﻿Hi everyone, Ms. Fryer here back for lesson eight, of our honey in trouble character unit. In lesson seven, we added some new adjectives to our monkey outline template, meaning we've got loads of great new vocabulary to use in our writing today. I also left you with a trivia question. I asked you, how many flowers you thought a bee could visit in a single day. How many do you think? Could it visit three, 30, 300, more than that? Well, I can tell you. A bee on an average day visits about 3000 flowers. And on a really hot, lovely sunny day, it can probably visit up to 5,000. That's so many flowers. I can't even imagine visiting that many people, in a day. Bees are so cool. We're going to start off today with a speaking activity, followed by some spellings. Then we're going to do some shared writing to get you all ready for doing some independent writing and then editing your writing. In this lesson, you will need an exercise book or paper, a pencil, and your brain. So pause the video now, if you need to get any of those things. So today for our speaking activity, we're going to practise asking questions again. Yesterday, we thought of questions for the wild animals of the forest. So I thought today we could ask questions to one of the animals. Remember for a question to work, it needs a question word. Yesterday, we learnt those question words, didn't we? Should we read them again? They were on your screen now. Use our reading finger. Who? What? Where? When? Why? And how? Let's read them one more time. Who? What? Where? When? Why? And how? So we can use those when we're asking a question to one of the animals in the story. Oh, hi Zorro? You're not Zorro, you're the tiger. You thought that we could ask questions to you today, because you're the tiger. Okay. That makes sense. Right. So I need to ask a who, what, where, when, why, or how question to the tiger here. So let me think. Tiger, who do tigers live with? Tiger says, tigers normally live on their own apart from if they have babies. But they don't live in big families, like lots of animals do. Let me think of another question. Let's ask a where question. Where the tigers live? Uh, tigers live in countries all across Asia in places like India, China and Indonesia and Malaysia. That was interesting. Let's ask a what question. What do tigers eat? Ah, tiger says, tigers eat, they are carnivals, so they eat meat. They hunt for things like antelope and deer and wild pigs. I can think of another question actually. When do you hunt? Tiger says that, they hunt normally at night, because they can be quieter and sneakier and blend in with their surroundings. Tigers being sneaky is one of their, inner qualities. Think of another question, we've got we've done who we've done what, we've done where, we've done when. Let's think of a how question. Um, tiger, how many different types of tiger are there? Oh, apparently there are five different types of tiger. There are Bengal tigers, there are South Chinese tigers, that are Indochinese tigers, Sumatran tigers, and Siberian tigers. Five different types. Okay. Last question then it has to be a why question. Oh, I know. In one of our trivia one of our trivia questions, we learned that there are only 4,000 wild tigers left in the world. Why are there only 4,000 left? Oh, that's sad. Apparently there are only 4,000 wild tigers left because people hunt them for their skins. And because they cut down the trees and the forest that they live in so they can make room for farms and things. That's very sad. I didn't mean to make you sad, Zorro. I mean tiger, but I hope he managed to think of some good questions to ask the tiger. I wonder if you can pause the video now, choose one of our question words and think of a question to ask the tiger. Now we're going to do some spellings. We have been looking at the 'k' sound. Which is spelt with a C, a curly or a K a kicking. And we have looked at lots of words already that start with a letter C or a letter K. And we were noticing a pattern where we, that's what we spotted in lesson six. We spotted that the letter that follows the C or the K gives a big clue about which one to use. And I taught you a song. I wonder if you remember it. But sing it again so we can remind ourselves. Here's my little prompt to help you singing along. Okay. It goes like this. ♪I am c who is following me ♪ ♪ It's a, and l o r and u ♪ ♪I am k and I'm here to say ♪ ♪ It's e and i and y it's true ♪ Let's do it one more time to get it really into our heads. Off we go. ♪I am c who is following me ♪ ♪It's a, and l o r and u ♪ ♪I am k and I'm here to say ♪ ♪ It's e and i and y it's true ♪ Good job. I hope you remember our song. Now, all the words we looked at in lesson six had a C or a K at the start of the word. But today, we're going to look at words that have a 'c' sound in the middle because the rules still works. Even when the sound is in the middle. So let's do some reading. Now I'll read them twice. I'll read them and then you join him with the second time. So my turn, your turn. Bacon, bacon pelican, pelican, eclair, eclair scrum, scrum, hocus pocus, hocus pocus, price, price, race, race. Okay-dokey. Now let some K's. make, make bike, bike skin, skin, skeleton, skeleton, risky, risky. Broken, broken. So all of these words have a C or a K, but a 'c' sound in all of them, apart from price and race. But that's because in the middle of a split diagraph a 'c' 'c' 'c' becomes a 's' 's' 's'. But they've all got those letters in the middle of them. And they all are followed by letters that we sing in our song. So today, Oh, there's another one that I forgot about. Sky sky. Good job telling me. Today we are going to play our game again, but this time, the 'c' sound will be in the middle of the word. So when you sound it out, listen, still listening for the sound that comes after the 'c', if it's an a an l an o an r or a u 'a' 'l' 'o' 'r' 'u' those words in a diagraph, those letters in a diagraph, it will be a C. But if we have an E an I or a Y, e i y all used in a diagraph, it will be a K. So here's my words. My first word. You ready to point with your finger? a C or K? My first word is the word. Skip, skip, let's sound it out. skip. Give you a bit of help there. skip. Which one? C or K curly or kicking? Pointing. There it is. It's a K E and I its the letter I making the i sound. Okay, next one. We're going to do the word stinky. Stinky. Let's sound it out. stinky. Where would stinky go? What letter comes after the 'c' sound? It's a Y because a Y makes a happy y just like on the end of stinky. So it's a K, a kicking k. Okay. Next one. Let's do the word scrap. Right with finger scrap. Which one do you think? scrap. Which one? It's the C because it has an r, A, L, O, R and use r which is the letter R. Next one. I'm going to do the word, rake rake. rake That one's a tricky one. Tried to trick you here. Pointing. It's a K. It sounds like there's no sound after the K doesn't it? And there isn't any sounds, but an a has a split diagraph, an a split E so an E comes after the 'k'. So therefore it's a K. Two more. My next word is the word, toucan toucan toucan. Which one do you think? toucan There it is. It's a C and we know a comes after a C. Last one then falcon, falcon. falcon C or a K, pointing falcon. It's a C, that 'o' sound comes after the 'c', so it has to be a C, really good job. So there's loads and loads of different words we've learned. It doesn't make any difference whether the 'c' sound is at the start or in the middle. It still follows our song most of the time. So pause the video to write down two each of our new words. So that you can remember, that it works in the middle and not just at the start, pause the video now. We are going to do some shared writing today. That means we're going to make up something together so you can choose some of the words that I use in my writing. If you have got your completed monkey outline from lesson seven, it will be a good idea, if you have to have it now, cause it will help you with the writing. So pause the video now to make sure you have your completed monkey outline and adjectives. Going to show you again our writing toolkit. All about characters we care about. It is so, so important to have characters we care about. Or we won't care about the story. We won't care about what happens in it. We want to make sure that we are always showing the main inner quality of the character. And in our story, the main character is the monkey and his main inequality is that he is foolish. So everything we write should show us and tell the audience more about him being foolish. And there are four ways that we can show his character. I hope you remember them all. We have his physical appearance and dress, and you can decide what that is. We also have actions which really helped to show his personality. We have his speech, what he says and how he says it, and his thoughts and feelings, which give us more insight, into what he is like. So here is the boxing that I did in lesson six. We're going to be writing the first part of the story. That's the part where the monkey finds that sticky, sweet liquid. And we want to show the purpose of this part of the story. Which is the hook the reader, describe the monkey and show that he is delighted. And here's my notes that I wrote. I know that I need to talk about the monkey. I know that I need to say that he thinks honey is trouble. And I need to show that he is foolish. So that's something that's really important for me in this part of the story. So I had to set up the monkey. I know that he's up in the tree, so I think that's how I'm going to start my sentence with a nice capital letter, so. Up in the trees a right now I think I'm going to use an adjective. I'm going to use an adjective to describe my monkey. Now I want him to, it could be greedy, could be foolish. It could be describing his appearance. It could be little. What do you think, tell your screen. I think I'm going to choose the word, greedy. Let's put him in greedy because that will help show how foolish he is. Up in the trees, a greedy monkey and a N K E Y that's from my notes. A greedy monkey was watching there's that 'ch' sound with T C H, that we were doing in our spelling. Up in the trees a greedy monkey was watching. He was watching remember, the lady has just stomped off back home, because she said, why do you cause me so much trouble? Now I want to think of something to describe something about his physical appearance. So on my monkey that I drew, I talked about his thin curly tail, his messy soft fur. You might have described something else on your monkey, so you could write something different here, but I think I'm going to do his thin, curly tail. So I'm going to do that. Making sure I've got capital H for my start of my sentence. Happy, he is thin curly tail Twitch. I'm going to have it twitch cause he's excited early and delighted. I'm going to have it twitch. Twitch. Would that be a C H or a T C H? And bra roof my spellings. It's got a short a sound, doesn't it? So I'm going to use T C H. e d for past tense, his thin curly tail twitched with happiness, excitement, joy could use any of those words. Couldn't I, which one do you think I should use? You could use whichever one you want in yours. Think I'm going to use joy, nice and simple. Just two sounds. Twitched with j-o-y, face my voice sound. So I'm telling the first part of my story, but I'm making sure I get some of those words I was talking about and different elements of my toolkit into my sentences. I've used that word greedy to describe his personality. I've said something that he's doing, his tails twitched with joy, one of his actions. I have described his physical appearance, that he has a thin curly tail. So I'm always thinking about my toolkit for every single sentence. What do you think my next sentence should be? I still want to show something that is about his actions, about his personality and his physical appearance and dress. So I wonder if you could pause the video, and write your sentences and one extra. What do you think would be the next sentence in this part of the story? Make sure you're using your toolkit. Pause the video so that you can write your independent sentence. I've written my next sentence. You can see it on your screen. I put it on there for you. I've written, without even stopping to think he climbed down quickly and stuck his finger in the liquid. So that was what I thought happened next. And I want to make sure that I am still following our writing toolkit. Have I done something to describe his personality or his appearance? I've said he hasn't even stopped to think. Without even stopping to think and that he climbed down quickly. So I ticked off some actions that describe his personality, but now it is time to edit. So let's move on to that. Remember when we're editing our work, there's lots of different things we need to do. Some different stages. So what we're going to be thinking about first, but whether it meets our learning objective of describing the main inequality of the monkey. So does our sentence, I put it back onto the screen. Does the sentence describe the main inequality of the monkey? I've said without even stopping to think, do you think that makes him sound foolish? I think it does. He didn't even think about it. That definitely sounds foolish to me. And he stuck his finger in liquid. He doesn't know what it is. So I think I am meeting the requirements of the toolkit and describing his main inequality. The next thing I'm going to do is use our SAD editing technique. Which sounds like I might have a bit of a say, but actually it's a really good strategy for making sure that we have the best sentences that we can. SAD stands for swap, add, delete. What does it stand for? Swap, add, delete. So in our sentence, we can swap things round or swap things for other things, other words or other punctuation. We can add new words in or onto the end and we can delete things that we don't need. So I'm just going to have a look at my sentence again, to see if there's anything I can swap, add or delete. I think I've got a couple of ideas. I think I want to swap the word quickly in my sentence because quickly I don't think it makes him sound foolish enough. I'm going to swap it for a different word. That better reflects his main inequality. So I think I am going to get rid of the word quickly and have him climb down clumsily. So he's going down so quickly. still has the 'y'. He's gotten down so quickly and kind of haphazardly that he has been clumsy. Maybe he's missed some footings over here that lands with that thump. So I'm going to swap that word in. Then, I remember that when I was telling the story originally, I described that liquid as sticky and sweet. So I'm going to add those words in. In the, sticky sweet liquid. There we go. So I've added those things in. And do you know what? I don't think I need the word even, in my sentence. Without stopping to think, I think flows better and sounds nicer. So I have swapped my word quickly, for my word clumsily because it better reflects his foolishness. I had added the word sticky and sweet to describe the liquid. And I've got rid of the word even because I just don't think I need it. Now it reads all together. Up in the trees a greedy monkey was watching. His thin curly tail twitched with joy. Without stopping to think, he climbed down clumsily and stuck his finger in the sticky sweet liquid. The last thing I'm going to do is to use my five finger check. I am going to check my sentence for capital letters at the start of every sentence. Do I have those? Yes, I do. I'm looking for finger spaces in between every single word. Do I have those? Yes, I do. I can check my spellings. Spellings might mean sounding out words again. It might mean checking to see if we've spelt our words correctly from our notes that are our tricky words or our key words, or it could be making sure we haven't left out any little words. So I can check those now. I've got the 'ch' right sound in twitched. Got the sight word two and he spelt right. Yes. I think my spellings are okay. Have I got full stops at the end of my sentences? Before all the capital letters, after all the ideas? Yes I do. And does it make sense? Well, hopefully you agree with me that it makes sense cause we've just been reading it. Now, it's time for you to do yours. So pause the video now, so that you can edit your sentences, make sure they describe the main inequality of the monkey. Check with your SAD, your swap, add or delete to see if there's anything that you can swap, add, or delete from your sentence. And then five finger check it. To make sure that they are the best sentences that they can be. So pause now. And that's it for today. I hope you're proud of all your writing. In lesson nine, we're going to be carrying on with our writing. So keep your writing from today nice and safe. It's trivia time. And my quick trivia question today, is about dogs. Because the monkey releases those three black dogs doesn't he? Humans have been keeping dogs as pets and as working dogs for a long time. But how long do you think they have kept them? How many years do you think that humans have kept dogs? I'll give you a clue, it's a lot, have a sensible guess. And I will tell you the answer at the start of lesson nine. Bye.

In this lesson, we will use our adjective list, and everything we have learned from the character writing toolkit, to start writing a description of the monkey, focusing first on his physical appearance and dress.

English

Y1 English

Key Stage 1

Year 1

Miss

To develop character in a story (Part 1)

Honey and Trouble: character

UNIT

To listen and respond to a story

To tell a story from memory

To explore character through what they do, say, think and feel

To use adjectives

To make inferences based on what is said and done

To box up for purpose

To explore how writers create interesting characters

To develop character in a story (Part 2)

To develop character in a story

Lesson overview:To develop character in a story (Part 1)

Core Content

Honey and Trouble: character: