# Lesson video

In progress...

In this lesson you will need: an exercise book or some paper, a pencil or something to write with, you'll need your brain switched on ready for our learning, and in today's lesson you will also need your planning sheet from last lesson.

If you need to get anything pause the video and go and get it now.

We'll then go on to watching the opening scene.

We'll then do a shared write where I'll model some writing to you.

We'll then do an independent task.

And finally, we'll look at a plenary task.

For this writing warm-up, I would like you to write a sentence of your choice using your plan for the image below.

So we have the image of Pod climbing up the rope, to reach the doll's house You can choose to write a compound sentence, using the coordinating conjunctions, but or and.

Or you can write a complex sentence using the subordinating conjunctions as, when, if, because, so, while and whilst.

Pause the video and have a go at writing your own sentence.

Well done for writing your own sentence for the image, using your plan from last lesson.

Here is an example sentence that I came up with.

I decided to write a complex sentence with Mr Main and Mrs Subordinate.

I'm going to read my sentence to you and let's have a look and see which subordinating conjunction I used and if I remembered the correct punctuation.

My sentence is, when the sly borrower reached the top of the blistering rope, comma, he swung his legs onto the gigantic table.

This is a complex sentence.

I started my sentence using when which is a subordinating conjunction, so that's correct, and I remembered that when my subordinating clause comes first in my sentence, I need to remember my comma.

Well done for writing your own sentences.

Okay we're now going to watch the opening scene again, and we're going to refresh our memory of what happened.

Okay so before I start the shared write, I would like you to make sure you have your plan out in front of you and I would like you to read through your plan.

Read through your sentence starters and action for both of the images for the opening scene.

Pause the video and do this now.

Okay so before we start our writing, it's really important that we know how we are going to be successful in our writing.

We need to check our success criteria with the key points that we need to achieve in our writing.

I have three key features that I need to include in my writing.

The first is I have used ambitious vocabulary from my plan.

I have used a range of sentence types for example, simple, compound and complex sentences.

And the third is I have used a range of sentence starters.

So in order to be successful we need to be able to tick these three things off as we are doing our writing.

Okay let's start writing the opening.

I've got my plan up in the top right-hand corner to help me.

I've got my sentence starters and my action to help me construct some sentences.

So what sentence starter can I use first? Great, I thought the same I'm going to use silently, comma.

Lovely, silently is a fronted adverbial so I have to make sure I have my comma after it.

Silently, comma.

I want to introduce Pod and what he's doing.

So I'm going to write Pod, making sure I put a capital letter for his name.

Silently comma Pod.

He's on a mission to get to the enormous table.

What on my plan could I use? He's tiptoeing anxiously to get to the enormous table.

Great.

Silently, Pod began his mission and tiptoed anxiously to the enormous table.

Great, I've got my first sentence.

Silently, comma, Pod began his mission and tiptoed anxiously to the enormous table.

I've used that idea from my plan, even though it's slightly different on my plan, I've taken some of those ideas and used them in this sentence.

Great.

Lets have a look at another sentence starter.

Starting his mission I'm not going to use, I've already introduced his mission.

With all of his strength, great sentence starter.

With all of his strength.

I want to introduce Pod to his rope and he's climbing up that rope to get to the tabletop.

With all of his strength let's have a look at the plan.

In action I have, the miniature man clenched onto the blistering rope, great.

The miniature man clenched onto the blistering rope.

Great.

Here, I have referred to Pod in a different way.

Because I've already introduced him, I can now refer to him in a different way as the miniature man.

Okay, great, so I've got my second sentence with all of his strength, comma, the miniature man clenched onto the blistering rope.

Brilliant.

Now I need my third sentence.

Where is Pod, he is in the pitch-black room.

So, in the pitch black room.

Now I've hyphenated pitch-black, because they are two words that create an adjective.

So pitch-black can be hyphenated.

In the pitch-black room, comma.

Again, it's a fronted adverbial it's telling me where I am, so in the pitch-black room it needs to have a comma after it.

In the pitch-black room.

I want to talk about Pod swinging his legs onto the tabletop.

So, he swung his legs onto the tabletop is in my plan.

I don't want to say he, I might use another way to refer to Pod.

Hmm, what other ways can you think of that you can refer to Pod? Great, lovely ideas.

I think I'm going to use the tiny borrower, like referring to him as a tiny borrower.

The tiny borrower swung his legs onto the table top.

Great, lovely.

So I've managed to write three sentences using my plan.

I've used my sentence starters and some adjectives, verbs and adverbs from my plan, from the action side of my plan, in my writing.

Let's read it back and make sure we've included everything.

Silently, comma, Pod began his mission and tiptoed anxiously to the enormous table.

Full stop.

With all of his strength, comma, the miniature man clenched onto the blistering rope.

Full stop.

In the pitch-black room, comma, the tiny borrower swung his legs onto the tabletop.

Full stop.

Okay so I've used a range of different sentence starters and I've also used lots of ambitious vocabulary from my plan.

Okay so now it's your time to shine.

I would like you to write two to three sentences for the first image using your plan.

Pause the video and have a go.

Okay let's have a look at the second image and get started on our second part of the opening.

I've got my plan, again, in the top right-hand corner to have a look at while I'm writing.

I need to use the sentence starters and the action from my plan to help me in my writing.

So at first I want to think about the sentence starter I want to use to introduce this part of my writing.

Can you think of a sentence starter that I should use? Great idea, I was thinking the same I'm going to use in the doll's house.

I've got to make sure that I've got an apostrophe s.

The house belongs to the doll, therefore there is an apostrophe s.

I've also got my comma after my fronted adverbial.

In the doll's house comma.

I now need to think of what is happening in the doll's house, what's just happened? I don't want to go too far ahead I don't want to introduce the curtain yet.

I've got the tiny borrower crept stealthily through the little home, I think I'm going to use that.

So instead of tiny borrower, I've referenced him as tiny borrower in the first three sentences, So I think I'll go back to Pod.

Capital letter for his name.

Pod crept stealthily through the little home, full stop.

Great, so my first sentence for the second image is done.

In the doll's house comma, Pod crept stealthily through the little home.

Great.

Now I need to think about my second sentence, what sentence starter should I use? I think I'm going to use while at the tiny house window, comma as my second sentence starter.

So, while at the tiny house window, comma.

While at the tiny house window comma.

What happened at the tiny house window? He tugged the curtain to allow the bright light to flow through.

So while at the tiny house window, let's to refer to Pod in a different way, I don't want to use tiny borrower I've used that already.

Miniature man I've used.

I think I might describe him as the sneaky man tugged at the soft curtain to allow the light to shine through.

Full stop.

So while at the tiny house window, comma, the sneaky man tugged at the soft curtain to allow the light to shine through.

Okay, so now we've got to the part where Pod has moved the curtain away from the window and then all of a sudden we've got that bulging eye appear in the window.

So what sentence starter can I use now? I agree.

As he moved the curtain comma, a hmm, I've used enormous in my writing already to describe how big something is.

I might say a huge, comma, bulging eye peered through, peered through the window.

As he moved the curtain, comma, a huge, comma, bulging eye peered through.

And now I want to use I think I'm going to finish it with a short snappy sentence to say that Pod has been discovered and he's been seen.

So I want a short sentence to describe Pod being seen, I think it will be just Pod had been seen.

Making sure I'm writing.

Making sure that I'm writing in past tense.

Let's read back our writing and double check that I've included everything.

In the doll's house, comma, Pod crept stealthily through the little home.

While at the tiny house window, comma, the sneaky man tugged at the soft curtain to allow the light to shine through.

As he moved the curtain, a huge, bulging eye peered through.

Okay so that's our next part of the opening.

Okay it's your time to shine again.

Write two to three sentences for your second image using your plan.

Pause the video and have a go.

Okay so now it's time to check if I've been successful in my writing.

I'm going to look through my success criteria and tick off each of the things that I have met in my writing.

So the first thing is I have used ambitious vocabulary from my plan.

Throughout my writing, I was looking at my plan and I was taking vocabulary form my plan to use in my writing.

So therefore, I can tick that one off.

The second one is I have used a range of sentence types, for example simple, compound and complex sentences.

When introducing Pod I used a compound sentence to introduce his mission and him tiptoeing across the room.

I also used range of complex sentences throughout, using while and as sentence starters.

And I used a simple sentence at the end to describe Pod being seen.

So I've used a range of sentence types.

And finally, I have used a range of sentence starters.

Throughout my writing I was looking at my plan and using the sentence starters from my plan and I used lots of different sentence starters.

Therefore, I can tick that off.

So I have met each of the things in my success criteria for my writing to be successful.

Well done for completing your writing and writing some brilliant sentences.

I now would like you to use this success criteria to show that you have been successful in your writing.

I would like you to look through your writing and make sure you have included each of the features from the success criteria so that you can tick them off to show that you have been successful in your writing.

Pause the video and do this now.

Okay, so now as a plenary task I would like you to think of, what are the many ways we can refer to Pod? Throughout my writing, I made sure that I referred to Pod in lots of different ways and I want you to make sure that in your writing you have referred to him in many ways too.

Let's have a look at the different ways we can refer to Pod.

We can refer to him as a provider, as a borrower, and as a man.

And we can also describe him as miniature, mischievous, microscopic, sneaky and tiny.

I would like you to check through your writing to make sure you have referred to Pod in different ways to be successful.

Pause the video and check through your writing now.

Make any changes if you need to.

Congratulations on completing the 9th lesson in this unit.

You have done such a fantastic job in your writing of the opening today.

Well done.

In the next lesson we are going to be looking at speech first and speech second.