Lesson video

Hello everyone.

My name is Miss.

Vincent and I'm going to be teaching you today for this writing lesson.

So in today's lesson we're going to re-watch the opening of "Oliver Twist," and we're going to start to think about planning, a section of this part of the clip.

So over the upcoming lessons remaining in this unit, we're going to write the whole of the opening, but in today's lesson we're going to plan part of it so that we can then write parts of it and then we'll plan and write.

So this is one of my favourite parts of the film and one of my favourite parts of the story.

So, I'm really excited to plan with you, to think of some really precise vocabulary and to watch the clip really, really carefully.

So let's get started.

On the screen you can see our agenda for today's lesson.

So we're going to start with a writing warm up where we're going to think about personification.

Then we're going to move on to watching the clip really carefully and orally retelling the narratives, so having a go at retelling the story in our own words.

Then we're going to move on to planning really carefully using a bit of my turn, your turn.

In this lesson you will need an exercise book or a piece of paper, you will need a pencil or a pen and if you have one, you will also need a ruler to help you draw some straight lines.

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

I'm sure you can draw a table anyway.

So if there's anything that you need to go and get then please pause the video, go and get it and then when you're ready to continue with the lesson, press play.

Fantastic.

So hopefully we are all set and ready to go with our lesson.

So let's start with our writing warm up.

So in today's writing warm up, we're going to think about personification because this is going to help us come up with some ideas of personification when we're planning.

So first of all, I'd like you to just take a moment to think about what is personification.

If you're not sure, perhaps you can look at the word and see if you can spot a word that you do know in there.

I can see the word person.

Sorry.

I can see the word person inside personification.

So maybe that can help me think about what it means.

So I'd like you to pause the video and write down just a simple sentence about what you think personification is.

Don't worry if you're not sure, just write down what you think it might be.

And when you've done that you can press play and we'll move on with the lesson.

Off you go.

Okay.

Really well done for having a go at trying to explain personification.

Personification is when we give an object or perhaps an atmosphere in the room, qualities or abilities that only a human can have.

And I'll show you some examples in a moment.

So we are giving an object or an atmosphere, we're talking about them as though they have human emotions.

and as though they have human actions.

So for example, you might read in a book that the leaves on the bush danced in the morning breeze.

Now bushes don't dance, people dance, but we are personifying the leaves.

We're giving them a quality that people have, the ability to dance, to really help our reader picture what those leaves are doing, Or the thunder roared loudly as it unleashed its power.

To roar is something that a human or an animal can do making that really loud noise.

The thunder is making a really, really loud noise, but it's not roaring.

But we're using that to show the reader that it's a really loud and powerful noise.

And it's almost as though the thunder and the lightning across when they're doing that.

Or perhaps for example, the scarf hugged the girl in a warm embrace.

Now the staff is wrapped around the girl and it is keeping her warm, but it's not hugging the girl, that's something that a human would do.

But it's a nice picture in our reader's mind.

And it works to, it sounds quite poetic.

It sounds quite nice.

And it works to really give us the idea that it's really comforting to have that warm scarf around you.

Okay, so I want you to have a go at seeing if you can spot out of two examples, the example of personification.

So, which of these is an example of personification? Is it, "The wind howled in the night." Or is it, "The wind blew in the night." Make your decision in five seconds.

Five, four, three, two, one.

Point to your answer.

It's howled.

Howling is something that dogs or wolves might do, but sometimes when the wind is really, really strong, it makes a howling noise.

Whereas the wind blew in the night, that's quite factual.

That's what the wind does, it blows, and quite strongly sometimes.

Okay, how about these, "The cart creaked under the heavyweight." If you're pushing a cart, perhaps a wooden cart, it "creaked under the heavyweight" or "the cart groaned under the heavyweight." Choose your answer in five, four, three, two, one.

Point to your answer.

"The cart groaned," is personification.

So groaning, about something is something that people do, that humans do.

And a wooden cart doesn't have that emotion of feeling exhausted, but sometimes the wood makes a creaking noise.

So the example on the left shows us the factual way of describing it but it's quite nice to describe that it groaned like we groan if we're fed up because the cart is carrying a heavy load so, perhaps it, that might be a reason why it's making a big loud noise.

Okay, last one.

Which of these is an example of personification? Is it, "The sun was covered by the clouds?" Or is it, "The sun hid behind the clouds?" Choose your answer in five, four, three, two, one.

Point to your answer.

"The sun hid behind the clouds." That's something that we say often in everyday life, but playing hide and seek is something that people do and it's quite a nice idea to explain that the sun is hiding for a little bit, rather than just saying a cloud has gone in front of it and covered it.

So it makes our writing sound a little bit more interesting.

Really well done for taking part.

So, for our planning today we need a table.

So hopefully if you've got your ruler, you can use it.

But if you don't have a ruler, don't worry.

So on our sheet of paper we'll need a table with four rows.

So rows going along, and two columns going up and down.

And we're going to write in all of these boxes so they can be roughly the same size.

And I would recommend that the table takes up your whole page landscape or portrait, but it has to take up your whole page.

Landscape is when you have the long side at the top.

And portrait is when you have the short side at the top and the long sides on the sides.

So whichever way round you prefer, that's fine, but make sure that you've got four rows and two columns.

If you have a ruler, use it.

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

So pause the video to draw your table and press play when you're ready to move on.

Really well done.

Drawing tables is always very fiddly so well done for persevering, that means for keeping going and not giving up on drawing your table.

Good job.

So we're going to watch the clip that we're going to be planning today in a moment.

And we're going to watch it really carefully, thinking about different aspects of vocabulary, but I will always tell you what to be watching carefully for.

But before we do that, we're going to watch the whole clip in one go so that we can remember the part of the story that we're thinking about.

And then we'll watch the clip in sections to help us plan at each point.

In today's planning we're going to focus on the description of the room and the boys; a description of the boys queuing for gruel; a description of Mr. Bumble saying grace and then a description of the boys eating their food.

Finally, really quickly eating their food cause they're starving, aren't they? So remember I'm in a work house, this is where they, the boys live and work, and this is probably one of their few meal times in the day.

They're really, really, really hungry.

And what they get is a very small portion of something called gruel, which is like a watery, not very delicious porridge.

So in the film, it starts with the boys queuing and then it shows us the whole room.

But when we're writing we're going to describe the room and then we're going to describe the boys queuing, almost like we're zooming in from the room to the boys to Oliver and then we'll think about writing the next section as well.

So let's watch the whole clip and then we'll move on to watching small sections.

Oh Lord God.

For all the blessing of this generous and bountiful meal that thou has placed before us, we give thanks.

Amen.

Amen.

Okay.

Really well done.

I hope you enjoyed watching that clip and reminding yourself of the story.

So let's have a go at orally retelling the narrative that means retelling the story that we just watched.

I've got some pictures here to help us and I'll have a go at me telling it, and then you can pause the video and have a go.

So my turn first.

So, rows of boys sat at tables in a dull desolate hall.

A single ray of weak sunshine entered through the top window, warming the tops of some of the boys heads.

The boys waited patiently to be able to eat their food as their stomachs churned, and begged them to start eating.

One by one the boys lined up to get their measly portion of bland, disgusting gruel.

The cooks slopped the gruel hastily into their bowls and the boys shuffled off.

Once everybody was seated, Mr. Bumble started saying grace.

His croaky voice filled the hall and the boys waited patiently to be able to eat.

The second he stopped talking, they inhaled their gruel, devouring every small piece.

And they were still starving when they had finished.

Okay, so that was my turn.

It wasn't perfect but I really had a go at thinking about describing lots of different parts, 'cause there's only four pictures so if we just say four sentences, then our section of story will be really, really short.

But there's so much that we can describe in this section of the narrative.

So it's your turn now.

Have a go at retelling this section of narrative.

Just give it a really good go.

Think about your description.

Think about the characters.

How can you really make that picture accurate in your reader's head? So pause the video and retell the story, using the pictures to help you and press play once you've finished Really well done.

Fantastic.

So now let's move on to our planning.

So we're going to think about one event at a time and think about coming up with vocabulary to describe it.

In order to do that, we need to think about our nouns, our adjectives, our verbs and our adverbs.

Can you remember what a noun is? Let's check.

My turn, your turn.

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

Fantastic.

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

Good job.

Okay, the longer one.

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.

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

Fantastic.

Okay.

So we're going to re-watch the section where we can see the room and we can see the boys.

And we're going to be thinking in particular about looking for expanded noun phrases.

So where we have adjective, adjective, noun and perhaps a little bit more detailed.

But we're describing that noun so for example, the hall in a lot of detail.

So the empty, desolate hall.

We've got two adjectives separated by a comma to describe that noun.

And then we're going to have a go at thinking of some personification as well.

So remember that we practised in the warm up.

So for example, we could say that the bowls were taunting the boys to eat more.

Now the bowls aren't sitting there saying, "Eat more, eat more." But they, if we use some nice personification we can see that the bowls full of food are calling out to the boys to start eating.

So we're going to watch the video, the short clips.

So remember if you want to watch it lots of times, it's not very long, to really look at the detail you can skip back in the video and watch it a few times and then we can share some ideas.

So let's watch.

Okay, fantastic.

So I'd like you now to pause your video and try and fill out these two sections in your tables.

So thinking about the expanded noun phrases that you saw and thinking about some examples of personification.

Once you've finished, you can press play and we can share some ideas together.

Off you go.

Okay, fantastic.

Let me share with you some of the things that I thought of.

So for some expanded noun phrases, perhaps we could have described the gloomy cavernous room or hall.

Cavernous means it's a little bit like a cave, it's really big and empty.

The weak, hazy ray of sunlight.

The scuffed, splintered tables.

If something is scuffed, it's a bit ruined and splinted like wooden splinters that you might get in your fingers.

The miserable, starving orphans.

And the sombre atmosphere.

A sombre atmosphere is not a happy atmosphere, it's quite a heavy, sad atmosphere.

And then for personifications, some examples I thought of was misery consumed the boys.

So consuming is to almost eat up and misery is almost eating up the boys 'cause they're so unhappy.

The walls held them prisoners.

So the walls aren't physically holding them, but that's what it feels like.

Hunger ate at their stomachs.

So although hunger can't eat, we can describe it as doing so.

Their bowls of food taunted them to eat before it was time.

To taunt somebody is to almost tease them about something.

And desperation hung in the air.

So desperation can't hang somewhere, but it's sort of all around in the atmosphere.

So that's a nice way of describing it.

So if you'd like to copy any of my ideas onto your plans then please pause the video and do that now.

Okay, well done.

Let's move on to the next section.

Now we're going to think about the boys queuing for gruel.

So thinking about some nouns and adjectives to describe it.

Describe the food perhaps or the boys themselves, or some action described with verbs and adverbs.

So we're going to watch the film now.

It's a very short clip so remember if you want you can skip back a few times to watch it again.

Let's watch.

Okay, fantastic.

So now I'd like you to pause your video, add in as many nouns and adjectives as you can think of and verbs and adverbs to describe the action and press play when you're ready to share some ideas.

Okay, well done.

So, some of the nouns and adjectives that I spotted were rancid gruel.

If something is rancid it's really disgusting.

Miserable meal, it's quite a miserable meal.

There's not very much to it and they're still hungry.

A meagre amount.

If something is a meagre amount, it's a very small amount.

Foul, slimy, watery, bland, these are all adjectives that could describe the food.

Bland means it doesn't have any taste.

Watery means that it's very watery.

Slimy, you know what slimy means and foul is just a bit disgusting.

A pitiful portion.

That means it's a very small portion.

And the boys are walking up with weary limbs.

Limbs are arms, and legs.

And their arms and legs are very tired from all the work that they've done.

So let's think about the action.

They are, so we could start the sentence with dragging their exhausted legs, the boys went up for some, their miserable meal.

They trudged, they shuffled.

Those are all sorts of ways of walking that aren't very animated, that aren't very energetic.

They hung their heads in shame.

They stared blankly at the ground.

And they approached Mr. Bumble silently.

So if you'd like to copy down any of these words onto your plan as well, then please pause the video and do that now.

Okay, fantastic.

Well done.

Let's move on to the next section.

So now we're thinking about Mr. Bumble saying grace.

In one of the columns I'd like you to describe his appearance.

His appearance is what he looks like.

And then in the other column, I'd like you to describe the actions, so the verbs and adverbs.

So perhaps him chanting loudly could be a verb and an adverb.

So I'd like, well, let's watch the video now.

And remember, you can watch it a couple of times if you need to and then we'll share some ideas.

Let's watch.

Oh Lord God.

For all the blessing of this generous and bountiful meal that thou has placed before us, we give thanks.

Amen.

Amen.

Okay, fantastic.

So now I'd like you to pause the video and try your best to fill in those two sections of your plan and press play once you're ready to share ideas.

Okay, fantastic.

So some of the description of his appearance, I thought we could say that he was a well dressed gentleman because he's quite well dressed compared to the boys.

He is head of the work house, that means he's in charge.

He has a wrinkled face, so he's quite old.

He's got wispy hair.

Something is wispy, it's sort of like thin little strands that stick out, so wispy hair.

He's towering.

He's very tall.

He's stern, that means he's very strict and he's intimidating, he's quite scary.

And he has a commanding presence, which means that the boys respect him and they know that he's in charge.

Let's think about the verbs and adverbs.

He boomed loudly at the children.

To boom is to talk in a deep, loud voice.

He stomped onto the stage.

He scowled at the terrified children.

If you scowl you show them an unfriendly face.

He chanted solemnly, and solemnly means in a serious manner and chanting was when he was retelling the prayer.

So if you'd like to copy any of those words into your plan, then please pause the video and do that now.

Okay, fantastic.

And onto our final section of our plan, a description of the boys eating their food.

And some words that I thought would be useful are Mrs. Wordsmith words, we have the words devour.

Your turn.

Once more, devour.

And the word inhale.

One more, inhale.

Good job.

So devour means to eat something really, really quickly and inhale means to breathe in.

But we can also use inhale to describe food disappearing almost like just breathe it in so quickly, you were hungry.

So we're going to watch the clip and then when we've finished watching we'll pause the video and fill in our plan.

We're going to think of some time conjunctions to describe how quickly the boys started eating.

And then we're going to think of some verbs and adverbs to show them eating.

So let's watch.

We give thanks, Amen.

Amen.

Okay, fantastic.

So I'd like you to pause your video, fill in your plan and press play once you've finished so we can share some ideas.

Okay, well done.

So some of the time conjunctions that I thought of were without hesitation, so they didn't have to think about it.

They just went straight for eating.

As soon as their bowls hit the table, these are all good sentence starters that we could use.

Without delay.

A delay means you have to wait and they didn't wait to eat.

As soon as they could, they ate.

The second the master stopped talking.

So thinking of verbs and adverbs, they gobbled their food down ravenously.

They shovelled the watery mess into that mouths.

They scraped their empty bowls and they inhaled the food voraciously.

Voraciously as an adverb that tells us it's done with a lot of hunger.

And they polished their bowl clean.

They were eating every last bit so much so that they're bowls looked clean.

If you'd like to copy down any of those words onto your plan, then please do that now.

Pause the video and press play when you're ready.

Okay, really well done.

So we've finished all of the sections of our planning lesson today.

Really well done.

Lots of vocabulary there that's new and lots of vocabulary that will help us so much when we come to writing in lesson number eight.

So really well done for all of your hard work.

If you'd like to please share what you've learned with a parent or carer, and I will see you soon for another lesson on "Oliver Twist." Bye.