To write the middle of a recycled story

Key Stage 1

English

Monkeys and Hats: recycled story (problems)

﻿Hello. Everyone. My name is Ms. Baron and I love stories. And today we are going to be writing the middle section of our recycled story. Now the middles are where it gets really interesting, and we are going to be exploring the problem for our character today. So, let's have a look at what the learnings going to look like. First, we are going to do a spelling activity. Then, we're going to sing our problem song, after that, we will do some shared writing of the middle section of our story. And then you are going to have to go writing that section on your own for your story. So, this is what you are going to need in today's lesson. You are going to need an exercise book, or a piece of paper to write on, and a pen or pencil to write with. So, pause the video now, if you need to get either of those things. First, we are going to do our spelling activity. Now, we know that we've been learning all about suffixes, but I've forgotten what a suffix is. Can you remind me? Can you say a suffix is, Mm, and then tell me, go and tell your screen now. Oh ! Thank you for reminding me. That's what a suffix is. Now I remember. A suffix is a letter or a group of letters that go at the end of a word to change its meaning. And we've been learning about two different types of suffixes, haven't we? The suffix -ed, which puts verbs in the past tense and the suffix on your screen now, -ing, spelled I-N-G. So let's have a look at some words that end in the suffix -ing spells I-N-G. Listen carefully, I'm going to say them first and then we're going to act them out together. Walking, singing, seeing, marching, shouting, dreaming. Now, let's act them out. Act them out with me, ready? Walking, singing, ♪ haaaa ♪ seeing, marching, shouting, dreaming. Now, let's see if we can put one of those words into a sentence about our story character. Here's my sentence. Dizzy Lizzy was singing in the forest. Singing. There is my verb with the I-N-G suffix at the end. Now, can you choose one of those words from the table and say a sentence about your story character. So, mm, was, mm, ing, in the forest, have a look at those verbs in the table and choose which one you would like to use for your sentence. I want you to have a think about your sentence now. Practise saying it out loud. And you're going to tell me it, in just a moment. Okay, are you ready? Tell me your sentence now. Say it out loud to your screen. Well done. A super full sentence. Telling me about your story character, well done. Now let's make up a silly sentence using those words about our story character. So, mine is, Dizzy Lizzy was dreaming about dogs eating ice cream. What's your sentence going to be? Have a think now, get your sentence ready because you're going to share it with me in a few moments. Have you got it? Okay. Go on. Tell your screen now, tell me your sentence. Well done. What fantastic silly sentences. Okay. So, this is what I would like you to do now. I would like you to have a look at those verbs in your table, and you can see that none of them have the suffix on them at the moment. I would like you to add the suffix -ing to those words, and then, I would like you to say each one out loud and act it out. So let's do the first one together. So the word is play. I need to add the suffix -ing, so it's going to become playing. Now, I'm going to say it out loud again, playing, now I'm going to act it out, ready, playing. That's what I would like you to do for all of those words in that table. So, pause the video now and do that. Super job, I hope you enjoyed acting those words out. Now, we're going to use them in a sentence. So, now that you have practise adding the suffix -ing to those words, I would like you to use one of those words and put it into a sentence about the monkeys. So, you might say, for example, the monkeys were playing in the tree. You could say, the monkeys were kicking the football in the tree, up to you. You might even make up a silly sentence. You might say, the monkeys were throwing sharks under the sea, up to you. Can you tell me your favourite sentence? I would love to hear it. Tell it to your screen now. Oh! Brilliant. I love hearing your silly sentences and your story sentences, fantastic. Now, we are going to move on to singing our problem song again. So, in the last lesson, we wrote the opening of our story. We introduced our character and the problem that our character faces. And so, in today's lesson, we are really going to be exploring that problem for that first character and making it matter, showing how difficult it is to solve. And so to help us do that, we are going to sing our problem song, again, to remind us of those four key things that problems really need in stories. So let's sing our song, again. So let's sing our problem song to remind ourselves why the problem really matters for our story characters. So we're going to sing it for my story first, and then, we'll sing it about your stories. I think you know it well enough now that you can join in with me, the first time round. So, ready? Let's go. ♪ I have a problem I care about ♪ ♪ Care about, care about ♪ ♪ I have a problem I care about ♪ ♪ It's really hard to solve ♪ ♪ The monkeys took my paper planes ♪ ♪ Paper planes, paper planes ♪ ♪ The monkeys took my paper planes ♪ ♪ They won't give me them back ♪ ♪ They won't do what I tell them to ♪ ♪ Tell them to, tell them to ♪ ♪ They won't do what I tell them to ♪ ♪ What am I going to do now ♪ ♪ What am I going to sell today ♪ ♪ Sell today, sell today ♪ ♪ What am I going to sell today? ♪ ♪ This is a disaster ♪ ♪ All they do is copy me ♪ ♪ Copy me, copy me ♪ ♪ All they do is copy me ♪ ♪ I'm really fed up now ♪ ♪ Now I'm really angry, angry, angry ♪ ♪ Now I'm really angry ♪ ♪ I'm throwing down my plane ♪ Well done. Thank you for joining in with me there. Now, let's sing it, about your story. So, this time I'm not going to say paper plane. I'm going to say this instead, mm, mm, mm, and you're going to say what the monkeys took from your character, okay? All right. So, let's do it a second time. Remember, you're making it about your story now. Let's go. ♪ I have a problem I care about ♪ ♪ Care about, care about ♪ ♪ I have a problem I care about ♪ ♪ It's really hard to solve ♪ ♪ The monkeys took my mm, mm, mm ♪ ♪ Mm, mm, mm, mm, mm, mm ♪ ♪ The monkeys took my mm, mm, mm ♪ ♪ They won't give me them back ♪ ♪ They won't do what I tell them to ♪ ♪ Tell them to, tell them to ♪ ♪ They won't do what I tell them to ♪ ♪ What am I going to do now ♪ ♪ What am I going to do you sell today ♪ ♪ Sell today, sell today ♪ ♪ What am I going to sell today ♪ ♪ This is a disaster ♪ ♪ All they do is copy me ♪ ♪ Copy me, copy me ♪ ♪ All they do is copy me ♪ ♪ I'm really fed up Now ♪ ♪ Now I'm really angry, angry, angry ♪ ♪ Now I'm really angry ♪ ♪ I'm throwing down my mm ♪ Well done. So, now, we're going to write the middle section of our story. Let's put some of that learning from our song into practise, again. So, that song taught us that there are four key things that we need to do in our writing to show that the problem matters to the character. I wonder if we can remember what they are. Let's have a think together, shall we? So, the first one was, that we need to make the problem hard to solve. So, I think we've done that already, because we've done that in our first section, haven't we? When we said that the crowds of monkey stole her planes then, we need to say what the character thinks about the problem. We need to say how the character feels about it, and what the character does about it. So, those four things. So, we're going to use those today to help us with our writing. Now, this is the section that we are going to be writing today. The middle section of the story, really exploring how Dizzy Lizzy copes with that problem, how she deals with it. So, let's read our opening again to remind us where we left off. So read with me. Once there was a paper aeroplane maker. Dizzy Lizzy was skipping through the leafy forest. She was on her way to market to sell her planes. A crowd of monkeys stole her planes. This is a disaster. So I've said what the problem is here, haven't I? This sentence tells me what the problem is. A crowd of monkeys stole her planes. Huh! That means, that she's not going to have anything to sell at market. No wonder she's thinking, this is a disaster. I'd be thinking the same. So, now we're going to explore how she feels about it and what she does about it. So, let's start with a sentence to say what she did. What did she do about that problem? Why don't you tell me your idea first? Go on, tell your screen, what's your idea? Oh! Brilliant. Some fantastic ideas coming through there. So, I heard, she waggled her finger at the monkeys. She waggled her finger at them. Can you do that with me? She definitely did that in the story, didn't she? She waggled her finger at the monkeys. I also heard, she shouted at them. She shouted at them. She did that too, didn't she? She said, come on then monkeys, come on, give me my things back, give me my planes back. And I also heard, she got her bow and arrow. So, she got her bow and arrow. She shouted at them. She waggled her fingers at the monkeys. I think I want to use the first one. I like this action. That really shows that you're angry if you do this. So, she waggled her finger at the monkeys. Let's say it out loud together. She waggled her finger at the monkeys. Now, let's tap it out on our heads. She waggled her fingers at the monkeys. She waggled her finger at the monkeys. Now let's do it on our shoulders. She waggled her finger at the monkeys. Nose. She wiggled her finger at the monkeys. Fingers. She waggled her finger at the monkeys, seven words. So help me write it. "She." So, we're starting with our sight word, she, spelled S-H-E, capital letter at the beginning of my sentence. She waggled, sound it out with me, "w" "a" "g" "l" "d", waggled. "W" "a" "g" And this two Gs in the middle for the "g" sound in waggled. "l" "d" Now, the "d" sound at the end is an E-D spelling because it's a verb of the past tense. She waggled her, "h" "er" fingers, you can sound that out with me. Let's go. "f", "i" "ng" "a" "s" Fingers. "F" "i" "ng" "er" "s" She waggled her fingers. Oh! Just one finger. I think. she waggled her finger at the monkeys That is our key story word, again that we've seen all the time. and we know how to spell by now. She waggles her fingers at... She waggled her finger at the monkeys. Read it with me. She waggled her finger at the monkeys. What do I need at the end of my sentence? Tell me now. Brilliant job. I need a full stop, don't I? Well done. Now my sentence is complete. So, I think I'm going to write another sentence to say what she did. So she waggled her finger at the monkeys. And when that didn't work, what did she do next? Tell me now, tell me what your idea is, what did she do next? Aa! You're right. She threw her plane on the ground, didn't she? She threw her plane on the ground. Now, I could use a different word instead of threw. I could say, chucked. To chuck means to throw without much care. So, you could use that verb if you wanted to. I think I'm going to stick with threw though. So, she threw her plane on the ground. Seven words. Again, we're starting with she, capital S S-H-E spells, she she threw, watch how I write it. She threw her, sound that plane with me, again. "p" "l" "ai" "n" plane "p" "l" "a" ai split digraph. "n" She threw her plane o-n the ground. "g" "r" "Ou" "n" "d" ground Full stop at the end of my sentence. Let's count how many words, she threw her plane on the ground. She threw her plane on the ground. There's my seven words. Fantastic. Okay. Now, we're going to write our next sentence. What's happened next? What did the monkeys do? So let's have a sentence, that say what the monkeys did this time. Now tell me your idea. What did the monkeys do? Tell me in a full sentence. The monkeys... Oh! I'm having some great ideas, yet again, let me tell you what they were. I heard, the monkeys copied her. I heard, what monkey see monkeys do. That was one of the sentences from our story, wasn't it? We haven't used that yet. What monkey see, monkey do. And I also heard the monkeys did the same thing. So, I could say, let's just hear those options again. What monkey see monkey do, the monkeys did the same thing, the monkeys copied her. I think I liked that first one, just says it really clearly. The monkeys copied her, and I liked the word copied. That's an important word from our story, isn't it? So, the, capital letter at the beginning of my sentence, the, T-H-E spells the. The monkeys. Gosh! You are going to be so good at spelling that word now. The monkeys copied. Now, what should I write here? "c" "o" "p" "ied" The "id" sound at the end, is spelt I-E-D. The monkeys copied her, "h" "er" The monkeys copied her Okay. Now, I would like you to go and write those first three sentences of the middle section of your story on your piece of paper. So, you're going to have two sentences to show what your character did and then, a sentence to show what the monkeys did back. So, let's just read mine, again, so that you can hear it one more time before you write yours. Read it with me. She waddled her finger at the monkeys. She threw her plane on the ground. The monkeys copied her. So this last sentence here, is telling me that the problem gets solved for our character. Okay. So, I would like you to go and write those two sentences, pause the video now and do that. Brilliant job. Well done. Now, we're ready to carry on writing the middle section of our story. So, the next sentence I would like to write is to show how the character felt about the monkeys copying her. So, she threw her plane on the ground, the monkeys copied, and that means, she gets her planes back. So, how do you think she felt about that? Can you tell me in a full sentence? She felt, mm, Go on. Tell me your idea. Oh! Fantastic. Yeah. You're right. She's not angry now, is she? She is really happy. She's the opposite of angry, it's raining planes. And she gets everything back so she can go and sell them at market. So, these are the words I heard. I heard delighted, brilliant word. That means really happy, doesn't it? So, I heard delighted. I heard pleased, and I heard glad. All really fantastic words to show that the character was feeling happy. I think I want to use delighted though, because that's a great word, and I can sound it out. So help me out here. She felt She, capital letter at the beginning of my sentence. She felt, "f" "e" "l" "t" delighted, Right? Sound this one out with me. We did use it in our last lesson. So, I think that you've done this before. So, sound this out. "d" "e" "l" "aigh" "t" "e" "d" delighted, again. "d" "e" "l" "aigh" "t" "e" "d" delighted. Fabulous job. She felt "d" "e" " l" "I" digraph "t" "e" "d" She felt delighted. Brilliant. So, now we're saying how our character felt about the problem being solved. And finally, we are going to have a sentence to say, to introduce the second character, because we are going to write about the second character, next lesson. We are going to write about the second character in the next lesson. So, we are going to need to introduce him today. So, let's start, years later, Now watch how I wrote years. This is a tricky one to spell. capital Y. Years later. Years later, her son, So, we're talking about Dizzy Lizzy's son now, her son, I'm going to say, became. Her son became, a paper plane maker too. There we go So, my last sentence is introducing our character's son or daughter so that we can write about them in the next lesson. Years later, her son became a paper plane maker too. So read it back with me. Let's go. She waggled her finger at the monkeys. She threw her plane on the ground. The monkeys copied her. She felt delighted. Years later, her son became a paper plane maker too. So we've shown how the problem matters to our character carrying on from what we wrote in the last lesson, haven't we, because we've said what she did about it. Two things that she did, she wrangled her finger at the monkeys and she threw her plane on the ground. And by doing that, that also shows us, that she felt really angry and frustrated about this problem. So, sometimes we can show how a character feels by what they do. And we've done that here, haven't we? So, now I'd like you to have a go at writing your sentences. A sentence to show how your character felt when the monkeys copied them, and then what happened years later when the character son or daughter grew up to be a, mm, maker, just like them. Pause the video now and write those sentences. And now that you've written those sentences, with some of my help, I would like you to have a go at writing two sentences of your own to finish off this section of the story. So these sentences are going to tell the reader what happened to the second character in the forest. So, that's going to be your character's son or daughter. In my case, it's Dizzy Lizzy son who grew up to be a paper plane maker too. So, you're going to start your sentence. He or she, mm, under a, mm, So, what did they do in the forest? And then, what did the monkeys do to them? So, those are the two sentences. You are going to write, Use the sentence stems on your screen to help you. You know the story really well by now. So, I think you can do a really great job with these sentences on your own. Pause the video now and have a go at that. I would like you to have a go at rereading and editing your work on your own today. So, see how you get on with it. Remember, read it through first. Then you insert, see if there's anything you want to swap, add or delete, and then, do your five finger check. And remember, this is a really important process. It's really important to read our work back and think about how we might want to improve it All great writers need to do that. And you are definitely becoming a great writer. So, pause the video now and do that. And that's the end of our learning today. Well done. For your fantastic hard work with your story writing. You are becoming such brilliant story writers. I cannot wait to read your stories at the end of the unit. Now Marissa's come to get me. We've got a problem that we care about too. Should we tell them? ♪ We've got a problem? We care about ♪ ♪ Care about, care about ♪ ♪ We've got a problem we care about ♪ ♪ We are really hungry ♪ ♪ What are we going to dooo ♪ ♪ Dooo, dooo ♪ ♪ What are we going to dooo ♪ ♪ Let's go and get some dinner ♪ So that's what we're going to do to solve our problem. See you in the next lesson. Bye.

To write the middle of a recycled story

To write the middle of a recycled story

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UnitEnglish / Monkeys and Hats: recycled story (problems)

English