Lesson video

Hi, children.

Ms. Brittain and Cedric here for your fifth lesson in this unit.

In today's lesson, we are going to be writing speech and thought bubbles to show how a character is feeling and to get our readers and audience to think about what is going to happen next, and to make it really exciting, using that "I wonder" statement.

We'll start off with our nursery rhyme, then we're going to do a bit of role play as if we're the characters in the story, and then we will write our speech and thought bubbles.

For this lesson, you will need paper and pencil, your super memory and imagination, and your Teddy talk partner or anything else that you use instead.

You can pause the video now to go and get whatever items you need, and then press play once you're back.

Now it's time for our nursery rhyme, our version of "Twinkle Twinkle Little Star." ♪ Little Red Riding Hood ♪ ♪ Feeling frightened in a wood ♪ ♪ What is that up ahead ♪ ♪ Could it be a scary wolf ♪ ♪ Little Red Riding Hood ♪ ♪ Feeling frightened in a wood ♪ You can carry on singing that with your teddy talk partner now if you'd like.

Now it's time to role play the characters from the story, thinking about what they're thinking, what they're wondering to make our audience excited.

Now doing this role play is really going to help us with our writing and help us with our speech and thought bubbles.

I'm going to use Cedric to help me with my role play.

You might want to use your teddy talk partner for this bit.

Cedric, would you be the wolf? I think he's excited to play the wolf.

And I'm going to play Little Red Riding Hood.

Now I'd like to imagine the bit where they're in the forest.

Little Red Riding Hood has just entered the forest.

Can you tell your teddy talk partner how you think Little Red Riding Hood was feeling at that point? Great suggestions, everybody.

Cedric, what do you think? Cedric says she was feeling happy and really excited.

Let's think back to the beginning of the story, Cedric.

She didn't want to go in the forest.

She was.

Scared, that's right.

Don't worry, Cedric.

It's okay.

Sometimes we have to recap the story.

She was scared.

So if you're playing Little Red Riding Hood, you might show how you're scared or terrified.

I love that word.

Looking up.

Can you show the screen your best scared face? Oh, brilliant, children, well done.

Now, if you were the wolf, what might he be doing? You think he'd be grinning? Why grinning? Oh yeah; good idea Cedric.

Because he knows that he might catch the little girl.

So grinning, growling, snarling.

Rubbing his hands together ready for his delicious meal, licking his lips.

Can you show me your best wolf? Oh, great job, children.

Okay, so I'm Little Red Riding Hood, you're the wolf, and we've just met in the forest.

I'm feeling terrified The wolf is feeling quite happy with himself.

What might I say? Remember, we want to wonder; we want to hope.

We want to leave our audience guessing.

Makes it exciting.

I might say, "I wonder if I'm going to be safe?" That's what I might think as Little Red Riding Hood.

What might you think as the wolf? Ah.

Cedric said he would say, "I wonder what she tastes like".

Oh, that's a really good one, Cedric.

What might she say? "Mmm, I'm scared.

I really hope that wolf goes away.

I really hope I get to Grandma's".

What might the wolf say? He might be excited for, to catch the girl, but what might he be worried about? Who might he be worried about? Who might he be worried about, children? That's right, the hunters.

Could you say something about the hunters as the wolf? Cedric said he would say, "I hope those hunters don't get me".

I love that Cedric; well done.

Brilliant wolf.

You could pause the video now and have a go at playing around with the characters of Little Red Riding Hood and the wolf at different parts in your, in the story.

When they're at Grandma's house, sh, Little Red Riding Hood, what might she say? She might say, "I wonder if Grandma is okay?" "I wonder if the wolf followed me?" And how is she feeling? See if you can have a go now.

Now it's time to write our speech and thought bubbles to show what our characters are wondering and what they're feeling.

But as always, we need to start with our star words.

Now, our star words today are some of the key words we've been thinking about as our characters.

The first one is wonder.

Wonder.

The second one is hope.

Hope, because she wonders if she's going to be okay, and then we hope that she will.

Wonder, hope.

Can you say it with me this time? Wonder, hope.

Great work, everybody.

And our high frequency words.

We can't sound them out, we've just got to know them.

I, if, he, she and am.

Let's have a look at those together.

My turn, I.

Your turn.

My turn, if.

Your turn.

My turn, he.

Your turn.

My turn, she.

Your turn.

My turn, am.

Your turn.

Well done with those, everybody.

And also, one thing we've got to remember, and if you've done units with me before you will have seen this before, but if not don't worry, we'll go through it.

Is to show five whenever we write a sentence.

So I'll remind you of each one.

Capital letters.

They come at the beginning of our sentences and for names.

Finger spaces.

We need to put clear finger spaces in between our words so that our writing is clear.

Spellings and phonics.

You need to check your words that you've used your phonics to sound them out.

Full stop.

That comes at the end of our sentence.

And of course, once we've written our sentence, we need to just make sure that it makes sense.

Show me five.

Okay, so here is my image of Little Red Riding Hood, and from her head I've done a speech bubble and a thought bubble.

If you want to write along with me for this one, or have a go at your own for Little Red Riding Hood, pause the video now and draw that picture.

You may want to get an adult to help you with drawing the speech and thought bubbles.

If you just want to write along with me, or listen, that's absolutely fine, because you're going to get the opportunity to do a speech bubble and a thought bubble for the wolf.

Okay, thinking about my role play from before, when I was Little Red Riding Hood I wondered if I was going to be safe.

So I think that is going to be my first sentence.

And remember, when we say a sentence, we think it, we say it twice, and we punctuate it before we even write it.

So I think Little Red Riding Hood would say, "I wonder if I am safe".

Capital letter "I' "wonder if I am safe".

'Wonder' is in my, is a star word, 'I' is a high frequency word, 'am' is a high frequency word, and then I'm going to use my phonics to sound out 'safe'.

"I wonder if I am safe".

Capital letter, "I" "wonder if I" capital letter "am safe" full stop.

Let's have a look at that being written.

Capital letter, "I" finger space, "wonder", which is one of my star words, "if", which is one of my high frequency words, we can't sound them out; we've just got to know them, "I am safe" Ss, ay, ff, and it's a split diagraph ay, and then full stop at the end.

And remember when we sound out our words, we use our phonics.

We say the word, 'safe', robot the word, 'ss, ay, ff' and then blend the word, 'safe', before writing it.

Okay, I wonder if I am safe.

If you're feeling confident now, you might also label Little Red Riding Hood.

Now if I was to label Little Red Riding Hood to describe her, I would say she's foolish, because she thought she wasn't in danger and she thought she was safe as soon as the wolf went away.

So I'm going to label Little Red Riding Hood with 'foolish'.

Ff, oo, ll, i, sh.

Foolish.

Ff oo, which is a diagraph oo Two letters, one sound l i sh, my diagraph sh at the end.

Foolish.

Now I need to think about something that Little Red Riding Hood would say.

What else might she hope or wonder? Hmm, can you tell your teddy talk partner what she might hope or wonder? I hope, or I wonder.

Great work, everybody.

If you want to have a go at writing that sentence, you can.

If you want to write along with me, that's okay too.

I think Little Red Riding Hood would say, "I hope the wolf will not eat me".

"I hope the wolf will not eat me".

Capital letter, "I" "hope the wolf will not eat me" full stop.

Let's have a look at that being written, and remember, I've got my star words and my high frequency words that I need to check as I am writing.

"I", from my high frequency word box "hope", h, o, p, hope.

Remember, any words you're not sure of the spelling, you've got to sound them out using your phonics.

And don't worry about the spellings as long as you've sounded them out.

"The wolf will", w, i, ll, a long ll, will "not", n, o, t, not ee, t, "eat me".

And 'me' is another high frequency word that we've just got to know.

Full stop.

"I hope the wolf will not eat me".

How do you think she's feeling at this point? Can you tell your teddy talk partner how you think Little Red Riding Hood is feeling at this point? Great ideas everyone.

I think she's feeling terrified! And if you've drawn Little Red Riding Hood and you've been writing along, you might want to label Little Red Riding Hood with how you think she's feeling, using your phonics.

I've put, I think she's feeling terrified.

So I'm really showing my reader what the character is wondering and hoping, which makes it really exciting.

Makes them want to know what's happening next.

I wonder if I'm okay? I hope the wolf will not eat me.

It leaves them guessing.

On the next slide, you're going to have a go at thinking about a thought bubble and a speech bubble for the wolf.

Here's an image of the wolf.

You might draw your own wolf, or you might to like to copy mine, with a speech bubbler and a thought bubble.

And what I'd like you to do now, using our role play from before, is pause the video and have a go at writing a thought bubble and a speech bubble for the wolf.

Remember our key words and star words are down at the bottom, and your high frequency words, if you need one, and any other words that you're not sure about the spelling, you must use your phonics.

What would the wolf wonder, and what would the wolf hope? See if you can have a go now, at writing a speech bubble and a thought bubble for the wolf.

Oh, great work, children, if you managed to give that a go, and well done if you were resilient and kept on going.

And don't forget to check your sentences now for five.

You can always rewind the video to remind you of our five.

Here is what I said that the wolf was thinking and saying, in my thought bubble, I wrote, "I hope the hunters do not get me." What did you write in your thought bubble for the wolf? Brilliant ideas! I really like that you're wondering and hoping.

I wrote for the wolf, "I wonder if I can trick her" and I chose that because I think that the wolf is thinking about how he's going to get Little Red Riding Hood all the time, and I think that he thinks, or he knows, that she's foolish, and that she can easily be tricked.

That's why I chose that one.

Well done if you gave everything a go today.

Let's give ourselves a ketchup clap.

Now, if you've met me before you'll know what this is, but if not, you get your ketchup bottle and you hit the top as if you're trying to get the last bit out.

Well done everybody; I'm really proud of your work today.

Oh, I wonder how your learning went today, children? I love to go and enrol as the characters.

I'm writing what they're wondering and hoping because I think that would make our reader really excited.

I'm wondering if you feel proud of yourself? You should feel proud of yourself, if you've given everything a go, and don't worry if you need more time because you can pause the video and rewind.

Well done if you've given everything a go.

I've have a great ti, oh, hello Cedric.

Nice of you to join us for the last bit of the lesson.

I'm just saying bye to the children.

Oh, Cedric said, "Can we sing the song from our last lesson before we go?" Would you like that, children? We can do a couple of verses.

Do you remember our song from the last lesson, children? Were you here? Don't worry if you weren't, because I'm sure you will catch on.

Are you ready? We will go with, oh, the beginning one.

Little Red Riding Hood in the forest, in the forest, in the forest, And our question as always, I wonder what will happen? ♪Little Red Riding Hood in the forest ♪ ♪ In the forest, in the forest ♪ ♪ Little Red Riding Hood in the forest ♪ ♪ I wonder what's going to happen ♪ Cedric says, "please can we do the wolf?" Growling, staring, snarling.

Can you show your screen your best wolf face? Ooh! Terrifying.

Are you ready? ♪Growling staring snarling ♪ ♪ Snarling snarling ♪ ♪ Growling staring snarling ♪ ♪ I wonder what's going to happen ♪ Then we'll do the who's that in the bed? Who's that in the bed, in the bed? ♪Who's that in the bed ♪ ♪ In the bed in the bed ♪ ♪ Who's that in the bed ♪ ♪ I wonder what's going to happen ♪ Oh, great work today everybody, and we'll see you in the next lesson.