﻿Hello everyone. My name is Miss Smith. and welcome to Lesson 4 of our unit; The Golden Compass. In today's lesson, we will identify the characters in our first writing scene, and we'll also generate some vocabulary to describe our main character in that scene. Things that you need for the lesson today, a pen or a pencil, something to write on, and make sure that you have somewhere quiet, free from distractions, so that you are able to concentrate. And then when you're ready, let's get started. So in today's lesson, we will begin with vocabulary, looking at some ambitious vocabulary to support our writing. Then we will begin to analyse the first scene of our writing, and we get to use a film clip to do that. And finally, we will be describing the main character from that first scene. So things you need today are; a book or some paper to write on, something to write with, and to make sure that you have somewhere that is free from distraction so that you're able to concentrate during today's lesson. And so our first section is Vocabulary. Okay. So here we have three Mrs. Wordsmith words. And in a minute, we're going to think whether you can define these Mrs. Wordsmith words. Do you know what they mean? But first let's read them together. So we've got rebellious, turbulent and unruly. And below each of the words, you can see there is a Mrs. Wordsmith image to help you have a think about what the word might mean. So below rebellious, we've got an image of somebody doing some graffiti on the wall. That might help you to think about the adjective rebellious. Below turbulent, an image of somebody in an aircraft, in a little plane, and surrounded by it, some clouds that are certainly affecting the flight of the plane. And below unruly, we've got an image of somebody who's trying to tame their hair. So have a little think to yourself, and you might want to pause the video at this point to think whether you can define each of these words. So on the left hand side now, we've got each word. We got unruly, turbulent and rebellious with them. Mrs. Wordsmith image to still have a think about and help. And on the right hand side, And I'll just disappear, you can see that we've got a definition for each of the words. So I'll read the definition to you, and I want you to think about which word it best can be matched to. So, first of all, we have violent and unstable; like a plane that gets knocked about by heavy clouds. Would you link that to unruly, to turbulent or rebellious? And then we have naughty or disobedient; like a giraffe who breaks the rules and draws on the walls. Unruly, turbulent or rebellious? And finally, wild, rowdy or rebellious; like long, frizzy hair at the beach. Unruly, turbulent or rebellious? And again, you might want to just pause and match the word on the left to the definition on the right before I reveal the pairings to you. You got it. Unruly is wild, rowdy or rebellious; like long frizzy hair at the beach. Turbulent means violence and unstable; like a plane that gets knocked about by heavy clouds. You might have been on a plane that has experienced turbulence. You got the same root word in there for the noun, turbulence. And rebellious, naughty, or disobedient; like a giraffe who breaks the rules and draws on the wall. So now think which of these words might we use to describe Lyra? And in our first lesson in this unit, I shared a bit of information about Lyra our main character. Wonder which of the words on the screen, unruly, turbulent and rebellious, you think would best describe our main character; Lyra. That's right. We could say rebellious is an adjective to describe Lyra. And here it is in a sentence. Rebellious Lyra, who was shadowed by loyal Pan, stormed down the cobbled alley. Rebellious Lyra. Rebellious means naughty or disobedient, like a giraffe who breaks the rules. So sometimes Lyra can be a little bit naughty or a little bit rebellious. Okay, so in the lesson today then, we will be focused on generating ambitious vocabulary to describe Lyra in the opening scene we'll look at shortly. And you can see our main character Lyra in the image on the screen now. So in a minute, I will play the clip that is our first writing scene, and while you're watching, can you note down the different locations that Lyra and her friends pass through in this opening scene. So during the clip, they travel... they're running, and they travel through different places. And I want you to note down where it is that they travel through, because after the clip, we're going to sequence those locations in order. So watch the clip and note down the different locations that Lyra and her friends pass through.

Hurry up Roger, they'll gobble you!

Hurry up!

Stop! If you value your lives, come no further.

Why? We gobbled him fair and square.

This ain't no game, Billy Costa. Don't you know what this gate is?

It's the backdoor to your stupid college, so?

There's a curse on this gate. You Gyptians ought to know that. Crossing this gate is worse than touching someone's demon with your bare hands.

Why ain't nothing happen to you then?

Because we live here. We got safe passage, see? And anyway, my mother's the one who put the curse on this gate in the first place.

What mother? I heard you was an orphan. And your uncle only left you here cause nobody wanted you.

Come here and say that.

Don't Billy.

You should listen to your mate. The scholars got their special room where they deal with trespassers. They got this poison gown, right. And it burns you alive.

Rubbish. Hand him over.

It ain't rubbish. I'll prove it. I'll steal it. You can have Roger; as long as you try it on.

All right. Bring it with you tonight or else.

War.

Billy, don't!

See ya later then?

Okay.

You weren't really going to hand me over to him?

Of course not. I'll steal any old scholar's gown. He'll never try it on anyway.

Okay. So hopefully, you noted down each location. I wonder whether you can sequence the images here on the screen. So I've taken a still image from each point in that clip. And I wonder whether you can just think now and perhaps point to each image in terms of the order in which they appeared in the scene. Okay, let's have a look, shall we? So they're running through the fields. That's the first image. And from the fields, they run through the streets of Oxford, before arriving outside the college Gates. And the name of the college that Lyra lives in is Jordan College. So there she is standing with Roger, in front of the college gates. And number four is when she makes that deal, standing under the stone archway, and then finally her and Roger make their way into the courtyard of the college. So let's have a look then that the image in the right order, let's sequence those pictures just quickly. We've got in the fields, in the streets, outside the college, under the archway, and then Lyra and Roger talking together as they walk into the college. So now that we've seen the scene, and we know the whole of that opening, that we're going to be writing at the end of the section of our learning. We're now going to think specifically about generating vocabulary to describe Lyra's character. So zooming in on Lyra. And when we describe a character, it's important that we think about more than their appearance. And so just here on screen, we've got three questions to help us, and to prompt us to think about things, beyond just a character's appearance, and what they look like. So we need to think about where they are, we need to think about what they are doing and also, and really importantly, how they're feeling. And this might be an expression that communicates how they're feeling. It might be a feeling words that we can think of to describe their emotions at particular points. So three things to think about that really helped to make sure our reader; whoever's reading our writing, has a really clear understanding of the kind of character they are coming across in that scene. So where are they? What are they doing and how are they feeling? And so for each image, we're going to think about these things. And I've turned each question where they are, what they're doing and how feeling, in to little prompts in that table on the screen now. So we've got location; where are they? Action; what are they doing and feeling; how are they feeling? Or can you describe an expression on their face? We've been inserted two things today. And for each image, we're going to note down, complete the table to help us get planning, particularly focused on Lyra, our main character. And our aim is to make sure we have two really ambitious feeling words. So let's have a look at what the first picture looks like. So for location, where are they? You might just think to yourself for a second before I reveal each one. Here, they're in the fields outside Oxford. What are they doing? Well, they're running through the fields. And for this point, that action word is absolutely fine, the way that we've made it. Feeling words then, how might we capture their feeling at this particular point in the clip? Well, they're elated. They are carefree. They are having so much fun in the clip at this point. And so the two ambitious feeling words that I've put into my table are elated and carefree. So look at the second image and you might want to pause at this point and have a think what might be hiding in the table for each of those prompts for this image. Sp pause and think if you want to. Okay, let's have a look. So the location here, they're in the streets of Oxford. They're chasing one another. Feeling; they're still untroubled, it's very playful at this point. And those are two ambitious feeling words. So your task today is to complete the same task for the remaining three images. Remember a real focus on the ambitious feeling words with Lyra, our main character, in mind at this point. You might want to recreate the table or list your ideas for each of the remaining images. So we're thinking about location, the action, and really importantly, the feeling. Pause the video now and complete your task. Well done. In fact when you go all three of the remaining images, here's my content, my ideas for each of those remaining images. So you could give yourself a tick if you happen to have the same feeling word particularly, or you might even want to add my feeling words into your table, against your ideas too. So for this image, we've got them outside the college gates and it's quite confrontational. So they are in a confrontation and feeling words for Lyra; well, she looks particularly determined and quite spirited. So this time I tried to describe her expression more than their feeling as they were running. So determined and spirited. Then we have them underneath the arches and they seem to be making a deal. Feeling words; defensive and threatening, a little bit it seemed at first. And finally, when they're entering the college, Lyra is reassuring Roger. And so my feeling words are reassuring and comforting. Is an interesting exchange between the two outside of the college gates. And I think probably Roger needed a bit of reassurance from Lyra because he couldn't quite tell whether she was serious or whether perhaps there was a little bit of joking going on and there was a bit of a clearly clip, but certainly Roger needs some reassuring. Congratulations! That is the end of lesson four. And so a recap of our learning today, we looked at ambitious vocabulary and those Mrs. Wordsmith words at the beginning of the lesson. And then we analysed the first scene of our Golden Compass unit. Finally, we looked at describing Lyra, our main character. Making sure that we're really clear on the different locations and the order in which characters in our scene travel through the locations in that opening scene. And I really hope that you've enjoyed our lesson today. And you should feel really proud of your writing outcome so far for this unit. Have a lovely rest of the day of learning and I'll see you next time.

In this lesson, we will revise definitions for key Mrs. Wordsmith words, analyse the opening scene of the film and generate vocabulary to describe the main character.

English

Y6 English

Key Stage 2

Year 6

Miss

To generate vocabulary to describe a character

The Golden Compass - Mixed outcomes

Writing

THEME

UNIT

To identify key characters and events in the plot

To investigate the suffix: -ous

To explore  expanded noun phrases

To develop a rich understanding of  words associated with running

To analyse the opening scene

To practise and apply knowledge of suffixes: -ous, including test

To write prepositional phrases

To write the opening

To edit writing

To plan a narrative scene

To investigate suffixes: -ial

To explore the functions of fronted adverbials

To write a narrative scene (free write)

To develop a rich understanding of words associated with walking

To write non-finite clauses

To practise and apply knowledge of suffixes: -ial, including test

To develop text cohesion through use of adverbials

To plan a diary

To write a diary

To generate vocabulary

To investigate /ee/ sound spelt 'ie' or 'ei'

To explore using pronouns (relative and possessive pronouns)

To practise speech punctuation

To develop a rich understanding of words associated with houses

To plan a narrative scene: First part of final scene

To practise and apply knowledge of /ee/ sound spelt 'ie' or 'ei', including test

To write a narrative scene: First part of final scene

To plan a narrative scene: Final part of final scene

To write a narrative scene: Final part of final scene

Lesson overview:To generate vocabulary to describe a character

Core Content

The Golden Compass - Mixed outcomes: