Lesson video

Hello, everyone, I'm Ms. Corbett and welcome to today's lesson, "Writing the middle of the story of 'The Three Little Pigs.

'" So once again, we will be storytellers and writers today.

For this lesson, you will need to have your listening ears, your looking eyes and your thinking brains.

It would be great if you could have someone to talk to.

As well as that, because we are going to be writing, you need something to write with and something to write on.

It would be great if your paper could have lines so you do your neatest handwriting, and you have somewhere comfortable to sit.

It would also be great if you could have a copy of your success criteria.

But don't worry too much if you don't, because you can use the screen to help you.

Pause the video now to make sure you have everything ready to go.

I think we're ready to get started with our writing.

And the outcome of today's lesson is I can write the middle of a traditional tale.

And these keywords will help us to get there.

First, repeat them after me and think whether you've heard of them before.

Are you ready? My turn, then your turn.

Expanded noun phrase.

Comma.

Joining word.

Brilliant, an expanded noun phrase we know is when you have two adjectives listed to describe a noun, like, "the light comma golden straw." A comma is a punctuation mark that might be used to separate two adjectives, like in an expanded noun phrase, or it might go after a fronted adverbial or a sequencing language.

"Later that day, comma." And a joining word is a word that joins words or ideas, and today we will be using the joining word and.

Let's see where those keywords pop up in our lesson today as we are going to the first part of our lesson, "Preparing to write." Today, you will write the middle of the story of "The Three Little Pigs." We know that when we write, we always try to use capital letters at the start of our sentences, and we need to end our sentences with either a full stop, a question mark, or an exclamation mark.

We also know that we write our letters neatly on the line, we use phonics to sound out and spell words, and we try and remember the spellings of some common exception words, the words we can't use our phonic strategies for.

And finally, we always read back our writing to make sure it makes sense.

As well as that, we have our own success criteria for today's lesson.

The first is to use sequencing language to order events.

We will join two sentences together using and, we will use an expanded noun phrase, and we will use capital letters at the start of a sentence and we will end them with a full stop.

We know that the middle of the story tells us the main part of the story and explains the problem, which is the introduction of the wolf.

Let's read the middle of the story together.

Have you got your listening ears on? "Early one morning, the first little pig built his house out of light, golden straw, and he finished it quickly.

'This will keep me safe,' he said proudly.

However, a sneaky, hungry wolf was watching.

The wolf knocked on the door and said, 'Little pig, little pig, let me come in.

' 'Not by the hair on my chinny chin chin,' the little pig replied.

'Then I'll huff, and I'll puff, and I'll blow your house in,' growled the wolf.

He huffed, and puffed, and with a mighty blow, the straw house tumbled down.

The little pig squealed and ran to his brother's house.

Later that day, the second little pig finished building his house out of sturdy, brown sticks, and he thought it would be safe.

But the cunning, clever wolf was not far behind.

The wolf knocked on the door, and said, 'Little pigs, little pigs, let me come in.

' 'Not by the hair on our chinny chin chins,' the little pigs replied.

'Then I'll huff, and I'll puff, and I'll blow your house in,' roared the wolf.

He huffed, and puffed, and with an enormous breath, the stick house tumbled down.

The two pigs screamed and dashed to their sister's house.

Just before sunset, the third little pig finished building her house out of strong, red bricks with a tall, smoky chimney.

The ravenous wolf knocked on the door, 'Little pigs, little pigs, let me come in.

' 'Not by the hair on our chinny chin chins,' the pigs yelled.

'Then I'll huff, and I'll puff, and I'll blow your house in,' barked the wolf, impatiently.

So he huffed, and he puffed, and he huffed and he puffed some more, but the brick house did not move a single inch.

Finally, the wolf had an idea.

'I'll climb down the chimney and get those foolish pigs,' he thought." Great listening.

So we have read about seeing the poor pigs trying to build their houses, but the wolf is blowing them down.

The first pig tried to build their house out of straw, but the wolf blew it down.

Then, the second pig tried to build their house out of sticks, and the wolf blew that down too.

Later that day, the third pig managed to build her house out of strong bricks, and the wolf could not blow the house down, yes.

In the middle of the story, we saw the pigs build their houses one by one, but then we saw the wolf sneak up on them and try and blow them down.

Each part of that story is repeated.

Traditional tales often have repeated elements to help us remember and retell them.

Repeated elements can also help us when we're writing, because our sentences can look similar, so there's a bit less to remember.

Let's look at an example.

"One day, the first proud pig built his house out of light, golden straw and the mean, sly wolf blew it down.

Then, the second brave pig built his house out of brown, sturdy sticks and the greedy, ravenous wolf blew it down." So which parts of each sentence are the same? And which parts are different? Can you pause the video now and share? Well done.

Both sentences start with sequencing language, "One day" and "Then." They also both describe the pig with an adjective.

"The proud pig," "the brave pig." They describe the houses.

"Light, golden straw." "Brown, sturdy sticks." And they explain that the wolf blew it down.

Something else that's the same is the sentence structure, because the two ideas are together, joined with the joining word and.

So let's look at what you need to change.

The first thing is remembering your capital letter and your sequencing language that you're going to choose.

"One day," "Then," "Later that day," "Next," "After that." The, then you need to think of the number of the pig that you're thinking about.

Is it the first pig, the second pig, or the third pig? And then choose an adjective to describe the pig.

The first brave pig, the second strong pig, the third clever pig.

Built his house out of.

Thinking about what the pigs built their house out of.

Light comma flimsy straw.

Brown comma bendy sticks.

And the, we need another expanded noun phrase to describe the wolf.

The ravenous comma sneaky wolf.

The cunning comma clever wolf blew it down.

So I would like you to plan your first two sentences.

Mm the mm mm pig built his house out of mm mm mm and the mm mm wolf blew it down, full stop.

Then think about your second sentence for the house with the sticks.

Pause the video now.

Off you go.

Have you got those sentences in your head? Brilliant.

The sentence for the third pig is also similar, but we know that the wolf could not blow the house down, so that part has to change.

So, for the pig with the sticks, we have got, "Then, the second brave pig built his house out of brown, sturdy sticks and the greedy, ravenous wolf blew it down." But for the third pig, it could not blow it down.

"Later that day, the third strong pig built her house," because she's a girl, so we need to use "her," "her house out of red, robust bricks and the cruel, sneaky wolf could not blow it down." So now you're going to plan your third sentence about the pig with the brick house.

Your sequencing language to start, the third pig mm pig built her house out of mm mm bricks, and the mm mm wolf could not blow it down.

Pause the video now and plan your third sentence.

Have you got that one in your head too? I think we're ready to put them all together.

We know that rehearsing our sentences out loud helps us to remember what we're going to write, so here are some ideas of what you could do.

You could say your sentences.

You could say your sentences in a different voice, like a high voice.

You could say your sentences again, including your capital letters, your commas, and your full stops.

Then, you could tell somebody else your sentences nearby and then whisper them to your pencil before you write.

So you are going to have a go at rehearsing the whole middle of the story following these steps, starting with the house made out of straw, then the sticks, and then the bricks.

Even though it looks like quite a lot, remember, there's lots of things that are the same because they are repeated.

Pause the video now and get rehearsing, off you go.

Brilliant job.

Let's look at an example.

"One day, the first happy pig built his house out of weak, yellow straw and the enormous, sneaky wolf blew it down.

Next, the second proud pig built his house out of brown, thin sticks and the sly, ravenous wolf blew it down.

Later, the third brave pig built her house out of robust, secure bricks and the greedy, cunning wolf could not blow it down." I love that that rehearsal of the story includes our sequencing language, includes a different adjective to describe the pigs each time, as well as different adjectives to describe the wolf and different adjectives to describe the houses.

What a great job.

I think we are ready to move to the next part of our lesson, "Writing the middle of the story." Let's remind ourselves of the success criteria for today's writing, and then we'll read some sentences to check if they meet it.

We will use sequencing language to order events.

Then, after that, next, later that day.

We will join two sentences together using and, so talking about the pig building their house and joining it to the wolf blowing it down.

We will use expanded noun phrases to describe the houses and the wolf.

And we will use capital letters at the start of our sentences and we will end them with a full stop.

Let's have a look at this sentence.

Capital letter, "One day, the first strong pig built his house out of flimsy, light straw and the huge hungry wolf blew it down." Have we got our sequencing language? Where is it? One day.

Have we joined two sentences together using and? "One day, the first strong pig built his house out of flimsy, light straw and the huge, hungry wolf blew it down." I've joined those ideas together using and.

Have I got any expanded noun phrases? Flimsy, light straw.

Huge, hungry wolf.

Have I got a capital letter at the start? Yes.

Have I ended my sentences with a full stop? Yes, I have.

Let's have a look at this sentence.

"Later, the third powerful pig built her house out of solid, red bricks and the sly, mean wolf could not blow it down." Did we use our sequencing language? Later.

Did we join two sentences together using and? "Later, the third powerful pig built her house out of solid, red bricks and the sly, mean wolf could not blow it down." Yes, I did.

Where are my expanded noun phrases to describe the bricks? "Solid, red bricks." And to describe the wolf? "Sly, mean wolf." Is my capital letter there? Yes, it is.

And my full stop? Yes, it is.

I think you're ready to help me write the middle of my story.

I am ready to write the middle of my story.

I have my line paper, my success criteria, and something to write with.

I've actually already got started, so let's have a look at my first sentence that I've written.

"One day, the first proud pig built his house out of light, flimsy straw.

The sneaky, cunning wolf blew it down!" And I decided to use an exclamation mark to show shock for the pig.

Now, have I joined those ideas together? I haven't.

Okay.

"One day, the first proud pig built his house out of light, flimsy straw." That full stop needs to go because I have not finished.

Instead, I need to add the joining word and, ah-nd.

What does that mean I need to do with this capital letter? I need to take it away and replace it with a lowercase T.

"One day, the first proud pig built his house out of light, flimsy straw and the sneaky, cunning wolf blew it down." Now I'm ready to start my next one.

"Next, the second brave pig built his house out of brown, bendy sticks." Now I can use lots of same words to help me because we know that these ideas are repeated.

"Next, the." Am I using first or second? Sec, and it's an oh-nd, second.

How am I going to describe the pig? I don't want to use proud again, so I'm going to use brave.

Can you say the sounds in brave for me? B-r-ave.

Brave.

"Next, the second brave pig built," all the same, "his house out of light, flimsy straw." This is where I need to change.

"Brown, bendy sticks." Say the sounds in brown for me.

B-r-own.

Brown.

I need another adjective, so I need to separate my adjectives with a comma.

Bendy.

Can you say the sounds in bendy for me? B-eh-nd-e.

Bendy.

Like flimsy, when we hear the E at the end, we can use the letter Y for the E spelling.

"Next, the second brave pig built his house out of brown, bendy sticks." S-t-e-ck-s.

Sticks.

But now we need to talk about the wolf blowing it down.

I'm going to join the two ideas together, so I need the joining word, and.

And the.

Now I used "sneaky, cunning wolf" last time.

I think this time I'll use "sly, clever wolf." S-l-i.

And this letter Y is making that I sound.

Sly, comma, clever.

Say the sounds in clever for me.

Ck-l-eh-v-er.

Which eh likes to go at the end? The er.

"And the sly, clever wolf." I can go back to checking.

"Blew it down." Now I could use a full stop or an exclamation mark.

This time, I'm just going to use a full stop.

I'm onto my final pick.

I want to show it's later on in the day, so I'm going to write, "Later." Is it the first, second, or third pig? "Later, the third," th-ird, "pig." How can I describe that final pig? I might say strong.

Say the sounds in strong for me.

Hope you'll show me your muscles.

S-t-r-oh-ng.

Strong.

"Later, the third strong pig." Then I can go back, "built." But is it his? No, it's her, "her house out of," it was bricks.

"Red, robust bricks." Red, robust bricks.

B-r-ick-s.

That rhymes with sticks.

Red, robust bricks.

Uh-oh, two adjectives, they need to be separated by a comma.

"Later, the third strong pig." Ooh, good job I'm reading it back, buit.

"Built her house out of red, robust bricks." And do I write that the wolf blew it down? No, could not blow it down.

"And the," how am I going to describe the wolf? Mean, m-e-an, mean.

Comma, I won't forget it this time, mischievous.

Watch closely 'cause that's a long word.

m-eh-s, mis, ch, this E spelling, v-ous.

"And the mean, mischievous." How do I spell wolf? There it is.

Did it blow it down? No.

Could not.

Could n-ot, not blow, so I'm not writing blew, I'm writing blow, b-l-ow, that ow likes to be at the end, it d-ow-n, down.

"Later, the third strong pig built her house out of red, robust bricks and the mean, mischievous." (gasps) What? Wolf.

It's a good job I'm reading my writing back.

Would, I've written would instead of could.

"And the mean mischievous wolf," not would, "could not blow it down." And I'm going to end it with a full stop.

I have lots of sequencing language.

"One day," "Next," and "Later." I have joined two ideas together all three times.

"One day, the first proud pig built his house out of light, flimsy straw and the sneaky, cunning wolf blew it down." I've used lots of expanded noun phrases, I wonder if you can see any.

"Light, flimsy straw." "Sneaky, cunning wolf." "Brown, bendy sticks." And I've started all of my sentences with a capital letter.

I've remembered that when I'm joining with and I don't need a full stop until the end of my second idea, where I've also decided to use an exclamation mark sometimes.

I think you are ready to write your story now.

Now you've helped me, it's your turn to write the middle of your story.

Don't forget to check your success criteria.

Pause the video now.

Brilliant job.

Let's look at this example.

"One day, the first happy pig built his house out of weak, yellow straw and the enormous, sneaky wolf blew it down.

Next, the second proud pig built his house out of brown, thin sticks and the sly, ravenous wolf blew it down.

Later, the third brave pig built her house out of robust, secure bricks and the greedy, cunning wolf could not blow it down." I can see my sequencing language.

"One day," "Next," and "Later." I have joined my two sentences together using and each time, talking about the pig building their house and then what the wolf tried to do.

I've got lots of expanded noun phrases here.

"Weak, yellow straw." "Enormous, sneaky wolf." "Greedy, cunning wolf." And all of my sentences start with a capital letter and they end with a full stop.

I would like you to pause the video now and check your success criteria.

Don't worry if you've missed something, 'cause now's the time to correct it.

Pause the video now.

Amazing job, I hope you're really happy with your writing, you should be very proud of yourselves.

We now know that traditional tales often have repeated elements, making them easier to remember, retell, and write as well.

The repeated element of "The Three Little Pigs" is each pig building their house to have it blown down by the wolf.

The pigs building their house and the wolf blowing it down are two ideas that are related, so can be joined using and.

We can use adjectives to describe things and characters, such as the houses and the wolf.

And we know that when using more than one adjective to describe a noun, they must be separated with a comma.

Thank you for learning with me today and hope you're really proud of your writing.

I hope see you again soon, bye.