Lesson video

Hello everybody, it's me, Miss McCartney.

How are you today? Excellent.

This is lesson nine in our sequence about writing our own explanations about our fantastical creatures.

In lesson eight, we started our writing and we wrote our introduction and our flapping paragraph.

Today, we are going to write our gliding paragraph.

I cannot wait to use our toolkit and get started.

For our lesson today, you will need a piece of paper or something to write on, a pencil or something to write with annual wonderful creative brain.

You will also need our boxing up plan that we created in lesson six.

and that will really support us when we are writing.

If you need to go and collect any of those things, pause your video now.

Brilliant.

Let's get started and have a look at what we're going to be doing today.

We are going to start by doing a step plan and you will find out what that means in a second but it helps us to break down our thoughts into clear steps then we will complete our shared write together and at the end, edit our writing just like real authors.

We are going to now do a step plan and we use a step plan to help us to break down our ideas.

Now, I would like you to draw one, two, three, four steps.

Can you pause your video now and draw your four steps.

Fantastic.

Okay.

I also need my boxing up plan and we are writing about gliding today.

So I am going to read through my notes on gliding.

Can you pause your video and read through your notes on gliding? Fantastic.

Now today, I'm just going to write a few key words to help me when I come to write.

So the first thing, what's the first thing that my flying unicorn needs to do if they are going to glide? Well, the first thing they need to do is, tilt my present tense verb, tilt wings.

Okay.

The second thing they need to do is tilt feathers.

Now, I imagine that your character needs to do the same two things as my flying unicorn.

Can you write down your first two steps? Brilliant.

So after our characters have tilted their wings and tilted their feathers, what do they need to do next? They need to push my present tense verb, push wings against air and I am using note form 'cause this is just a plan.

Can you write down in your own words, the third stage of being able to glide? Brilliant.

And the final stage, the effect of that is that my flying unicorn can fly without flapping.

So really clearly, I have my four stages that my flying unicorn will need to do if they are going to be able to glide.

Can you pause your video and make sure you have got your four stages.

We are now going to write our third paragraph in our explanation text and that paragraph is about gliding and I am using my same toolkit to help me.

I have got technical vocab, cause and effect, subordinating conjunctions and the present tense.

I would like you to pause your video and write down your toolkit at the side to help you.

Fantastic.

Now I have got my step plan that we have just created beside me to help me remember the sequence.

So the first thing I need to write about is the tilting of the wings but first I'm going to introduce gliding.

I'm going to say, when flying unicorns, when flying unicorns, when flying unicorns glide, my present tense verb, it means, Hmm.

What does it mean when your character glides? Does it mean they are enjoying their flight? Does it mean they are looking for a new home? Does it mean they are hunting for some food? My idea, I'm going to say, it means they have spotted some magic.

So when my unicorns glide it's because they have spotted some magic.

I wonder what your idea is? Pause your video and write down your idea.

Okay.

Brilliant.

When flying unicorns glide, it means, they have spotted some tricky word, some magic.

Okay, fantastic.

Now, I'm going to talk about the tilting of my wings.

I'm going to say, unicorns tilt their, now remember there's lots of different spellings for their but we're using this spelling for their because we are talking about the wings and they belong to the unicorn.

So this spelling of their shows possession.

Unicorns tilt their feathers and wings because, I'm going to use a subordinating conjunction.

Why do they tilt their feather and their wings? I'm going to write, because it helps them to push, present tense verb, against the air.

Okay.

Pause your video now and write down your reason.

Fantastic.

Unicorns tilt their feathers and their wings because it helps them to push push against the air and then I need my full stop because that is the end of my sentence.

Fantastic.

I'm going to use another subordinating conjunction.

When they tilt, when they tilt, when they tilt, they are able to Can you remember? They're able to fly without, well done flapping.

They are able to fly without flapping, flapping.

Now, because the word flap has a vowel before the last letter, I need to double my consonant P before I add my suffix.

When they tilt, that is my subordinating clause.

When they tilt, they are able to fly without flapping.

Okay.

I'm going to read through and have a little look against my toolkit now.

When flying unicorns glide, okay, I've used a subordinating conjunction, it means they have spotted some magic.

I've also talked about cause and effect there when one thing happens, it is because another thing has happened.

Unicorns tilt their feathers and wings because it helps them to push against the air.

Okay, I've used technical vocab, air feathers and wings, I've also used my subordinating conjunction because and cause and an effect.

Do I have any present tense? Unicorns tilt.

Yes, a present tense verb.

Fantastic.

Okay.

Let's read my last sentence.

When they tilt, they are able to fly without flapping.

I think that really clearly explains why flying unicorns glide.

I would now, like you to pause your video and write your gliding explanation about your fantastical animal.

Well done everybody for writing your third paragraph all about gliding.

That paragraph is going to make your explanation even stronger.

I would love to see your paragraph.

Can you come a bit closer and hold it up to the screen? Brilliant.

I can see some wonderful use of technical vocabulary talking about gliding, pushing, wings, air, all of our flying words.

Fantastic, everybody.

It is now time to edit our writing.

You need to check through really carefully to make sure your punctuation is in the right place.

If you've used a subordinating conjunction you can have a comma after your subordinating clause.

I would then like you to read your work out loud either to me on the screen or to a partner so that you can really hear your writing and check that it makes sense.

Then double check that you are super happy that you have included all the features from your toolkit and remember they are, the use of technical vocabulary, making the relationship between cause and effect really clear, the use of the present tense and our subordinating conjunctions.

Can you pause your video now and read through your work and make any edits.

Do that now.

Brilliant.

You are just like a real author who has written a wonderful piece of writing and then goes back to check.

I would love to see some of your writing.

If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging @OakNational and @TeachTMcCarney#LearnwithOak.

I will see you soon for lesson 10 our final writing lesson for our explanation.