To generate vocabulary for the build-up

Key Stage 2

English

The Highwayman - Narrative writing

﻿Hi, everyone. How are you doing today? Really, really nice to see you. Thank you for joining us for our next "Highwayman" lesson. In this lesson, we're going to explore lots and lots of vocabulary for the build up, so hope you're feeling ready to learn, and let's get started. In this lesson, you will need an exercise book or some paper, a pencil or something else to write with, and your brain. If you haven't got any of those things, then go and collect them, and I'll see you back in a second, but you must remember to pause the video before you do that. So we'll start off with our writing warm up, then we will read aloud, and then we will generate vocabulary for the build up to help us write the build up, and then we will practise writing some sentences. So for our writing warm up today, you've got to think about what two sentences are compound sentences. Let's say those words. Compound. Sentences. Good job. I'm going to show you the sentences now, and I'm going to read them out and you need to think about which two are compound sentences. So in a second, you can pause the video when you've heard the sentences. Number one. The highwayman had had an exhausting journey, comma, but he was nearly there. Number two. He couldn't wait to see Bess. Number three. His heart thumped in his chest as he caught sight of the inn. Number four. A mile later, comma, he arrived at the inn and felt a surge of excitement. So pause the video now, and you can just write the numbers of the sentences that you think are compound sentences. Pause the video now. Shall we check? So these were the two compound sentences, number one and number four. The highwayman had had an exhausting journey, comma, but he was nearly there. Number four. A mile later, comma, he arrived at the inn and felt a surge of excitement. That means he felt really excited, almost like the excitement was travelling through his body. So I would like you to think about this sentence and finishing the sentence off out loud. I know they are compound sentences because. And I'd like you to finish off the sentence using these words. Main clause, and coordinating conjunction. Hmm. I know they are compound sentences because. Pause the video now and have a go at saying that sentence loud using those words in the boxes. Did you have a go? Shall I show you what I would like to read aloud to you? So I know they are compound sentences because they have two main clauses joined with a coordinating conjunction. The coordinating conjunction in the first one, have a look at the word in bold, is but. What's the coordinating conjunction in the second sentence? It is and. Well done. So our next part of the lesson, we're going to read aloud verse three of the poem. So I would like you just to listen whilst I read it aloud. "Over the cobbles he clattered and clashed in the dark inn-yard. He tapped with his whip on the shutters, but all was locked and barred. He whistled a tune to the window, and who should be waiting there but the landlord's black-eyed daughter, Bess, the landlord's daughter, plaiting a dark red love-knot into her long black hair." So what vocabulary could we use when he arrived at the inn? I want you to think about some time conjunctions. So when did he arrive at the inn? And I want you to think about where the inn was, so think about some prepositional phrases. I've come up with finally as one of my time conjunctions. Finally, he arrives at the inn. And I've also come up with, at the edge of for a prepositional phrase. At the edge of the road was the inn. Pause the video now and see if you can write down three more time conjunctions and three more prepositional phrases. Pause the video now. Have you had a really good go at that? I bet you have. Let's just see what I thought. So these are some other time conjunctions that you could use. After a tiring journey. Eventually. At last. What ones did you get? Tell me one of your ones. Well done. If you want to write any of my ones on your list, you can pause the video now and do that. So what about other prepositional phrases to show where the inn was? Let's have a look at my ones. Just off the path. A little further, or a mile later. Can you tell me one of your prepositional phrases to show where the inn was? Thank you very much. And if you would like to add in any of my ones, then you can pause the video now and do that. Let's read this sentence. Sorry, this line from verse three, again. I'm going to read it, and then you're going to read it. "Over the cobbles he clattered and clashed in the dark inn-yard." Your turn to read it. Fabulous reading. Well done. So there's a picture of the cobbles. We had that in a previous lesson, didn't we? We talked about what cobbles are. And my next question is, do you think that he made a lot of noise when he arrived at the inn? Do you think he made a lot of noise, or not very much noise? Hmm. One, two, three. A lot of noise. I think he made a lot of noise as well. So what vocabulary could we use to describe him arriving at the inn? "Over the cobbles he clattered and clashed." That makes me think that he arrived really quickly and he made a lot of noise. Those words clattered and clashed. Let's say those. Clattered. Clashed. They almost sound like what they mean, don't they? I can hear really clearly him arriving at the inn. So you've got six verbs on the screen. You need to think about which ones you could use or which ones you don't think are appropriate for this part of our writing. I'm going to say the words, and you're going to say them back to me, so that we can hear them before we write them. Crept. Hurtled. Careered. Snuck. Edged. Crashed. Which would you choose? Pause the video now, and you can write down a list of three that you would, add a list of three that you wouldn't use. Pause the video now. Have you had a go? Shall we see what I thought? So I thought these were the ones that you could use. Crashed. Hurtled. Careered. You might not have heard of that last one before. That means where you arrive something and you're almost out of control because you've got there so quickly. So those verbs would be really precise, because they're very fast-paced verbs and quite noisy verbs, aren't they? I can hear what he's doing if I'm using one of those words. These ones I don't think would be precise. Edged. Snuck. Crept. Can you just act out the word edged? You're edging somewhere. You're moving very, very slowly. The same for snuck. Very, very slowly. And crept. They're almost... They're too slow for us to use in this part of our writing, and they definitely don't make any noise. When you edge somewhere or sneak somewhere or creep somewhere, you do it very quietly, don't you? So let's have a look at this next line from the verse, and you can read it aloud after me. "He tapped with his whip on the shutters, but all was locked and barred." Your turn to read it out loud. Fabulous reading. Well done. So how do you think he felt, knowing that he couldn't get in? Now, remember he's travelled all this way. He's had a long journey, but when he got there, he found that the door was shut. He couldn't get in. So pause the video now and write down three adjectives that you would think you would use to describe how he felt. Pause the video now. Have you had a go? Shall I show you mine? So I thought disappointed, because he probably felt really disappointed that he couldn't get in. He felt really let down after coming all that way, he couldn't get into the inn. Frustrated. Show me a frustrated face. Why did this have to happen to me? Or he could have felt surprised. Show me a surprised face. But surprised, not in a good way here. He was surprised that it was closed, that he couldn't get in. What adjectives did you get? Can you tell me one? Thank you very much. So how could we use precise verb choices to show these emotions? Rather than saying he felt really disappointed when he got there, you could say his heart sank, and that's a really good show not tell for that emotion. His heart sank. Can you have a go at coming up with some show not tell for frustrated and surprised? Pause the video now. Shall we see what I thought? I thought for frustrated, he could . He could sigh in annoyance. He sighed in annoyance. Can you act that out for me? And that would be a good way to show not tell frustration. What about surprised? I thought you could say his mouth gaped open. Go on, show me your mouth gaping open. And that is a really good show not tell for surprise. Did you get any other show not tells? Can you show me on the screen? Well done. So let's have a look at the next little bit of the verse. "He whistled a tune to the window." Your turn to read it. Well done. So we know that he whistled a tune to the window. Do you know what's a whistle is? Can you do one? I'll try and have a go. I'm not very good, but I bet you were better than me. So we know he whistled a tune up to the window. Hmm. Could we think about some synonyms or some other words than whistled? I've got called. He called up to the window. And could you think about some adverbs to go with those verbs? I thought about called up quietly because he probably didn't want to wake up the landlord, but he did want to get Bess's attention, didn't he? He came to see her, so we could have, he called up quietly, kind of loud enough for her to hear him, but not loud enough to wake up the landlord. So can you pause the video now and write down two more synonyms for whistles, which means other words that mean something similar, and some adverbs as well. Pause the video now. Shall we see what I got? You could have signalled. Gestured, which is more actually to do with your hands. You're gesturing or kind of signalling to catch someone's attention. What other synonyms did you get? What other verbs did you get? Tell me one. Great, well done. And then adverbs. Here's what's I got. Subtly. Eagerly. If you do something subtly, it means that you don't really want anyone else to see it or to hear it. So we know that he just wants to get Bess's attention. He doesn't want to get anyone else's attention. So he would do that subtly. He'd whistle or call or signal subtly. Subtly. Quite an interesting spelling because it's got a B in the middle that we don't hear when we say the word. And eagerly. If you do something equally, do you really want to do it or not want to do it? You really want to do it, so well done. Can you tell me an advert that you got? Thank you. So who did he see next? Think back to our last lesson, where we read the rest of the poem. Who did he see next? Bess, his horse, or the landlord? Hmm. Have a bit of thinking time. Who did he see next? One, two, three. He saw Bess next, didn't he? And let's read that little bit. I'm going to read it and then you can read it aloud. "And who should be waiting there but the landlord's black-eyed daughter, Bess, the landlord's daughter, plaiting a dark red love-knot into her long black hair." How did he feel when he saw her? Remember he's come all this way to see her. How did he feel when he saw her? I think you could use an adjective like elated, which means really, really happy. Show me an elated face. And I think the show not tell that you could use for that would be beamed in joy, like he had a big, big smile. He beamed in joy when he saw her. Can you think about any other adjectives that you would use to describe his feeling? I had elated, and then also some show not tell using some precise verbs. You can think about two more adjectives and two ways to show not tell them. Pause the video now. I bet you had a really good go at that. Shall we see what I thought? I thought we could describe him as being relieved. Thank goodness she's here. I can see her. And a good show in itself and that would be he sighed in relief. You could also describe him as being jubilant. Jubilant. His heart soared, meaning his heart kind of flew, not literally, but we use that as a really good show not tell for jubilant. What were your adjectives? Tell me one. Thank you. And give me a show not tell. Really good job. Well done. Let's practise writing some sentences using the vocabulary that we've learnt. Here are two compound sentences that I have written. I'm going to read them aloud, and listen really carefully. After his long journey, comma, he finally arrived and hurtled into the inn-yard. What word have I used in that sentence that we learnt today? Do you know? Hurtled. And the second one says he tapped eagerly on the shutters, comma, but they were completely shut. Can you point to the word that I've used that we learnt today? Eagerly. He did that really eagerly, didn't he? So it's your turn to write two compound sentences. Remember, compound sentences have two main clauses joined by a coordinating conjunction. Can you write one that uses and, and one that uses but? Pause the video and write your sentences now. So, well done. You worked really, really hard. We did our writing warm up and some reading of the poem. We generated loads of vocabulary for the build up, which will really help us when we plan and write that part of the story, and then we finished by practising some sentence writing. If you'd like to, as always, please share your work with your parent or carer. I'm sure they'll be very, very impressed with the work that you've done, and I'm looking forward to seeing you again very soon.

To generate vocabulary for the build-up

To generate vocabulary for the build-up

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UnitEnglish / The Highwayman - Narrative writing

English