To plan the climax

Key Stage 2

English

The Robin - Narrative Writing

﻿Hi everyone, it's Ms. Webster with you, for our next lesson in the Robin's Journey Unit. I hope that you're doing well and feeling comfortable and confident, and I think we should get started. In this lesson, you will need, an exercise book, or some paper, a pencil, or a pen, you'll need your brain of course, and you'll also need the work that we did in the previous lesson, where we generated vocabulary for the climax. And we did our mind maps and we wrote our sentences. So, 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 writing warm up, we will order the climax of the story, we will plan each part of the climax, and then we will practise full sentences orally. Let's see what our writing warm up is. So, remember we did a lesson on relative clauses. Now, relative clauses, give more information and when we use the pronoun, who, it gives us more information about the character. Here's an example, follow along as I read it. The robin, who was struggling against the powerful wind, was swept onto a nearby fishing boat by a crashing wave. So, that bit in pink, that's the relative clause. And it gives us more information about the robin, okay. So, it's your turn, to write some sentences with relative clauses in them. I've got the main clauses, in black, point to them, and I've got the relative clauses, in green, point to them, but they're all mixed up, so you've got to choose, which relative clause, goes with which main clause. So number one, the robin, flew straight into the heart of the storm. Number two, the fisherman, carefully picked up the injured bird. And number three, the robin, gradually started to feel better. So you've got to choose which relative clause, goes with which main clause. Pause the video, and write down the full sentence for each one. Play the video when you've done that. Let's check. So this first one, can you read it aloud at the same time as I do, ready? One, two, three. The robin, who knew he had no choice, flew straight into the heart of the storm. Oh yeah, because that's the bit where he arrives at the North Sea, and he realises that the North Sea is the only bit that separates him from home. So he has to fly through the storm. He has to fly over the sea. He's got no other choice. Let's read aloud number two together. One, two, three. The fisherman, who had been out fishing all night, carefully picked up the injured little bird. Let's read number three together. One, two, three. The robin who was wrapped in a blanket, gradually started to feel better. Oh yeah, because the fishermen really made sure, that the robin got better. He really looked after him, didn't he? So that he was strong enough, and well enough, to carry on flying home. We will order the climax, but first, let's remind ourselves of what happened in the story. The opening, he set off on his journey from Scandinavia. In the buildup, oh yeah, it was that moment that we wrote about, with a hawk trying to catch him with his talons. In the climax, he flies over a stormy sea and he gets very, very badly hurt. And at the end, he's reunited with his friend, when he finally returns home. We've planned and written the opening, we've planned and written the buildup, we've generated vocabulary for the climax, and today we are planning the climax. So that we can be really ready to write it, in our next lesson. We're going to watch the climax again, think about the key moments, think about the words that you will use when we write about them. Are you ready to watch the clip? Off we go. Now we've watched the clip again, I want you to order the main parts of the climax. So, a, says, the fisherman looked after the robin, b, says, the robin flew into the storm and, c, says, the robin got swept onto the boat by a crashing wave. Pause the video and write down the letters, in the correct order. Play the video when you've done that. Let's check, so the first thing that happens in the climax, is, b, the robin flew right into the storm. Remember he had no choice, but to fly straight into the storm. Because that was the direction, that he needed to go, to get home, over the North Sea. And then the second part was, c, the robin got swept onto the boat by a crashing wave. And then, a, the fisherman looked after the robin. So your order is, b, c , a . Well done. Your next task, is to draw a table , that looks like the one on the screen. And it should take the whole, of your A4 piece of paper. So give yourself plenty of room, in each box, to write down your vocabulary. So it has three columns, one that says key moment, one that says important vocabulary, and one that says vocabulary for the robin. Underneath those three headings, there are three separate rows. Number one, the robin flew into the storm. Number two, the robin got swept onto the boat by a crashing wave. And number three, of the fisherman looked after the robin. Those are the three key moments in our climax. So, pause the video, and draw or rule out your table, ready for our planning. And play the video, when you've done that. Let's recap on our vocabulary lesson. And I hope you've got your vocabulary sheets, from that lesson to help you and to have a look at, but if you don't, that's okay, you can look on the screen. So let's remind ourselves, where was the sea. What was the name of the sea? Tell me, one, two, three, the North Sea. What was it like? Had crashing waves, a strong current, waves as tall as skyscrapers. It was a stormy sea. Maybe we could even use the word treacherous, which means really dangerous. Treacherous. What were the words that we used to describe what the sea was doing, to the boat? Rocked, tossed and plunged. Here's the sea and it's, and this, the boat, is plunged into the water. Because the waves are so strong. Let's recap on the vocabulary that we used to describe the weather. There's one of our mind maps, from the last lesson. Hopefully, you've got yours as well to look at, and we wrote some great sentences, didn't we ? Bright lightning zigzagged perilously, above the fishing boat. Furious thunder clapped deafeningly in the sky. So, we've already had a good practise at using some of those words that we learned in that lesson. So, you must make sure you look back at your mind maps and your sentences from that lesson. Here are some questions to help you plan, the first key moment. Where was the sea? Hmm, do you remember the name of the sea? Describe the storm. You get to use all those great words, to describe what that treacherous storm was like. And then what was the robin doing? What did he have to do? He had take a deep breath, . He had to fly, with all his might, into the storm. And then show not tell, how he would have felt. I think he would have felt pretty scared doing that. But maybe you want to show not tell, that he was very brave, confident, audacious, doing that. Pause the video, and take a few minutes or however long you need, to write down your key vocabulary, to answer each question in this part of the plan. Remember we're not writing full sentences, we're just thinking about the best, most precise words to use for each part. Pause the video, and play it when you're ready. Here are some of my ideas, and you can write down anything that you see on the screen, onto your own plan, if you would like to. So where was the sea? What was the name of the sea? Remind me. Yeah, it was the North Sea. And it was the only thing separating him, from home. So he had to cross it. So where was it? It was separating him from home. Describe it, these are the words that I chose, perilous lightning, which means dangerous lightning, furious thunder and torrential rain. Can you tell me one thing that you wrote down to answer this question? Well done. What did he do? He flew bravely. He knew it was his only option. Maybe he even got thrown around, by the tempestuous wind. No matter how hard he tried to flap his wings, the wind was too strong and maybe he got thrown around. Show not tell, how he felt. He beat his wings with all his might. And this is quite an interesting one. Adrenaline, surged through his body. Adrenaline. Surged. Adrenaline is when you feel the energy in your body and surging, means it moved all the way around. So he was kind of flying, off adrenaline. That was what was keeping him going. If you'd like to pause the video, and write down any of these words, you can do that now. Okay, I'm going to share this vocabulary map with you again, but really just to look at those three words. Because now we're thinking about the boat and what the sea was doing to that fishing boat. I can see my three verbs on the screen, rocked, tossed and plunged. So our next key moment, is where he got swept onto the boat by a crashing wave. Here are questions to help us with our plan for this key moment. Where and what was the boat? So where was the boat and what kind of boat was it? How did the robin get onto the boat? Did he just fly there? Did he think, Oh, there's a boat, I'm going to go and have a lift with it now? Just going to go on a fly on and hop onto the boat. I don't think he did. What had been happening to the boat? Think about those three words that we just recapped. What had been happening to the boat on the stormy sea? And what was the result of this? So what happened when the robin got swept on board the boat? What happened to him? What happened to his feathers? Maybe, what did he swallow? So, think about what happened to the poor little robin. Pause the video, take a few minutes, and play it when you've written down your ideas. Here are some of my ideas and vocabulary, and you can write down anything you see on the screen, into your own plan. So where was the boat? Maybe it was in the middle of the sea. You know, it was a fishing boat and that it had been out all night fishing. What had been happening? This is what I thought. I thought it had been tossed up and down by the stormy sea. Plunged in and out of the water. Plunged is where it's submerged below the water. And that's how stormy the sea was. What did you write, for how he got onto the boat? Okay, these are my ideas, I thought he was swept on board. I thought he was washed onto the deck, by a crashing wave. The deck, is the surface of the boat, the top of the boat. And what was the result of this? He had sodden feathers, which means they were soaking wet. Maybe he swallowed so much water, that he was barely breathing. What did you write for that part of your plan? Okay, well done. If there's anything you see on the screen that you want in your plan, pause the video, write it down and play it when you're ready. Let's recap on vocabulary that we generated, when describing the fisherman. So let's remind ourselves of what he'd been doing. He'd been out on an exhausting night's fishing. He'd been earning his living. He'd been catching lots and lots of fish. What did he do to robin? Can you look at your notes from that vocabulary lesson and tell me one he did to the robin? Okay, this is what I thought. He wrapped him in a blanket. He nursed him back to health. He vigilantly looked after him. Which means he stayed by his side, for the rest of the night, making sure that the robin was going to be okay. Here are some questions to help us with this part of the plan. What did the fisherman do, when he saw the robin? What did he do for the rest of the night? So describe the robin at that moment, where the fishermen saw him and gently cradled him and wrapped him in a blanket. Describe what the robin was like at that point, and then what gradually happened to him as the fisherman was looking after him. Pause the video, take a few minutes or however long you need and write down your answers to each question. Play the video when you've done that. This is what I thought. So, when the fishermen first saw the robin, maybe he was puzzled at the site, maybe he peered closely. Can you peer closely at me? He peered closely. He gently cradled and he wrapped the robin in a blanket. What did he do for the rest of the night? He vigilantly watched. He kept him warm and he nursed him back to health. Can you tell me one idea that you had, that you wrote down? Good job. So, at the point where the fishermen first saw him and gently cradled him and wrapped him in a blanket, what was the robin like? These are the words that I thought of, fragile, frail, weak. Maybe he was gasping, , for breath. Maybe he was shivering with cold. Can you tell me one thing that you wrote down? Well done. And then what gradually happened to him? Well, luckily, because the fisherman was looking after him, he regained his strength. Regained his strength means, that he grew stronger and he recovered due to the fisherman's care. He proved his resilience. Remember resilience means, overcoming something, when things are tough. So the little robin, grew stronger and stronger and better and better, even though he'd been really badly hurt. If there's anything you see on the screen, that you'd like in your plan, pause the video, write it down now. Our final part of our lesson, is practising some sentences out loud. I looked at my plan for part one, and this is my sentence. Follow along, cause I'm reading it. At last, the exhausted, but determined bird, reached the edge of the North Sea. There was just one problem. What was that problem? Tell me. Yeah, there was a huge storm above the sea, wasn't there? A huge storm blocking his way home. Pause the video, and it's your turn to look at your plan and think about one full sentence and then say that sentence out loud, using the vocabulary from that part of your plan. Pause the video, play it when you're ready. Here's my sentence for part two, all of a sudden, a crashing wave, swept the little bird on board a fishing boat, which was being tossed up and down on the tempestuous sea. So lots of words that I had in my plan, crashing wave, swept, tossed up and down, tempestuous sea. Your turn, to have a go at thinking about your full sentence and saying it out loud. Pause the video, play it when you've done that. Here's my sentence for part three of our plan. Despite the torrential rain making it difficult to see, the kind fisherman peered at the poor little creature, and gently picked him up. Your turn to think of your full sentence and say it out loud. Pause the video, and play it when you've said your sentence. Fantastic work today. Really, really well done. Did a great job in our writing warm up. We ordered the climax. We planned each part of the climax and then we practised full sentences out loud. So that's the end of our lesson today. Really, really good job. I hope you have a lovely rest of your day and I'll see you again soon, when we get to write the climax of this story. Bye.

To plan the climax

To plan the climax

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UnitEnglish / The Robin - Narrative Writing

English