To write the first part of the opening (Part 2)

Key Stage 2

English

The BFG - Narrative Writing

﻿Hello everyone, I'm Miss Saab. welcome to another PFG lesson. Today we are going to be doing some writing together and I cannot wait to see all of your amazing writing. Today we are going to write the first part of the opening and today we are carrying on to finish it off. First, we are going to start with a writing warm up, then we are going to order the first part of the opening. After that we are going to already rehearsed sentences, that means practising full sentences out loud and then finally we will write the first part of the opening. In this lesson, you will need an exercise book or paper, a pencil and for your brain to be switched on. Can you pause the video now, to grab your pencil and your paper? Great, you are now ready to start your learning. Let's start with a writing warm up. So I would like us, to extend some sentences, using our joining word and our writing warm up. So, I have started the sentence, the young orphan woke up, because? Why did she wake up? What could we write, to extend our sentence? So can we pause the video now? To write down this sentence with your idea to explain why, Sophie, woke up. Pause the video now, to write your sentence. I wonder what reason you came up with. Here's what I thought of. So I said the young orphan woke up, because the thunder, raged wildly, outside. Can you help me to extend this sentence? The inquisitive girl puts her shoes on, and what else did she do? Can you , pause the video now, to write your sentence and use the and to extend it? Here's what I thought of. So I said the inquisitive girl, puts her shoes on and she bravely, stepped out of her bed. Fulls top. We are now going to order the first part of the opening. Can you remember in what order, Sophie did these things in the first part of the opening? Puts her glasses on, woke up, puts her shoes on, looked at the owl and sat up. Can you pause the video now to write the letters; A, B, C, D, and E in the correct order on your piece of paper? Pause the video now. Let's check. So the correct order was; woke up, sat up, puts her glasses on, looked at the owl, puts her shoes on. So the letters, the order of the letters should have been ; B, E, A ,D and finally C. Now we are going to orally rehearse, sentences to get us ready for our writing. Before we do that, we are going to recap, some of the vocabulary that we looked at before, to give us some ideas, of what, like what vocabulary we can include in our writing. So, he wrote us some adjectives that we thought of to describe Sophie's appearance and her personality. We thought of different ways of referring to Sophie. So instead of saying, Sophie, Sophie, Sophie, Sophie, we can change it up and say; the girl, the child, the orphan, she. And, he wrote some more adjectives to describe how she was feeling when she woke up. Can you pause the video now, to quickly read through it, to refresh your memory? Great. Let's now move on to the adjectives that we use to describe the setting of the story. So, he wrote all the adjectives that we came up with. Can you pause the video now to quickly read through them, So that you can remember them and use them in your writing later on? Let's move on. So, last lesson, we wrote about the first picture. Sophie woke up, that's done. Today, we're going to write about the other two pictures in the first part of the opening. Sophie looks at the owl. Sophie got out of bed. Whenever we write, we need to use; think, say, write and then read. So we always think of our sentence first, then we say it out loud to practise it, and only after we've done that, can we move on to writing it down and then reading back our sentence to check that it makes sense, and it has all the correct punctuation. So, in this section now we are going to practise, thinking of our sentence and then saying it out loud. And then in the next section, we're going to move on, to writing our ideas down. So, I'm going to think of a sentence, that I could write, about this picture. So we've already said that Sophie woke up, that's done. So instead of straight away going onto Sophie looks at the owl, I'm going to think of something that Sophie did before, she looked at the owl. So she woke up, then she, sat up in her bed, to be my sentence. But instead of saying, Sophie sat up in her bed, I could say, the sleepless girl sat up in her bed. That gives a little bit more, that gives us a little bit more, detail about how Sophie was feeling at that time. She was feeling sleepless because she couldn't sleep. I can also add an adjective to describe the bed that Sophie was sleeping in. So, it was squeaky. So I could say, the sleepless girl, sat up in her squeaky bed. Right. Now, Let me think of a fronted adverbial that I could add to say, how, the sleepless girl sat up in her bed. I could maybe say; slowly, the sleepless girl sat up in her squeaky bed. She was moving slowly, because, she didn't want her bed to make too much noise. She didn't want to wake the other orphan girls up, and she definitely did not want Mrs.Clunkers to hear her, getting out of bed. So, that's my sentence. Slowly, the sleepless girl sat up in her squeaky bed. Thoughts of it? And now, I have said it. Can you, think of your own sentence now, and then say it out loud? You can use the notes to help you. Pause the video now, to have a go at saying your sentence. Great sentence. Hold onto that, because you can use it in your writing. Now I'm going to think of a sentence and then say it, about this picture. So Sophie got out of bed. So maybe I could talk about, when she puts her shoes on. Okay. So I'm going to say, so this is my idea. Sophie puts her shoes on. Now let me improve that sentence. Instead of saying, Sophie puts her shoes on, I could think of a different way to refer to Sophie. So I used earlier, I used, the sleepless girl. So I'm going to think of another way of referring to Sophie. So maybe I can say, the child. So I can say maybe, the inquisitive brave child, because, at this point in the story, Sophie was really curious, she was inquisitive and she wanted to find out what was going on outside, during the witching hour. That's why she got out of bed and she is quite brave, to defy Mrs. Clunkers and the rules, that she has to follow in the orphanage. So, I'm going to say, the inquisitive, brave child puts her shoes on. Let me think of some adjectives to describe the shoes. I can steal the ones in the plan. I can say ragged white shoes. The inquisitive brave child, puts her ragged white shoes on. Now let me think of a fronted adverbial that I could add, to describe, maybe, how Sophie puts her ragged white shoes on. I could use one of the fronted adverbials in the plan. I'm going to use stealthily which means, in a sneaky way so that you are not seen and not heard. So stealthily, the inquisitive brave child puts her ragged white shoes on . Right. There we go, let me say it again. Stealthily, the brave inquisitive child puts her ragged white shoes on . Full stop. Right. Can you now have a go at, thinking of your own sentence and saying it out loud, so that you are ready, to write it down. So you can use the ideas in the plan, just like I did. I was using the ideas in the plan. So pause the video now and have a go at saying your sentence. What a great sentence. I hope that I will read it in your writing. So now, we've practised thinking of our sentences. We've said our sentences. So now we are ready to start writing our sentences down. Here are the things that we need to do to be successful today. They are the same success criteria from, it's the same success criteria that we used last lesson. So we need to think, say, write, and read every sentence and we've been practising that. We want to use a range of sentence starters, so different sentence starters or fronted adverbials. They mean the same thing. We need to use some adjectives, verbs and adverbs, to describe what's happened in the first part of the opening. And then we want to try, we want to use a range of joining words to extend our ideas. And we thought of how to do this, in our warm up today. Make sure that you have your notes, right next to you, to help you with your writing and to give you some ideas. So, I'm going to start, by writing my sentences about this picture. So in this picture, Sophie looked at the owl, but we want to stretch this idea, so that we're not writing just one sentence and so that we can think of, several sentences to write about this picture. So first, am going to think about, what she did before, she looks at the owl. So, she woke up, we've done that already then she, sat up. So slowly ,the sleepless girl, sat up in her squeaky bed. That was the sentence that I practised earlier, so I'm using it in my writing now and you can do the same. Slowly the sleepless girl sat up in her squeaky bed. Quietly, what did she have to do next? So she sat up, then she had to do something to help her see, the owl. She had to get her glasses. Yes, so I could say quietly, Sophie grabbed, her round, metallic glasses .So I've added some adjectives that describe the glasses. And now, instead of just ending with a full stop, I can take off my full stop and extend my idea using a joining word. Though I used, and, to add another idea. And ,she put them on carefully. Lovely. Then, what did she do? So, she sat up in her squeaky bed, quietly, Sophie grabbed her round metallic glasses and she put them on carefully. So now, she's got her glasses on, she can look at the owl, but instead of just saying, look at the owl, I'm going to use a better verb, a more precise verb that describes what Sophie, that describes how Sophie actually looks at the owl. So Sophie looked at the owl for a while and didn't take her eyes off of it. So I can see she stares, instead. So then, she stared at the screeching, brown owl flapping its wings in the pitch, black midnight sky. So I've added lots of adjectives here, to help the reader picture, what the owl looked like, what the owl was doing and what, the sky looked like outside. So that's what we want to do. We want to add lots of describing, lots of descriptive language, to help the reader, picture the setting and picture the characters. Because that's the job of the opening. Now it's your turn. Can you pause the video, to write two to three sentences, for the first image, using your notes? I've put my notes as well, so you can use those to help you and remember to use some joining words to extend your sentences. Pause the video now, to have a go. I hope that you're feeling really proud of yourself, for all the efforts and hard work that you're putting into your writing. Well done, you have just completed the first, section of our writing today. I am now going to think of some sentences, that I could write about this picture. So this is when Sophie got out of bed, but again, I don't just want to write one sentence for this picture, I want to stretch this main idea, to write several sentences. So maybe, instead of saying she got out of bed, I could say, she puts her shoes on. And I thought of a sentence earlier, with lots of adjectives, so I'm going to use it to help me write my first sentence. Stealthily, the brave inquisitive child put her ragged, white shoes on. Great. So now that she has her white shoe, now that she has her shoes on, she can get out of bed. But instead of saying she got out of bed, I'm going to use a more precise verb that describes, how Sophie got out of bed a little bit better. So I know she got out of bed in a smooth way, so that she doesn't make any sound. So maybe I can say she slid out of bed and she slid out of bed quite ,in a quiet way. So maybe I could say, without making it loud, she nervously, slid out of her bed. Okay, I need to use a joining word now and I haven't done that yet. So, I'm going to take off the full stop after bed and say, and think of why she did this. So she nervously slid out of her bed so she could do what? So she could find out, what was going on during the witching hour. It's now your time to shine. It's your time to write, two to three sentences for this image, using your notes, You can write more than two to three sentences. You can challenge yourself to include as many sentences as you want. You can use my notes to help you and remember to use joining words, to extend your ideas. You are so ready for this. We practised extending ideas using joining words in our warm up. We practised saying a sentence about this picture, so, I know that you are ready and I cannot wait to see your writing. Pause the video now to have a go at writing your sentences. I hope that you're feeling really proud of your writing so far. Let's now read back our work, to check if we have been successful. So, I am going to go fast and read my work back, to see if I have been successful and if I have met these, all of these targets. So, did I use think, say, write and read for every sentence? Did I use a range of sentence starters? Did I use adjectives, verbs and adverbs to describe what's happened? And did I use a range of joining words? Let's check. I am going to read my first paragraph to see if I've been successful. Slowly, the sleepless girl sat up in her squeaky bed. Quietly, Sophie grabbed her round, metallic glasses and she put them on carefully. Then, she stared at the screeching, brown owl flapping its wings in the pitch black midnight sky. So, I have some sentence starters; slowly, quietly, and then, we can also call them fronted adverbials. You might call then, a time conjunction as well. But, all we need to know is that then, tells us when the action happened. I have some adjectives; sleepless, squeaky, screeching, brown , pitch black midnight. I have some adverbs like, carefully. I've used some verbs to describe what's happened like stared, grabbed. So, let's see if I've met this. Oh, and I have the joining word and as well. So let's see. I did use, think, say, write and read for every sentence. All of us together, we had to think about our sentences as we said them out loud and then we wrote them down and I've just read them back, to check them. I've used some sentence starters. Sorry. I used some adjectives, verbs and adverbs to describe what's happened and I have some joining words. I have an and , to extend my idea. So now it is your turn, to check if you have been successful .Can you pause the video now, to read your book back and see if you have met, the success criteria today? If you haven't met all of it, don't worry, you can always go back and improve it. The best writers, always check what they've done really well and go back to improve their writing. Pause the video now, to have a go. I hope that you felt really proud of yourself, as you were reading, your writing back. Well done for working so hard, on finishing off the first part of the opening. I would like you now to underline, your favourite sentence, the sentence that you are most proud of. Pause the video now to have a go. It's now time for us to recap, what we have done this lesson. So first, we did a writing warm up, then we ordered the first part of the opening, after that we orally rehearsed our sentences and finally, we wrote ,the first part of the opening. Well, we finished it off. Super effort with your writing today. You have completed the first part of the opening. I hope that you're feeling really proud of all the effort that you have put into your writing today. Please do go and read your work, to someone at home, so that you can show off your amazing writing. I would love to see your pieces of work as well. So if you would like to, please ask your parents or caregiver to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak Well done everyone. Bye.

To write the first part of the opening (Part 2)

To write the first part of the opening (Part 2)

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UnitEnglish / The BFG - Narrative Writing

English