﻿Hello, everyone. It's me, Ms. Webster, with you for our next lesson in the "Robbins Journey" unit. I hope you're feeling good and confident, and comfortable. And I think we should get started. In this lesson, you will need an exercise book or some paper, a pencil or something else to write with, and you'll need your brain. If you haven't got everything you need, pause the video, go and collect it, and I'll see you when you're ready. We will do a quick writing warm up. Then we will generate vocabulary for the characters that we see throughout the clip, and then we will generate vocabulary for the setting. We'll finish by practising some sentence writing. So let's see what sort of writing warm up is. Okay. What word class are the blue words? What word class are the pink words? Remembering our first lesson in the units, I shared the definitions with you, and these are the definitions for the adjectives and nouns. Let's say the adjective word together. One, two, three, an adjective describes a word; it tells us what it's like. And the next one together, one, two, three, a noun is a P.P.T., a person, place, or thing. I've got some words on the screen for you: determined robin, old, rickety hut, towering, snowy mountains, and cold wind. Have a second to think. What other words in blue? And what are the words in pink? Let's say it together: the words in blue are the adjectives. Okay, so can you tell me all the adjectives you can see. We've got determined, old, rickety, towering, snowy, and cold. So those are words that describe other words. And that means that the words in pink must be the nouns. Tell me the nouns that you can see. Yeah, we've got robin, hut, mountains, and wind. So I've circled those two: old, rickety hut, and towering, snowy mountains. What's different about those, compared to the other two? Have they got anything in them that the others haven't? What punctuation have they got? They've got a comma. Why do I need a comma for those ones? Why do I need a comma there? What about two of. Oh, there are two adjectives. So if we have adjective and an adjective to describe a word, to describe a noun, then we need a comma in between them. Let's remind ourselves of what happens in the story. So in our opening, the robin sets off on his journey from Scandinavia. And then in the build up, when things start to get a little bit more difficult for him on his journey, he narrowly missed being caught by another bigger bird. In the climax, the robin flew over a stormy sea and was badly hurt. But in the end, at last, the robin returned home and was reunited with his friend. We are going to start off with generating vocabulary for the characters. So we'll watch the clip again. And you need to think about what characters there are. And remember characters don't have to be human. Whilst you're thinking about that, you need to think about how you can refer to them. Hope you're ready to watch. Well done for watching. So I wonder if you got all the main characters. Let's check. So we have the robin, of course. We have the hawk who was part of the build up when he swooped down onto the robin and nearly caught him with his talons. So that was an important part of the story. We have the fisherman. Did you notice him? And he was the one who helps the robin, when the robin became very injured as a result of being in the storm. And then finally, we had the female robin at the end of the story. So what part or parts does the robin appear in? Remember the parts of the story: opening, build up, climax, and ending. Tell me the parts that you think he appears in. This is what I think. I think he appears in all of the part. He's in the opening, and the buildup, and the climax, and the ending. The next thing I'd like you to do is to summarise what he does in the story. And you can use this sentence starter: "In the story, he..." So I'd like you to pause the video and have a good setting of full sentence or two full sentences out loud that summarise what he does in the story. You can use words like journey in your . Or home, or flying. So pause the video, say your sentence out loud, and then play the video when you've done that. This is my full sentence. I'll share it with you: In the story, he made the epic journey from Scandinavia to the United Kingdom. He battles against the elements and predators, before safely returning home where his mate was waiting. So I've summarised that he had quite a long and eventful journey... And that's what I mean by epic. Before returning back home to England. What was your full sentence? Can you tell me? Well done. So, we need to think about writing down ways that we can refer to him. And let's think about the adjectives that we could use to describe him. Now, I've noted down a few key parts of the story, and I want you to use those parts to think about really precise and good adjective to describe it. So let's think of the first option. He made the journey, even though it's dangerous. So he knew he had a long way to fly, he knew it might be dangerous. So what adjectives would you use to describe someone like that? The next action from the story said," He escaped the hawk." Oh, yeah! So he flew really quickly out of the way, didn't he? When the hawk was trying to attack him. So what adjectives would you use to describe someone who could do that? And then the last thing: he survived being caught in the storm. What adjectives or ways could you refer to him, knowing that he survived being caught in that treacherous storm. I'd like you to pause the video now, write down your adjectives, and play the video when you've done that. Let's see my adjectives, and you can write down anything you see on the screen, on your own piece of paper. So he made this journey, even though he knew it was going to be dangerous. I think we could use words like this: courageous. Someone who shows a lots of courage. Someone who faces something difficult and does it anyway. Plucky, plucky. That sounds a bit like the word lucky, doesn't it? But plucky is actually a synonym for courageous as is the next word, bold. And those three words: courageous, plucky, and bold, mean something similar to the word, brave. So doing something and facing something challenging or difficult, even though you know it's going to be tough. The next two words: determined, resolute. Those two words would be good because they describe someone who has a goal and sticks to it. So he knows that he has to get home. His goal is to travel all the way home, and he's determined to stick to that goal. He'll carry on whatever happens. And he did carry on whatever happened, didn't he? What was some of the adjectives you thought about for this one? Tell me one. Okay, well done. And then the next part, he escaped the hawk. Okay. He had to fly off really quickly, didn't he? So these are the additives I thought. I thought quick thinking. He had to think really quickly about how to escape. So a good adjective would be quick thinking. This would be an interesting one to use; agile. And that's a great adjective to describe someone who can do something very quickly and nimbly, and swiftly. So he quickly was able to fly off, wasn't he? Did you get any adjectives for that bit? Tell me one. Well done. So he survived being caught in the storm. These are the adjectives I thought of: resilient, hardy, and tough. Now, those words can be used to describe someone who overcomes something difficult happening to them and carries on, no matter what. So even though he was really badly hurt, he didn't just give up and stay on the boat, did he? He thought, "I'm going to get better. "I can do this. "I can carry on flying home." Did you get any other adjectives for that part? Tell me one. Okay, well done. If you'd like to pause the video and write down any words you see on the screen, onto your piece of paper, you can do that now. So let's use some of those adjectives and think about other nouns, so that we can write down some ways to refer to him. There's my box of adjectives, but you will have different ones on your piece of paper. So can you write down a few different ways to refer to him, using that structure that you can see on the screen? The something, something. So you have the adjective, and then a noun. We know we can use the noun, robin. That's what he is. But can you think of any other nouns that we can use to refer to him? What is he? You could also challenge yourself by thinking about two adjectives, and putting them together with your comma between them, just like you can see on the screen. So pause the video now, write down at least three different ways you could refer to him, and then play the video when you're ready. Okay, these are the ones I thought of. In fact, can you tell me one you wrote down first? Okay, well done. I thought we could refer to him as the plucky robin or the agile bird. What noun have I used there? Yeah, I've used the word, bird, instead of robin. And agile, remember that's an adjective that means someone who could move really nimbly and quickly, and can get out of the way in a very quick time. The resilient animal. Okay, the resilient animal. The noun is animal, the adjective is resilient. This one, there I've got two adjectives: the courageous, little creature. So my noun is creature and my adjectives are courageous and little. And then this is my final one. Can you read it? And I'll read it: the hardy, bold adventurer. What noun have I used to refer to him there? Adventurer. Normally, that might be for a person who goes out on an adventure, but so I think it's appropriate to refer to him as an adventurer, even though he's just a bird. So let's think about the hawk. Which parts does the hawk appear in? Or is it one part, two parts, three parts? Is it the opening, build up, climax, ending? Should we say it together? It's the build up. And you need to now summarise what he does in the story. You can use that speech frame, "In the story, he..." What does he do in this story? Pause the video, say your full sentence, and play the video when you've done that. Shall I read you mine? In the story, he sat perched on a branch, waiting for the right moments to pounce on the robbin. He swooped down swiftly and tried to attack him with his talons. Talons are what birds have, instead of claws or fingernails. Can you point to the talons in the photograph? Yeah, well done. Can you say your full sentence about what the hawk does in the story? Well done. So how could we refer to the hawk in the story? And also a reminder about what he does; he waits for the right moment to go and pounce on the robin, to attack him. And he swooped down swiftly and he tried to catch him with his talons. Can you write down at least one way that you could refer to the hawk? Pause the video and play it when you've done that. These are the things I thought of. We could say the hungry predator. Predator is someone who goes to catch another animal to eat it. The ravenous bird. What do you think ravenous means? Is it clear than the one before; hungry predator? So ravenous is a synonym for hungry, but it's when you're more than hungry. It's when you're kind of starving hungry; ravenous. And then this one; the large bird of prey. A bird of prey is used to describe a bird who goes and attacks other birds and animals to eat them. And if you'd like to pause the video and write down any of these on your piece of paper, you can do that now. Let's think about the fisherman. What parts does he appear in? The opening, the build up, the climax, the ending? I'll give you a clue; it's just one part, Just one part. And let's say it together, he appears in the climax. Good job. Okay, so you need to summarise what he does in the story. Why is he important? "In the story, he..." Pause the video, say your full sentence or a couple of sentences out loud, and then play it when you've done that. Should I show you my sentence? Listen carefully as I read it: in the story, he rescues the robin who was badly hurt in the storm. He nurses him back to health before setting him free, ready to continue his journey. What was your sentence? What did you think the fisherman does in this story? Well done. So, knowing what we know about what he did; so he looked after the robin, he nursed him back to health, which means he made him better. And then he set him free so that he could carry on, on the rest of his journey. Knowing those things, what adjectives could we use to describe him? I've got six adjectives on the screen. I've got kind-hearted, cruel, compassionate, heartless, unconcerned, and tender. You can write down the adjectives that you think we could use. I'll give you a clue. There are three; three out of those six adjectives. So I would like you to pause the video and write down those three words that we could use. Let's check. So, kind-hearted. Could we use that one? Yes or no? We definitely could. He's definitely a kind-hearted fisherman. Cruel, yes or no? Nope. We could not use that word to describe him. Compassionate, which means someone who is really kind and thoughtful, and considerate towards others. Yes or no? Yeah, definitely we could use that one. Heartless. Is he a heartless character? Nope. Definitely not. Unconcerned, which means you don't show concern for anyone else. Yes or no? We couldn't use that, could we? What's about tender, which is another way of saying gentle. Yes or no? Yeah, we could use that. So hopefully, we've got all those three adjectives that we could use to refer to the fisherman. So the last character we'll think about is the female robin. What part or parts did she appear in? Opening, build up, climax, ending? Let say it together, it's the ending, isn't it? So I would like you to summarise what she does in the story. So I need you to pause the video, say your full sentence out loud, and then play the video when you've done that. So this is what I thought. She has waited for the robin to return home. And when he flew into the garden, she greeted him lovingly. They shared some crumbs together. So she was really pleased to see him, wasn't she? She was so glad that he had flown all the way home. So could you tell me your full sentence? Well done. So how can we refer to her? I would like you to pause the video and write down at least one way that we can refer to her at the end of the story. So we've got the female robin already. How else could we refer to her? What else could we say in our writing, when we're writing about her? Pause the video. These are the ones that I thought: the loyal friend. Loyal. That means someone who stands by you, no matter what. She's waited for him, no matter what. She hasn't given up on him and flown away, and found another robin friend to be friends with. She stayed really loyal to him. The devoted bird. Devoted is my adjective and bird is my noun. His faithful mate. Mate is just another way of saying partner, if you're an animal. So the boy robin and the girl robin are mates. They're partless together. If you'd like to write down anything you see on the screen, on your piece of paper, then you can pause the video and do that now. So let's think about vocabulary for the setting. I've got some pictures here: A, B, C, and D. And they're pictures from his journey. They're all the different landscapes that he flew over. And in the boxes below, I've got three different ways of referring to them or describing the things that are in those pictures. You've got to match those words to the correct picture. So which picture is full of dense trees and colourful leaves, and vast woodland? I'd like you to pause the video and write down: A, and then the vocabulary box; all the words in that box. B, and then all the words that you think go with that picture, and so on. Pause the video and play it when you've done that. Let's check. So for the first picture, the picture of the vast lakes and the mountains. We could have deep lakes, vast mountain range, and snow capped peaks. Did you get that one? I bet you did. What about for B? What words did you get for B? Tell me. Let's see. Dense trees. So tightly packed together trees; trees growing closely together. Colourful leaves and vast woodland. Vast is another word meaning really big stretch of woodland. So we've got the letter C. It goes with this vocabulary box which has the treacherous sea. Treacherous is a great way of describing something that is stormy and dangerous. And I can see the crashing waves and the driving rain. Driving means pouring down with rain. And for D, what words did you get? Let's check. We've got lush fields, idyllic scenery. Idyllic. Well done. That's another way of saying beautiful, if we're talking about a landscape. And verdant grass. Verdant is another way of saying green; really richly green grass. Verdant. Well done. So we're going to finish our lesson with some sentence writing practise. You need to choose three words you've learned today and use them in full written sentences. For example, I've chosen the word plucky, and this is my sentence. The plucky, little robin set off on his perilous quest home. Perilous, meaning dangerous, and quest, meaning adventure. Predator. He managed to escape the predator's sharp talons. That's talking about when the robin narrowly missed being caught by the predator's sharp talons. And, compassionate. We had that word describing the fisherman. Tenderly, the compassionate fisherman nursed the robin back to health. So that means he looked after him, until he was better enough and well enough to fly home. Pause the video now, choose three words from your piece of paper; three words that you planned, and write them in one full sentence each. Pause the video and play it when you've done that. Really super work today. We did a writing warm up, then we generated vocabulary for the characters, then we generated vocabulary for the setting, and then we practised some sentence writing. And hopefully, all the vocabulary that you've got on your piece of paper will be really helpful when we come to plan and write each section of the story in our next few lessons. So if you'd like to, share your work with your parent or carer. Have a really lovely rest of your day, and I'll see you very soon. Bye.

In this lesson, we will watch the clip again and do a range of activities to help us generate vocabulary to describe the characters and the setting. We will use the words we've learnt to write full sentences.

English

Y4 English

Key Stage 2

Year 4

To generate vocabulary

The Robin - Narrative Writing

Writing

THEME

UNIT

To analyse a film clip and order the story

To investigate suffixes (-ate, -en)

To explore complex sentences

To develop a rich understanding of words associated with the countryside (Part 1)

To plan the opening of the story

To practise and apply knowledge of suffixes (-ate, -en)

To write the opening of the story

To plan the build-up of the story

To write the build-up of the story

To generate vocabulary for the climax

To investigate suffixes (-tion, -ity, -ness)

To develop understanding of complex sentences

To plan the climax

To develop a rich understanding of words associated with the countryside (Part 2)

Lesson overview:To generate vocabulary

Core Content

The Robin - Narrative Writing: