Lesson video

Hi everybody, it's Ms. Gardner.

Welcome to your next lesson from our unit, "Jabberwocky:" Narrative Writing.

You have all done absolutely brilliantly in this unit so far, and you should be really proud with everything you have written.

Today's a really exciting lesson 'cause we are going to be planning the final section of our narrative based on "Jabberwocky." So, let's get started.

In today's lesson from our unit, "Jabberwocky:" Narrative Writing, we are going to be planning our final section of the narrative, the resolution.

So the learning outcome is: "I can plan the resolution of a narrative based on 'Jabberwocky.

'" Let's start by looking at the key words.

We'll do my turn, your turn.

Plan.

Notes.

Ambitious vocabulary.

Dialogue.

Let's have a look at what these mean.

"A plan is a framework that writers create before they write a section or a whole text.

Notes are written out of full sentences.

Ambitious vocabulary is high-level language in writing that meets the text's purpose.

Dialogue is the written conversation between two characters or more within a narrative." So there are two sections of our lesson today.

In the first, we'll be preparing to plan, and in the second, we'll be writing the plan.

So let's start with preparing to plan.

"'Jabberwocky' can be structured like this: an opening, a buildup, a climax," we've written all of these three, and then a "resolution." In this lesson, we are planning the resolution.

So, "The purpose of the resolution is to do all of these: bring the story to an end," draw it to a close, and, "The character's problems are solved." So checking for understanding, "The purpose of the resolution is: 'A,' to bring the story to an end; 'B,' to describe the main action; 'C,' to introduce the characters; or 'D,' to solve the characters' problems"? Pause the video now.

So the purpose of the resolution is "'A,' to bring the story to an end," and "'D,' solve the characters' problems." It wouldn't be "'B,' to describe the main action" 'cause that's the climax, and "C" is the opening.

Great job.

So, let's summarize the key moments in the resolution.

Firstly, "The boy lowered his sword as he realized he had slain the Jabberwock." Secondly, "The proud boy carefully picked up the severed head." Severed means ruined, destroyed.

Three, "The boy left the woods and he returned home to his father." Four, "His father was overjoyed that his son had defeated the Jabberwock." So these are the moments of the resolution in their most simple forms. When we come to writing our own narrative version of the resolution, we'll be describing these key moments in a lot more detail to create that vivid picture for the reader.

So let's just check our understanding.

"Put the key moments of the resolution in the correct order." Here are the four key moments; you need to number them one, two, three, and four.

Pause the video now, and off you go.

Okay, so number one, "The boy lowered his sword as he realized he had slain the Jabberwock." Number two, "The proud boy carefully picked up the severed head." Three, "The boy left the woods and he returned home to his father." Four, "His father was overjoyed that his son had defeated the Jabberwock." Well done.

So, "Throughout our descriptive resolution, we will use a range of descriptive language.

Descriptive language includes all of these: figurative language," so personification, metaphors, similes; "precise verbs; descriptive adjectives and adverbs; fronted adverbials of time, place and manner; show-not-tell language should describe the character's emotions; and expanded noun phrases." All of these together, "Help to create that really vivid image in the reader's mind of the characters and the setting." So, let's start by generating some descriptive vocabulary that we could use to describe these key moments.

So the first key moments we're going to describe was when, "The boy lowered his sword as he realized he had slain the Jabberwock," and then, "The proud boy carefully picked up the severed head." So I want you to be thinking about maybe some show-not-tell language to describe the boy's emotions, some adjectives to describe the head, to describe the boy, and some verbs to describe the way he moves towards the Jabberwock and picks up his head.

Just thinking about creating a more vivid picture in the reader's mind of these moments.

So pause the video now, and have a go discussing with whoever you're with, your partner, or your class, or just yourself having a think.

Think about some ambitious vocabulary we could use to describe these moments in more detail.

Pause the video now.

Okay, welcome back.

Here are some of the ideas I've come up with.

I'm sure you've come up with lots of brilliant ideas too, and I wonder if your ideas were similar to mine.

So, "A tranquil quiet echoed through the trees." I want to change the atmosphere.

In the beginning of the "Jabberwocky," in the opening setting description, it was really scary, it was really dark, it was sinister.

Whereas now, after he's destroyed the Jabberwock, the atmosphere changes.

It becomes a lot calmer, a more peaceful place.

So I want to reflect that in the way I describe the setting now.

He, "Calmly lowered his powerful sword." "The defeated most-feared beast." The Jabberwock is defeated because it lost.

But it also was the most feared, it was the beast that everyone was scared of.

It was, "Lying in a pitiful mess," so you almost feel pity for it.

And then a, "Wave of pride washed over the boy," some figurative language there.

I wonder if you can think about trying to include any of these ideas in your plan, later on in the lesson.

So checking for understanding, "Which of the following is an appropriate way to describe how the boy felt in the resolution? 'A,' a tear rolled down the boy's face; 'B,' a wave of relief and pride washed over the gallant knight; 'C,' the boy trembled in panic; or 'D,' the young man began to laugh"? Pause the video now.

That's right, it is "B." He's so proud of what he's achieved, so he has this wave of relief and pride.

He's probably not feeling sad, so a tear wouldn't roll down his face.

He's not trembling in panic anymore, that was earlier.

And laughing wouldn't be quite an appropriate way to describe how he feels.

Well done.

So now, "Let's generate some descriptive vocabulary we could use to describe this key moment.

The boy left the woods and returned home to his father." So think about again, maybe some describing of the calm atmosphere now in the woods, the way he moved, how he might have been feeling, what he was carrying.

So consider all of those as you're generating some vocabulary to describe this moment.

Pause the video now.

Okay, well done.

Here are some of the ideas I've come up with.

The "bursting sunbeams" were bursting through the trees, a really positive image there now of the woods.

He "proudly marched." He was "fearless" now, he doesn't need to be afraid of anything.

He's managed to defeat the Jabberwock, he doesn't need to be scared of anything.

He was "carrying the severed head with joy." The "luscious forest," again, creating this more positive image of the forest now in comparison to the beginning, in the opening, where it was such a dark, sinister place.

And he was returning to the "haven of his father's house," haven being that really safe place.

Okay, again, I want you to think about how you could include some of this vocabulary in your plan, later in the lesson.

So there is also some important dialogue that we need to include in our plan.

Dialogue is really important because it helps to move the story forward.

So looking at the additional materials, I want you to refer to stanza six, in "Jabberwocky." And I want you to think about this question, "What did the father say to his son in the climax?" So pause video now, and off you go, looking for those lines of speech or dialogue in stanza six.

Off you go.

Okay, so hopefully you found the lines of dialogue.

He said, "Hast thou slain the Jabberwock?" "Come to my arms, my beamish boy!" So he says, "Come and embrace me, come hug me! I'm so proud of you!" "O frabjous day! Callooh! Callay!" He is overjoyed, he is celebrating what his son has achieved.

So we can think about these dialogues and rewrite it in our own words because we are writing a narrative version of this poem.

So as I said, we are writing a narrative story, so we can add more detail to this dialogue than what's in the poem.

So have a think about this question now, and you can discuss this with your partner or whoever you're with.

"What might the father and son have said to each other?" We're not writing this as a poem, so we can think about adding some extra detail and making it sound as if what people would actually sound like when they speak.

So pause the video now, and off you go.

Okay, here are some possible responses.

So, "You have slain the Jabberwock!" "Come here my boy! I am so proud of you." And then this wasn't in the poem, but I thought this might have been a line of speech that we can include in our writing 'cause this is what maybe the boy would've said to his father.

"Oh Father, I have accomplished, I have achieved the unthinkable!" He's very proud of himself, isn't he? So this is some dialogue that we can think about including in our version of "Jabberwocky." So checking for understanding, "Which of the following is not a piece of dialogue that we could find in the narrative climax version of the poem? 'A,' 'You have slain the Jabberwock!' 'B,' 'Come here, my boy.

I am so proud!' 'C,' 'Watch out for the cunning Jubjub bird.

' 'D,' 'Oh Father, I have achieved the impossible!'" Which one would you not find in the climax? Pause the video now.

That's right, it is "'C,' 'Watch out for the cunning Jubjub bird,'" was in the opening, before the boy went into the forest.

Well done.

So it is time for Task "A." You need to, "Fill in the blanks with precise and ambitious vocabulary." So you have sentences here, and five words in the word bank.

These include most-feared, puffed, tranquil, proudly, and ecstatic.

I'm going to read these sentences out loud now, and as I'm reading, you can be thinking about which word would be the most appropriate before you go and complete this independently.

"A blank quiet echoed through the luscious trees.

The defeated, blank beast was lying in a pitiful mess.

Sunbeams burst through the luscious trees as he blank marched home.

'You have slain the Jabberwock,' the blank, elderly man exclaimed in delight.

The young man blank out his chest in pride as his father wiped tears of joy from his cheeks." Pause the video now, and off you go, filling in the blanks.

Okay, well done everybody, let's go through it.

As I read it, I want to be able to hear you say those words that we were filling in.

"A tranquil quiet and echoed through the luscious trees." Tranquil means really calm, peaceful.

"The defeated, most-feared beast was lying in a pitiful mess.

Sunbeams burst through the luscious trees as he proudly marched home.

'You have slain the Jabberwock,' the ecstatic, elderly man exclaimed in delight.

The young man puffed out his chest in pride as his father wiped tears of joy from his cheeks." So you can be thinking about including any of this vocabulary that you've seen in Task "A" and in the first part of this lesson in your plan, later in this lesson.

Well done.

So it's time for the second section of the lesson, where we are writing the plan.

"When we write a plan, we use notes.

Notes are concise," so short," "And capture the key vocabulary and information." We do not need to write full sentences on our plan.

"The purpose of notes is to help the writer to organize information easily for future use," so when it comes to writing.

And, "We use bullet points when note-taking," and, "They look like this." So we're going to be using bullet points on our plan today.

So, "What will you need to include in your plan? 'A,' full sentences with capital letters and full stops; 'B,' bullet points for notes; 'C,' precise and ambitious vocabulary; 'D,' unnecessary information"? Pause the video now.

So on our plan, we need to include bullet points and precise and ambitious vocabulary.

We do not need any full sentences or unnecessary information.

Well done.

So it's time for Task "B." Firstly, you need to, "Fill in the plan for the first key moment." That key moment was when, "The boy realized he had slain the Jabberwock and he picked up its head." So we want to describe this moment in a lot more detail.

So thinking about some ambitious adjectives, precise verbs and adverbs to describe the boy and the Jabberwock at this moment.

So pause the video now, and off you go.

Well done, everybody, welcome back.

Here are some of the ideas that I've come up with.

I'm sure you've all come up with brilliant new ideas yourself, but if you'd like to, you can add some of these ideas to your plan too.

So, ambitious adjectives.

The "tranquil quiet," tranquil means calm.

There was a "gentle whistle of a bird." Both of these are helping to create a much more calm, positive description of the forest, now that the boy has destroyed the Jabberwock.

The "defeated most-feared beast." And "with a deep breath," a fronted adverbial of mine in there to describe the boy.

And then, precise verbs and adverbs.

He "calmly lowered his trusted sword." It was "lying in a pitiful mess." And a "wave of pride washed over him." Some figurative language there to describe the boy's emotions.

Well done.

Okay, it's time for the second part of Task "B," where we need to fill in the plan for the second key moment.

So this is when, "The boy left the woods and he returned home to his father." So think about some ambitious adjectives there to describe the woods, to describe the boy, and some adverbs and verbs to describe how he was walking through the forest, what he was carrying.

Again, if you want to, you can use any of the ideas from the first part of this lesson, but I'm sure you've also got some brilliant things to add to yourself.

So pause the video now, and off you go, filling in the plan for the second key moment.

Well done, everybody.

Great job.

Okay, here are some of the ideas that I've had, and if you'd like to, you can add them to your plan.

So, ambitious adjectives.

The "bright sunbeams" to describe the forest now as light, and happy, and positive.

The "fearless knight." He's fearless 'cause he doesn't have to fear anything now, now he knows he's able to defeat the Jabberwock.

The "luscious forest." And the "severed head." The head is severed 'cause it had been destroyed, sliced off.

And then, precise verbs and adverbs.

The sunbeams were "bursting gently through the trees' canopy." He "proudly marched." And he was "joyfully carrying" that head.

So joyfully, he was really happy to be carrying the head.

Okay, as I said, you can add these to your plan and pause the video, otherwise, really well done.

And let's fill in now the plan for the third key moment.

So the third key moment was when, "His father was overjoyed that his son had defeated the Jabberwock." So again, you need to think about some ambitious vocabulary to describe this moment, but also some dialogue.

So you can think about what the father might have said to the son, and also what the son might have replied to his father or said to his father.

So pause the video now, and off you go.

Okay, well done everybody, welcome back.

Here are some of the ideas that I've come up with for this moment.

So, ambitious vocabulary.

The "elated," happy, "elderly gentleman," so describing the father.

"Tears of joy cascaded," so fell down his face.

He "held his arms out wide" to embrace his son.

And then the "proud, young man puffed out his chest." He's walking around with his chest puffed out because he's so proud of what he's done.

And then, the dialogue.

"You have slain the Jabberwock! Come here!" He "gasped in surprise," that's the reporting clause.

"I have accomplished the unthinkable!" So the direct speech by the son.

And then, reported clause, he "uttered happily." Okay, so lots of ideas for our plan that we can use when it comes to writing our climax.

So make sure you keep these plans safe because they are going to be really, really useful in the next lesson.

Great job today, everybody.

Well done.

Here is a summary of everything we've learned.

"When we plan, we log precise and ambitious vocabulary to help paint vivid pictures for our reader.

Plans are written in note form.

The purpose of the resolution is to resolve a story, tying up its loose ends and solving any of the characters' problems. And dialogue is the written conversation between two characters or more within a narrative." Well done, everybody.

Great job.