﻿Hi there, my name is Mr. Bryne Smith. In today's lesson, we're going to do some reading together. Now this is the second of five lessons. So if you haven't yet seen lesson number one, I really recommend you go back and do it. In today's lesson, we're going to be answering some questions on the text. We're going to be using these answers to analyse the text and the pictures, and see if we can figure out exactly what's going on. It's going to be lots of fun to please come along. Let's make a start. Here is the agenda for today's lesson. First, we're going to recap the story that we've heard so far. And we're going to have a quick vocabulary check, which will help us in today's lesson. Then we're going to do some text analysis and answer some questions on the text. Before finally, responding to what we've read so far and what we learned so far. In this lesson, you will need an exercise book or paper, a pencil or pen and your brain. So if you need to go off and get any of those things, pause the video now. Okay, let's recap what we've learned so far. Here's our story. This is what we've seen so far. This is what we've read so far. I've broken it down into five pictures, to five key events. However, they're jumbled, so they're not in order. I'd like you to look very carefully at these pictures. And I'd like you to decide the order in which they should come. So have a careful think. Pause the video now. Okay, so let's have a think about the order in which these pictures should be in. Number one, the child is woken in the middle of the night. Number two, the child and their mother have breakfast together. Number three, collection of stickers saying, "Come home dad, I miss dad." Number four, mother handing this basket of goodies over. Number five, off into the forests. So let's have a quick vocabulary check before we move on. This is the vocabulary that's going to really help us today. So we need to concentrate really carefully on these words. The first word is crack. My turn your turn, crack. Now we need to think carefully about the various meanings of crack because there are more than one. The first is a noun. It's the line along which something has split. And you can see an example of a crack. In fact, more than one crack in this image here. I've actually described this image using the following sentence. There was a long crack in the wall. That's the definition of crack with which we're most familiar. However, there's another one, which we're going to look at just now. Crack, noun. A sharp, loud explosive noise. For example, the crack of the whip made the horse jump. And you can see here somebody's riding a horse with a whip in their hands. And when you flick a whip really quickly with your arm it makes a loud explosive noise. It's sharp noise and this noise we described as being a crack. Let's analyse some of the text. Now before we go on to look more carefully at the text and the pictures, let's think about how we might answer some of the questions we're going to encounter. Now the first thing to do is identify the key words in the question. So really, you need to know what you're being asked before you can answer it. That sounds obvious, but it's harder than it seems. Next, you need to skim and scan the text and pictures for key information. Since we're dealing with a picture book, the information will be contained within both the text and the pictures. Finally, we need to search for hidden clues. Often the information we need is obvious. It's on the top layer. So in the words, it's in the picture. However, sometimes we need to use something called inference to dig a little bit deeper. We're going to practise this throughout the unit and it will get easier and easier. First, we're going to analyse this page. One night, I was woken up by a terrible sound. We need to look at this picture very carefully. We have the text, which is quite straightforward, at least seemingly. And we have this picture which has a lot going on. The child in bed sitting upright. We have a storm outside, I can see the lightning. I can see the silhouette of some trees in the distance. But then there's more going on inside. There are the shadows in the room, the shadows of the bed. And then there's this strange soldier, one legged soldier, stood beneath the window. We can also consider colour. There are some interesting colour choices being used here as well. The question I have for you is this, which of these do you think woke up the child? I'm going to give you a few options. When you pick your option, I'd like you to think about why you've chosen that option. So how do you know? A flash outside, a crack of lightning, strange shapes. There are three options. A flash outside, a crack of lightning, strange shapes. Pause the video and have a think. Okay, the child was woken by a crack of lightning. And I know this by looking at the text. One night, I was woken up by a terrible sound. In this instance, we actually just told the answer to the question is in the text. I've gone on to describe and explain my choice. This is the kind of answer I'm expecting from you throughout the unit, so for the rest of the unit. A decision has been made and it's been justified, which means it's been explained. I think a crack of lightning woke him up because the text tells us that he was woken by a terrible sound. Also, in the picture, we can see lightning out the window. So what I've done there is I've combined two things. What I can see in a text, terrible sound. What I can see the image, the lightning outside the window. Let's have a go with this page. The next morning, all was quiet. Dad wasn't there. I asked mom when he was coming back, but she didn't seem to know. And then we have this image which is very rich, which mean there's lots going on. At first, it doesn't seem as though this is the case. But let's dig a little deeper. We have the child and the mother sat at the table, then we have this empty chair at the other end of the table completely bare and empty. Then we have this peculiar light hanging down the middle. Solitary light, which means it's all by itself. It's quite lonely there by itself. So is the mother's mug. If you look at that mug, it seems quite lonely by itself. Then we have the expressions on the faces of the characters, which tell us quite a lot. Let's see if we can answer this question. What was the mood at breakfast? How do you know? So I'd like you to have a careful think. How would you describe the mood? Now I'm looking for adjectives, more than one. You might come up with a variety of adjectives describing the mood at breakfast here. And then the key part of this question, how do you know? So what proof do you have for your answer? You might have a great answer, but I want more than just the answer. I want the proof, the explanation. Pause the video and have a think. Okay, you might have come up with adjectives such as lonely, sad, miserable, sorrowful. I think all four of these work really well to describe the mood being represented here. The next part of the question, how do you know? Is quite important. Let's look at some of the evidence. The evidence I've used to come up with these four adjectives. The term quiet. So in the text we have been told that everything was quiet. At a time like breakfast for things to be quiet it's quite unusual. Breakfast is typically quite a busy, noisy, bustling time of day during which people are getting ready for their day ahead. But here we've been told that all was quiet, which straightaway tells me that something's not quite right. Dad wasn't there. I asked mum when he was coming back, but she didn't seem to know. So we've been told here that not only is dad away, but mom doesn't even seem to know when he's coming back, which again is peculiar. And it suggests that something's not quite right, something not as it should be. What else have we spotted? Well, then there's the picture to consider. In the picture we can see the faces of the two characters. That tells us loads. So mum here is not looking happy at all. She looked quite, looks quite downcast. Her head is facing slightly down and off to one side. It seems as though she's struggling even to look at the child, who presumably, at certain points, at least this morning, is speaking to her. She's looking away from him. She's struggling to look at him. She has a shadow cast over her face. And then the child looking up at the mother with maybe some expectation on their face, looking for an answer, listening for an answer, but not getting one and not being very satisfied with that. And then we have a few other aspects of the picture. we have this solitary mug and solitary light hanging down, which make me think immediately on loneliness. Straightaway, which is why I've used that as my first adjective, loneliness. This looks to me like a very lonely picture. So think carefully about why a single light and a single mug all alone on that bare table? why might that make me think of loneliness? Or when somebody is on their own, in the same way this mug is on its own and this lamp is on its own, that person is likely to feel lonely. So when I see that same thing being represented using these two objects, loneliness is what springs to mind. Next picture. The next day, mom asked me to take a cake to grandma, who was poorly. I love grandma, she always tells me such fantastic stories. There are two ways to get to grandma's house. The long way round, which takes ages. Or the short way through the forest. "Don't go through the forest," said mom. Go the long way round. And we have the picture on the other side of the page. Mother holding out the basket with the cake inside. And the child hands in pockets looking across at the cake a bit perhaps surprised, intrigued, curious. I'd like you to help me answer this question. Which of these emotions do you think the child is experiencing and why? In order to answer this I like you to use the text and the images. And remember, justification, explanation. That's very important. So our four emotions are worry, curiosity, excitement, and boredom. Now, you might think that more than one of these apply, which is fine. I'm not telling you you have to pick just one. You can pick as many as you like, maybe they all apply. Have a careful think. Pause the video now. Okay, now I thought about this carefully and I decided that worry is definitely an emotion the child is likely to be experiencing. Worried principally about dad, the whereabouts of whom are still not clear. We still don't know where dad is neither does the child. There's also worry about what lies ahead. So about what's coming next, which is a bit of an unknown. It's not nice. It's not a nice feeling, when you're not sure about what's coming next. And it's definitely something that brings on worry. I also think there's likely to be an element of curiosity. So I've selected that as well. An adventure of some sort is beginning to be laid out ahead of the child. Of some sort, takes the child through the forest off to grandma's house alone. All of these things suggest to me as though there's an adventure ahead something about which the child might feel curious. Excitement, I think also works. So the first three of these I think are appropriate. This adventure about which the child is quite curious and a bit worried, is also exciting. As a child, especially getting to do things by yourself, perhaps for the first time is really exciting. It's part of growing up. When you get those opportunities it makes you feel excited. So I think that's definitely an appropriate adjective, appropriate emotion. So finally boredom. Now, I thought of all four of those boredom is the one which definitely does not apply. So personally, I have not chosen boredom. I don't think boredom really features here. You might be tricked into thinking that child is bored because the hands in the pocket But I don't think that's what those hands in pockets are representing. I don't think that's a child likely to be bored given the circumstances. Next page. But that day for the first time, I chose the quick way. I wanted to be home in case dad came back. The child's adventure is going to be full of happiness and joy. There's a statement for you. Your job is to tell me whether or not you agree or disagree. And to explain why to do you agree or disagree. And most importantly, why? What is telling you that that's going to be the case? Pause the video and have a think. Okay, I thought about this carefully and I decided that the child's adventure is not going to be full of happiness and joy. There might be elements of happiness and joy. These two big clues made me feel as though perhaps some difficulties lie ahead. So here I've highlighted, the spiky trees in the forest. That to me looks like a forest that is a little bit ominous and foreboding, which means that there are not necessarily positive things coming the child's way. And then we have this long shadow, which I've also highlighted there. The shadows of all the trees quite long. And to be honest with you a bit spooky. In fact, the whole forest is already taking on quite a spooky feeling, a spooky vibe, which is suggesting to me that the story, the adventure the child is about to embark on is maybe not going to be wholly positive. Now, we're not being told this. We're not being told any of this. Lots of this I'm guessing. Anthony Brown, the author, has left behind clues in the images and the words. And I'm using those clues to guess what's going to happen. There's no right or wrong answer here. We're picking up clues and we're putting them together and try to figure out exactly what they need. There are the clues I've picked up and that's what I think they mean. If we look back on the previous page we've also got this phrase, don't go through the forest. Remember, mom is saying to the child that they shouldn't go through the forest. Now mothers generally know best. So then she's presumably doing this for a reason. I wonder why she's telling the child not to go to the forest. Probably for some good reason. Perhaps there's an element of danger, or worry. Something that perhaps the child needs to take into account before this adventure at best. Okay, let's respond to what we've seen in the text so far. So I have a question for you, what next? We've got to this really fantastic point in the story where it feels as though the adventure is about to start. What do you think is going to happen in the forest? What do you think is going to happen next? I'd like you to pause the video and have a think. Okay, now when I came to this point in the story, I thought something bad's going to happen. I'm not sure exactly what. But when I got to this point in the story, I thought, yeah, things are about to start to unpack a bit. The excitement is going to come our way. And I just think that something bad is going to happen. I've got a feeling the child is going to meet somebody or something in the forest. I'm not sure who or what, but that's what I think it's going to happen next. Well done. That's the end of the lesson. Congratulations. In this lesson, we have recapped the story we've heard so far. We've done a vocabulary check. We've analysed the text and the images. And we've responded to the text. So congratulations, you've done an awful lot today. You've worked very hard. So well done.

In this lesson, put the key events in order and focus on key vocabulary to support understanding. We will use the strategies of identifying key words, skimming and scanning and searching for hidden clues to answer questions.

English

Y3 English

Key Stage 2

Year 3

To answer questions on a text

Into the Forest by Anthony Browne

Reading

THEME

UNIT

To engage with a text

To analyse the author's use of colour.

Lesson overview:To answer questions on a text

Core Content

Into the Forest by Anthony Browne: