Lesson video

Hi everyone, I'm Mrs. Howley, and I'm really pleased to be here with you today.

Now I've got my friend Cedric with me, but he's fast asleep in his shell and he needs to wake up because we've got some brilliant writing to do.

Can you help me wake him up? You're going to have to do a big loud, "Wake Up Cedric." Are you ready? One, two, three.

Oh, Cedric, oh you are a sleepy head today.

Goodness me, that was a big yawn.

Why were you so tired today? He's been really busy in the garden.

Why were you being busy in the garden, Cedric? Because he loves to play in the garden.

Hang on a minute, Cedric.

I think we're playing the why, because game.

Have you played that game before? It's very simple.

One of us says a sentence.

The other one asks a why question, Yeah, the other one responds with because.

The next person responds with a why question and so on.

Shall we try it about our Magic Paintbrush story? Brilliant, I've got a sentence.

The greedy King stole the magic paintbrush.

Why did he steal the magic paintbrush? Because he thought it would make him rich.

Why did he think it would make him rich? Because he knew it was magical.

Why did he think it was magical? Because he'd seen it do amazing things.

We're going to think about those amazing things in our writing today.

Maybe you could play the why because game at home.

Let's get ready for our learning today.

In this lesson, we're going to write part of our story with clear moods.

We're going to start with some spelling.

Then we're going to retell part of the story.

And then we're going to do some shared writing.

In this lesson you'll need, an exercise book or some paper, a pencil or a pen, and your brilliant brain.

Why don't you pause the video now to collect those things.

Let's get cracking with our spelling.

We're looking at this grapheme.

W-H and it makes a /wa/ sound, in most words at the start of the word.

Let's read our spellings for today.

When, where, what, who, which, while.

You might've noticed lots of those words are question words.

When? Where? What? Who? Which? While.

While isn't a question word, and some of our W-H words aren't question words.

Let's look at another one.

He turned the wheel,/wh/, /eel/ That word begins with a W-H.

I'm going to read the rest of the sentences and I'd like you to pause the video when we're finished and write down the missing word to practise your spellings.

Where is the paintbrush? Where? They watched while he painted.

While.

The King wanted the paintbrush when he saw it's magic.

The King wanted the paintbrush when he saw it's magic.

When.

Pause the video now and have a go at writing down the missing words with the W-H grapheme.

Well done.

We're now going to look at some tricky words because Cedric got a little bit confused.

I know, Cedric it's very tricky because some of these words sound like they might have a W-H at the start but they're tricky words.

They're not easy to sound out and we've just got to know them.

So the first one is, was.

Was.

Was, was was.

The King was greedy.

Great.

Next we've got were.

Were.

Were.

The people were amazed.

Well done.

The next one is one of our tricky words, but it does start with a W-H, where.

Where is the paintbrush? Well done.

Write.

The moments come for us to write part of the story.

And we're going to start today with the part of the story that we boxed up as being a moment of, wow! Wonder and amazement, the moment when Ma Liang uses the magic paintbrush for the first time.

So we're going to practise telling that part of the story, using loads of wonder and magic.

Can you help me? Are you ready? Cedric, you're right.

If we're going to create some magic, I'm going to put on my magical storytelling hat.

Okay, Ma Liang rushed to the fields.

He was holding his paintbrush.

How do you think he was holding it? He was holding it tightly in his hands.

And how did he feel? His heart was racing.

When he got to the fields, he saw the people looking sad and hopeless.

Why do you think they were looking sad and hopeless? That's right, they had no water.

Ma Liang felt so happy inside.

As he picked up his paintbrush and began to draw, What does he draw? He draws a beautiful river! Crowds began to gather, the people were, what were they? They were amazed because the river, what was it doing? The drawing was coming to life right before their eyes.

How do you think the people looked? They had their mouth wide open.

What were they thinking? What's happening? Is this real? Am I dreaming? What do you think the crowds might do, then? And they start laughing, giggling, cheering.

Horray! Well done.

You think we created that mood of wonder? We're going to have a go at writing that scene, now.

Now every time we've got an idea to make it into a sentence, we're going to think it, we're going to say it.

And we're going to punctuate it.

Think it, say it, then punctuate it.

When we've done that and it comes to writing it down on the paper, we're going to think it, write it, And then we're going to read it back.

Think it, write it, read it back.

Let's have a think about our writer's toolkit for mood.

To get the audience to feel a certain way, to get that mood that moves us.

We can do certain things.

Can you remember? We can describe the action.

That's right.

We can also describe the setting.

That's right.

We can also describe the way the character looks.

Can you remember that tricky word? Appearance.

We can describe the character's appearance.

That's right.

We can also describe their thoughts and their feelings.

In my first sentence, I want to describe some action.

That's going to show the reader how exciting this moment is.

I'm thinking about the crowds gathering together.

So the crowds gathered to see what was happening.

The crowd gathered to watch what the painter was doing.

The crowds gathered to see his magic paintbrush.

I think I'm going to put, the crowds gathered to see what was happening.

The crowds gathered to see what was happening, full stop.

Remember, think it, say it, punctuate it.

The crowds, that's my capital letter, the crowds gathered to see what was happening, full stop.

So let's see capital letter, first.

The, that's one of our tricky words, the crowds, /ca/row/d an S on the end for our plural.

The crowds gathered, now E-D on the end because it's our past tense verb.

The crowds gathered to, that's a tricky word.

We've just got to know it.

T-O, to.

The crowds gathered to see what, one of our spellings and a tricky word, but it's got that W-H grapheme.

The crowds gathered to see what was, tricky word, happening.

Ha, ha, two P's.

Happening.

Full stop.

I now need to read it back.

The crowds gathered to see what was happening.

Now it's your turn to write your action sentence.

The crowds gathered to see.

Don't forget your capital letter and your full stop.

You've got some tricky words here to help you, but also remember to use your phonics, say the word, segment it, and then write down the sounds.

Pause the video now and have a ago.

Now I'm going to write a sentence about the setting.

So the reader can see what we want them to see.

I think I'm going to use, he started to draw and then we can show what he drew.

He started to draw a fast flowing river.

He started to draw a delicious plate of food.

He started to draw a.

What do you think? I'm going to go with he started to draw a fast flowing river.

Capital letter.

He started to draw a fast flowing river.

Full stop.

Okay so, capital letter, he, tricky word, started /st/ /ar/ /t/, E-D on the end for our past tense verb.

He started to, tricky word, to draw, /Da/ /or/ /aw/, he started to draw a he started to draw a /F/ /as/ /T/, fast flowing river.

He started to draw a first following river.

Full stop.

He started to draw a fast flowing river.

Have a go at writing your setting sentence now.

We really want the reader to be excited about what Ma Liang is drawing.

He started to draw a beautiful house.

He started to draw a fantastic, delicious plate of food.

I've put some keywords here for you.

To, a, he, beautiful and delicious.

Don't forget your capital letters, your full stops and your finger spaces.

Pause the video now and have a go.

In my next sentence, I'm going to describe feelings.

The people were, people were amazed.

The people were shocked.

The people were stunned.

I think I'm going to go with the people where amazed.

Capital letter, the people were amazed, full stop.

Capital letter, the, that's that tricky word again, the people, that's one of our words we can't sound out, We've just got to know it.

The people were amazed.

People were amazed.

Full stop.

The people were amazed.

Now, pause the video and have a go at your feeling sentence.

The people were Next, we're going to describe the appearance of the people in the crowd while they're watching.

with their mouth wide open, their eyes wide, they might be trembling.

Great ideas.

I'm going to use: They watched with their mouths wide open, while he painted.

They watched with their eyes wide open, while he painted.

Capitol letter, they watched with their mouths wide open while he painted.

Full stop.

Capital T, they, they watched and then E-D on the end for our past tense verb, cause it happened in the past.

They watched with, they watched with their, they watched with their mouths /ma/ /ow/ /th/ /s/ S, on the end for our plural.

They watched with them mouths wide, split diagraph, /I/ /da/ Wide open.

While, one of I was spellings, while he, tricky word, painted.

With the past tense verb.

Full Stop.

They watched with their mouths wide open while he painted.

Now, have a go at your appearance sentence.

What are the crowds doing? What do they look like to show how amazed they are? Don't forget your capital letter, full stop, finger space.

Off you go.

Our final sentence today, capturing that mood of magic and wonder, is going to be a thought sentence.

What do you think they might be thinking in the crowd? What's happening? What's going on? What's this magic paintbrush? I'm going to go with what is happening? They thought.

What is happening? they thought.

Full stop.

So what is happening? they thought.

I'm going to put inverted comma's around my thought.

What, one of our tricky words, one of our spellings, is happening? Question mark, because that's the question.

What is happening? They thought.

They thought.

Full stop.

What is happening? they thought.

They thought.

Now have a go at your thought sentence, make this a really good one.

What are the people watching thinking? Pause the video now and have a go.

Wow, that was a lot of writing.

Now, we're going to edit our work, but we're going to focus on the mood.

So I'm going to read mine to Cedric and see if he thinks it captures the mood of magic and wonder.

You ready Cedric? Okay.

The crowds gathered to see what was happening.

He started to draw a fast flowing river.

The people were amazed.

They watched with their mouths wide open while he painted.

What is happening? they thought.

What do you think, Cedric? Oh, he likes it.

He thinks that we've used that toolkit really, really well.

Also, when you read through your work, check your capital letters, your full stops at the end of sentences, and have a look for the spelling of those tricky words.

Pause the video now and read your work to an adult or to your Teddy and see if it creates that mood.

Amazing.

Get your magic wands ready, cause I'm giving you a magical cheer.

You ready? Well done, well done.

Well done, well done.

Wow.

Fantastic.

What was your favourite sentence today? Can you read it to me now? I think my favourite sentence was the people were amazed.

Simple, but it really showed what they were feeling.

If you'd like to share any of your work from today, I'd love to see it.

Please ask a parent or a carer to do this for you.

Well done and we'll see you soon.