Lesson video

Hi, everyone welcome to our next Jabberwocky lesson with me, Ms. Webster.

How are you doing today? Hope you're feeling well, I hope you're feeling positive and confident and I hope you're feeling ready to learn.

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 everything that you need, pause the video go and get it and I'll see you when you're ready.

We will be starting off with the writing warm up, then we will order the opening, then we will plan precise language and we will finish with some oral sentence practise.

Let's see what our writing warm up is.

So it's all about precise language.

Let's say that word, precise.

What do we mean by precise language? So precise language is choosing the best word for the purpose of your sentence.

In other words choosing the best words so that the reader has got a really accurate image in their mind when they read your writing.

So let's have a look at this sentence.

The enchanted wood was full of tall trees.

There they are the tall trees, but I think we can be more precise than that so that the reader has a better picture in their mind.

I think we could use this word.

The enchanted wood was full of towering trees and that gives the reader a much more clear picture of what the trees looked like.

So are you ready for a go? So here's a sentence.

The jabberwock is really scary.

Think about a more precise word than scary.

And then his long claws will scratch your flesh.

Think about a more precise word than long and a more precise word than scratch.

I'd like you to write the full sentence please with your precise word choice.

Pause the video now.

What was your more precise word choice than scary tell me? Well done, this is what mine one was.

The jabberwock is really vicious.

So instead of scary I chose vicious and that's a faster way of building that picture in my mind of what the jabberwock is like.

What did you get for long claws? What was your word? Okay, and what about scratch? Okay, this is what I thought of, his knife-like claws.

So instead of long, I've got knife-like as the adjective.

His knife-like claws will tear your flesh.

They'll not just scratch but tear through it.

And that is a more clear picture in my reader's mind of what those long claws look like.

They look knife-like and they will tear your flesh.

We are planning the opening so that we can write it as a story.

You've already thought about lots of fantastic vocabulary, which will help us today.

So remember, the opening is the bit where the young man's father warns him about this dangerous creature, the jabberwock.

And it's all based on the first verse and the second verse.

let's order the opening.

So here are the four main parts of the opening.

We've got the father's warning about the jabberwock, we've got the description of the wood, we've got the young man's reaction and we've got the description of the jabberwock.

Pause the video now and write down the letters in order.

Pause the video.

let's check the first thing that happened or the first thing that we need to write about is the description of the wood.

The next thing we need to write about is the father's warning to the jabberwock, then we need to describe the jabberwock and then we need to think about what the young man's reaction was.

So your order is b, a, d, c.

Did you get it? Well done, so in a second I'm going to ask you to pause the video and draw a table that looks a little bit like this.

So across the top it says order, precise descriptive language and precise verb and adverbial details.

And those are the headings in each of the columns.

And underneath order, you need four separate rows.

The first row says description of the wood, the second row says father's warning, the third one says description of the jabberwock and the fourth one says the young man's reaction.

So you need those headings for each row.

I've given you some guidelines on how big those columns and rows should be but it doesn't matter if they're a bit smaller that's just a rough guide in case you want to use those measurements.

So pause the video now sets up your table on your page and I'll see you when you're ready.

Well done, so the first part we're looking at is the description of the wood.

We're going to think about precise descriptive language, and precise verb and adverbial detail.

Let's recap on our vocabulary lesson.

We thought of these amazing ideas in a previous lesson, we thought it's about towering trees, glowing lights, dancing shadows, mystical animals, magical waterfalls, fantastical creatures and faint sunbeams. Here are some questions to help you come up with some ideas.

Think about what time of day it was, think about what is in the wood, and then what happened in the wood.

What was happening at the beginning of the story.

I'd like you to pause the video now and spend a few minutes, writing down your ideas, using these questions to help prompt your thinking, pause the video now.

Should we see what I thought? So, I think it could be something like the late afternoon, close to sunset, close to dusk.

Dusk is another word for when the sun sets.

So when it's getting a bit darker.

Okay, what's in the wood? Here's what I thought the towering trees, the faint sunlight, maybe the strange creatures.

What did you get? Tell me one thing that's in your woods.

Okay, well done and what's happening? Maybe the shadows danced, maybe the trees watched, we could have a little bit of personification there to add to the sense of mystery and fantasy, the sunlight, Shone and creatures lurked.

That's a really interesting verb, let's say that, lurked.

And it means they were kind of moving around but not really being noticed.

So kind of being hidden from view, they were maybe lurking in the shadows, lurking underneath the trees.

So moving around and watching, but not being seen.

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

Pause the video now.

So the next part that we're planning is the father's warning.

And in the poem he says, "Beware the Jabberwock, my son".

Here are some examples of the speech that we planned or spoke about in our last lesson.

We thought that he could say things like beware of the vicious creature.

Can you read two more of those speech bubbles to yourself? Well done, and here are some questions to help us with this part of the plan.

The first thing you need to write down is what he said.

What did the father say to his son? Please include some general details about the jabberwock.

And by that I mean, how would we refer to him? Not just as the jabberwock maybe as the vicious beast, maybe as the deadly creature.

In the next column think about your verbs and adverbs for said.

So not going to say beware the Jabberwock, my son said, his father.

Think about being more precise than that.

What could your verbs and adverbs for said be? And think about what he looked like.

Pause the video now and write down your answers to these questions in your plan.

Pause the video.

Should we see what I thought? I thought he could say be careful or beware.

What did you think, what's in your plan tell me? Okay, what about the general details about the Jabberwock so we could refer to him as a vicious beast? Or the deadliest creature, not just a deadly creature, but the deadliest meaning, he was the most deadly creature in all the land.

Or a dangerous being.

Tell me how you refer to him? Well done, I thought of these verbs and adverbs for said, warned gravely, informed seriously, which means, he told his son in a very serious way.

He needed to be taken seriously.

What did he look like as he said those words? maybe there was a solemn look on his face, which means, a serious look on his face.

Or maybe a worried expression.

Show me your worried expression, well done.

If you need to pause the video and write down any of these ideas you see on the screen in your plan, then you can do that now.

Next part of our plan is going to focus on the description of the jabberwock.

In the poem it said "The jaws that bite, the claws that catch".

So we've got a little bit of information about him.

Let's just check what vocabulary we planned in our last lesson.

We thought of these things didn't we? Vicious beast, although we did use that in the general description a minute ago.

Deadly jaw, Savage monster, although again, that one would be a more general description.

But what about things like razor-sharp teeth, rough skin, knife-like claws, putrid bad breath.

Remind me what putrid means.

Yeah, really stinky and smelly.

Fiery eyes and he has a lethal, spiky tail.

So here are your questions or your prompts for this, part of your plan.

You need to think about some description for three features.

So you could choose his eyes, his teeth, his claws, his skin, his tail and be really descriptive about those things by choosing precise adjectives.

And then give a little bit of information in the next column about what each feature could do.

So if you're thinking about his knife-like claws, maybe you could say that could rip through flesh or his deadly jaw might be able to break human bones.

Pause the video now and write down your ideas.

Should we see what I got? So I thought of these three things knife-like claws, razor-sharp teeth and putrid breath, and the knife-like claws could tear flesh.

The razor-sharp teeth could break bones and the putrid breath was so smelly, that it could poison you.

What did you get? Tell me your three things, tell the first one, tell me the second one, and tell me the third one.

Great, if you want to pause the video and write down anything you see on the screen in your plan, then you can do that now.

The final part of this plan is about the young man's reaction.

So just imagine that you are the young man, you're going off in search of the jabberwock but you're hearing all of these things about him.

And your father is basically, saying to you, you got to be really careful.

He's the most vicious creature in the land, he's got all these things that will hurt you.

How would you feel about that? Here are some questions to help you.

How can we refer to the young man, so what nouns can we use? How did he feel? Think about the adjectives.

How would you feel if you were him? And then how can we show those feelings? By using a bit of show not tell? So if you think he's feeling scared, maybe he would have a shiver running down his spine.

If you think he's getting confident, maybe you could say he stormed off bravely into the forest.

So pause the video now and write down your ideas.

Should we have a look at what I thought? So you could refer to the young man as his son.

You could say the brave teenager.

We don't know how old this character is but if you want to, you can make him a teenager, the brave teenager.

how did he feel? So I think he could have felt brave, determined, which means he really wanted to go and find the Jabberwock.

And this is an interesting word audacious.

That's a really precise way of saying someone who feels really brave and who's willing to take risks just like this character in the story.

So he might've been feeling a bit nervous but actually, I think the overall feeling was probably feeling really brave, confident, audacious, determined.

This is how I would show those.

Took a deep breath.

Determination was etched on his face.

That's quite an interesting way of showing those feelings.

If something is etched on your face it doesn't mean literally it's on your face but you you're so determined that you can almost see it on your face.

Etched is another way of saying drawn on but in a very permanent way.

If you'd like to pause the video and write down any ideas from the screen that you want to have in your plan then pause the video now.

So the final parts of our lesson is practising full sentences orally.

Which means practising them out loud.

And you will need to look back at your plan each section and have a look at the vocabulary that you planned on there.

This is my example actually, got two sentences that I want to share with you.

It was almost dusk in the enchanted wood as strange creatures lurked in the shadows, towering trees seem to watch their every move.

It's your turn to look back at your plan for number one, which is the description of the woods and practise one sentence out loud pause the video now.

So this is my sentence for number two, using the vocabulary that I have planned.

Beware of the deadly Jabberwock, my son.

He is the most dangerous creature in all the Land.

Pause the video now.

Look back at your plan for number two for row two and see your full sentence out loud.

Pause the video.

This is my one for number three, which is the description of the jabberwock.

And I've chosen this idea for my plan, the razor-sharp claws.

He has razor-sharp claws that can tear through flesh in a second.

Flesh is like the fleshy bits of your arm or your leg.

And that shows how sharp his closed must be.

If he can tear through that.

It sounds very painful doesn't it? Pause the video now and practise your full sentence out loud for part three.

Pause the video.

And finally, this is my sentence for the last parts of the opening.

The audacious teenager took a deep breath as he started his journey.

Your turn to pause the video and say your full sentence for part four.

Pause the video well done what amazing work today.

We did our writing warm up, we ordered the opening, we planned precise language for each part of the opening and then we finished with some oral sentence practise.

So congratulations, you've finished this lesson and I'm really looking forward to seeing you again very, very soon.

Have a lovely rest of your day, bye.