Lesson video

- Hello again, it's Ms Waddell.

We are writing speech today.

Welcome back.

I hope things are all good with you and you are ready to learn.

We're going to put lots of our speech practise into a fantastic bit of dialogue between Jafar and the servant.

Let's go.

This is what our lesson looks like today.

We're going to do a warmup.

Then we're going to look at how we layout speech.

So the layout of speech, what it looks like on the page, then we're going to do a shared write of speech.

Then we're going to check our work.

Let's go.

So before we start, just make sure that you have a piece of paper or your exercise book, a pencil, and it would be really helpful to have the notes that you made, the examples of speech that we did in our last lesson together.

So if you haven't got those, pause the video and just go and get them and make sure you're in a place that is as distraction free as possible.

So switch off any music, switch off the tele and focusing on what we're going to do today, off you go.

Okay let's do our warmup.

First of all, can you please remind me what these crafty things are? Tell me, three, two, one, shout it! They are speech marks, correct.

Or they're also known as inverted commas.

So speech marks or inverted commas.

So let's have a look at some speech that I wrote.

I want you to be the teacher.

So can you just check it for me? Check.

You've got the speech sandwich there.

Don't need to write it down.

I just want you to tell me what I've done well and what I need to change.

Pause the video and have a look.

Okay now tell me what you think it is.

Is there one change, two changes, three changes? Hold it up on your hand.

How many changes do I need to make? Three, some people three, some people two, some people four, mm possible.

Let's have a look.

Okay first one I didn't have a capital letter.

Did you spot that? Really well down if you did, because at the beginning of my speech sentence, the beginning of the person talking, you need a capital letter.

Let's see what else needs to change.

Ooh, that's funny.

I've got my speech marks right at the end, but that's not when the person stops speaking.

So I need to move those speech marks to somewhere else.

Let's see, they need to go where the person stops speaking.

There we go.

So you're late is where the person stops speaking.

And then we've got boomed Jafar.

Can you see anything else? Boomed Jafar.

What does that speech marks do? It sort of shields something.

What does it need to shield, can you tell me? Shout it out in three, two, one.

Yes.

So that B there should not be a capital because my full sentence is not finished.

You're late, boomed Jafar is my full sentence.

The speech sentence stops as the speech mark closes, but my full sentence has to carry on.

So that B needs to be a lowercase B.

Fantastic, thanks for your help.

Okay are we done, is that everything? We've got a tick at the end, because we've got our full stop at the end.

Really well done.

What good teaching.

Thanks so much for your help.

Oh yes we've also got a capital letter for Jafar.

That's very important to remember because Jafar is a name, a proper noun.

Now let's look at how we lay speech out.

Ms Waddell says, so with speech punctuation, "When we use speech, we must remember four things," said Ms Waddell.

We need to remember our speech sandwich with the bread, the tomato, the speech, the tomato, the bread that's symmetrical, that's got something on both sides.

We need to say the word for said and who said it.

We need to have a full stop at the end of our full sentence, which includes the speech and who says it.

And we need a new line when a new person is speaking.

And that is a new bit of information.

So let's have a look at what that looks like.

Here I've written some speech.

You're late boomed Jafar.

So that's Jafar speaking.

And then I've gone on to the next line, even though I haven't finished, I've still got some room at the end of that line, gone onto the next line because a new person is speaking.

Can you tell me it's a new speaker on a new line.

So a new line for a new speaker.

I'll say it, now your turn.

Say it again, new line, new speaker.

Lovely.

So then the servant says 1,000 apologies oh patient one.

Sniffled the servant.

And I've only gone on to a new line there because I ran out of space.

You have it then asked Jafar impatiently, and that's again a new line.

So after the servant speaks, then we have the Jafar speaking and it's another new line.

So you see every time there's a new speaker there's a new line.

So when you lay it out, I want you to do the same.

Now we're going to do our shared write of some speech.

Okay let's have a go with some of this speech.

The first thing that Jafar says is you are late.

So he's speaking at the beginning.

So I'm gonna open with my speech marks, open speech mark, there's my bread.

You, it's changed it to a capital luckily for me, because it's a capital letter for tomato.

You are late, you are late is the first thing he says, and that's in a very forceful way.

So I'm going to use a exclamation mark for my tomato and then close speech marks.

And how does he say it? He booms it, or you could use one of your other brilliant synonyms for said boomed.

Jafar, oops spelled it wrong.

Then you have open speech marks because a new person is speaking, a thousand apologies oh patient one is what the servant says.

A capital letter because it's a new person speaking a new sentence, a thousand apologies oh patient one.

And then it's the end of that person speaking.

It's not an exclamation and it a thousand apologies oh patient one, it's not a question either.

So I need to use a comma.

And close speech marks.

And I've got to say who said it and how they said it.

So let's say he snivelled it, snivelled, SNIV, snivelled it.

He didn't snivel it.

He snivelled the servant, full stop.

Okay let's read it back.

Have we used our speech sandwich? Have we used synonyms for said and who said it? And have we done new speaker new line? So we've got the bread, you open speech marks, then the capital letter tomato, why you are late as our speech.

We've got a second tomato with our exclamation mark, and then we've got close speech marks, boomed, no capital, Jafar capital because it's a name and a full-stop.

Okay, open speech marks.

New person talking.

Aha.

We need to make sure that it's a new person speaking and a new line so I'm going to put that on a new line.

1,000 apologies oh patient one.

And so we've got bread, capital.

So bread, speech marks, tomato capital letter A.

Thousand apologies oh patient one, end of the thing the person says.

Tomato, it's not a question and it's not an exclamation.

So I've put a comma, not a full stop and then closed speech marks, bread.

And then who said it, snivelled the servant.

I don't have a capital letter after the speech marks, that's good.

Snivelled the servant full stop.

Okay, let's leave it there.

We've got used our speech sandwich.

We've done synonyms for said and who said it? And we've done a new speaker new line.

Fantastic work.

Just want you to take a moment without me there to have a read of what I've written or what we've written together, really because you helped me a lot and just have a check of what punctuation there is.

You are late, boomed Jafar.

A thousand apologies oh patient one snivelled the servant.

Just have a look before we move on to the next bit of speech.

Pause the tape if you need to.

Let's have a go at this next bit of speech.

What does Jafar say next? He says, oh, you have it then.

So you have it then, it's definitely a question.

Asked Jafar.

How did he ask? Let's put a mad verb in there.

How did he ask you to tell me? He asked menacingly, that's a good one.

He asked menacingly or how else? Give me another.

Oh, aggressively that's another good one.

You could put that or let's have another, threateningly.

Mm, those are all really good ones.

Let's try threateningly.

Threateningly.

You have it then asked Jafar threateningly.

Okay that's the end of my sentence.

And then I'm going to next person.

I got it.

How does he say it? He, how does he say it do you think? Whimpers, I'm not sure that quite works.

Snarls, yes snarls could work.

Snarled.

So he, then I'm gonna put my bread, put my tomato in here, my tomato.

And then that's the end of what he's saying.

And then snarled we're going to say, snarled the servant.

Full stop.

Okay let's have a look.

You have it then.

So we need to make sure we've used our speech sandwich.

We'll read back.

You have it then, put your finger on your nose if you spot a mistake.

Oh let's start again.

You, oh fingers on straight away.

Okay oh yes.

Look, we need to change right at the beginning in our speech sandwich.

So let's go back up there and put in our bread.

We didn't have our bread.

You and we've got our capital letter tomato.

Have it then as the speech.

Ooh, we've got our question mark.

The other tomato, but we have not got the bread.

The sandwich will fall apart without the bread.

And then we've got asked Jafar, what do you notice about that? Hmm, what is it? Okay, and what should it be? One little not capital letter.

It's lowercase because it's shielded by the speech mark.

You have it then asked Jafar threateningly? And I haven't started a new line.

We need to go here and I need to start a new line.

So I got it.

So let's go back to our success criteria.

We've used a speech sandwich.

Let's do our speech sandwich on this one.

So we've got our bread.

We've got our speech marks.

We've got our tomato, we've got a capital letter.

Then we've got our cheese speech and then we've got our tomato here and we've got some bread, but hang on a second.

That tomato is not one of our options.

It's not a comma, it's not an exclamation mark.

And it's not a question mark.

So we need to change that.

What does it need to be? Is it a question? Thumbs up or thumbs down? Not a question is it because it doesn't have one of our question words at the beginning.

Is it an exclamation, I've got it.

Could be, it could be.

I think it's more like in this case a comma.

So I'm going to change that to a comma.

And then I've got my speech marks bread to hold in my sandwich.

And then do I have a synonym for said, let's have a look.

Snarled, yes.

And who said it? The servant.

And then I've got my full stop at the end.

Let's read it through.

You have it then asked Jafar threateningly, new line.

I got it snarled the servant.

So we've got, we used our speech sandwich.

We've used synonym for said and who said it and we have done a new speaker new line, thank you for your help on that.

Next you're gonna have a go yourselves.

I'd like you to read through this one as well.

Just have a look at the speech marks that are included, the speech punctuation and what some of the words are just so that you can be really familiar before you start writing yourself, pause the video if you need to now.

Okay, you are now ready to have a go yourself.

What I've done because I'm feeling kind is I have written out for you.

You can see the bullet points of what they say.

And so I would like you to use that to write speech using your speech sandwich and using the success criteria above in the top left-hand corner there.

So you need to make sure you use a speech sandwich.

You need to use your synonyms for said and who said it, and you need to make sure you do a new speaker new line.

So I would like you to pause the video now and on your piece of paper layout and punctuate this piece of speech as we have been just learning.

I know you can do it, off you go.

Just before you finish.

I want you to go through your writing and check to make sure that you've done your two finger check, one finger on the capital one finger on the full stop.

Make sure it sounds right and make sense, sound out your words so stretch so much.

I don't know whether you do this.

You stretch and you robot talk the sounds and check the words are really there.

I put my finger on everyone as I read them and check each part of your speech sandwiches there.

So I want you to pause the video, go back and do each of those things.

Put a little tick when you found it or when you've done it.

And then come back to me.

Fantastic work today.

That is not an easy thing to do as I said lots of adults find it difficult.

I know I could feel your brains worried, you were thinking about all the different parts of your speech sandwich to make sure that your reader can understand who's speaking and how they're speaking.

And that allows your reader to really picture things strongly.

Congratulations, you have completed your lesson and this was the last lesson of this section, but we'll carry on with the later unit in outcome two.

So look for that if you'd like to do more, thank you.