To write a clear set of instructions (Part 2)

Key Stage 1

English

Instructions: How to defeat the fire giants

﻿Hello, super storytellers. And welcome to this English lesson. My name is Miss Cashin, and this is lesson nine of our unit. So we are almost at the end of our learning about writing instructions. Can you remember who we're writing our instructions about? Who are we trying to defeat? Can you tell me? That's right, the Wicked Fire Giants. Today we are going to continue to write our instructions. We know that the purpose of our instructions is to make it absolutely crystal clear to whoever is reading them what they need to do. So today we're going to start writing the instructions ourselves, so whoever reads them can also destroy the fire giants. So let's see what we're going to get up to in our lesson today. We're going to start our lesson with a song, all about different sorts of giants. Then we're going to remind ourselves of some of the features of instructions so that we're ready to use them in our writing. Then we're going to talk through our instructions, and then we're going to write just instructions one, two, three, and four today, and we'll do the rest in lesson 10. These are things you're going to need in this lesson. You're going to need a piece of paper or an exercise book. And it would be brilliant if you had some lined paper to make your writing extra nice and fantastic. You also need a pen or a pencil. Of course you need your brilliant, brilliant brain. And you could also get your box plan from lesson six if you have it. So if you need any of those things, you can pause the video now and go and get them. Wow, you are so ready for our super storytelling lesson. Oh, that's difficult to say, super storytelling lesson. Now we're going to sing our song all about different sorts of giants. I hope you're ready for our song. I love to sing songs about different sorts of giants. So I will sing this to you once, and then I'll sing it again and you can join in. So here is our song. ♪ Fire giants are so hot ♪ ♪ Are so hot, are so hot ♪ ♪ Fire giants are so hot ♪ ♪ And they must be stopped ♪ Can you join in with me? Let's give it a go. ♪ Fire giants are so hot ♪ ♪ Are so hot, are so hot ♪ ♪ Fire giants are so hot ♪ ♪ And they must be stopped ♪ Oh, fantastic. Frost giants this time. ♪ Frost giants are so cold ♪ ♪ Are so cold, are so cold ♪ ♪ Frost giants are so cold ♪ ♪ And they must be stopped ♪ See if you can join them with me. ♪ Frost giants are so cold ♪ ♪ Are so cold, are so cold ♪ ♪ Frost giants are so cold ♪ ♪ And they must be stopped ♪ Fantastic. Beanstalk are so tall, here we go. ♪ Beanstalk giants are so tall ♪ ♪ Are so tall, are so tall ♪ ♪ Beanstalk giants are so tall ♪ ♪ And they must be stopped ♪ ♪ Beanstalk giants are so tall ♪ ♪ Are so tall, are so tall ♪ ♪ Beanstalk giants are so tall ♪ ♪ And they must be stopped ♪ Fantastic, last verse. Stone giants are so hard. ♪ Stone giants are so hard ♪ ♪ Are so hard, are so hard ♪ ♪ Stone giants are so hard ♪ ♪ And they must be stopped ♪ ♪ Stone giants are so hard ♪ ♪ Are so hard, are so hard ♪ ♪ Stone giants are so hard ♪ ♪ And they must be stopped ♪ I really hope you enjoyed our song. Now we're going to remind ourselves of some of the features of instructions. So we're going to start with our time words. And we know that the time words are really, really important to tell people the order that they need to do things in so it's really clear. Here's the time word, put your mind and eyes on it. Can you say it to me. First. Fantastic. Can you tell me any of the time was fast? Can you shout them to me? I had some amazing learners. I heard some people say next. I had some people say after that, Oh, I did hear some people say finally as well. Well done, brilliant storytellers. Our instructions are going to be so clear. We know that we need imperative verbs. These words tell our reader what to do. So they have to be really precise so that they know what to do. Instead of saying walk, I might say, sneak because that tells them that they need to approach the giant's house quietly and sneakily and without being seen. So here is the imperative verb, walk. Can you tell me any other imperative verbs? Can you shout them? I heard some of them is say, you could have, creep. You could have, dig. I had somebody say you could have, watch. Let's have a look at some of the others. Dig, lay out the chill peppers, sing the song, brilliant imperative verbs. We've also looked to our subordinating conjunctions, when and if. And we know that these are detailed to a main clause. If you say, lay out the chilli peppers, your reason might be thinking, but when do I do that? And you could say, lay out the chilli peppers when the giant is inside and isn't looking. You could say, pour on water if the giant is set on fire. I've got one here. When you arrive check that the fire giant is not looking at you. Can you give me any other when or if sentences? Have a think. Can you tell them to me? Oh, I heard some fantastic ideas. Here are some other ones that I heard. If the coast is clear, dig a hole. When the hole is deep enough, climb out with your ladder. Now that we've reminded ourselves of the features of instructions we're going to talk through or thirst four instructions. If he did less than six with me you will have your box plain. So I've got my here and I already start talking through it. So we've already written our instruction in less than eight. And we were our equipment list in lesson eight as well. So we are going to write about walking up to the cave, digging the deep hole, and climbing out, laying down the red hot chilli peppers and singing. So that's what I'm going to write today. Now you might break it down into more instructions but we're going to do these first two boxes. And I've got some words to help me from before. So the first walk to the fire giant's house. When you arrive check that he is inside. Next, dig a deep hole and climb out when it is finished. Oh, I forgot the ladder. So I should have said next, dig a deep hole and climb out with your ladder when it is finished, you could even bring that into two instructions. After that, quietly lay a trail of chilli peppers from the front door to the deep hole, sneak up to the side of the cave and sing the fire giant's favourite song in a loud confident voice to practise that song. ♪ Fire, fire, fire fire ♪ ♪ Fire is bright and fire is light ♪ ♪ Fire, fire, fire fire ♪ ♪ Fire is bright and fire is light ♪ I think I got my lights and my bright confused there. So that's the end of my instructions for today. Now super storytellers, it is time for you to talk through your first sets of instructions with your box plan. Now I've called them instructions one to four but when you do it you might break it down into more of instructions. So it's up to you because they your instructions that you are writing. Just remember that today we are not going any further than the singing. We're just going to focus on making those first few instructions really, really clear. So you can think through this, you can speak through it and you could even jot down some words as you go through if you think, Oh my goodness, what a brilliant word. I don't want to forget that for later. I've got some words here to help you first, next, and then, see some of our time words. And I've got some of our imperative verbs, walk, dig, climb, lay, and sing. So you can pause the video and go and do this. Well done storytelling.superstars You are all ready if you're writing now. So you're going to watch me write my instructions up to the singing part, and then you will have a go at doing your very own instructions. So I'm all ready to write my first set of instructions. And remember we just writing about the first two boxes on your box up plan no further today. So we're going to start by walking to the giant's house. And I'm going to use that time word, first. First, walk to the giant's house now. Giant's house. What am I going to do with that S? It's the giant's house. It belongs to the giant. So I need a possessive apostrophe. First walk to the giants house. First walk to the giant's house. I haven't said which giant's house to walk to, so I can go to add them here. First, walk to the fire giant's house. Brilliant. For my next instruction. We need to dig a hole. So I can say that we need to do this next. Next, dig deep hole. So they know what sort of hole they need to dig. I'm going to add in a bit more detail here. I want to let my reasoning when they need to stop digging. And when we need to come out with the ladder and I'm going to use that subordinating conjunction when to give a little bit more detail so they can follow the instructions really clearly. So I'm going to say when the hole is very deep, climb out. So I don't want them to keep digging or stop before it's deep enough. So when the hole is very deep, climb out. That's one of those words we can't use our sounds. O-U-T, climb out with the ladder. I don't want anyone to forget to use any of our equipment. Fantastic. First walk to the fire giant's house. Next, dig a deep hole. When the hole is very deep climb out with the latter. Fantastic. What do I need to do next? That's right. I need to lay those chilli peppers from the house to the hole so that the fire giant will come and eat them. So I'm going to remind my reader that we need to do that very quietly so as not to disturb the fire giant. So I'm going to say quietly, lay a trail of red hot chilli peppers from the house to the hole. So quietly, it's got an L-Y that suffix, so quietly and that adverb needs a comma after it, quietly, lay a trail of red hot chilli peppers. I'm going to tell my reader where to lay them, from the house. Oh, I'm going to try that again. This cash and do rush your handwriting, from the house to the hole. Now I'm hoping that my reader who's read the equipment list is going to bring a lot of chilli peppers to catch the fire giant. So they might have some left. So I guess let them know what they could do with them so they don't waste them. So I ain't going to say, you can put some around the hole if you have any left. So they know exactly what they can do. So you can put, P-U-T, you can put some around or you can use my sounds for that, around the hole if you have left. So I've used that subordinating conjunction if to add that final bit of detail right. When we've done that, we know that we need to sing the fire giant's favourite song. We are not going to do that quietly, we're going to do that loudly. So I'm going to tell my reader to sing loudly. I'm going to start this sentence with an imperative verb, sing. So you need to say sing, Oh, I don't just want to say sing loudly. I want to tell them what to sing. So I'm going to say sing the fire song Loudly. It's got that ly suffix again loudly. And I want to tell them to do it when they get to the door not when they're in the hole, because then before I join you might not hear it. So sing the fire song loudly when you get to the door. Fantastic. Now it's time for you to write your first set of instructions. And I've giving you the first one there to help you If you'd like to use it. First walk to the giant's house. Here's our toolkit, which all the things we've been thinking about through this unit. And that I was thinking about when I did my writing hacky got capsule lessons. Does each instruction make sense? If it doesn't make sense, you'll read, it won't be able to follow through the instructions. Have you included time with, have you got really clear imperative verbs. They know exactly what to do. Walk, dig, climb, sing. Have you included when or if when you think you need a little bit more detail and your challenge which is in pink? Is to add an adverb that carefully, quickly or slowly. Remember an adverb modifies the verb. It changes what verb means. So we thought about this walk, but then we say, walk quickly that changes the instruction and I'll read it. We'll be able to follow through the instructions even more clearly. So you can pause the video now and down write your first set of instructions. Well done, super storytellers. We've got to challenge if you have the energy, can you improve one sentence in your writing? So I already checked my punctuation. I checked that when I was reading through. So I'm happy with that. I'm also happy with my description. I made sure that they knew the hole was deep that they need those red hot chilli peppers. And I also I'm really pleased with my imperative verbs like walk, dig, lay, climb, sing. I think those are all really clear. Why we'd would like to do is add some details. We're going to add some here. So I'm going to put a star here 'cause I'm going to add a new sentence. That's a very good start. I'll try that again. There we go. Okay, better and put a star that I'm going to improve my sentence here at bottom. I want to add a bit of detail. So I'm going to say, first, walk to the fire giant's house. When you arrive, check their inside because you don't want to do any of this if the fire isn't even at home. So we're going to add when you arrive, that's my subordinating conjunction starting the sentence. So that's most subordinate clause. When you arrive, check, the fire giant is inside or is at home. So that's how I'm going to improve my instructions by adding sort of detail. Now that you've seen me improve one part of my instructions. It's time for you to have a go. Remember, to look for punctuation. Would you like to improve any descriptions? Would you like to add an adjective to describe any of the nouns in your work? Do you want to add a time word? Do you want to add an adverb or do you want to add when or if to give more detail? So pause the video and have a careful thing for your challenge. Well done super storytellers. Not only did you write those instructions you've then gone back and forth about them so carefully. So they will be really, really clear and easy to follow now. Well done. I'm so proud of your brilliant work. I would love to read some of your instructions. So remember, you can always share your work with Oak National. So if you'd like to please ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging @Oak National and #LearnWithOak. It would make me so excited and so happy to read some of your instructions. Tomorrow, we're going to finish the instructions. So we will be able to tell people how to finally defeat those awful fire giants. So I really look forward to seeing you then. Bye.

To write a clear set of instructions (Part 2)

To write a clear set of instructions (Part 2)

Slide deck

Lesson details

Key learning points

Licence

Video

Lesson appears in

UnitEnglish / Instructions: How to defeat the fire giants

English