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

Key Stage 1

English

Honey and Trouble: recycled story (character)

﻿Hi everyone. Miss Fryer here, back for lesson three of our honey in trouble, recycled character unit. In lesson two, we spoke and stepped our new version of honey in trouble with our new recycled characters. And today we're going to recap our learning on adjectives to describe our new animal main character. I also left you with a trivia question. I asked you how long a sun bear's tongue was. Now, sun bears are the smallest type of bear, but they get a lot of their food from hollow tree stumps and termite mounds. So they use quite a long tongue to get it into holes and suck out the bugs from inside. Well, let me tell you that a sun bears tongue can be 25 or 26 centimetres long. That's this long guys. That's how long a sun bear's tongue is. Just for comparison, this is about the length of our tongue from all the way back in your head to out the front apart from mine, 'cause I've got a really short tongue. Today, we're going to start with a speaking activity, followed by spelling. Then we're going to recap of some of the learning we did in unit seven. Then some shared writing and finally some independent 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. I've got Zorro with me again today, because he's going to help me with our speaking activity, aren't you Zorro? In unit seven, we talked a lot about characters we care about using our character writing toolkit. There are four ways that we show characters We care about when we're doing our writing. We show it through their physical appearance and dress, we show up between their actions, what they do and how that shows their personality through their speech and through their thoughts and feelings. And we do this every single time. It's really important to write characters we care about 'cause if we don't care about the characters we won't care about the story, and if we don't care about the story, we won't care what happens in the end. So I'm going to use my character writing toolkit, to think about describing Zorro. So Zorro is a monster with red and black fur. That's his physical appearance, that's what he looks like, isn't it? He is cuddling in close to me and speaking into my ear. So he's cuddling in close and he's speaking into my ear... Thank you. When he needs to speak to somebody. He is very, very happy and proud to be helping you all with your learning and thinks you are all doing a great job. Now, what does that tell you about what Zorro is like? I've given you four things, one from each bit of our writing toolkit. What does that tell us about what he is like? I wonder if you can tell your screen? Well, I think the fact that Zorro cuddles in close to me and speaks into my ear makes me think that he is quite a shy monster. He doesn't want to talk in front of lots of people and he doesn't want to be too far away from me. So he's quite shy, but he clearly loves to learn, don't you Zorro? And he's really proud of all of you with your learning and really wants to help. So even though he's shy, he still wants to be here with me, helping you all with your learning. And that says a lot about him. I think that means that you're a decent soul, Zorro. Why don't you try and use our character writing toolkit to describe somebody at home, one of your friends, one of your teddies or anybody else. It could even be a character in one of your story books. Pause the video now and have a go at using characterising toolkit to describe someone. Now we're going to do some spelling. We started learning our days of the week. Do you remember? We learned how to spell the days, Monday, Tuesday and Wednesday. Today, We're going to learn the next two days. So after, I wonder if you know, Monday, Tuesday, Wednesday... Thursday, and after that... Friday. So we're going to be learning the songs today for Thursday and Friday, Thursday, Friday, Thursday, Friday. Right. Let me show you how it goes. ♪ T H U R S D A Y ♪ ♪ T H U R S D A Y ♪ ♪ T H U R S D A Y ♪ ♪ Thursday's when I eat a pie pie. ♪ Oh, pie. Oh, I love pie. Apple pie, cheese and onion. What, I love a pie. Pie is good. Anyway, can we sing that through altogether? T H U R S D A Y, off we go. ♪ T H U R S D A Y ♪ ♪ T H U R S D A Y ♪ ♪ T H U R S D A Y ♪ ♪ Thursday's when I eat a pie. ♪ Good job. Now we have Friday. Friday is nice and easy 'cause it's got the joint least amount of letters out of all our days. So we've just got, ♪ F R I D A Y ♪ ♪ F R I D A Y ♪ ♪ F R I D A Y ♪ ♪ Friday I have fish to fry. ♪ A bit like my name, really. Same spelling, fry, Fryer. There we go. Do you think we could sing Thursday and Friday through before we put all of it together so far? Let's give it a go, shall we? Start with Thursday. ♪ T H U R S D A Y ♪ ♪ T H U R S D A Y ♪ ♪ T H U R S D A Y ♪ ♪ Thursday's when I eat a pie. ♪ ♪ F R I D A Y ♪ ♪ F R I D A Y ♪ ♪ F R I D A Y ♪ ♪ Friday I have fish to fry. ♪ Great job. So here are all of our days of the week we've done so far. What do we do on Monday? Monday's when I wonder why? Tuesday's when I really try, Wednesdays when I like to fly, Thursday when I eat a pie, Friday's when I have fish to fry. Good job. Let's sing it all the way through. You can use the letters on the screen in case you get stuck and I'll sing along with you the whole way. Are you ready? Off we go then. ♪ M O N D A Y ♪ ♪ M O N D A Y ♪ ♪ M O N D A Y ♪ ♪ Monday's when I wonder why? ♪ ♪ T U E S D A Y ♪ ♪ T U E S D A Y ♪ ♪ T U E S D A Y ♪ ♪ Tuesday's when I really try. ♪ ♪ W E D N E S D A Y ♪ ♪ W E D N E S D A Y ♪ ♪ W E D N E S D A Y ♪ ♪ Wednesday's when I like to fly. ♪ ♪ T H U R S D A Y ♪ ♪ T H U R S D A Y ♪ ♪ T H U R S D A Y ♪ ♪ Thursday's when I eat a pie. ♪ ♪ F R I D A Y ♪ ♪ F R I D A Y ♪ ♪ F R I D A Y ♪ ♪ Friday I have fish to fry. ♪ Really good job, everyone. Only two days of the week left to learn. Why don't you now pause the video so that you can write down your two new days of the week you've learned. All the way back in unit seven, we learned about adjectives. Adjectives are describing words. They are words that we use to say what something is like. And they are all the different things from our character writing toolkit. We've already talked about this once, haven't we in this lesson? We are deciding on that main inner quality of the character. And then we are describing that quality through four different things. Their physical appearance and dress, what they look like. Actions that show personality, their speech, what they say and how they say it, and thoughts and feelings. What they think and how they feel. Now, we know the main character in our honey and trouble story is foolish. That's their main inner quality. It was the monkey, and now it's on new recycled character. But they're going to have the same inner quality. Let's make sure we remember what adjectives are and where they are in a sentence. So I've written some sentences that I wrote in unit seven on my screen. I wonder if you can point to the adjective in my first sentence. It goes like this, "The monkey has messy, soft fur." I wonder, can you point to the adjective, the adjective in that sentence, "The monkey has messy, soft fur." I tried to trick you. There is not one adjective, there are two adjectives in that sentence, messy and soft. Tell me what the fur is like. Okay. Next sentence. "He is foolish and greedy." How about that one? Where are the adjectives? "He is foolish and greedy." Are you pointing? There we are, two again. Both foolish and greedy, tell me what he's like. So they're adjectives. Last one. "In a loud voice, the monkey said, 'Oh, I like this.'" Point to the adjective. Can you spot it? "In a loud voice, the monkey said, "Oh, I like this.'" Fingers, can we see that? Just one this time, it's the word loud. Loud tells us what the monkey's voice is like, how he speaks. Good job if you spotted those. So now we're going to do some shared writing. Remember when we drew our monkey outline and we thought of different words to use, to describe his different physical features? Well, we're going to do the same here with our new recycled character. So grab a piece of paper and a pencil, and I will meet you here. Here I have got a picture of my stork. Now, just like we did the monkey, you could draw a picture of your stork, you could get a picture off the computer, you could get somebody to help you draw one. What I'm most interested in here are the words. So it doesn't matter where you get your picture of your animal from. Just get one, if you can. And if you can't, then it's okay just to write a list. And what we're going to do today is we're going to choose three features, three physical features about our new main character. So you could choose the animal's beak, or legs, or feathers if you've chosen one of the birds. You might do claws, if you've chosen the eagle. You might choose the crest or the tail, if you've chosen the peacock. You choose whatever three features that you like. I think I'm going to choose the beak, 'cause storks have got unusual beaks. I'm going to choose the legs and feathers. Feathers are all over his body, but I'm going to do them here. And I've just drawn three neat lines, as you can see, so that I can learn to write my labels in really nice to neat line that run, left to right. So here we go. Right. So I'm going to start off by describing his beak. Now I can remember back to the picture on the slides that storks, black storks that we've been looking at have got red beaks. So I'm going to use the word red as my adjective to describe his beak. R E D, red. So I'm going to write that now. R E D, and beak, B E, that's a Phase 5 E sound, K, beak, red beak He has a red beak. That's what it's like. Now I'm going to describe his legs. Now his legs are lots of different words I could use to describe his legs. He could describe them as long as skinny, as they're red as well in a black stork. But you might have chosen a different bird your bird or animal might have strong legs. Yours might have short legs, they might have orange legs or black legs. You can use whatever words you would like for your feature. So I'm going to do, L O N G, long L E G S, long legs. 'Cause storks have long legs, it's one of their main features. And finally, I'm going to think about his feathers. Now my stork has black feathers, they're quite shiny. They are quite a long feathers across they go across his back. But if you wanted to show the foolishness of the character, maybe you could talk about the feathers being scraggly or messy like we have with the monkey's fur. If you've not chosen a stork, then your feathers might be colourful. They might be a different colour. They might be beautiful. Whatever word you want to use. I think I'm going to do... I quite like scraggly. I like that. I'm going to have scraggly, he is a bit of a mess, like our monkey was 'cause they've got the same personality scraggly, S C R A G G L Y, happy Y on the end. Scraggly, F E, E A E, T H E R S, feathers. You can magpie my words for beak, feathers and legs if you want. But you might have chosen completely different features. So that's what I want you to do now. Pause the video, choose your three features and label them with your adjectives. Now that we got our words, we're going to write some sentences. I'd like us to see if we can write two sentences using the three different adjectives that we have written. And we're going to do it like this, the first sentence we're going to write, is we're going to write one, where we use two adjectives in a list. Two adjectives in a list, that's a two A sentence. Two A just means, two adjectives. So I think my two A sentence is going to be about his beak. So I need to think of another adjective to describe his beak. His beak is red and pointy. I'm going to use his red and pointy as my adjectives. So I'm going to say, "The stork has a red, pointy beak." Can you talk that out with me, on your head? The stork has a red, pointy beak. On your tummy, the stork has a red, pointy beak. On your shoulders, the has a red pointy beak. On your nose, the stork has a red, pointy beak. And on your fingers, the stork has a red, pointy beak. How many words? Seven words. So I need to check afterwards that I have seven words. So I'm going to start off with my sight word, the. Capital letter, T H E spells the. The stork, S T O R K, stork. I could also look back at my story now for the spelling of stork if I've forgotten. Luckily I remembered. The stork, H A S, has a R E D, red, P, poi, diagraph poi, N T Y, happy Y, Y that's a Y. A red, pointy B E, E A E K, and on the end we have a full stop. Good job. A red pointy beak. Have we got seven words? Let's count, one, two, three, four, five, six, seven. Oh, that's good. We haven't missed any little words out. Let's read it through again, shall we, with our reading finger? The stork has a red, pointy beak. That's a two A sentence, with two adjectives in it. So see for my first challenge today, see if you can write a two A sentence about one of your physical features. The next sentence I'm going to write is going to be a sentence where I'm going to join two of my sentences together with the joining word, and. So I'm going to have two of my ideas and join them together with, and. So I've already talked about my beak. Now I'm going to do his scraggly feathers and his long legs. I'm going to put them together. So I might say, "His feathers are scraggly and his legs are long." Can we do that? On our heads, his feathers are scraggly and his legs are long. On your shoulders, his feathers are scraggly and his legs are long. On our tummy, his feathers are scraggly and his legs are long. On your nose, his feathers scraggly and his legs are long. Let's count on our fingers. His feathers are scraggly and his legs are long. Nine words this time. That's a bit more for us to remember. Let's give it a go. His, capital H, H I S, his. His feathers, F, ea sound with an E A, I can look at my outline if I need to. T H E R S, feathers. I need my sight word are, A R E spells are, A R E. His feathers are scraggly, S C R A G G L Y, S C R A G G double letter, G L Y happy Y. His feathers are scraggly and, and H I S, and his, what's the next bit? Legs are long, legs are long. L E G S, legs. Here's my slight word are gain, A R E and last word, L O N G, legs are long. Finish with a full stop. Let's just count our words, check we've got nine, one, two, three, four, five, six, seven, eight, nine. Good job. Let's read it together. His feathers are scraggly and his legs are long. So that's my second challenge sentence. I'm going to join two of my adjective ideas together with that joining word, and. Now it's time for you to write your independent sentences. Pause the video to complete your task. Use adjectives from your drawing and your outline, to write two of your own independent sentences. Remember my challenges. I've written them on the screen for you. See if you can write two adjectives in a list. That's my challenge one. And see if you can join two of your adjective ideas together into one sentence. That's my challenge two. Pause the video now to complete your task. The last thing that we need to do before we finish this day, is to check our sentences with our five finger check. I hope we know what we're dealing with this by now. We have five things need to check for, to make sure our sentences are the most perfect that they can be. We need to check that we have a capital letter at the start of both of our sentences. Every sentence needs to start with a capital letter. So check for that, please. We need to also check that every single word has a finger space in the middle. So make sure that yours do. We need to check our spelling, that's our third finger. That might mean having a sneaky peek at your story map or your animal outline to get a key word you need. Or it might mean sounding back out again. We also need a full stop on both of our sentences, so you should see two of them. And we need to make sure that it makes sense. Count your words like we did to make sure you haven't missed out any little ones or put any strange letters on the end of any of your words to make your words mean something different and not make sense. Shall we have a practise before you have a go? I think we should. Here is a sentence I wrote earlier. I'm sure you'll agree, it's brilliant. No? Dear. It looks like I've forgotten some of our five finger check things. I wonder if you can spot something that I've forgotten. Oh, dear. I've spotted something, did you? I didn't put a capital letter with my sentence. Now I've changed my lowercase t into a capital T at the start. What's else? A full stop at the end. Now it's a proper sentence. It's got a capital letter and a full stop. The stork has long legs and pointing feet. Fine. Perfect now, right? No? Okay, let's keep going. I've done two fingers, what's next? Oh, a finger space. I had the word legs and, as all one word. We got to make sure we have a bigger space in between every single word. Okay. Let's have a look. Spellings lacks. Can you see any words that are spelled wrong? The stork has long legs and pointing feet. Oh, I've missed out a couple of diagraphs there. I've written the N sound, rather than the ng diagraph that's on the end of long. So I've sorted that out and I've just written a E sound on it's own instead of the E diagraph in feet. So I've got that now. Anything else? Does that make sense? The stork has long legs and pointing feet. Do I mean pointing? Pointing doesn't look like an adjective to me, that sounds like a doing word. Oh, pointed. Pointed feet. The stork has long legs and pointed feet. I can also use pointy, couldn't I? Both of those words describe his feet. So now it's your turn. Pause the video to five finger check your sentences. And that is it for today. I hope you thought of some great words for your new recycled character. In lesson four, we are going to be learning how to be shocked, surprised, and show big feelings with some exclamations. So look out for that. I have some trivia for you to end as usual. Today's trivia, unsurprisingly, is about storks. I've been describing my stork all lesson. Now the stork I've been describing is a black stork, because they come from Asia. Which is where I've decided to set my story. But my trivia is about saddle-billed storks, which are an African kind of stork. They are the tallest storks that are around. Tallest storks. But how tall do you think they are, saddle-billed storks? Have a guess and I will tell you at the start of lesson four. Bye.

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

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

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UnitEnglish / Honey and Trouble: recycled story (character)

English