To write the ending of a recycled story and perform it

Key Stage 1

English

Anansi and Tiger: Endings

﻿Hello everyone, my name is Miss. Barron, and this is Marcel. Now we would both like to welcome you to lesson 10 in our recycling unit, changing the story Anansi and Tiger to make it our own. Now, this is the last lesson in our unit, isn't it? Which means that today we are going to finish writing our stories, and then we're going to have our very own versions of Anansi and Tiger with all of our own ideas in that is ready to tell. How exciting is that we're going to have our very own story that we have written that we can then go and tell to other people. Now, Marcel has come along today because he wants to tell you something that he's found out. Do you remember at the end of lesson nine? He told you that his favourite animal that he would love to change into if he could, would be a peacock. And that was because he loves the peacock's fan. He thinks it is beautiful and magnificent. Now, because he loves peacocks so much, he has been finding out all about them. And he's found out a really interesting fact he would like to share with you. Are you ready to tell them what it is, Marcel? Okay, now go on and you tell them, or tell me first. That is an interesting fact. Now, Marcel has found out that only the males are called peacocks and only males have those amazing colourful fans. The females don't have them, the females are called peahens and together in a group they're called peafowl. So isn't that interesting. That's something that we've learned about peacocks today. And it just so happens that in today's lesson, we are going to be writing our third trick all about how Anansi tricks peacock. So let's get on to that, shall we? So today we are going to write the ending of our recycled stories, and this is what the lesson is going to look like in more detail. First, we are going to start with our spelling activity, practising spelling, some tricky words again. Then we're going to retell the ending of our stories to remind us what's happens. We're then going to do some shared writing, and then you are going to write a few sentences on your own doing some independent writing. So, this is what you are going to need today. You will need an exercise book or a piece of paper to write up and a pencil or a pen to write with. Now, you will also need your boxing upgrades and your story that you have written so far. So pause the video now and go and get those things if you need to. Amazing job, well done, you are back and ready to start the learning today. So let's begin with our spelling activity. In the table on your screen, you can see that there are some words, but all the letters have been jumbled up. Now, these words are meant to be your tricky words that you have been learning in lesson six, and lesson eight, but all the letters are scrambled. So your task, your challenge today is to see if you can unjumble those letters so that your tricky words are spelled correctly. So I would like you to pause the video now and to have a go at that. Amazing efforts, having a go at unjumbling all of those letters to spell your tricky words. Now, should we see how you got on? Let's see what those words are meant to be spelled like. Here they are, full, F-U-L-L, spells full. Some, S-O-M-E, spells some. They, T-H-E-Y spells they. She, S-H-E, spells she. Said, S-A-I-D, spells said. And we, W-E, spells, we, as in, we like to go to the park or where is Marcel, here he is we like to eat ice cream together. Now then, these tricky words can't be sounded out, can they? So we just have to learn them, we have to practise, practise, practise until we know how to spell them just off by heart, from memory. So let's have a go now at putting them into some of our own story sentences. So, here's one of mine, peacock's fan is full of beautiful feathers. And I've used the tricky word full in my sentence there, haven't I? So, I would like you to have a go at putting your tricky words into sentences of your own. And if you can, it would be great. If they were story sentences about your story that you're writing at the moment. So, you don't have to write them down. You can, if you would like to, that might help you with your spelling of these words, or you can just make them up by thinking of them and then saying them out loud. So, pause the video now to have a go at that. Amazing, now I would love to hear your favourite sentence that you have written. So can you tell me to your screen now, say, my favourite sentence is, on to your screen. Oh, wow! What fantastic creative story sentences using your tricky words. Now, I wonder how many of these tricky words we are going to use in our writing today? So, let's get on to the main part of our lesson, where we move towards writing the ending of our stories. And we're going to write that third trick. That's Anansi plays on peacock, aren't we? But before we do that, let's remind ourselves about toolkit. What do we need to do in our writing today to make sure the action is clear? Let's sing our action songs reminder, shall we?. Are you ready? Let's go. ♪ You've got to show what happens step-by-step ♪ ♪ You've got to show what happens, where and when ♪ ♪ You've got to show what happens, how it looks ♪ ♪ You've got to show what happens ♪ One more time, this is the last time that we're going to sing it, so ready? ♪ You've got to show what happens, step-by-step ♪ ♪ You've got to show what happens where and when ♪ ♪ You've got to show what happens, how it looks, ♪ ♪ You've got to show what happens. ♪ Brilliant, now that song is just so useful for reminding us what we need to do as storytellers and story writers, to make the action clear in our stories. And I hope that you're going to carry on singing it even after this unit is finished. So, there are three things that we need to remember to do right there. We need to show what's happens ♪ step-by-step ♪ in a clear order. We need to say where and when things happen, do you remember at the end of lesson nine, when I was editing, I realised I hadn't mentioned when things happened, so I edited a sentence and didn't I to say that. And then also we're going to add adjectives to our writing, to add some detail so that the reader can really picture what's happening at that moment in our story. So those are the three things that we are really going to try hard to do today. So before we start to write, let's just remind ourselves what we're going to write today? And we're going to do that by retelling these sections, using our boxing upgrades to help us. So listen to me, do it first for my story. And then it's going to be your turn for your story. "Oh peacock," sang Anansi. "I know that you want to be even more magnificent. "I will swap you your fan for this bright, shiny crown." "Deal said peacock." Anansi snatched peacock's fan and sped all the way back to Tiger's cave. Now, tiger he said, "I brought you the three things "that you wanted. "I bought you your dog's bone, your pots of gold "from an ogre and a peacock's fan. "Now you must give me all of your stories." And tiger had to agree. So tiger handed over all of his stories to Anansi. And that's why in those places, you'll never find any tigers now or any tiger stories. They all belong to Anansi. So, that was me telling those final sections of my story. I would like you to pause the video now and use your boxing upgrades to help you tell the third trick and the ending sections of your story. Pause the video and do that. So let's begin by reading back what we wrote in less nine, to remind us where we're going to be starting from today. Now, I edited in an extra sentence, didn't I in lesson nine to show when the action happened. And that goes here where that star is. So I need to remember to put that in when we read it back. So, read with me from the top here, ready? "Oh ogre," sang Anansi. "I know that you are grumpy because you live all alone. "Well, there is a lovely lady ogre "waiting to have dinner with you down by the lake." It was almost dinner time ogre, sped off to the lake excitedly. Anansi seized the pot of gold. So that was the end of how Anansi tricked ogre. Now we're going to write about how he tricked peacock. So I'm going to turn this so you can see I've started writing already. Now, my first sentence is going to be "Oh peacock," sang Anansi. All of our tricks start that way, don't they? And yours is going to start that way too. Now, my next sentence is going to begin. "I know that you want," so this is Anansi speaking now, isn't it? What does Anansi say to peacock in your story to trick him? What does he say to peacock that he knows he wants? In my story, he's going to say, "I know that you want to be even more magnificent." He knows that peacock is proud and wants to be the best looking bird in the whole world. So he says, "I know that you want to be even more "magnificent." I wonder what he's going to say to peacock in your story. Maybe he says, "I know that you want to fly higher "in the sky." Maybe he says, "I know that you want to run faster "than the ostrich." An ostrich is a type of bird that runs really fast. No wonder which one you are going to choose. So, I'm going to choose, "I know that you want to be "even more magnificent." So watch me write my sentence. "I know that you want," and I'm going to write this part in purple because this is the part that you are going to change for your story depending on what your trick is. So, to be even more magnificent. Now, remember you helped me sound this out in another lesson. We're going to break it into syllables Mag-ni-fi--cent. Now let's sound out the first set of syllable, Mag, /mag/ni/fi/cent. Now remember that /c/ sound is actually spelled the C in magnificent, magnificent. So I know that you want to be even more magnificent, full stop at the end of my sentence. Now I'm just going to show you. You don't need to worry about this in your writing, but because this is what Anansi says. It goes in what we call inverted commas, which look like this. So I opened them before the character starts speaking and I close them at the end, after he finishes speaking. And they go after the punctuation. So after the full stop. Let's read my sentences back, ready? "Oh peacock," sang Anansi. "I know that you want to be even more magnificent." Now, your turn to write your sentences, your first sentence is going to be "Oh, peacock," sang Anansi. So you can copy that from the screen. You might want to change the verb, sang, for something else up to you. And your second sentence is going to be related to your trick. So, whatever it is in your story, that Anansi does to trick peacock. So, you're going to start, "I know that you want," and then you can choose one of the options in the blue boxes. So it might be to fly higher in the sky. It might be to be even more magnificent, that was my choice wasn't it for my story? Or it might be to run faster than the ostrich. And there's a picture of an ostrich on your screen. So, you decide how you're going to finish that sentence to make it work for your third trick in your story. Pause the video now and do that. Now we're ready to write our next sentence and you can see I've started it already. So what else does Anansi say? "Well, I will swap you your fan for," "well, I will swap you your fan for," what is Anansi going to offer to swap peacock's fan for in your story? Have a think now, could you tell me to your screen? What's he going to swap peacock's fan for in your story? Oh, lots of different options. So I heard a pair of big wings that's so that he can fly really high in the sky, isn't it? I also heard a bright, shiny crown. Now that's what I'm going to use for my idea. So the peacock can be even more magnificent. I also heard you say a pair of roller skates and that's so that he can run even faster than ostrich isn't it? So I wonder which one of those you're going to choose for your story. Now, help me write my sentence for my story. I was swapping your fan for a bright, shiny crown. So again, I'm going to write this in purple because this is my trick for my story, but it might be different from yours. So for a bright, shiny crown, a sound that right with me. /b/r/igh/t/, bright. And there's try, brigh, IGH, bright. I will swap for your fan for a bright, shiny. Watch me write shiny, shiny crown sound that crown with me /c/r/ow/n/ and it's the /ow/ sound as in down, clown. So, I will swap your fan for a bright, shiny crow. Now, your turn to write this sentence, it's going to start "Well, I will swap you your fan for," and then you can choose from one of these three options. What's he going to swap it for? A pair of big wings, a shiny crown or a pair of roller skates. What is it that Anansi is going to trick peacock with in your story? Pause the video now and write that sentence. I made a mistake, which I've just corrected. I closed my inverted commas here before, didn't I? But actually that's wrong because he hasn't finished speaking. Anansi is still speaking here, he says, "Well, I will swap you your fan for a bright, shiny crown." So now he's finished speaking and now I can close my inverted commas after the full stop. Now we're going to write our sentence to show what peacock said back to Anansi. Now I've written mine here already. So, "Deal" said peacock. We know that peacock agrees, doesn't he? So "Deal" said peacock, that's my sentence. You probably are going to write the same thing too. Now, let's think about our next sentence. Anansi mmm back to tiger. So instead of went here, you give me another idea for a verb I could use Anansi, mmm, back to tiger. Go and tell me to your screen now. Oh, those are brilliant suggestions. I've just heard some fantastic verbs. So I heard rushed, rushed, I like that one 'cause it tells me that he went really quickly. We know that he's in a hurry, don't we? Rushed, I also had sped. Again, sped means that he went really quickly. And I heard scurried, scurried. I also like scurried, scurried also tells me he went really quickly and it makes me think of his little legs moving really, really quickly along the jungle floor. I think I'm going to choose scurried for mine because I've used it for the other tricks as well. And I like having some repetition in my story. So, I'm going to use scurried, watch me write it. Scurried. So, and as he scurried back to tiger, now, you're going to write those two sentences. So your first sentence will be "Deal" said, peacock, just like mine and your second sentence, Anansi mmm, back to tiger. And you're going to choose a verb to go in that blank space there. So it might be rushed, sped or scurried those verbs in the blue boxes on your screen. Or you might have a different verb in mind. Pause the video now and write those two sentences. So now it's time for you to have a go at writing a few sentences on your own to finish the story today. So, your first sentence is going to be about what Anansi handed back to tiger. He handed tiger the mm, mm, and the mm. So you now know really well what those three things are. So you can have a go at filling in the blanks in that sentence. Then the next sentence, tiger had to give Anansi. So what did tiger give to Anansi in return? And finally, what do we learn at the end of this story? So, that is why mm, so when tiger gave those things to Anansi, what happens as a result of that. That is why, mm. So I wonder whether you could have a go at finishing your story, writing the ending of your story yourself, have a go, pause the video and try that. So I'm going to read about my work now, and I'm going to do that for three reasons. The first is so that I can hear what it sounds like. The second is so that I can celebrate what I've done well, and the third is so I can see if there's anything I want to improve. So, read it with me or you can just listen to me, read it. "Oh peacock," sang Anansi. "I know that you want to be even more magnificent. "Well, I will swap you your fan for a bright, shiny crown." "Deal" said peacock, Anansi scurried back to tiger. He handed tiger the dog's bone, the pot of gold and peacocks fan. Tiger had to give Anansi all his stories. That is why you will never find any tigers in those places. All the stories belong to Anansi. So that is the third trick and the ending of my story. Now, I think it sounds really good. Let me think about what I've used in the toolkit. So I have said all the action in the right tools haven't I? I've said what happened step-by-step. I've also said where and when things happen, maybe not so much when, so that is something I could edit it again. And I've used adjectives to make it really clear for the reader what is happening. So I think my favourite phrase that I've used is bright, shiny crown. I really liked that because I've used those adjectives that add detail. So the reader can really picture the crown. And I think it makes the crown sound really impressive. And that is what makes peacock agree to swap his fan for that crown. So that's my favourite phrase. So just like you saw me do then, I would now like you to read back your work. I want you to think about how you have used your action toolkit today and what your favourite bit of your writing is. So it might be a favourite word. It might be a favourite phrase, or it might be a favourite sentence. I really want you to celebrate the writing that you have done today. So pause the video now and do that. Now, I would absolutely love to read your recycled stories. You have worked so hard on them and done such a fantastic job. I would love to read all of your creative writing. So, if you'd like to, please ask your parents or carer to share your work on Instagram, Facebook or Twitter, tagging @OakNational, @KateBarron and #LearnwithOak. So that brings us to the end of our learning today and the end of our learning in this unit. Now, Marcel and I have really enjoyed recycling the Anansi and Tiger story to make it our own. We hope that you have too. Now, we would really like it, if you could tell your story that you have written, because stories are meant to be read, they're meant to be told, aren't they? So we would love it if you could have a go at telling the story that you have worked so hard to write. Now, we have really enjoyed making up our own tricks for these stories, and we hope that you have too. We hope that you're really proud of what you've written. Now hopefully, you are going to carry on telling stories and singing songs because it's just such a fantastic, enjoyable thing to do. But that's bye from us. Bye. Say bye, Marcel. Bye.

To write the ending of a recycled story and perform it

To write the ending of a recycled story and perform it

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UnitEnglish / Anansi and Tiger: Endings

English