To answer questions on a text

Key Stage 2

English

Into the Forest by Anthony Browne

﻿Hi there, my name is Mr. Byrne-Smith. And in today's lesson, we're going to do some reading together. Today's the third of five lessons. If you haven't yet watched the first two, I really recommend you go back and watch those 'cause they're really going to help for today's lesson, which is all about answering questions on the text. In today's lesson, we're going to read the next part of the story, and then we're going to pick it apart and analyse it in some detail. So, let's make a start. Here's the agenda for today's lesson. First, we're going to go through some pre-vocabulary. This is vocabulary that will help us for the rest of the lesson. Then we're going to read the next section of the text. After that, we'll do some text analysis before finally responding to the text. In this lesson, you will need an exercise book or paper, a pencil, and then of course, your brain, which you mustn't forget. If you need to go and get any of these things, pause the video now. Okay. Let's go through some pre-vocabulary. The first word we're going to look at is huddle. Huddle. Huddle is a verb which means to group together closely. You can see the children in this picture are huddling together. I'll put this into a sentence. The girls huddled together for warmth. You can see here that I've put it into the past tense, huddled, which of course I can do since this is a verb. I can change its tense. The girls huddled together for warmth. Pause the video now and have a go at putting the word huddled into a sentence of your own. Pause the video. Okay. The next word is unsettling. Unsettling. My turn, your turn. Unsettling. This is an adjective which means causing upset, anxiety, or worry. The man had an unsettling expression on his face. Unsettling. So seeing something, in this instance, an expression which makes you feel upset or anxious or worried. What I'd like you to do is have a go at putting this into a sentence now. This is tricky, so I'm going to help you out. Imagine you've just crept into a pitch black room and you see something you find a bit unsettling. Pause the video and have a think. Okay. So, it's time to read the text. This is the next section of the text. As a reminder, the child is about to go into the forest at the beginning of this adventure. So let's see what happens next. After a short while, I saw a boy. "Do you want to buy a nice milky moo-cow?" he asked. "No," I said. Why would I want a cow? "I'll swap it for that sweet fruity cake in your basket," he said. "No, it's for my poorly grandma," I said, and walked on. "I'm poorly," I heard him saying, "I'm poorly." And we have the rest of that image, which I think it's important you take in, you look at very carefully. Very carefully put together by Anthony Browne so we have to appreciate it. As I went further into the forest, I met a girl with golden hair. "What a sweet little basket," she said. "What's in it?" "A cake for my grandma. She's poorly." "I'd love a cake like that," she said. I walked on and could hear her saying, "But it's a lovely little cake, I'd like one like that." And again, there, the rest of the image. Feel free to pause at any time to look at these pictures more closely because there are some fantastic drawings here. The forest was becoming darker and colder, and I saw two other children huddling by a fire. "Have you seen our dad and mum?" the boy asked. "No, have you lost them?" "They're cutting wood in the forest somewhere," said the girl, "but I wish they'd come back." As I walked on I could hear the dreadful sound of the girl crying, but what could I do? Again, feel free to pause. I was getting very cold and wished that I'd brought a coat. Suddenly, I saw one. It was nice and warm, but as soon as I put it on I began to feel scared. I felt that something was following me. I remembered a story that Grandma used to tell me about a bad wolf. I started to run, but I couldn't find the path. I ran and ran, deeper into the forest, but I was lost. Where was Grandma's house? At last, there it was. I knocked on the door and a voice called out, "Who's there?" But it didn't really sound like Grandma's voice. "It's me. I've brought a cake from Mum." I pushed the door open a little. "Come in, dear," the strange voice called. I was terrified. I slowly crept in. There in Grandma's bed was... And I'm very sorry, but we're going to pause there. I know it's so annoying when people do this but we're going to pause there and I'm going to consider this the next section of our story which we're going to analyse now. So let's do some text analysis. Before we make a start, it's important to remind ourselves how we answer questions on a text. First, we identify the key word in the question so we know exactly what we're being asked. Then we skim and scan the text and the pictures for key information. And we make sure to search a little deeper for those hidden clues, those clues which are not so obvious, not so immediately obvious. Quick reminder of this word, unsettling, which we're going to explore in a second. An adjective causing upset, anxiety, or worry. The man had an unsettling expression on his face. I'd like you to look very carefully at this picture and the text that accompanies it and have a careful think. Is there anything that you consider unsettling in this page? Anything which might make you feel worried or anxious or upset? We have the image there of the girl bent over, staring, staring, staring at the cake in the basket. As I went further into the forest, I met a girl with golden hair. "What a sweet little basket," she said. "What's in it?" "A cake for my grandma. She's poorly." "I'd love a cake like that," she said. I walked on and could hear her saying, "But it's a lovely little cake, I'd like one like that." Have a careful think. Pause the video. What, in this image and in this text, would you consider unsettling? Okay. So, I think something which I definitely find unsettling is this, look on her face and the way she's staring like that with that horrible frown. I find it very unsettling. It's even making me feel nervous and anxious, and I'm not even the one facing her. I'm not the one having to deal with her. That just shows how unsettling she is. Did you find anything else which you consider unsettling? Now obviously, I'm reading the text with a particular voice which you might have found unsettling. Let's look carefully at what's actually being said. "I'd like a lovely cake like that." In a kind of a pleading way. Strange way to phrase a question. In fact, it's not even a question. She's not asking politely for some cake. She's just saying that she wants some, which I immediately find a little peculiar. "But it's a lovely little cake, I'd like one like that." Again, in this peculiar, pleading way, which is a very strange way to go about it. All of this I find very unsettling and I think unsettling is really useful word which we could perhaps use later on in this unit. Let's look at this picture a bit more closely. I started to run, but I couldn't find the path. I ran and ran, deeper into the forest, but I was lost. Where was Grandma's house? We have some adjectives. Excited, confused, shocked, delighted. Which of these do you think best describes how the child might be feeling in this part of the story? Pause the video and how a think. I think the adjective that describes this part of the story best is confused. In this situation, you'd definitely be feeling confused. Lots of strange things are happening, and there's evidence of this in both the text and in the images. Let's look at the text. I started to run, but I couldn't find the path. So the child is lost. Being lost is often a product of confusion, being confused. And when you are lost, you often get more and more confused. I ran and ran, deeper into the forest, but I was lost. Where was Grandma's house? This sense of complete confusion and uncertainty. I didn't know where I am, I don't know where I'm going. Now, looking at this image in particular, do you spot anything peculiar that might add to this sense of confusion which has come over the child? Now there's a lot to spot here so I'm going to give you the chance to pause the video and have a look. Okay. I've picked up some of the things I spotted. Now, there are more than the things I come up with. So if you've spotted something which I haven't, then absolutely fine and good on you. I spotted this. A pumpkin tucked away. Strange. Pumpkin's something that you often see or hear of around Halloween. Then also in fairytales, pumpkins come up, hmm. In the distance, somebody on a horse. Quite blurry there, even when I've zoomed in. All the way back there in the distance. A spinning wheel. A tall tower with what looks like a rope or perhaps some hair hanging down. Now, we're going to think about how the child's emotions change and build throughout the story. So I've picked up one, two, three, four key events. Child meeting the boy with the cow. The child meeting the girl with golden hair. The child meeting the duo sat beneath the tree. And then this scene of confusion. Your job is to consider whether the child's emotions are intensely positive, mildly positive, mildly negative, or intensely negative at any of these points. Now, the key here is to consider how they change throughout the story. Now I'm going to start you off. I think right at the very beginning, just before the child meets the boy with the cow, I think the child's emotions are likely to be mildly positive slash intensity positive, 'cause let's not forget at this point in the story, the child was at the beginning of an adventure, something exciting. The whole world lay before the child. Off to see Grandma, cake in hand. A pretty, generally, I think pretty positive set of emotions. That though is where I think things started to change. So I'd like you to think about how things change over the next three images. Pause the video now and have a go. Okay. Now I'm going to show you how I represented the change in the child's emotions. You might feel differently, which is completely fine. This comes down to personal opinion, so you might feel as though the child's emotions change and build in a slightly different way. Not a problem. This is what I did. Upon meeting the girl with the golden hair, I think those emotions started to change slightly, into something slightly more negative. So I've dropped down to kind of mildly positive, still some excitement mixed between mildly negative as things are starting to go wrong, starting to feel peculiar and unsettling. Meeting the duo by the tree. Now we're well down into negative, mildly negative. I feel as though we've had one strange thing followed by another and the confusion is building. And that, in this scenario, I would consider a pretty negative set of emotions. And for this last picture, all the way down here, intensely negative. I think this scene is very stress-inducing, and very scary and spooky, and confusion is at its max. And I feel as though at this point in the story, the child is feeling intensely negative. Just my opinion. You might have thought differently, which is absolutely fine. And there, when you join the dots, is the trend. And that gives you a really nice sense of what's happened. The journey with the child's emotions have been on across these four pictures. Okay. Time to respond to the text. What next? That's my question. What do you think is going to happen next? What's going to be behind the door? Now, you might've picked up on this but we have, so far, a story which resembles "Little Red Riding Hood" very, very closely. I wonder if you can use that comparison to help you predict what might happen next. So pause the video, have a think, be ready to justify your answer. So, why do you think it's going to happen next? Pause the video now. Okay. Well done. That was the end of today's lesson. You've done really well. We've done an awful lot today. We've done some pre-vocabulary. We've read the text. We've done some text analysis and we responded to the text. That's a lot, so well done. Congratulations, you've worked really hard and you've completed your lesson. Bye!

To answer questions on a text

To answer questions on a text

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UnitEnglish / Into the Forest by Anthony Browne

English