving at all, but we can still describe it, because we're doing verbs all the time.

Even 'sitting' is a verb.

Even though we're not moving.

So when I say describe his movements we can talk about him slumped, or him lying down.

So, 'those' types of movements.

So, pausing the video, looking in detail at the picture, filling in your plan, and pressing 'play' when you're ready to move on.

Okay, fantastic effort.

Really, well done.

So, some ideas for Oliver's appearance: He's got "blistered" and "bleeding feet", he's got "dirty, ripped clothes", tired eyes full of despair.

If they're full of despair it tells us that he's really desperate.

He's got dark circles under his eyes.

We can't see so closely, but sometime when we're describing something we can really sort of add some detail that we imagine might be there as well.

He's got a "pale, blank face".

So, he's quite pale; he doesn't look healthy and energetic Blank; he's showing no emotion.

"Lifeless, cold limbs'.

Limbs are our arms and our legs and if they're 'life-less' then they are 'without life'.

So, he's alive, but they're slumped; really lifeless.

So, without energy, without life.

And he looks pretty cold, as well.

And some 'verbs' and adverbs', he perhaps, "struggled to breath".

He "gazed longingly at the tantalising food".

So, we can imagine there's the market sellers bringing their food, that he's watching it really, really carefully.

He "slumped sadly" and he "waited helplessly".

Okay, so he's feeling 'help-less', means that he doesn't have any help.

Remember that suffix 'less' always means 'without'.

So, 'lifeless' is without life.

'Helpless' is without help.

So, if you'd like to copy any of those ideas into you plan on top of what you already had, then please pause the video and do that now.

Great, well done.

So, let's move to the next section of our planning.

This, is the busy market place.

So, we're going to watch the busy marketplace.

Remember, it's a short clip.

So you can watch it a few times, looking through 'Expanded Noun Phrases', so 'adjective, adjective, noun', and verbs and adverbs to describe the action, as well.

Let's watch.

[Indistinct Chatter] okay, great.

Fantastic.

Hopefully you watched that a couple of times.

So, now I'd like you to pause the video, fill in your plan with your ideas, and press 'play' once you're ready to move on.

Fantastic.

Okay.

So, let's see.

These are some of my ideas: So, in the busy marketplace we have a busy, noisy market full of people.

"Flustered shoppers".

If you're feeling 'flustered', you're feeling like you have too many things to do, and you're feeling a bit disorganised.

So, sometimes people running around, doing errands, or shopping can look and feel quite flustered.

A "bustling, chaotic atmosphere".

So, 'bustling' is really busy, 'chaos' is when it's a bit of a mess everywhere, and a "bustling, chaotic atmosphere" is the way that it feels.

"The air was filled with loud, animated shouts".

So, 'animated' is lively, and then we can hear lots of loud, live shouting; animated shouts.

So, in terms of 'verbs' and 'adverbs', people are "shopping hurriedly".

You do something hurriedly, it means you're in a hurry, so, it's rushed.

"Chatting happily" "Darting swiftly through the crowds".

So, 'darting' is a way to move really quickly- darts is a game where you throw, basically like pins through the air and they soar through the air.

So, when we describe people darting; they go really quickly; side-to-side, and swiftly is an adverb that shows us 'quickly'.

Some of them might be "buying calmly".

So, that's often a mix of people that we find in markets and supermarkets.

We've got some people running around really flustered, and some people, really taking their time and really enjoying it.

So, if there's anything from my plan that you'd like to copy and add on to yours, then please pause the video and do that now.

Okay, onto our final section of planning for today, And it's when Dodger appears into the market.

So, he appears kind of out the corner of Oliver's eye, and he walks along and he keeps glancing back towards Oliver.

So, he's obviously intrigued and interested in Oliver and wants to think about, maybe, approaching him as we know that he does.

So, I want us to think about his appearance, So, the way that he looks.

That would be adjectives.

And then his movements.

So that would be verbs and adverbs.

And let's think about Oliver's reaction, as well.

So, he doesn't really do much to react, but we can use that to, almost, think about how he might be feeling.

So, if he just stares back, perhaps he's feeling a little bit scared.

If he's frozen, it tells us that he's a little bit worried.

So, we can use our imagination a bit, as well, with Oliver's reaction.

So, let's watch this very, very short clip, watch it a few times, and then we can move on [Rooster Crowing] [Mischievous Music] [Indistinct Chatter] Okay, hopefully you had a chance to watch the video a few times- this short clip.

So, what I'd like you to now is to: pause the video, and write down your ideas in both of the columns, and press 'play' once you're ready to move on.

Okay, really well done.

So, here are some of the things that I thought of to describe the boy's appearance and his movements.

So, he's wearing a "smart coat", but "ill-fitting".

So, "smart and ill-fitting hat and coat".

They're a bit big for him, I think.

And I wonder, maybe it's because I know more of the story like you, if you'd watched more of the build up.

Because he steals things I wonder whether he, perhaps, has stolen the coat and the hat, and that's why they don't quite fit him and they're a little bit big.

So, a "smart, but ill-fitting hat and coat"- if something's 'ill-fitting', it doesn't quite fit properly.

He's got a "young, bright face".

He's very interested and alert.

He knows what's going on.

He "paced confidently".

That means that he's walking, really sort of like he knows where he's going.

He "strode purposefully".

That kind of is a synonym for that.

So, 'striding' is to use big steps and to walk purposefully is to walk with a purpose.

So, just like confidently, knowing where he's going and feeling comfortable And he looked at Oliver curiously, and we can see that in the picture on the screen, as well.

So, thinking about Oliver's reaction, he "stared back in interest", he "waited uneasily".

So, he's feeling uneasy- that means uncomfortable.

He "contemplated the stranger quietly".

My turn; you turn- contemplated.

To contemplate, means to think about something.

He "looked at the ground nervously".

So, sometimes when we're a bit nervous, we look down at the ground to avoid eye contact.

So, if there's anything in my plan that you'd like to add to your own ideas, then please pause the video and do that now.

Okay, really well done.

So, we have finished all of the sections of our planning lesson today, So fantastic effort.

Good Job, and we will be using our plan in 'Lesson #8' to write the first part of the build up.

Really fantastic effort.

Thank you so much for joining me, and really well done for all of your hard work.

If you'd like to, please share what you've learnt with a parent or carer, perhaps you might share a new word that you've come across, today.

I will see you soon, for some more learning on Oliver Twist.

Bye.