Lesson video

Hi, everyone, it's me, Ms. Chu.

In today's lesson, we are going to plan a recount of events.

A recount is a retelling of something that's happened in the past.

And in this case, we're going to retell the events that have happened for our newspaper story.

And so, a lot of the lesson will involve us thinking about making notes, looking, using our sort of investigative skills and thinking about what's important for our plan and what's not important, so hope you really enjoy this lesson and make sure you find a quiet space so that we can get started.

Okay, so you will need these things for today.

Something to write on, so a book or some lined paper, a pen or pencil, and to be super alert for the lesson.

Let's look at our agenda.

We are going to start with a writing warmup, then look at the success criteria for today, and then we're going to add extra things on to our plans, so adding detail.

What's our writing warmup going to be today? Let's have a look.

Which time conjunctions are appropriate for a newspaper report? Just have a think for a moment what the purpose of time conjunctions are.

So if you look at the time conjunctions on the screen, on the slide, they will give you a clue as to what their job is.

So we've got eventually, before, earlier, suddenly, just then, in the end, without warning, later, in the beginning, finally, and after.

They are all words which tell you or give signal something that's happening in that time.

So it could either be at the beginning, at the end, in the middle, and it gives you, it tells you exactly when something is happening, it gives you an idea of when something's happening.

Not all time conjunctions, however, are appropriate for the text type that you are looking at.

For example, if you're writing a newspaper report, you might not want to use time conduction such as suddenly.

Why might you not use the time conjunction suddenly for a newspaper report? Have a think.

That's right, because suddenly is what we would use for a story.

When we're writing a story or a narrative, the time conjunction suddenly would be brilliant for showing that something's happened really quickly or just out of the blue or just without you noticing.

So let's think about a newspaper report now, which one of these would be appropriate to use in, I want you to draw two circles, and I want you to label it at the top, I'm not going to tell you what the labels are today, I would like you to label it yourself.

And I want you to think about which ones go in this circle, which ones go in this circle, and are there any, any time conjunctions that go in the middle? That might be appropriate for this group or category and also fit into this category? So those are the time conjunctions that would go in the middle, they overlap, and this is a Venn, it's called a Venn diagram.

So which time conjunctions go in that category? Which ones go in this category? And which ones go in the middle of the Venn diagram? I'm going to say the time conjunctions, and then I'd like you to repeat after me.

So it's my turn, and then your turn.

Eventually.

Before.

Earlier.

Suddenly.

Just then.

In the end.

Without warning.

Later.

In the beginning.

After.

Okay, so now it's your turn to pause the video and have a go at categorising or putting them in the appropriate Venn diagram.

Brilliant, I hope you've all had a chance to do this activity.

So I've labelled mine as newspaper and narrative because I want to compare newspaper and a narrative text, I want to compare those two text types.

And in my ovals of my Venn diagram, I've got before, earlier, later and after for my newspaper report, because I feel that all of those are appropriate to use because they describe a point in time for a recount of events.

Earlier in the day, and that applies to later as well.

Or I might want to say before something's happened or after something's happened, those are all appropriate for newspaper.

Suddenly, without warning, just then, I thought were more appropriate for a story.

Suddenly, the bandits found themselves in the corner of a hm.

Without warning, an anonymous figure swooped in, they're all story-based time conjunctions.

Then the ones that I thought could go in both, eventually, in the end, and in the beginning, because you might want to say in the end, the police did a really good job of catching the bandits.

In the beginning, this happened.

And eventually.

So those I thought could go in both.

Now let's look at our success criteria for the day.

Our success criteria.

What do we need to include today to be successful? Let's have a look.

Number one.

We need to use time conjunctions.

Brilliant, we've just been through them so we know which ones are appropriate for our newspaper report.

Which ones are appropriate to sequence the events in chronological order for a newspaper report? We need to remember to include facts, not opinions, you cannot say your opinion on a situation because we are just stating facts, we are giving the public information, just facts about what's happened.

Use of brackets, because we want to show that we can use that punctuation in year six for additional information.

Journalistic sentence starters, it is believed, it was reported that.

So how do we add detail to our reports or our plans? So in the previous lesson, we looked at a police report, which had all the information on it like this, and we picked out the key words and phrases that we thought would be relevant to us when we write our newspaper report, so here we have the words highlighted.

First, Malibu Coffee Shop.

I'm not going to read all of them, you may pause the video and read through all the highlighted words if you choose to, then press play.

Then we made notes, so we used those highlighted words, we popped them in bullet points and in note form so that when we come back to look at them, we will remember what each of those bullet points mean.

But today, what we need to do is we need to add detail to our bullet points.

So for example, we need to remember to include journalistic sentence starters.

So I've just popped one in in my first bullet point, I've said it is believed, comma, first call, and then I've added extra information about the time, because I might want to use that in my newspaper report when I come to write the whole thing out.

Malibu Coffee Shop, and then I added in brackets, packed with office workers on their way home, because I want to show that the coffee shop wasn't empty and it was packed, I want to give extra detail, I want to give extra information to the public.

I want them to know that more members of the public were at risk at that point.

Then my second bullet point I've added in, so all the bits in bold, I've added on to my notes from previously.

And I've said witnesses heard screams from.

And I've left that blank because I think that you could fill that in yourself, you can come up with something.

Where did witnesses hear screams from? Then my third point I've got is about 25 minutes later, police cars dispatched.

So I've given a time conjunction now, so I've used my journalistic sentence starters pink, and then I've added in my time conjunction, which is in purple.

And I've added in emergency services flooded with calls from the local residents and.

And I've left that for you to come up with something.

So what I'd like you to do is I'd like you to pause the video now and have a go at adding to your notes from the previous lesson, you may choose to use the ones that I've added as well, or you can use your own journalistic sentence starter, you can use your own time conjunction, and then I'd like you to fill in extra information where I've left it blank.

Pause the video and have a go.

Brilliant, so, I hope you've all had a go, I've added to mine extra things where I've left blank, I said witnesses heard screams from inside.

And I've said emergency services flooded with calls from local residents and startled bystanders, who were at the scene of the crime.

You may pause the video and write in a few of my ideas if you choose to.

The second part of the plan, we have said that bystanders cited.

And I've added in what did they see? I want to give extra information now about who they saw, what they saw.

So two men wearing.

And this I've left blank for you to fill in.

Something, something, and something driving off in a silver convertible Mercedes.

Now remember if you were using semi-colons, what do you need to remember? You need to remember that within the list, there are commas.

So if you're going to use semi-colons, there is a comma in that part of the list.

If there isn't a comma in that part of the list, you do not need to semi-colons, you could just say two men wearing hoodies, black hoodies, comma, woollen balaclavas and something else.

It's only when you are using a comma within the list you use the semi-colon.

Then the second bullet point, I've added a journalistic sentence starter.

It is reported that something gunshots fired from Mercedes when.

And I've left that for you to be creative and to think of your own bullet point.

Pause the video and have a go.

Brilliant, let's have a look at some of the information that I've added to the plan.

Bystanders cited two men wearing.

And I've had, and I've got my colon to start off my list, black hood jumpers, comma, which had emblems on, woollen balaclavas, and wielded weapons, comma, which looked like guns, driving off erratically in a silver convertible Mercedes.

It is reported that several gunshots fired from Mercedes when police gave chase, however, the suspects were able to flee.

I added that bit in.

Now remember these are notes, so it doesn't have to be full sentences.

So it's okay not to include things like determiners, okay? You may pause the video and add any information that I've got onto yours if you like.

The next part of our plan is going to be for you to do.

I'm going to not say anything for this part, and I'm going to leave you to pause the video and have a go at doing it yourself.

The only two bits I've added in are the time conjunctions, at approximately and soon after, but I'd like you to pause the video and have a go at putting in some extra information.

Great, so hopefully you've had a go.

At approximately, and I've written 7:00 PM, it doesn't matter about the time if you've chosen a different time, sightings were reported of an anonymous figure swinging from building to building along Oxford Street.

That's what I've added in.

I'm sure we will have different things, we all have different things, but it doesn't matter as long as we're adding a little bit more information on to our plans.

Soon after, investigators found a police car suspended from net after crash, which people believe was the responsibility of Spiderman.

This is what people are speculating at this point.

Lets look at the success criteria again.

Have we got time conjunctions to sequence the events in chronological order? Yes, we have.

Have we got detailed facts? We have now, we've added in extra facts.

Did we use brackets? Hmm, I think we did.

And did we include journalistic sentence starters? Yes, I believe that we did.

Those were the parts in bold and pink.

Amazing, so today you have added detail to your plans.

Congratulations.

I look forward to teaching your next lesson where you'll be using your plans to write a recount.