Lesson video

Hi everyone, welcome to lesson eight, in our unit the Fox's Sack.

It's Miss Frost here with you today and I loved seeing lots and lots of your work from lesson seven, for those of you who were here.

Lot's of you were drawing pictures of your favourite characters and doing some writing to go alongside that to tell us all the action in the story that those characters are involved with, so well done, if you had a go at doing that.

Today we are going to use all of that information that we know about the story and about what happens to write the beginning of the story.

So I really, really need all of your ideas and all of your help to write the beginning of our story.

Let's see what you're going to need for today's lesson.

For today's lesson you're going to need a piece of paper and a pencil, your teddy talk partner and your thinking brain.

So press the pause button now and when you've got those things press the play button.

Coming up in today's lesson we are going to start with an acting game, then we are going to do some singing and then we are going to do our writing together.

Let's start off by playing our game.

Our game today is called reflecting gestures.

I am going to have a go at acting out a part of the story but I'm not going to use any words, you're going to see if you can tell the line from the story while I am acting.

Let's see if we can have a go, are you ready teddy? So watch my actions really carefully, because I'm not going to say anything.

Watch the first time and then see if the second time you can put some words to my actions.

Ready? Let's see if you can guess what it is, I'm going to do it once more.

I was being one of the ladies who wants to know what's in the sack.

Can you see if you can sing the words with me? ♪ I want to know ♪ ♪ I really want to know ♪ ♪ I really want to know what's in the sack ♪ Well done if you guessed right, let's see if we can do another one together.

I'm going to do it one more time, looking really carefully.

Let's see if we can put the words on together and see if you were right.

The fox picked up the sack and walked or trotted down the road.

Well done if you managed to get those right.

And well done for playing along at home and guessing.

We're now ready to sing our song.

Our song is all about the different characters in this story, let's see if you can sing along.

We'll do my turn, then your turn.

Ready to copy? ♪ Did you ever see a fox ♪ ♪ A fox a fox ♪ ♪ Did you ever see a fox ♪ ♪ A fox a fox ♪ ♪ Did you ever see a fox that is so greedy ♪ ♪ Did you ever see a fox that is so greedy ♪ Let's put those two lines together.

♪ Did you ever see a fox a fox a fox ♪ ♪ Did you ever see a fox that is so greedy ♪ Let's try it again, you do it with me this time.

♪ Did you ever see a fox ♪ ♪ A fox a fox ♪ ♪ Did you ever see a fox that is so greedy ♪ We're going to talk about the next animal now, our buzzy bee.

♪ Did you ever see a bee ♪ ♪ A bee a bee ♪ ♪ Did you ever see a bee ♪ ♪ A bee a bee ♪ ♪ Did you ever see that buzzes all around ♪ ♪ Did you ever see that buzzes all around ♪ Can we put those two parts together? ♪ Did you ever see a bee ♪ ♪ A bee a bee ♪ ♪ Did you ever see that buzzes all around ♪ Can we try both of those two verses, about the fox and the bee, we do them together this time, are you ready? ♪ Did you ever see a fox ♪ ♪ A fox a fox ♪ ♪ Did you ever see a fox that is so greedy ♪ ♪ Did you ever see a bee ♪ ♪ A bee a bee ♪ ♪ Did you ever see a bee that buzzes all around ♪ Well done if you joined in with our singing today.

We are going to have a go at adding some more verses on to that song in lesson nine.

We have now come to the exciting part of the lesson where we are going to write the beginning of the story together.

So I've got our story map and we are going to use our story map to think about what happens at the beginning of the story.

So can you remember what's happening here? Tell your screen now the beginning of the story.

We have got, once upon a time there was? A fox, thank you.

And what was the fox doing? The fox was hungry.

So what could our first sentence be to show the beginning of our story? We could say "Once there was, "one day, one sunny day, once upon a time." Tell your screen now what you would like to say at the beginning of our story.

Lots of you have got different ideas.

I'm going to decide to say, "Once upon a time there was." You can use something different when you do your writing though, okay? So once upon a time there was, who can finish the sentence for me? A fox, I love that sentence.

Once upon a time there was a fox.

We're going to see if we can remember our sentence by saying it lots of times.

Can you say it really loudly for me? Once upon a time there was a fox.

Can you clap it with me? Once upon a time there was a fox.

Can you put on your knees for me? Once upon a time there was a fox.

Can you say it really quietly? Once upon a time there was a fox.

Let's count how many words there are.

Once upon a time there was a fox.

Eight words.

Let's go through our writing strategies and then we will check that we know what our sentence is.

So when we are writing a sentence, we need to start it with a capital letter.

We the need a finger space between each word, we need a full stop at the end and we need to reread our sentence to check for meaning.

We need to, when we're writing each word, say the word, robot the word and then we can write the word.

Fantastic.

Let's look and see if there are any high frequency words or keywords in our sentence.

Remind me of our sentence.

Once upon a time there was a fox.

So we have got two high frequency words in this sentence.

The, T-H-E, we can't use our phonics to spell "the", we need to just know what it looks like, the.

Our other high frequency word is "a", just the letter A and it says the word "A", so the and a.

Because we are right in the beginning of our story, we've got quite a few keywords for this sentence.

Once upon a time there was.

So this is a key phrase in our sentence, and we can't spell these words using our phonics, we have to just know what they look like.

Remember that when you do your writing later on you can use your phonic knowledge to write your sentence.

Let's have a go at doing our writing.

Okay, I've got my piece of paper and I'm ready.

Can you help me to write our sentence together? Can you remind me what it is? Tell your screen now.

Once upon a time there was a fox.

Very good.

Once, now the first word in our sentence so it's need a capital letter.

It's also one of our keywords for today so I'm going to write this phrase, when you come to write it you can use your phonic knowledge.

Once.

So new word, so what do I need? A finger space.

Once upon.

Once upon, finger space, because it's a new word, a.

Once upon a.

Now, I don't think I'm going to fit "time" here so I'm going to start a new line.

Once upon a time, it's another one of our keywords today.

Once upon a time, finger space because it's a new word, there, T-H-E-R-E, there.

Finger space because it's a new word.

Was, W-A-S.

A, finger space, because it's a new word.

A.

Fox, I'm not sure how to write the "fox" can you help me? What do we do? We say the word, robot the word, write the word.

Fox.

F-o-x, fox.

Finger space because it's a new word, fox.

F- 0, X.

Can you show me on your screens, what do we need at the end of a sentence? A full stop, very good.

So that's my full stop.

Let's reread our work to make sure it makes sense.

Can you read it with me? Once upon a time there was a f-o-x, fox.

Very, very good, thank you so much for helping me with that.

Let's have a go at another sentence.

So far we have written our sentence, "Once upon a time there was a fox." Can you tell me more about what the fox does? Tell me what's happening in this picture.

What does he go and get? He gets a sack.

Oh, can you tell your screen a good sentence that we could write next? Once upon a time there was a fox.

The fox.

Oh, I can hear a couple of different sentences here.

The fox had a sack or the fox got a sack.

Let's go for the fox got a sack.

Okay, we're going to rehearse our sentence, can you say it with me? The fox got a sack.

Tap it on your cheeks.

The fox got a sack.

Tap it on your nose.

The fox got a sack.

Say it really quietly.

The fox got a sack.

Let's count the words.

The fox got a sack.

Okay.

We have got some high frequency words in this one.

Our first high frequency word is "the", we used this in our last sentence, T-H-E, high frequency word because we can't sound it out, we can't use our phonics, the.

Our next high frequency word is "a", the fox got a sack.

So just the letter a, so those are our two high frequency words.

There's no keywords in this sentence, so let's have a go at writing.

Remind one last time, what is that sentence.

The fox got a sack.

Very good, I can't wait for you to help me.

Can you say our next sentence to the camera? The fox got a sack.

Five words this time.

What do we need at the start of our sentence? A capital letter.

The, that is one of our high frequency words and spelt like this, can you say it with me? T, H, E.

The, the fox, finger space because it's a new word.

Let's say the word, robot the word, write the word.

Say the word, fox.

Robot the word f-o-x, fox.

Say the word, robot the word, write the word.

Fox.

The fox, finger space because it's a new word, got, can you robot that for me as well, got.

G-o-t, got.

G, O, T.

The fox got, finger space because it's a new word, the fox got a, that is our high frequency word, "a".

The fox got a, finger space because it's a new word, sack.

Say the word, robot the word, write the word.

Can you say the word "sack"? Sack.

First sound, s-a-, oh, -ck.

Ck, s-a-ck.

Our ck sound is a digraph, it's got a C and a K, two letters make one sound.

S-a-ck.

The fox got a sack.

Show your screen, what do we need at the end of a sentence? A full stop, very good.

Let's read it back and check it makes sense.

The fox got a sack.

The fox got a sack.

Very, very good.

Thank you for helping me with that sentence as well, we're ready for our third and final sentence to explain what's happening at the beginning of the story.

So we've got the fox, he's got his sack and now we need to tell everyone why he's got his sack.

Can you tell your screen now, why does the fox have a sack? The fox has a sack because he is hungry, he feels hungry, he felt hungry.

Can you tell your screen which of those sentences you would like us to write.

Lots of us are saying different ideas, but I am going to choose he felt hungry, he felt hungry, let's say it lots of times so we can remember it.

Can you say it loudly with me? He felt hungry.

Say it quietly with me.

He felt hungry.

Can you say it in a squeaky voice? He felt hungry.

Say it in a growly voice.

He felt hungry.

Let's count the number of words.

He felt hungry.

Three words.

Let's see if any of those words are high frequency words.

He, H-E, this is a high frequency word that we can't use our phonics for, we just have to know how it's spelt.

And our keyword today is "hungry".

This is hungry.

Remember, when you do your writing you can use the phonics that you know to write the words.

Let's see if we can write, "He felt hungry.", together.

We're going to write our third sentence now 'cause this is our final sentence for the day.

It says, can you remember, can you tell me? He felt hungry.

Very good.

He is one of our high frequency words and it's the start of a sentence so show me what I need.

I need a.

Capital letter.

He.

H, with a capital H, E, he, finger space because it's a new word.

He felt.

Say the world, felt.

Robot the word, F-e-l-t, felt.

F-e-l-t.

He felt, finger space because it's a new word, hungry, that was one of our keywords today, hungry Hun- gry, very good.

Have I finished? You're saying no? What have I missed? What do I need at the end of a sentence? A full stop, thank you so much for reminding me.

Could you read it back with me to make sure I've made sense? He felt hungry.

We've written three whole sentences now.

Wow, thank you so much for helping with our lovely writing that we've done today.

Now it's going to be your turn.

So I've left a picture of the story map on your screen just to remind you what happens in the story, I wonder if you can write either a word or a sentence or a few sentences, like we did, to tell us what happens at the beginning of the story.

Use your phonics and remember to say the word, robot the word, write the word.

So press the pause button now, have a go at writing the beginning of the story and when you're finished press play.

Wow, lots of you had a go at writing today, well done if you did, I am very, very impressed with you.

I loved how lots and lots of you talked about what the fox was doing because, remember, we have been thinking all about action during this unit and that means what happens in the story, so well done, I can't wait to see all of your lovely writing.

Thank you so much for joining in so many different parts of lesson eight, I have had such a great time and I hope you have too.

I've got a little challenge for you to do before lesson nine because I've been looking at the lovely writing that we did together.

But do you know what? This doesn't really look like a book, if this was the beginning of a book, I think there'd be something else down here.

Do you know what that would be? It would be a picture, that's right.

In books we have illustrations, that's where we draw a picture to tell us what is happening in the writing.

So what would be amazing is if you did some writing today you could draw a picture at the bottom or the top to show us what is happening in your writing, and that's an illustration.

So I would love to see your writing and your pictures in lesson nine where we are going to write the next part of our story, so make sure you tune in.

Have a lovely time with your writing and your drawings and I will see you later on.

Bye.