Lesson video

Hi everyone.

Welcome to your seventh lesson with me, Miss Brittain.

In today's lesson, we're going to start writing our recycled story which focused on middles that build drama and excitement.

In today's lesson, we'll start off with our Nursery Rhyme.

We'll recap on new ideas and then we'll start writing our recycled story.

In this lesson you'll need; your exercise book or a piece of paper and a pencil, your story map from the last lesson too, super memory and imagination and your teddy talk partner.

You can pause the video now and go and get any items you need and then press play once you return.

Cedric had a brilliant idea of using our song from earlier in the unit about Little Red Riding Hood.

♪ Little Red Riding Hood in the forest ♪ ♪ In the forest ♪ ♪ In the forest ♪ And changing it to suit our new characters, Little Red Fish and the Big Bad Shark.

That's a brilliant idea, Cedric.

So instead of: ♪ Little Red Riding Hood in the forest ♪ we're going to say Little Red Fish in the seaweed.

♪ Little Red Fish in the seaweed ♪ ♪ In the seaweed ♪ ♪ In the seaweed ♪ ♪ Little Red Fish, in the seaweed ♪ ♪ I wonder what's going to happen ♪ And then the next verse was: ♪ What that noise, did you hear it? ♪ ♪ Did you hear it? ♪ ♪ Did you hear it? ♪ I feel like we could keep that one, because the noise of the shark through the seaweed could be heard, so we'll keep that one.

Are you ready for that verse, children? ♪ What's that noise ,did you hear it? ♪ ♪ Did you hear it? ♪ ♪ Did you hear it? ♪ ♪ What that noise, did you hear it? ♪ ♪ I wonder what's going to happen ♪ Great work children.

We'll add more words to that later on.

Now it's time for our Nursery Rhyme and we'll change the lyrics again to suit our new recycled story.

So usually we would sing: ♪ Little Red Riding Hood ♪ ♪ Feeling frightened in a wood ♪ So there's just a few things we need to change.

♪ Little Red Fish ♪ ♪ Feeling frightened in the sea ♪ Usually it would be: ♪ What is that up ahead? ♪ ♪ Could it be a scary wolf? ♪ We need to change it to a scary- Shark.

♪ What is that over there ♪ ♪ Could it be a scary shark ♪ ♪ Little Red Fish ♪ ♪ Feeling frightened in the sea ♪ Are you ready? We'll go from the beginning with actions too it this time.

Show me a Little Red Fish.

♪ Little Red Fish ♪ ♪ Feeling frightened in the sea ♪ ♪ What is that up ahead ♪ ♪ Could it be a scary shark ♪ ♪ Little Red Fish ♪ ♪ Feeling frightened in the sea ♪ You can practise that with your teddy talk partner if you'd like.

Now it's time to recap our new ideas before we start our writing.

Okay, so here is our story map and here is the things that we changed it.

So I'm going to talk it through, and then I'll ask you to pause the video and have a go at talking it through with your teddy talk partner too.

So, this is the bit where Little Red Fish gets sent by his Mommy Fish to go through the seaweeds to Grandma's.

This is the bit where he reaches a seaweed.

And it's dark and scary scary ocean.

This is the bit where he comes to the seaweed and the coral reef.

Now he was told to go down the seaweed, but he went down the coral reef instead because it looked prettier.

Can you tell? Pause the video now and can you explain what happens in this picture here? Can you explain what happens here? Great work if you gave that a go.

He meets the Big Bad Shark with scary sharp teeth and hungry eyes.

Then he comes across a family of dolphins and that scares him away, the Big Bad Shark.

He gets to Grandma's cave, Little Red fish.

And remember all the way through, we're wondering if he's going to be okay.

We hope that he's going to be safe.

We hope the shark has gone away.

Then, can you pause the video now and explain what happens in this section of the story map? Great work if you managed to give that a go.

Big shark, Grandma, what big eyes you have? What a big fin you have? What sharp teeth you have? Aaaam He gets eaten up.

So remember when we're writing our story, we want to make sure we're leaving our readers wondering and we have our word from our speech bubbles and thought bubbles to help us with that.

Now it's time to write our recycled story.

And as always, we'll start with our star words, our key vocabulary.

So, I have, ocean, because that is where our story starts.

Scary, because we've got a scary Big Bad Shark and the ocean is quite scary too.

Wonder, because we're doing a lot of wondering.

Remember to keep our audience excited.

And Little for Little Red Fish.

Say them with me, Ocean.

Scary.

Wonder.

Little.

Great work everyone.

And our high-frequency words, ♪ We can sound them out ♪ ♪ We've just got to know them ♪ I've got I, in, the, and, had.

Let's have a look at some of these together.

My turn I, your turn? My turn in, your turn? My turn the, your turn? My turn and, your turn? My turn had, your turn? Great work, everyone! And we don't always use all of those high-frequency words, but they're there in case you need them.

And then of course, whenever we write a sentence you've got to show five.

Five.

Let's go through our five once again.

Capital letters at the beginning of our sentences and for names.

Finger spaces in between our words, so that our writing is clear.

Using our phonics to get the correct spellings for words and sound in the mouth.

Full stops at the end of our sentences.

And then we need to read it to make sure it makes sense.

Show me five.

Okay, so now it's time to write our recycled story.

So you may need your story map in front of you.

The first section of my story is where Little Red Fish, and we're going to call him Little Red, rather than writing Little Red Fish every time.

Where Little Red gets sent across the ocean to go to his Grandma's house.

And remember, we want to put in some sort of wonder and excitement for our reader.

So I want to say because he's a fish he might swim.

So, Little Red swam, in the ocean.

Hmm.

I'd like to add an adjective to describe ocean.

Can you shout a describing word to describe the ocean for me? And remember, we want to make our story quite scary.

Great ideas everybody.

Scary, terrifying, dark.

I'm going to go with dark, because the darkness to me makes me think of danger.

Little Red swam in the dark ocean, seven words.

Remember, I need to think it, say it twice and then punctuate it.

I'm going to say it again.

Little Red swam in the dark ocean.

Now time to punctuate capital letter Little, capital letter Red, 'cause that's his name, swam in the dark ocean.

And I've got some of my star words and high-frequency words at the bottom there that I can use when I write it.

If you're feeling confident and you want to write that sentence on your own, pause the video now.

If you want to write along with me, that is fine too.

You might choose another word to use to describe the ocean rather than dark and that's great as well.

Let's have a look at that being written.

Capital letter Little, and Little is one of my star words.

Finger space, Red.

/r/ /e/ /d/, Red.

Remember if we don't know a word, we need to sound, say the word, robot it then write it.

Swam, /s/ /w/ /a/ /m/, swam.

In, one of my high-frequency words.

The, one of my high-frequency words.

And ocean, which is a star word.

Oh, I forgot my adjective, dark.

/d/ /a/ /r/ /k/, dark ocean.

Full stop.

"Little Red swam in the dark ocean." You might change the adjective from dark to something else and that's fine too.

Now because I want to build excitement and I want to leave my audience wondering, I think we should use an I wonder sentence.

Like we did in other lessons using our speech and thought bubbles.

Can you tell the screen what you wonder? What Little Red might wonder or what we want our reader to wonder.

You might say, for example, I wonder if he'll be okay.

Shout with the screen now your ideas.

Great ideas everybody.

I wonder if he'll be okay.

I wonder if he'll be safe.

I wonder if he'll get to Granny's cave.

I'm going to go with, I wonder if he will be safe, because safe to me is the opposite of danger and it makes me think about him getting out of danger.

So I wonder, which is one of my star words, if he will be safe.

Capital letter I, wonder if he will be safe.

And I want to sound out safe.

I want to say the word, robot it and then write it.

Let's have a look at that being written.

And again, if you'd like to have a go at writing that on your own or you want to write own wonder sentences, then you could do that now by pausing the video.

Okay, let's have a look at that being written.

I wonder, one of my key star words, if, one of my, it is a high-frequency word but it's not in our box, he, we've looked at these high-frequency words before, will, /w/ /i/ /l/, its a long /l/ sound.

be safe, /s/ /a/ /f/ /e/, safe.

It's a split diagraph, a full stop.

"Little Red swam in the dark ocean.

I wonder if he will be safe." So straight away there, we're making our audience and our readers think that Little Red might be in some kind of danger.

You can pause the video now, if you didn't get to write those sentences and have a go.

Remember, don't worry about spellings too much as long as you use your phonics to sound out the words.

Great work everybody.

Already I can feel like our story is going to be really exciting.

I wonder how writing went for you today, children? I wonder if felt it went okay? Or I wonder if you felt like, at times, you found it a bit tricky? Did you find writing a bit tricky today, Cedric? What did you do to help you? Oh, Cedric said he used a show me five poster and he said he used our star words when he was stuck on some spellings.

That's a really good way Cedric, well done.

Great work if you had the goal of writing today children, you should be really, really proud.

I think we'll finish on our song that we started on, but doing the next verse.

Now, if you've been hearing early units, when we did it for the wolf, it was: ♪ Growling staring snarling ♪ ♪ Snarling snarling ♪ ♪ Growling starving snarling ♪ ♪ I wonder what going to happen ♪ Now I don't think that a shark could growl under the water.

What could he do instead? Could you shout at your screen what it could do instead? Great ideas.

Fighting, I love that one.

I also liked swimming, I like that one.

And I also liked grinning.

I like grinning 'cause I can imagine him to have quite a sinistic grin.

So I'm going to choose that one because I think when he grins we would be able to see his sharp teeth.

So are you ready? ♪ Grinning ♪ ♪ Grinning- ♪ Oh, goodness me, staring.

I've forgotten the word then.

♪ Grinning staring snarling ♪ ♪ Snarling snarling ♪ ♪ Grinning, staring, snarling ♪ ♪ I wonder what's going to happen ♪ Oh, great work today, children and we'll see you in the next lesson.

Bye.