Lesson video

Hi everyone, welcome to Lesson 9 and our unit on The Fox's Sack.

I loved seeing all of the amazing writing that so many of you did at the end of Lesson 8, so well done if that was you.

If not, you're going to have a chance to do some lovely writing today because we're going to be looking at writing another part of the story.

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

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

If you need to go and get any of those things, press the Pause button now, and press Play when you're ready.

So coming up in today's lesson, we're going to start off by playing a game together with our teddy talk partners, then we are going to go and do some singing, and then we're going to do some writing together and write another part of the story.

Let's start off by playing our game.

Our game today is called talking stick, and you're going to need your teddy talk partners for this part of our lesson.

Talking stick is where one person starts off with a stick or a pen or a pencil in their hand, and they tell a little part of the story.

They then pass it on to their partner so that their partner can tell the next part of the story.

Let's start off with me and Ted having a go, and then we can see if you would like to have a go.

I've got the stick, so I'm going to start the story.

Once upon a time, there was a very hungry fox.

There you go.

Your turn, Teddy.

What do you want to say, Teddy? The fox was feeling really hungry.

So he picked up a big sack and he went to knock on someone's door.

"Knock, knock, knock," went the fox.

He knocked on the door, and a lady answered.

She asked him what he would like.

He said, "Can I leave my sack here while I go and visit my friend?" What does the lady say, Teddy? Oh, the lady says, "Yes, he can, but what is in the sack?" The fox says to the lady, "Don't look inside.

Whatever you do, don't look inside the sack." Do you see how me and Teddy took it in turns to tell different parts of the story? We would absolutely love it if you would press the Pause button now and have a go at playing pass the stick or talking stick with your teddy talk partner.

So, press the Pause button, have a go at playing and when you've finished, press Play.

Well done for giving talking stick a go! We hope you enjoyed re-telling the story with your teddy talk partner.

Now let's get ready to sing our story song for this unit.

We started learning the beginning of it in Lesson 8, so we'll go over it just in case you missed it.

And then we're going to add on a new line to our song.

Let's do my turn then you're turn.

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 fox, a fox, a fox ♪ ♪ Did you ever see a fox that is so greedy ♪ Well done.

Let's try the next part.

♪ Did you ever see a bee, a bee, a bee ♪ ♪ Did you ever see a bee that's buzzing all around ♪ ♪ Did you ever see a bee, a bee, a bee ♪ ♪ Did you ever see a bee that is buzzing all around ♪ Now we're going to learn a new line.

♪ Did you ever see a chicken, a chicken, a chicken ♪ ♪ Did you ever see a chicken that runs on the ground ♪ ♪ Did you ever see a chicken, a chicken, a chicken ♪ ♪ Did you ever see a chicken that runs on the ground ♪ Well done! In Lesson 10, we're going to add on another line to that song.

And I wonder if before Lesson 10, maybe you could think of some words to describe the next characters in the story.

Who was next? The pig and the boy.

So I wonder if you could come up with some new words for that part of the song.

Now in Lesson 9, we had a go at writing the beginning of the story.

So now, I thought we could have a look to the end of the story and to see what happens right at the end.

So can you tell on your screens now, what is happening in the final box of our story map? Who is this character, and what are they doing? This is the dog.

Well done! And the dog bites the fox on the tail.

So let's see if we can think of a sentence to tell us about the end of the story.

What does the dog do? The dog, can you tell your screen? Tell me a sentence you would like to write.

The dog, the dog bites the fox.

The dog chases the fox.

The dog bit the fox.

Can you tell me which of those sentences you would like to write? I think I'm going to choose the dog bit the fox.

I've chosen the sentence, the dog bit the fox, because I think it really, really clearly shows exactly what is happening, and we want to show what's happening, don't we? Let's see if we can say our sentences lots of times to help us remember it.

The dog bit the fox.

Say it on your knees: The dog bit the fox.

Say it loudly: The dog bit the fox.

Say it quietly: The dog bit the fox.

Count it on your fingers: The dog bit the fox.

Five words.

Let's go through our strategies and see what we need to do in our writing today.

When we are writing a sentence, the first word needs a capital letter.

Between each word, we need a finger space.

At the end of the sentence, we need a full stop, and when we've written our sentence, we need to re-read it to check it makes sense.

What do we need to do when we're writing those words that we can sound out? We need to say the word, robot the word, and then we can write the word.

Very, very good! Our sentence was, the dog bit the fox.

Can you help me act it out? The dog bit the fox.

Very good! Let's see if there are any high frequency words in that sentence.

The, T-H-E.

The dog bit the fox.

It comes up two times, the, T-H-E.

Now we're ready to have a go at our writing.

Can you remind me of our next sentence? The dog bit the fox.

Well done! It's five words.

The dog bit the fox.

Our first word is that high frequency word, the, starts with a T.

It's a capital letter because it's the first word in our sentence.

T, H, E, the.

Then we need a finger space because it's a new word.

Dog.

Can you robot the word for me? Say the word: dog, duh, ah, guh, dog.

Thank you.

Duh, ah, guh, the dog, finger space, because it's a new word, bit, say the word, bit.

Robot the word, buh, ih, teh, bit.

Buh, ih, teh.

Bit, the dog bit.

The dog bit the, let's try a new line 'cause I don't think it will fit there.

T, H, E.

The dog bit the fox.

Say the word: fox.

Robot the word: fuh, ah, kss, fox.

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

Fuh, ah, kss.

The dog bit the fox.

Is that everything that I need? No, we need a full stop, don't we? The end of our sentence, the dog bit the fox.

The dog bit the fox.

Fantastic! Thank you for helping me with that one.

Let's see what high frequency words are in our next sentence.

We're now going to write one more sentence to describe what's happening at the end of the story.

So we already know the dog bit the fox.

How does that make the fox feel? Maybe we could write about that.

How was the fox feeling at the end of the story? Can you tell your screen? The fox was, the fox was sad.

The fox was upset.

The fox was miserable.

The fox was sitting in his lair.

Can you tell me what sentence you would like to write together? Oh, I think I'm going to choose: the fox was sad, because that really shows us what happened at the end of the story.

He was bitten, and then he was sad.

The fox was sad.

Can you say it in a squeaky voice with me? The fox was sad.

Say it in a low voice: The fox was sad.

Say it in a rumbly voice: The fox was sad.

Clap it on your knees: The fox was sad.

On your fingers: the fox was sad.

Show me the sad fox.

Oh, what sad foxes we've got.

Let's see if we can see how many high frequency words there are.

The fox was sad.

The, that is our first high frequency word.

We cannot use our phonics.

We just need to know what it looks like.

T-H-E, the.

Our next high-frequency word is was, W-A-S, was.

We are now ready to write our sentence.

Come on over and help me.

Can you tell me our next sentence? The fox was sad.

The fox was sad, four words that we're going to write now.

The fox was sad.

We need a finger space after our last sentence.

The, that is one of our high frequency words.

And we need a capital letter because it's the first word in the sentence, T, H, E, the, fingers space because it's a new word, fox.

Say the word: fox.

Robot the word: fuh, ah, kss, fox.

Excellent! Fox.

Fuh, ah, kss.

The fox, finger space because it is a new word, was, that's one of our high frequency words.

W, A, S.

Remember, when we're doing our high frequency words, we have to use the names of the letters because we can't spell them out using our phonics.

The fox was sad.

Say the word: sad.

Suh, ah, duh, sad.

Suh, ah, duh, sad.

End of a sentence, full stop.

Can we read back our sentence to check it makes sense? The fox was sad.

Poor, Mr. Fox.

Does it make sense? It does.

Do you think we can read our whole paragraph together? The dog bit the fox.

The fox was sad.

Thank you so much for your help with our writing today.

I couldn't have done it without you.

Thank you so much for helping me to write our sentences together.

I am so pleased with them! I'm wondering if now you can get your piece of paper and your pencil, and you can use all of the phonic sounds that you know to have a go at writing a part of the story.

You might want to do the end of the story like we've done together, or you might want to choose a different part.

It would be lovely to see you doing some writing though.

So, press the Pause button, have a look at the story map on the screen, and have a think about what you could write.

Write your sentence or your word, or even more than one sentence, and then press the Play button when you are ready.

Wow, lots of you chose lots and lots of different parts of the story! I bet if we collected all those pieces of paper together, we could've written a whole book! Thank you so much for joining in with your lovely writing! We are coming to the end of Lesson 9 now.

I wonder if at home, you can have a go at adding a picture to the bottom of your writing.

Remember, that's called an illustration, and it would be really, really lovely if you could illustrate your writing to show what is happening in that part of the story.

I would love to see your pictures.

In Lesson 10, we are going to be doing something really exciting! We are going to be recycling the story.

That means we're changing it to make it our own.

I would love to see you there and to have all of your great ideas to help me come up with a new story.

I'll see you in Lesson 10! Bye.