Lesson video

Hello.

Miss Vincent here, with your English lesson for today.

So, we've learned a lot over the course of our Oliver unit.

So in today's lesson, we're going to review all the key skills that we've picked up along the way.

Everything that we've learned to make really fantastic narrative writing, and then you are going to get a chance to be really creative today, and to do a free write.

That means I'll give you some ideas, some starters to perhaps get you thinking about your narrative that you're going to write, but you're going to be in charge today.

You're going to apply all those skills we've practised, and you're going to really think about enjoying your writing, coming up with creative ideas and really taking your creative flow, and taking your story wherever you think it should go.

So let's get started, so we can review all of the skills that we've learned and then move on to do some free creative writing.

This is our agenda for today's lesson.

So we're going to start off by really briefly thinking about our task that we will do at the end of this lesson.

Then we're going to move on to review all of the skills that we have learned over the course of this Oliver Twist unit.

Then we'll think of some ideas that might get our idea started and gets us thinking about our writing, and then it will be time for you to complete your free writing.

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

You will need a pencil or a pen, and you will need your creative brain ready to think of lots of ideas and try your best in your free write today.

So there's anything that you need to go and get before we start the lesson, please pause the video, go and do that and then come back, press play and we'll start the lesson.

Okay, fantastic.

So let's get started with our lesson.

So let me tell you very briefly, what our free write at the end of this lesson will be based on.

So your task today will be to write a narrative set in Victorian London using the characters from Oliver twist as inspiration.

So you're going to continue the story, that these characters that we've met so far.

We've got to know Oliver, we've got to know the Artful Dodger, and we've now met Fagin and the boys as well.

So you're going to be able to use everything that you've learned about these characters and about this setting, to continue the story in your own words and with your own ideas.

Before we move on to doing that though, let's think about all the skills that we've learned over the course of this unit.

So we have practised and learned so many skills over our writing unit on Oliver Twist.

We've learned to use expanded noun phrases, so where we adjective, comma, adjective noun, and potentially even more detail, to expand on a noun.

So giving more detail about a noun.

We've learnt and practised to use a range of sentence types.

We've used our simple sentences which are always really useful.

We've used our compound sentences where we joined two main clauses.

We've written lots of complex sentences where we have a main clause and a subordinate clause.

We've written relative clauses.

So we've really, really used a big range of sentence types.

We use show not tell to show our characters' emotions.

We've used personification to show human characteristics for objects and atmospheres, and we've practised using speech in complex sentences.

So look at how much we've done over the course of this unit, and you've done so, so well.

So we're going to to look at some of these in a little bit more detail, so that they are fresh in our minds ready for us when we move on to doing our writing.

So let's start with thinking about personification.

So what is personification? I'd like you to pause the video to write down a definition of personification.

So a definition just means a simple explanation, maybe one sentence or two to describe what's personification is.

And once you've done that, you can press play and move on with the lesson.

Okay, well done.

So there are lots of ways to explain what personification is.

So if your words aren't exactly the same as the ones that I'm going to show you, that doesn't matter as long as you have got the idea across.

So personification is when we give an object or atmosphere qualities or abilities that only a human can have.

So we describe objects as doing things that humans do.

To really show our reader, to make them really picture what's happening in the scene.

So I wonder if you can think of some examples of personification.

I'm going to show you three images.

I wonder if you can think of an example for each of these images.

So one of them is a fire, and I've written the fire burned.

But to describe the fire burning, I wonder if you can come up with some personification instead.

The leaves moved in the wind.

But I wonder if you can think of a different way of describing their movement using personification.

And then finally, the river flowed quickly.

I wonder if instead of flow, you can think of a verve of something that a human might do, to show some personification.

So I'd like you to pause the video and have a think, of an example of personification for each of these images.

Once you've done that, press play and we can move on.

Okay, fantastic.

So perhaps, instead of the fire burned, you wrote, sorry, the fire roared ferociously.

Perhaps instead of the leaves moved in the wind, you might have said that they danced in the wind, or perhaps they shivered.

You might have said that they were cold.

And although the leaves don't feel the cold, we can say that they shiver to show that they're shaking in the wind.

Perhaps, instead of the river flowed, you can say the river charged towards the banks.

So like, running really, really fast at something, to show that the river is really powerful.

So well done for giving personification a go.

Now let's think about show not tell.

Just like we did with personification, I'd like you to pause the video to write down a definition of what show not tell is.

Once you've done that, press play and we can move on with learning.

Okay, well done.

So again, there are lots of ways to explain this.

So you might not have written the exact same words as me, but as long as you got the idea across that spine.

So what is show not tell? Show not tell is a description of the characters' actions to describe emotions rather than telling the reader their emotion.

So rather than just saying a character is sad, we can show it by describing the character's body language for example.

So, I'm going to show you some emotions and some show not tell, and your job is to match the emotion to the show not tell description.

So the emotions are surprise, joy and sadness.

The show not tell descriptions are her heart leapt and she had a twinkle in her eye.

She froze to the spot and her jaw dropped.

She looked down at the floor and hung her head low.

So I'd like you to pause the video to match the show not tell to the emotion.

And press play once you've finished.

Okay, well done.

Let's check.

So the show not tell for surprise was she froze to the spot and her jaw dropped.

Just like we can see in the picture.

That's a show not tell for joy was her heart leapt and she had a twinkle in her eye.

So the show not tell for sadness was she looked down at the floor and hung her head low.

Really well done, if you've got any of those correct.

Okay.

Let's move on now to think about sentence types, and to think about if we can spot the different sentence types.

So remember, a simple sentence has one main clause.

A compound sentence has two main clauses joined by a coordinating conjunction.

So that's and, but, or or.

Remember the and joins two similar ideas, but joins two opposite ideas, and or drops or joins, sorry, two different things.

And then a complex sentence is one subordinate clause and one main clause.

So I'm going to read you three sentences and it's your job to identify which of them is a simple sentence, which of them is a compound sentence, and which of them is a complex sentence.

So sentence number one.

Hesitantly, Oliver followed Dodger down the alleyway.

Sentence number two.

Oliver was hungry, but he didn't know where to get food.

Sentence number three.

The boys laughed loudly when Fagin made a joke.

So I'd like you to pause the video now to identify the different sentence types.

So one of them is a simple sentence, one of them a compound sentence, and one of them are complex sentence.

Resume the video, so press play when you've finished.

Good job.

Let's check.

So, Oliver was hungry, but he didn't know where to get food, was a compound sentence.

Two main clauses joined together by a coordinating conjunction.

And in this case showing opposite ideas.

Oliver was hungry, but he didn't know where to get food.

So he couldn't do anything about it.

Then we had, the boys laughed loudly when Fagin made a joke.

That was our third sentence, and that is a complex sentence.

We've got the boys laughed loudly, which is the main clause that makes sense on its own, and we've got when Fagin made a joke.

Which is the subordinate clause that doesn't make sense its own, but adds extra information.

And we've got our subordinating conjunction, when, that starts our subordinate clause.

And that means that the first sentence was a simple sentence.

Hesitantly, Oliver followed Dodger down the alleyway.

Well done if you spotted any of those sentence types.

Okay, onto the final skill we're going to review, which is to punctuate speech sentences.

Now I've written two sentences there with speech included and a subordinate clause showing more detail.

I want you to read them carefully and put the correct speech punctuation where it needs to go.

Remember, the inverted commas, the speech marks only go around the words that the character is saying.

Not around the description of who says it or how they say it or what happens alongside it.

And remember that you might need to put extra punctuation like commas or capital letters if it's a start of a speech sentence.

Okay.

So pause the video.

Actually, before you pause the video, I will read the sentences to you and then you can pause.

So the first one says, "It is an honour to make your acquaintance." Squealed Fagin as he bowed deeply to Oliver.

The second one says, While he cleared away stolen handkerchief, Fagin beckoned, "Come and sit down Oliver!" So pause the video to add the speech punctuation and press play when you're ready to check.

Okay.

Let's check.

So, first of all, it starts with the speech.

So the first one is a feat speech first sentence.

So we open our speech marks, there's a capital letter and then there's a speech.

"It's an honour to make your acquaintance." And that's the end of what Fagin is saying.

So we put a comma there and we close our speech marks.

Squealed is a synonym for said.

So it shows us how it was said and Fagin is the person who said it.

And then I've extended that with a subordinate clause that gives me more detail.

As he bowed deeply to Oliver.

Now the next sentence is a speech second sentence.

So first, we've got the additional detail, the subordinate clause.

While he cleared away stolen handkerchiefs, comma.

Because our subordinate clause comes first and I've got who said it and how they said it.

Beckoned is to call someone over.

And because it's speech second, I need a comma before I open my inverted commas.

Which I can do now, and then I need a capital letter for come, because it's the first word of Fagin's speech sentence.

"Come and sit down Oliver!" And then I can close my inverted commas.

So well done If you've got some of those pieces of punctuation.

It's a tricky skill to practise.

So it's going to take lots of time.

So really well done.

If you've got some of them right.

Now let's move on to thinking of some of our ideas for writing.

So, you are writing today and for your writing, you are in charge.

So that's why I've got the picture of our creative brain there, that we have when we say in this lesson you will need.

Because it will be your choices and you will be deciding where your story goes.

You can choose what you would like to write about using the characters from Oliver Twist, but I will give you some ideas.

So I've got two options here that might help you think about what you're going to be writing.

So option one is a shorter, action packed piece of the narrative, and option two is a longer piece.

So they will probably be similar lengths, but the first one will include, it's a shorter moment of time, but it will include a lot more detail about the specific details of what's happening.

And that's similar to the writing that we've been doing, where we think about a short section of the story and put in lots of detail.

Option two is a longer piece of narrative because it covers more time.

So it perhaps won't be as detailed, but it covers more time.

So option number one is to imagine what happens after Oliver learns to pickpocket.

Remember Fagin teaches the young boys that live with him to pickpockets.

So just steal from people's pockets.

And in the story, they teach Oliver to pickpocket as well.

So you will write a scene where he goes out pickpocketing for the first time.

You'll need to think about where did the boys go, thinking about who did they pickpocket, did it go well or did it go badly, and how did Fagin react when the boys came back.

Well option number two might be to imagine the rest of the story of Oliver Twist.

So to write a longer piece of writing where you tell the rest of the story and you get to decide what happens in the rest of the story.

Just like if you're choosing option one, you get to decide how the day pickpocketing went.

So with option two, you'll have to think about what are the big events that happen next, who does Oliver meet along the way, and what adventures does he go on.

And then finally, what becomes of Oliver in the end.

So thinking really carefully about the journey of the story of Oliver Twist, and what happens to him as he goes along on his adventures.

So option one, describing the scene of one day, the day where he goes out to pickpocket for the first time with the other boys, option two describing the rest of the story of Oliver twist, thinking about what might happen to him.

So for both of these options, I'm going to show you perhaps a story starter to get your ideas started.

And then you can choose which one you're going to do for your free write.

So for option one, here's an example story starter.

So listen very carefully and follow along.

Equipped with his newly-learnt skills, Oliver set off for his first day of pickpocketing.

The other boys' excitement was infectious, but Oliver struggled to mask his nerves.

So he struggled to hide how he was feeling.

Even though the other boys were making him feel excited as well.

Thoughts engulfed his brain.

So they completely covered his brain.

Thoughts engulfed his brain and it was a challenge to focus on anything else.

Wasn't stealing wrong? What if he got caught? What if he was no good at it? He set his worries aside and followed the boys out into the bustling streets of London.

And then in your story, you will tell the reader what happens on that day, who does he meet, who does he pickpocket from, how does he get on, does anything go wrong perhaps, that he has to resolve? So it's your choice and your ideas that we'll finish off this story.

And then for option number two, you could write a longer piece of writing.

Thinking about the steps that happen in the adventures that Oliver goes on.

So here's an idea of a story starter.

That evening, Oliver fell asleep in his new home wondering where life would take him next.

He felt relieved to have met Dodger and Fagin, but didn't know how long this friendship would last.

For the moment, he had food in his belly and a place to lay his head.

He smiled to himself as he fell asleep in a matter of seconds.

The next morning.

What happens, you get to choose.

So those are two ideas for possible stories that you could write today.

So it's now time for you to do your writing.

So you will be fantastic at this.

Think really carefully about your ideas and use all the skills that you've learned, and you write some amazing pieces of writing.

So you need to pause the video now to do your writing and write your story.

I've put the options, option one and option two on the screen to help you if you're still unsure.

So you can reread and think about it.

And I've got some top tips for your writing today.

So you need to write in the past tense, as though it's already happened, because you're writing a narrative that's already happened.

You need to include precise vocabulary for description and action, which we've done every time we've written a narrative, and you need to make sure that you're reading through regularly.

So don't just write all in one go and only read through at the end.

Read through every sentence or every couple of sentences to make sure that you haven't missed anything out and that your ideas are making sense.

And then most importantly, enjoy yourself.

Have a chance to be creative and really think about all your different writing skills.

So, it's time to pause the video and do your writing, and come back and press play when you finished your piece of free writing.

Off you go.

Good luck.

Okay, fantastic.

So you have hopefully by now finished your piece of free writing.

Really, really well done for all of your hard work.

You should feel very, very proud of yourself.

If you'd like to share any of the work that you've completed over this unit, you can share your work with Oak National, by following the details that are on the screen.

Make sure that you ask a parent or carer to help you while you are doing this.

So thank you so much for joining me today and thank you for all of your hard work, well done for your learning on Oliver Twist, and I hope that you have a really enjoyable rest of your day.

Bye.