Lesson video

If you were here in our last lesson, you know that I've been trying to learn a new skill.

Now, when I last played you the recorder, I was trying to play you a nursery rhyme.

I have been practising , so hopefully I've got a little bit better.

I think that was much better.

Did you recognise it? It just goes to show that even if we find something tricky at first, if we keep on practising , we will make progress.

Is there anything you've had to really practise at, but then you've seen yourself make progress and get better? In this lesson, you will need an exercise book or some paper, a pencil, and your brain.

Pause the video now while you go and get them.

In our lesson today, we're going to start by singing a nursery rhyme.

Then we'll play a game.

And finally, we'll complete a writing challenge.

I hope you're ready.

We're going to sing a song to the tune of a nursery rhyme.

And this is a song that I have just made up.

And I was inspired, that means I got lots of my ideas from, the story of the gingerbread man.

So I'm going to sing it to you.

♪ The fox was so red.

He looked so soft and friendly ♪ ♪ But he was a trickster, so very sly and sneaky ♪ ♪ He gobbled up the gingerbread man ♪ ♪ After offering to help him ♪ ♪ And that was the end of the gingerbread man.

♪ Have you ever made up a song before? Maybe you could try using a tune that you know really well to make up a song about the gingerbread man, or about the fox, or the cat, or the little old man, or the dog, or the cow, or the little old lady.

I'm going to sing that one more time for you.

♪ The fox was so red, he looked so soft and friendly ♪ ♪ But he was a trickster, so very sly and sneaky ♪ ♪ He gobbled up the gingerbread man ♪ ♪ After offering to help him ♪ ♪ And that was the end of the gingerbread man.

♪ Next we're going to play a game.

Let's warm our brains up.

Is that not where my brain is? Oh.

That's not it either? Still not right? Is that better? Let's play our game.

Hello, everyone.

It's Ms. Doherty again.

How are you? Let's play a game of Spot The Difference.

There are two pictures on the screen of the same doll.

I would like you to look at the pictures very carefully and try to spot the difference.

You can pause the video while you complete this task.

Did you spot the differences? How many differences did you spot? Hmm, I'm going to look very carefully now and tell you which differences I have found.

In the first picture on the left, the doll has her hair tied up, but in the second picture, her hair is down.

Did you spot that difference? In the first picture, the doll has pink lips, but in the second picture, the doll's lips are orange.

Did you spot that difference? In the first picture, the doll has both her arms by her side, but in the second image, one of her arms is up, like she's putting her hand in the air, waiting for her teacher to pick her to answer a question.

Did you spot that difference? There's one more difference that I have found.

In the first picture, the girl is wearing her dress.

And in the second picture, the girl is wearing her dress, but there is a blue star sticker stuck to her dress.

Did you find that difference? How many differences were there in total? Her hair, her lips, her hand and the sticker.

One, two, three, four, there were four differences.

I found four differences.

We're going to complete our writing task now.

On the screen, that's a picture of a fox.

This is a picture you will have seen before, if you have been in any of my earlier lessons.

We're going to write a description of the fox and that description is going to include an adjective.

Does anybody know what an adjective is? An adjective is a type of word we use to describe.

When we're describing, we also use our five senses.

We think about how something looks, how it smells, how it tastes, how it sounds and how it feels.

And lots of the words that we use to describe are adjectives.

When we look at the fox, how would we describe it? Can you think of a word to describe the fox, looking at that picture? You might want to close your eyes and think about a fox that you have seen in real life.

What words would you use to describe a real fox? I'm going to describe the colour of this fox.

The fox is red.

Can you say that sentence with me? The fox is red.

Fantastic.

Now we're going to write the sentence.

When we are writing, we say the word, robot the word, write the word.

Can you say that with me? We say the word, robot the word, write the word.

"The" is a word we just have to know.

T H E is "the." Fox.

Ff-oh-x.

Fox.

Ff-oh-x.

Fox.

"Is": another word that we just have to know.

I S spells "is." The fox is red.

Rr-eh-d.

Red.

Rr-eh-d.

Red.

Now you're going to pause the video and write your own description.

You could write the same word as me.

The fox is red, or you could write a different word in your sentence.

Maybe "soft." The fox is soft.

The fox is soft.

How would we write soft? Soft.

Ss-oh-ff-t.

Soft.

Pause the video now to complete your task.

Thank you for working so hard on your writing with me.

In our next lesson, we're going to recycle one of the characters from the story, or maybe more than one.

See you then.

Bye bye.