To generate vocabulary for the build-up

Key Stage 2

English

The BFG - Narrative Writing

﻿Hello everyone, I'm Miss Saab. Welcome to another BFG lesson. Today,we are onto lesson number eight in the second part of our BFG unit. And we are going to think of lots of exciting vocabulary that we can use to write the buildup. Today we're going to generate vocabulary for the buildup of the BFG. First, we're going to do a writing warmup. Then we're going to generate precise vocabulary. And finally, we will use this precise vocabulary to help us retell the buildup in a more exciting way. In this lesson, you will need an exercise book or paper, a pencil and your brains to be switched on. So can you pause the video now to grab your pencil and your paper? Great, you now have everything that you need so we can start our lesson. We're starting with the writing warmup. I need your help to improve these sentences. So here's what I wrote. Sophie sprinted to her bed, Sophie hid under her covers, Sophie was petrified. The figure walked down the streets, the figure opened in suitcase, The figure picked up a glass jar. Can you give me some suggestions? What should I do? Tell me now. Great suggestions, I think I know what you mean. So I have used Sophie, Sophie, Sophie several times, and I've used the figure, the figure, the figure several times as well. So there's a lot of repetition there and it gets a little bit boring. So I need to find different ways to refer to Sophie and different ways to refer to the figure, to improve my sentences. Now we have already thought of different ways to refer to Sophie and the figure. How many different ways can you remember? Pause the video now and tell your screen. Let's check, So for Sophie,we could refer to her as the girl, the orphan, the child, or we can use the pronoun She. For the figure, we can say the creature, the giant, the silhouette, or the pronoun He. Okay, let me use these to improve my sentences. So here are my improved sentences. Sophie sprinted to her bed, the orphan hit under her covers, she was petrified. The figure walked down the street, the silhouette opened his suitcase, he picked up a glass jar. Now these sentences look a lot better. Thank you for helping me to improve them. Now we are going to order the build up. Can you remember in what order these things happen? So the giant grabbed Sophie, the giant walk down the street, the giant blew his trumpet, and then finally the giant looked at Sophie. Can you write the letters in the correct order on your piece of paper? Pause the video now. let's check, so here's the correct order. First, the giant walk down the street, then the giant blew his trumpet, after that the giant looked at Sophie and finally the giant grabbed Sophie. Can you check that You've got the letters in the correct order? Great, We are now going to generate some precise vocabulary, but what does precise mean? Precise means the most accurate or the word that fits our sentence best. So if we look at this picture of Sophie, which verb would be the most precise to use to describe what she did? Should we say Sophie run, Sophie tiptoed, or Sophie skipped. Can you pause the video now to tell your screen. Let's check, So the most precise verb is tiptoed that describes best what Sophie is doing. So we are now going to think of some precise verbs that we could use to help us write the build up. Here's my first sentence. The figure walked down the street, which three precise verbs could we use instead of walked to describe more accurately what the figure is doing? Should we say inched, ran, sprinted tiptoed, crept, edged. So which three would you select? Can you pause the video now to tell you a screen. Let's check, but we could say the figure inched, the figure crept, or the figure edged instead of worked, because these describe more accurately what the figure is doing. Inched, crept and edged are all words that mean that you are moving slowly and gradually towards something. Can pause the video now to write your favourites verb on your piece of paper so that you can remember it, and you can use it later on to retell the build up and to write the build up later on in our unit. Pause the the video now. Great, let's move on to another precise verb. So the figure looked at Sophie, which three precise verbs could we use instead of looked to describe more accurately What the figure did? Or should we say glimpsed, peeked, glared, glanced, stared, focused. Can you pause the video now to select your three verbs? Tell your screen. Let's check, we could say the figure focused because he's really focusing in on Sophie and he's not paying attention to anything else. The figure glared and stared mean a similar thing. They both mean looking at something for a while without taking our eyes off of it. And that's exactly what the figure did. So those three verbs or more are describing what the figure did more precise. He was saying how he looked and a more accurate way. Again can you pause the video now, to write down your favourite verb so that you can use it later on. You are collecting so many precise verbs I cannot wait to see them in your writing. Right, last one, Sophie went back to her bed, which three precise verbs could we use instead of went? tiptoed, ran, sprinted, bolted, crept Walked , can you pause the video now to select your three verbs? Let's check, So the three precise verbs that we could have used for this moment in the build up, are, ran bolted, sprinted, because they all described, they're all verbs, that mean moving in a very fast way. So again, can you pause the video, then write your favourite one down on your piece of paper so that you can remember it. Great work everyone. We are now going to think of some precise adjectives that we could use in our writing. First, Can you think of some precise adjectives to describe the potion that the giant blew through his trumpet? Pause the video now to tell your screen. I wonder if we thought of the same adjectives. Here's what I came up with. Though I thought I could say proportion, dazzling Potion, the green potion. Now I could have maybe said light green, that would have been even more precise and more accurate. Emerald which is a very bright green colour, just like the precious emerald stone, mesmerising, shimmering, glistening. So shimmering and glistening means shiny. And dazzling, we've looked at that word before and it means amazing or sparkling and mesmerising means very attractive or bewitching like something that hypnotises and distracts you completely. On the potion, completely hypnotised Sophie. She was transfixed and she couldn't take her eyes off of the potion. I would like you now to write down your two favourite precise adjectives to make an ENP to describe the potion. So we want to have adjective? Adjective potion. Try to use adjectives that tell us different things about the potion. So we don't want to use two adjectives that tell us the colour of the potion like green emerald potion, but to use adjectives that has different things. Maybe one of them could be telling us, one adjective could tell us about the colour of the potion and another adjective could tell us something else about the potion. Pause the video now to write your ENP on your piece of paper. Great, now, can you think of some precise adjectives to describe the giant's face. Pause the video now to tell your screen. Here are the adjectives that I thought of. So I thought we could describe the face as enormous, long ,wrinkly, terrifying, frightening, petrifying. Can you write down your two favourites precise adjectives to make an ENP to describe the giant's face? So we want to write down adjective, adjectives face. Again, try to choose two adjectives that has different things about the giants face. So terrifying, frightening, and petrifying all mean a similar thing. They all mean that the face is very, very scary. So if you want to say that the phrase is very scary, just choose one of those adjectives and then choose a different adjective that tells us something else about the giant face. Pause the video now to write your ENP on your piece of paper. I cannot wait to see the precise adjectives you chose in your writing. We are now going to think of ways to show not tell how Sophie is feeling at different points in the build up. So Sophie's feelings change throughout the build up. First, she feels quite nervous as the giant starts walking or edging down the street, then she feels curious when the giant takes out the green potion and starts to blow it through his trumpet. And then finally Sophie feels petrified towards the end of the build up. We've looked at that word petrified before, and we said petrified means terrified or scared to death, like being so frightened that you can turn to stone. So I've got these three feelings curious, nervous, petrified. Can you help me to order these feelings from least scared to most scared? Where would curious be on that scale? Where would petrified be? Can you pause the video to tell your screen. Let's check, so I put curious as least scared , because if you're curious you want to find out more, you're not scared. Then I put nervous somewhere near the middle, because if you're nervous you are a little bit scared. And then I put petrified all the way down as most scared, because if you're petrified you are scared to death. So you are very, very scared. We are not going to think of ways to show, not tell that Sophie was feeling nervous, curious, and petrified. So instead of saying, Sophie felt nervous, curious, petrified, we want to add more description and say how these feelings might make Sophie's face, voice, and body change. And we'll do lots of show notes out in our writing to add more description, to help the reader picture what is going through and to help the reader feel what Sophie is feeling. Let's think of ways that we could show, not tell that Sophie was feeling nervous. How would her face, What would her face look like if she's feeling nervous? How my top voice, what would her voice sound like? Or what sounds might come out of her if she's feeling nervous? How would this show in her body? What would her legs be doing? What would her arms be doing? So we want to think of some precise verbs to show not tell this feeling. So here's my example, I thought we could say Sophie ducked under, and we saw this in the build up. If we write down Sophie ducked under, that shows that she is feeling nervous because, if you're ducking under, you are hiding away. If you felt confident and safe, then you would just show up. But if you're feeling nervous and scared, you would duck down or hide under. So can you pause the video now to think of two other ways that we could show not tell that Sophie was feeling nervous. Pause the video now to have a go. So here's what I thought of, I thought we could also say Sophie peaked out, because if you're peeking out, that shows that you're feeling nervous, because you are not standing up straight away. If you feel safe, again if you feel safe and confident, you would just look at something straight away. But if you're feeling a bit nervous and worried, you might peek out first to see what's going on. And then I said heart raced, because that's when you're feeling nervous, that's something that happens in your body. So that's one way to show that she was feeling nervous. Can you pause the video now to write down your two favourite ones, so that you can use them later on in our lesson and for your writing. Pause the video now. Now we are going to think of ways to show not tell that Sophie was feeling curious. So we want to think of some precise verbs to do this. So I thought we could say her eyes bulged and a bulging eyes means that your eyes are swollen and they are sticking out. And that's how your eyes look when you stare at something in amazement. And in this part of the build up, Sophie is amazed with the green potion that the giant picks out and pulls out of his suitcase. Can you pause the video now to think of two other ways that we could show that Sophie is feeling curious. What is her body doing? what is her face doing? What is her voice doing? Pause the video now to tell your screen. I wonder what you thought of, here are my ideas. So I said gaped, if we say Sophie gaped, that means she stared at something with her mouth wide open. Can you do that? Can you show me that you are feeling curious by gaping? Great, and then I said she leaned forward. If you are feeling curious, that is something that your body might do. So can you all lean forward to show that you're feeling curious about the potion as well. Great. Can you pause the video now to write down your two favourite ones , so that you can remember them for later on. Last feeling, So now let's think of ways to show not tell that Sophie was feeling petrified. So I thought we could say her body trembled violently. So we saw that in the build up as well. Under her covers, Sophie was trembling and shaking. And that shows that she's feeling really, really scared, She's feeling petrified. So let's do that together, Let's tremble our bodies to show that we are feeling petrified. Ready? Let's do it together. Great acting. Can you pause the video now to think of two other ways to show not tell that Sophie is feeling petrified? Here's what I came up with. So I said hid under her covers. So she's hiding because she's scared, she doesn't want to be seen or found. And then she shrieked. She is like , can you do that? Can you show me that you are petrified? That you're really scared by shrieking as well. Ready? three, two, one aaaaaah Lovely acting. Can you pause the video now to write down your two favourite ways to show not tell that Sophie was feeling petrified? Great, you now have lots of ways to show not tell how Sophie was feeling in the build up on your piece of paper and you can use them for your writing and to retell the buildup in our next section. Now we are going to put everything that we have learned today, are precise verb, are precise adjectives, different ways to show not tell to help us retell the buildup again in a more exciting way and in a more precise way. And the more we tell the build up, the better our writing will be. So I have got the pictures from the build up and I've also added in some slow fronted adverbials and some fast fronted adverbials from our previous lesson. So we can use our fast and slow fronted adverbials plus the precise adjectives, the precise verbs, and the show not tell and the different ways to show not tell how Sophie was feeling to retell the build up with a lot more detail. So for example, you might say slowly Sophie peaked out of the window and her heart raced. Gradually, the giant edged down the street. So I used edged which was a precise verb. I used peaked out, which a way to show not tell that Sophie was feeling nervous, and I added some fronted adverbials, some slow ones because in this part of the build up, the action is slow, so slowly, gradually, so it's now your time to have a go at retelling the build up, adding everything that you have learned so far. Pause the video now to have a go. I cannot wait to see all of this detail in your writing. Well done everyone , We have reached the end of our lesson. Today, we did a writing warmup and we thought of different ways to refer to the figure and Sophie to improve our sentences. And we generated some precise vocabulary. So we thought about, precise verbs, precise adjectives, and ways to show not tell how Sophie was feeling, and finally, we used all of that to retell the build up with a lot more detail and in a more exciting and descriptive way. Well done for working so hard today, you have practised retelling the build up several times now. So you're getting really ready to do your writing, and I cannot wait to see what you come up with, when you do go on to write the buildup. Great work everyone. Bye.

To generate vocabulary for the build-up

To generate vocabulary for the build-up

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UnitEnglish / The BFG - Narrative Writing

English