Lesson video

Hello, everyone.

I'm Miss Corbett and welcome to today's lesson, Writing instructions for how to make a sandwich.

So, by the end of this lesson, you'll have written a whole set of instructions to help lots of people learn how to make sandwiches.

So, for this lesson, I need you to have your thinking brains, your looking eyes, and your listening ears.

You'll also need someone nearby to talk to, if you can.

As it's a writing lesson today, you need to be sitting comfortably and you need something to write with and something to write on.

It would be great if your paper could have lines.

It would also be great if you could have the success criteria for today's lesson nearby as well.

Pauses the video now to make sure you are ready to go.

I think we are ready to get started.

And here is the outcome for today's lesson, "I can write a sequence of instructions in order." And these keywords will help us to get there.

First of all, I'd like you to repeat them after me in your loud and proud voice.

My turn, then your turn.

Instruction, command, verb, sequence, simple sentence.

Amazing job.

Let's have a think about what those words mean.

An instruction tells us how something should be done, and we will be writing the instructions for how to make a sandwich.

A command is a type of simple sentence, one of our other keywords, that tells someone to do something and it can end in an exclamation mark.

A verb is a doing or a being word.

We are going to be using verbs to tell the person who's following our instructions what to do.

A sequence is when we follow the order that a series of events have happened and a simple sentence is a sentence about one idea that makes complete sense on its own.

Let's get started with the first part of our lesson and see where those keywords pop up with preparing to write.

You are going to write your instructions for how to make a sandwich.

When we write, we always try to use capital letters at the start of a sentence and a full stop at the end.

We also write our letters neatly on the line.

We use phonics to sound out and spell words.

And we remember the spellings of some common exception words.

Let's have a look at the success criteria for today's lesson, as well as those things we've already talked about.

We will start each sentence with a capital letter and end it with a full stop.

We will number each of our instructions to show the order that they happen.

To help with that, we will also use sequencing language at the start of each instruction, such as first, then, next, and finally.

We will include a verb to make in each instruction a command.

Let's look at a set of the instructions.

Here's some instructions for how to make a cucumber sandwich.

That is the title.

Then, I have a list of ingredients of what I will need.

Then, I have my list of instructions.

And in this lesson, you will write those four instructions.

Have a look at those four instructions.

And I would like you to share with the person nearby what do you notice about each of those instructions.

Try and have a look really carefully.

Pause the video now.

I wonder what you noticed.

I noticed that each instruction is numbered 1, 2, 3, and 4.

Each instruction starts with sequencing language, first, then, next, finally.

And each instruction includes a verb, which makes it a command sentence because it's commanding us, telling us to do something.

Put fresh cucumber onto one slice of white bread.

Put the other slice of bread on top.

Cut this bread into four pieces.

Eat the tasty sandwich.

A command is a type of simple sentence that tells us to do something.

We know that a simple sentence is a sentence with one idea that makes sense on its own, and a command is a type of simple sentence.

For example, "Feed the fish," "Look at the dolphin jumping!" A command can end with an exclamation mark to show strong emotion or if it's urgent.

Instructions are a type of command as well.

Our instructions do not show a strong emotion and are not urgent, so our instructions will end with a full stop.

What will they end with? A full stop.

Good job.

Let's have a look at some of these sentences a bit closer.

Number one.

First, put smooth cheese onto one slice of brown bread.

Then, puts the other slice of bread on top.

Number three.

Next, cuts the bread into two pieces.

Four.

Finally, eats the delicious sandwich.

It's the verb, put, cut and eat, that are commanding us to do something.

This is what makes it a command sentence.

So, true or false? Get your thumbs ready.

A command tells someone to do something.

Is that true or false? I'm going to give you five seconds to think.

Let me see those thumbs.

Well done if you're showing me your thumbs up, because that is true.

A command tells someone to do something, which is why they're really useful in instructions.

Another true or false.

Get your thumbs ready.

All commands end with an exclamation mark.

Do all commands end with an exclamation mark? True or false? I'm going to give you five seconds again.

Five.

Let me see.

We know that that is false, because our instructions are commands which will end in a full stop because they are not showing a strong emotion and it's not urgent.

You are going to decide some parts of your instructions.

Let's plan our instructions aloud because we know that rehearsing our sentences out loud will help us to remember them.

Let's remind ourselves of what we need to include by looking at the success criteria.

We need to start each sentence with a capital letter, and we need to end each sentence with a full stop.

We want to number each instruction to show the order.

And we want to use sequencing language at the start of each instruction.

Finally, we want to include a verb to make each instruction a command.

Let's get planning.

We know that using a word bank can help us to know the spellings of words as well as generate some ideas for ourselves.

So, I have got a word bank here that has some sequencing language in, first, then, next, finally.

They're in my word bank with a capital letter because they're going to start each of our commands, starting our sentences.

Then, I have a list of verbs, put, cut, slice, chop.

So, you might choose a different verb for cutting the bread, for example, and you slice or chop.

And there are some adjectives when we are deciding how we might describe the sandwich when we are eating it.

Finally, eats the delicious sandwich, scrumptious sandwich, tasty sandwich, sweet sandwich, or savoury sandwich.

I would like you to pause the video and share which of those words from the word bank might you use.

Pause the video now.

I hope you've got some of those in your head.

I am going to read the first instruction.

Number one, first, put fresh cucumber onto one slice of white bread, full stop.

Now, I will say my own first instruction aloud.

Number one, capital letter.

First, put sweet jam onto one slice of white bread.

Full stop.

Now, you will say your first instruction aloud, deciding what your filling will be, how you will describe it, and the type of bread.

Number one, capital letter.

First, put onto one slice of bread.

Full stop.

Pause the video now and plan your first instruction.

Off you go.

Great job.

I loved hearing the capital letter and the full stop.

That will really help you when you are writing.

Now, I'll read the next instruction.

Number two, capital letter.

Then, put the other slice of bread on top.

Full stop.

Now, I will say my next instruction aloud.

Number two, capital letter.

Then, put the other slice of bread on top.

Full stop.

Now, you'll say your own instruction.

It'll probably be the same as the example.

You could think about changing the sequencing language to next or after that.

I would like you to pause the video now and say your second instruction starting with two, then a capital letter for your sequencing language.

Pause the video now.

Amazing job.

Now, I read the next instruction.

Number three, capital letter.

Next, cut the bread into four pieces.

Full stop.

Now I will say my next instruction aloud.

Number three.

I forgot my number.

Capital letter.

Next, slice the bread into two pieces.

Full stop.

Now you'll say your next instruction out loud, deciding how many pieces you will cut your bread into, and what verb you will use, cut, slice, chop.

Number three.

Next, the bread into pieces.

Full stop.

Pause the video now.

Amazing job.

I had such a range of verbs there.

Great job.

I think we're ready for our final instruction.

First, I'll read the last instruction.

Number four, capital letter.

Finally, eat the tasty sandwich.

Full stop.

Now, I will say my final instruction.

Number four, capital letter.

Finally, eat the scrumptious sandwich.

Full stop.

Now you will say your final instruction out loud, deciding how to describe your sandwich.

Four, capital letter.

Finally, eat the sandwich.

Full stop.

Pause the video now.

Amazing job.

I think we are ready to rehearse all of those sentences out loud 'cause we know that saying them out loud before helps us remember what we are going to write.

Here are some strategies.

You might say the sentences.

For example, one, first, put tangy marmalade onto one slice of white bread.

You might say that sentence again in a whisper voice.

One, first put tangy marmalade onto one slice of white bread.

Then, you might say it again, but including your capital letter and your full stop so you don't forget them.

One, capital letter.

First, put tangy marmalade onto one slice of white bread.

Full stop.

Then, you might tell everyone around you your sentences.

And then just before you are right, you might whisper them to your pencil.

You are going to now use those strategies to rehearse your instructions out loud, all four of them, not forgetting the numbers or your capital letters and full stop.

Can you pause the video now? Off you go.

Well done.

Here is an example.

Number one, capital letter.

First, put yellow cheese onto one slice of brown bread.

Full stop.

Number two, capital letter.

Then, put the other slice of bread on top.

Full stop.

Number three, capital letter.

Next, chop the bread into four pieces.

Full stop.

Number four, capital letter.

Finally, eat the yummy sandwich.

Full stop.

Did you manage to say all of your sentences out loud in lots of different ways? I think that means you are ready to write your instructions, which is the next part of our lesson.

We are now going to use our success criteria that we've already looked at to read some examples to check if they meet it.

Let's have a look at this sentence.

First, put tangy marmalade onto one slice of bread.

Hm, I've started each sentence with a capital letter and I've ended with a full stop.

Oh, have I numbered the instruction? Huh, no, I have not.

But I have used sequencing language at the start of my instruction, first, and I've included a verb to make each instruction a command, put.

Okay, what number do I need for my first instruction? I need number one.

Great job.

Let's have a look at this sentence.

Number four, finally, eat the delicious sandwich.

Start each sentence with a capital letter and end with a full stop.

Huh, I haven't got a capital letter, but I have remembered my number this time.

Number four for my final instruction and I do have sequencing language, finally, and I've included a verb to make my instruction a command, eat.

But what do I need at my start of the sentence? Point to where it needs to go.

Huh, thank goodness.

Number four, finally, eat the delicious sandwich.

Now we've checked those together.

I think I'm ready to start my writing.

I am ready to write my instructions.

I know I'm ready because I've got my success criteria, my word bank, and my lined paper to write on, and I've practised saying my sentences lots and lots of times.

Now, already, I have written my title, How to make a sweet jam sandwich, and what I will need.

So, now I'm ready to start my instructions.

I've already had a go at my thirst instruction, so I wondered if you would check with me.

First, put fruity jam onto one slice of bread.

I've got a capital letter and full stop.

Huh, I haven't numbered my instruction.

It's my first instruction, so what number do I need? Number one.

Thank you.

I have used sequencing language first and I have used put, but I've realised to show my verb, but I've realised that I've said, "Onto one slice of bread," but I haven't said which type of bread, white or brown.

Now, my sandwich is made of white bread, so I'm going to put a line through bread and then I'm going to write white bread.

W-H for the wh, I split digraph, white.

Then, I'm going to write bread again.

B r, my a is being made by the E and the A, d.

First, put fruity jam onto one slice of white bread.

What do I need at the end of my sentence? A full stop.

That's much better.

Then, most of the other.

Most of everybody's second instruction will be the same.

Number two, then, put the other slice of bread on top.

Full stop.

Now I'm ready for my third instruction.

1, 2, 3.

I'm going to use some sequencing language.

I've used first, I've used then, so I'm going to use next.

Capital letter n e x t, next.

Next, how am I going to cut the bread, chop, slice, or cut? I think I'm going to chop.

It's there on my word bank some ideas, but I can sound out chop, ch o p, chop.

Next, chop the, T-H-E spells the, chop the bread.

And I've already written bread so I know how to spell it.

Chop the bread into, i n, then T with an O, spells to.

Next, chop the bread into, how many pieces was I going to do? Huh, two pieces.

Okay, two, which was on my word bank.

And pieces, it was also on my word bank.

P-I-E-C-E-S, pieces.

Next, chop the bread into two pieces.

I finish my sentence.

I have my number, my sequencing language, my verb, my capital letter.

So, what do I need at the end of my sentence? A full stop.

Now I'm onto my final instruction.

1, 2, 3, 4.

What's my sequencing language going to be for my final instruction? Finally.

Finally, eat the, hm, which objective could I use? Delicious.

Delicious sandwich.

Capital letter for finally.

Finally, eat.

Ea, which is being spelled E-A, t, eat.

Finally, eat the, T-H-E spells the.

Finally, eat the delicious.

Now, that's on my word bank, but it's quite a difficult word to spell, but a great adjective if you can use it.

So, I'm going to copy it really carefully from my word bank.

Finally, eat the delicious sandwich, which is also on my word bank, so I'm going to copy it carefully.

Okay, number four, finally, eat the delicious sandwich.

I think I'm finished.

But hang on.

What do I need to end every sentence? With a full stop.

I know now that I've started my sentences with a capital letter and I've ended my sentences with a full stop.

I've numbered each instruction, thanks to your help, in order.

I've used sequencing language at the start of each instruction.

And I've included a verb to make each instruction a command.

I finished my instructions.

Thank you so much for helping me.

Now it's your turn.

Now you've helped me with my writing, it's your turn to write your instructions.

Don't forget to check your success criteria and make use of those word banks.

I can't wait to see your four instructions.

Pause the video now.

Amazing job.

Let's have a look at this example before you double-check yours.

Number one, capital letter.

First, put crunchy cucumber onto one slice of white bread.

Full stop.

Number two, capital letter.

Then, put the other slice of bread on top.

Full stop.

Number three.

Next, oh, I forgot my capital letter.

It does have one.

Next, slice the bread into four pieces.

Full stop.

Number four, capital letter.

Finally, eat the scrumptious sandwich.

Full stop.

I can see that all of those sentences start with a capital letter and then with a full stop.

All of those sentences are numbered to show which instruction is which.

All of the sentences have sequencing language at the start of the instruction, first, then, next, and finally.

And all of those sentences include a verb to make each instruction a command.

Now, can you go back and check your instructions and make sure that you've met your success criteria? Remember, if you've forgotten something, now is the time to learn from those mistakes and fix it now.

Pause the video now.

Brilliant job.

I hope you're really proud of your instructions.

We have learned so much today.

We have now learnt and used that re-reading what has been written so far will help us to know what instruction will come next.

We know that in each instruction should be numbered, followed by sequencing language, such as 4.

Finally.

Each instruction should include a verb to tell the reader what they should be doing.

Command sentences in non-urgent instruction pages start with a capital letter and end with a full stop.

And reading back your writing to check the success criteria helps us to make sure our writing makes sense.

You have achieved so much this lesson and I hope you're really proud of yourself.

Really great job, everybody, and I hope to see you again soon.

Bye.