Lesson video

Hello, my name is Miss Vincent, and I'm going to be teaching you today for this English writing lesson.

So today we're going to think a little bit more about the opening of Oliver Twist.

We're going to continue our opening, thinking about planning the next section today, ready for our writing in lesson 10.

So in today's part of the opening, Oliver Twist picks out the short straw from the game with his friends, which means that he has to go and ask Mr. Bumble for more food, which does not go down very well with Mr. Bumble.

So I'm really excited to watch this section of the film with you and look at it in detail to come up with lots of really fantastic vocabulary that we can use in our writing in lesson number 10.

So let's get started.

On the screen, you can see our agenda for today.

So we're going to start with a writing warmup, where we're getting to be thinking about something called show not tell.

Then we're going to move on to watch the clip really carefully so that we can retell the story out loud.

And then finally, we're going to move on to planning for some really precise vocabulary and some speeches as well for our writing in lesson number 10 tomorrow.

So before we start in this lesson, you will need an exercise book or piece of paper.

You will need a pencil or a pen.

And if you have one, a ruler would be great as well.

But if you don't have one, don't worry.

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

Okay, great.

Let's get started.

So let's start with writing warm up today.

In our writing warm up, we're going to be looking at something called show not tell.

Now, you might not have heard of this before, and that's absolutely fine.

So show not tell is something that we can use to describe the characters emotions.

So what we do is it's a description of the characters actions to describe the emotions.

So rather than telling the reader how a character feels, for example, he is scared, we tell the reader what the character's body is doing, which shows our reader, how the character is feeling.

So let's have a look at some examples of show not tell.

So what emotion do you think is shown? Have a little look at the picture.

What emotion do you think this picture is showing? Can you say it to your screen? Okay.

Can you show me that emotion? Okay, so it's showing an emotion of fear, of being scared, or perhaps you said, surprise.

Can you show me fear? Show me being scared.

Well done.

Now you could tell you a reader that the character is scared, or you could show them by describing their body language.

You might say his eyes widened.

You might say his teeth chattered if he's feeling scared.

You might describe how his heart pounded in his chest.

What emotion is shown in this picture, do you think? Can you tell your screen in three, two one? I think it's showing anger.

Can you show me your best angry face? Okay.

Really well done.

So you could tell your reader that your character is angry, or you could show them by describing that she clenched her fists perhaps, or she gritted her teeth, or she scowled, or she furrowed her brow like I'm doing here.

You can see I'm furrowing my brow.

So there are lots of ways to show our reader how our characters are feeling without just telling them.

So I got some examples here.

I wonder if you can spot, which of these two is an example of show not tell for happiness.

So is it, she raised her eyebrows or is it she grinned from ear to ear? Point to your choice in three, two, one.

It's she grinned from ear to ear.

Perhaps she raised her eyebrows is that she's surprised or she's scared or she's shocked, but grinning from ear to ear shows us that somebody is happy.

Which of these is show not tell for sadness, do you think? He had a spring in his step or he stared down at the ground? Make your choice in three, two, one.

He stared down at the ground.

Often if people are feeling sad, you can see that their shoulders slump, they look down with their eyes are downcast.

And you can tell that they're not feeling very happy.

Whereas if somebody has a spring in their step, they're probably feeling quite happy.

Well done.

Okay.

So in order to get on with our planning today, we'll need a table to help us organise our ideas.

So if you have a ruler now is the time that you will need it.

On your sheet of paper, I'd like you to create a table with four rows and two columns.

Make sure that you use your entire piece of paper so that you have lots and lots of space to write in each box.

And if you've got a ruler, then you can make some nice neat straight lines.

If you don't have a ruler, though, I'm sure that you can try your best and make your lines as straight as you can.

So I'd like you to pause the video, to draw your table, remember four rows and two columns.

And then when you're ready with your table ready to go, then you can press play.

Okay.

Fantastic job really well done.

I know that drawing tables can be quite tricky.

Sometimes we get the wrong number of rows or the wrong number of columns.

So really well done the drawing your table.

Fantastic job.

Okay, so now let's move on to watching the clip that we are going to focus on now.

So we're going to focus on the boys picking the straws and then all the way up until Oliver walking up to Mr. Bumble and asking for more food.

So we're going to think about what all the boys look like as they're picking that pieces of string.

We're going to describe Oliver picking the short straw, the short piece of string.

We're going to think about Oliver walking up the aisle between the tables and the other boys reaction, as well as the way he's walking.

And then finally, we're going to think about that scene, where he asks very politely, but not in a way that's appropriate for more food because children in work houses in Victorian times, we're certainly not allowed to come and ask for more food.

So let's watch this section of the film and then we can move on to think about some planning.

Please sir, I want some more.

What? Please sir, I want some more.

Now that we've watched the clip, we're going to have a go at retelling what in this section of the narrative.

This is a really excellent skill to try lots of times, because the more times we repeat the story, the more detail we can add each time and the better we remember the story when we come to doing our writing.

There are four pictures on the screen to help you.

There is a lot more that happens than just these four images here.

So it's your job to add in lots of detail.

Imagine that you are retelling the story to somebody who's not seeing the film, who can't see the pictures and who doesn't know the story of Oliver Twist.

So adding in as much detail as you can to make the picture as clear and as vivid, as realistic real life as possible so that your person listening to you while you're retelling can really imagine what is happening.

Remember if you get stuck, that's completely okay.

Just take your time.

Look at the pictures.

Think about what your next sentence might be, and then keep going.

So pause the video, retell this section of the opening, and then press play when you're ready to move on.

Fantastic.

Really well done for trying your best, for taking part.

And even if sometimes it feels a little bit silly, I promise you it's an excellent skill to practise and it will really help with your writing.

Well done.

So now we're going to move on to our planning.

We're going to rewatch really short sections of the film, thinking about each event one at a time, and thinking about as much vocabulary as we can for that particular event.

And remember the clips that I might show you might be quite short, so it might be worth jumping back and watching them a couple of times before you write down your vocabulary.

So before we do anything, let's revise our word classes so that we feel confident about what types of words we're looking for.

So can you remember what a noun is? My turn your turn.

A now is a PPT, a person, place or thing.

Fantastic.

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

Great.

Verb is a doing or a being word.

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

Okay.

Last one.

An adverb describes a very, it often ends in -ly.

Well done.

Good job.

Okay, so the first part of the film that we're going to be watching is when the boys pull out the strings or the straws, we could call them straws, one by one, until we get to Oliver's turn.

It's a moment of big suspense.

So we really want to create that suspense.

Suspense is when you feel like , I don't know what's going to happen next.

And that's exactly what this moment in the film, and this moment in this story are doing.

So we're waiting, we're all waiting in suspense to find out what happens next.

So it's our job when we're coming up with our vocabulary to make sure that we make it suspenseful.

So we're going to be thinking about verbs and adverbs to describe the action, to describe the boys movements and even the way that they don't move, we can describe with verbs and adverbs.

And then we're going to practise our skill from our warmup thinking about show not tell.

How can we show their emotion? So we know that they're feeling nervous.

We know that they're probably feeling scared.

So we can show that to our reader by describing their body languages.

So when we look really carefully, let's think about how their bodies move and what we can see that tells us their emotions with their body language.

So let's watch it through.

Remember, you can watch it a couple of times and then we'll think of, about our vocabulary.

Let's watch.

Fantastic.

So perhaps you've watched it one or two times or a couple more.

So now it's time for you to pause the video and write down all your ideas into your plan.

Your ideas of the verbs and adverbs and your ideas for show not tell.

And when you've completed that, then you can press play and we can share some ideas together.

Off you go.

Really well done.

So let me show you some ideas of what I thought.

So some verbs and adverbs to describe the action.

Perhaps we could say that they nervously chose a string.

They anxiously waited their turn.

They stood as still as statues.

So a simile, which compares them to something else and we're comparing them to a statue.

They took turns silently.

Nobody's talking either, they're taking turns silently.

And they stared apprehensively.

Apprehensively as a word that means that they're worried.

Okay, now thinking about show not tell, we could say that their hands trembled.

What does it show you if somebody's hands trembled? Can you say it to your screen? It tells you that they're feeling scared.

Each breathed a sigh of relief.

So every time one of the boys got a long piece of string, we can say that they breathed a sigh of relief.

And that tells us that they're feeling, "Woo, phew.

I didn't get the short string." They stood frozen to the spot, that tells us that they're feeling nervous.

They gripped the string tightly.

So they're really holding onto it.

Once they've got that long string, they're holding onto it 'cause they feel relief.

Okay, so if there's anything that you would like to copy onto your plan from the words that I've got written up, then you can pause the video and do that now before we move on to the next section.

Okay, great.

Let's move on.

So now we're going to think about Oliver picking the short straw.

Now, again, this is a moment of suspense.

So a moment where we don't know what's happening and we want to make it exciting.

So although it's quite a short moment in the film, we can really stretch it out for our reader.

We can describe him extending his arm and putting his fingers around the string, pulling it out.

And then to build excitement, we can use short sentences to show what he's doing.

So he froze his, heart pounded in his chest.

So lots and lots of show not tell which is our second column.

So verbs and adverbs to describe what he's doing, his actions, and then show not tell of Oliver's emotions.

So let's watch looking out for those things and we can watch a couple of times.

Remember you skip back, and then we'll put our ideas down on our plan.

Let's watch.

Okay, fantastic.

So I'd like you to pause the video now, hopefully you've watched the clip a couple of times, and write down your ideas into your plan.

So your ideas of verbs and adverbs and your ideas of show not tell of Oliver's emotions.

So what in his body language tells you how he's feeling? And you can use that to tell your reader.

And once you've finished putting down your ideas, press play, and we'll share some ideas together.

Fantastic.

So I wonder what different things you found.

I bet they're really great.

So let me share some of the things that I thought of.

I thought we could describe Oliver as he extended his quivering arm.

A quivering arm is the same as a trembling arm.

He clasped his fingers tightly around the string.

To clasp is to hold really, really tightly.

He stared incredulously at the string in his hands.

A big word, my turn, your turn, incredulously.

One more time, incredulously.

If you're incredulous, it means you can't believe something has happened.

So if you're incredulous, you just can't believe it.

So if you staring incredulously at the string, it means he just can't believe it.

The boys, the other boys, gasped in shock.

Can you guys in shocked? Should we do it together on three one, two, three.

Okay.

Well done.

Okay, and now a good think about some show not tell for Oliver's emotions.

So we can say that his heart pounded like a drum, it's probably beating really, really fast.

His palms might be sweaty that tells us that he's nervous.

Has that ever happened to you to get sweaty palms? If you're feeling a little bit nervous, that happens sometimes.

He froze.

So he doesn't know what to do.

Now he's realised he's got the short string.

He felt a knot in his stomach.

Sometimes when you're worried, it feels a little bit like your stomach has a knot in it.

And he felt weak at the thought of what he had to do.

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

Really fantastic.

Let's move on to the next section.

So now we're moving on.

So we've skipped a little bit where they're all eating because I think that Oliver probably struggled to eat at that stage.

So we're moving on to the part where he walks up to Mr. Bumble, along the aisle between the tables.

So we're going to look for verbs and adverbs this time, both to describe Oliver's actions, so in one column, and then to describe the actions of the other boys as well.

Because while he's walking up, they are all watching him very, very closely.

So let's watch focusing on those two aspects.

And then once you've watched, remember, you can watch a couple of times by skipping back then once you've watched, we can press pause to put all our ideas in our plan.

So let's watch this section.

Okay, great.

So hopefully you've watched this a couple of times or watched it really carefully once.

So now I'd like you to pause the video, to put all of your ideas and make sure you've got all the ideas that you thought of while you were watching in your plan.

And then when you're ready to move on, you can press play.

I would like everybody to always try to at least put three ideas in each section, because there are lots and lots of things happening in this clip of the film.

So pause the video, write down your ideas and press play when you're ready to move on.

Okay, great.

So let me share some of my ideas with you.

And we might spot that we found some of the same things.

So he nervously tiptoed or he shuffled silently.

He's not striding confidently.

He's definitely taking his time and he's tiptoeing or shuffling or creeping.

He moved slowly to delay the inevitable.

If something is inevitable, it means you can't avoid it, it's definitely going to happen.

So perhaps he moved slowly to slow things down to delay what he knew would have to happen.

He wearily approached.

So wearily means that you're anxious and you're worried.

And he approached means to go up to, so he felt a bit nervous about that.

He hesitantly say meaning, feeling nervous, made his way.

Thinking about the boys, they gawked in astonishment.

If you gawk, it's almost like watching with your mouth wide open.

You're just so shocked that somebody is doing something.

He gawked in astonishment.

They stared in disbelief.

That means they couldn't believe it.

They gulped nervously.

Feeling very nervous about what they can see.

They didn't dare to breathe 'cause it was really silent.

So if you'd like to copy anything down from my plan onto your plan, then please do that now by pausing the video.

and when you're ready to move on press play.

Fantastic.

Well done.

So let's move on to the last section of our planning today.

And that is when Oliver asks Mr. Bumble for more food.

So we can include some speech.

So we can include the words that Oliver asked.

And we can include some verbs and adverbs to show his actions.

So perhaps when he's holding out his bowl and he's looking at Mr. Bumble.

So we can include all of those.

And then it's a nice show not tell of Mr. Bumble's reaction because he doesn't really say no straight away.

At first, we have to really read his facial expressions and they tell us that he's shocked, he's surprised.

Perhaps we can use that word incredulous again.

He can't believe what he's hearing.

So let's watch thinking about Oliver's speech, and thinking about his actions and thinking about some show not tell to describe Mr. Bumble's emotions.

Watch it a couple of times by skipping back, and then we can pause the video to write down our ideas.

Okay.

Let's watch.

Please sir, I want some more.

What? Please sir, I want some more.

Okay, so now we can pause the video and just have a few moments to take all those ideas that we got while we were watching and write them down in our plan.

I'd like you to write at least three things in each box, because I'm sure that there were lots and lots of things that you spotted in that section.

So what was Oliver doing? What actions can we describe? What was Mr. Bumble doing? So what actions tell us about how he was feeling? So pause the video, write down your ideas and then press play when you're ready to share those ideas.

Okay.

Really, really well done.

Hopefully everybody's written at least three things in each box.

So let me share with you some of the things I thought of.

And so, the speech that I noted down was, "Please, sir, may I have some more?" Remembering that when we have speech, we put speech marks or inverted commas around the words that are being said by the person.

So I wouldn't put it around Oliver muttered as his voice trembled.

'Cause that's describing who said it, how he said it and what was happening.

So just the inverted commas just go around the words that are being said.

So "Please may I have some more?" Oliver muttered as his voice trembled.

So that's telling us that he's nervous if his voice is trembling.

We could say that he quietly asked, he doesn't ask in a big, loud voice.

He timidly requested.

If you're timid, you're shy.

So if you do something timidly it's to do it in a shy way.

He nervously stuttered.

If somebody's stuttered, it means that they maybe struggle to get their words out, and sometimes that happens when people are feeling nervous.

So some show not tell for Mr. Bumble is that he struggled to answer or that he was speechless.

And that often shows us that people are shocked or they're confused, or they're surprised.

He paused momentarily, that means for a moment, to take in what the boy said.

Now, sometimes when people are really shocked, they need a moment to think about what they just heard, and I think that's what happened with Mr. Bumble.

His blood was boiling.

That's a show not tell that we use to describe people as being really, really cross.

Now obviously their blood doesn't actually boil, but we can describe that, 'cause sometimes people get really hot when they get really red in the face.

It's a way of describing that, they're cross.

And he couldn't believe his eyes.

So if there's anything that you'd like to copy down into your plan, then please pause the video and do that now.

Press play when you're ready to move on.

Fantastic job.

Really well done.

So now we have a full plan ready for our writing in lesson 10, which I cannot wait to get onto.

So we finished all the sections of our lesson for today.

So really well done for working so hard, and perhaps learning some new words, trying really hard to come up with lots of precise vocabulary.

So you should feel very, very proud, really well done for all of your hard work.

If you'd like to, please share what you have learnt with your parents or carer.

Perhaps you can tell them a new word that you have learned today.

Thank you so much for joining me for this lesson and I will see you soon for another lesson on Oliver Twist.

Bye.