Video: To analyse a clip and generate vocabulary (Part 1)

﻿Hello, my name is Miss Vincent, and I'm going to be teaching you today for this writing lesson. This lesson is the start of a new outcome for Oliver Twist. So we're going to move to a new part of the film "Oliver Twist" today, and we're going to watch it very carefully. The section of the film that we're going to be watching today is when Oliver Twist meets a young boy, who is called Jack Dawkins, but he's also known as the Artful Dodger, and they make friends and then they go off together. So, in today's lesson, we're going to watch the clip so that we can get familiar with it so that we can get to know it. And then we're going to have a go at thinking of some really precise vocabulary to help us describe what is happening in the scene. So I'm really excited to start this new outcome with you and I can't wait to get to the writing stage, there're lots of planning and thinking about vocabulary, and then writing our sentences. So let's get started with our new outcome. On the screen, you can see our agenda for today. So we're going to start with a writing warmup, then we're going to move on to watching the clip really carefully. Then we're going to think about coming up with some vocabulary, so generating vocabulary. And then we're going to use that vocabulary in really fantastic sentences. So we're going to aim high today with our sentences. In this lesson, you will need a piece of paper or a page in an exercise book, you will need a pencil or a pen and you'll need your amazing brain switched on and ready for your learning. If there's anything that you need to go and get then please pause the video, go off and get it and then press play when you're ready to start the lesson. Okay, so hopefully we are all set and ready to go. So let's start today's lesson with our writing warmup. So we're thinking about our four word classes today. And we're going to have a go at sorting some words into the relevant word class. But over the past units, if you've done some of our Unit Four, you will have come across the definition of these words already. But let's have a go at repeating them so that we're really clear on their meaning. So my turn, your turn. A noun is a PPT, a person place or thing, your turn. Good job. An adjective describes a word, it tells you what it's like. Fantastic. This is a long one, let's do it in two bits. A verb is a doing or being word. If you do it or you are it then the word is a verb. Fantastic, and last one. An adverb describes a verb it often ends in ly. Really well done. Thank you for joining in, good job. So, for our writing warmup, we're going to rewrite these words which I'll show you in a moment into the correct word class category. So we'll have to think about those rhymes that help us, a noun is a PPT of person, place or thing that tells me that if I see the word is a person a place or a thing, then I know it's a noun, so I can sort it into the nouns and I can do the same for the other words classes as well. So let's have a look at the words that we are sorting today. My turn, your turn. Orphan. Orphan, an orphan is a child that no longer has their parents or carers. So unfortunately, they don't have any parents or carers. So Oliver Twist is an orphan. Slumped, slumped. Hopelessly, hopelessly, so without hope. Steps. Curiously, one more time, curiously. Fantastic. Scruffy, scruffy. Exhausted, exhausted. One more actually, watched. Okay, so these are words for today. What I'd like you to do is I'd like you to pause the video to sort these words into their correct categories. So are they nouns, are they verbs? You need to make that decision based on what you know about each of these word classes. When you finish sorting them, you can press play and we'll check our answers together. Okay, well done. Let's check our answers together. So an orphan what did you think it was? Can you point to where you put it? So an orphan is a noun, okay? So well done if you've gotten that. Point to where you put slumped? Slumped is a verb, it's to sort of sit all slumped. Hopelessly, point to where you put hopelessly. Hopelessly is an adverb. It's doing something without hope, it describes a verb so you might slump hopelessly. Point to where you put steps. Steps is a thing so it's a noun. Point to where you put curiously. Curiously is an adverb, because you can do something curiously so it describes the way you do something. Point to where you put scruffy. Scruffy is an adjective, it describes a noun so we could describe the scruffy orphan. Point to where you put exhausted. Exhausted is also an adjective. It could also describe often. And so finally, point where you put watched. So watched is a verb because it's a doing word and just like slumped, it's doing action. So really well done for taking part and for sorting the adjectives and hopefully pointing to the different sections. Good job. Okay, so we're going to watch the clip very carefully now. And we're going to meet this new character, the Artful Dodger, who's also known as Jack Dawkins. I want you to look at the setting really carefully, think about where Oliver Twist has ended up. Because when we left him in the opening, he had asked Mr. Bumble for more food. And that was an unacceptable thing to do in the workhouse. So he actually got kicked out of the workhouse and he wasn't allowed to stay anymore. So he walked for a very, very long time and he's now ended up in the streets of London. So we left him in the workhouse and now we find him in the streets of London. So have a look at the setting. Have a look at what you can see, and then we will think very carefully about coming up with some vocabulary to describe this section. So let's watch.

Hello, my man. Can I show you a game? You're not from these parts? Where are you from then?

I've been walking, seven days.

Seven days! God. Bet you wouldn't mind some eats, would you? That's okay, I understand. Come on, up you go, on your feet. My name is Jack Dawkins, also known as the Artful Dodger.

Oliver Twist. Why are you known as the Artful Dodger?

That's why. I hope you enjoyed watching this new section of the film. So now that we've met this new character, the Artful Dodger or Jack Dawkins, I'm going to show you some adjectives and I want you to think about whether these adjectives are suitable to describe him. So we've got spiteful. Spiteful, is when you're mean on purpose. Friendly. Cunning, cunning is when you're very clever and you are quite crafty with your plans, you can make some sneaky plans. We've got cold hearted. Cold hearted is when you're not very kind and you're the opposite of warm hearted, which is very generous and very kind. Generous, and then finally lazy. So I'd like you to pause the video and choose which adjectives you think describe the Artful Dodger or which ones do not describe the Artful Dodger, and then press play when you're ready to check your thoughts. Okay, well done. So, let's see what we think. I think that he isn't spiteful. He hasn't shown us that he's mean at any point yet. He isn't cold hearted because he saw a boy that was cold and hurt and lonely and he wanted to help him. So he's the opposite of cold hearted. And I don't think he's lazy either. I think he's quite active, and he's thinking carefully about what he can do to help other people or perhaps to help himself. Well done for taking part. Okay, so let's move on to generating some vocabulary for this part of the build up. This time round when we re-watch, we're going to watch sections of the film, and we're going to think about describing each section. So we're going to watch Oliver when he's alone, and he's exhausted lying on the steps. And we're going to watch Oliver when he's new with his new friends so that's at the end, when he's eating something, but also when they're walking through the market. Now these two images show a contrast in mood. So in the way that Oliver is feeling, and also in atmosphere. To begin with, it's very quiet and it's very sleepy. And then when we get to Oliver and Dodger going through the market, it's busy, it's lively, and it's bustling. So now we're going to re-watch to analyse the scene where Oliver is alone, remembering that analyse means to look in a lot of detail. So I want us to think really carefully about describing Oliver. How could you describe him? Look at his feet, look at his clothes, look at how he's lying, at his body language to help you with the action as well. So let's re-watch this part of the film. And then we can share some ideas for our vocabulary. Fantastic. So I wonder what fantastic words you came up with and whether you took down and notes of them. Remember, if you feel like that went too quickly, you can skip back and watch that section of the video again. So I spotted some nouns and I'm going to share those nouns with you. And then I'm going to ask you to add in some adjectives to describe them. So I spotted the steps. I spotted the orphan who is Oliver, I spotted his feet, the marketplace in general. The boy, so another way of referring to Oliver, the boy and the orphan are both referring to Oliver, and I spotted the clothes, his clothes that he was wearing. So I'd like you to pause the video and add adjectives to each of these nouns. So perhaps you might add two adjectives separated by a comma. So you might write the cold comma stone steps. So you've added in two adjectives and you've made it into an expanded noun phrase. When you finish adding in adjectives to describe the nouns then press play so that we can share some ideas together. Fantastic, well done. So I wonder what you came up with. Some adjectives that I thought of were the cold, stone steps, the exhausted, hopeless orphan. If you're hopeless remember that suffix less means without so without hope. He doesn't know what's coming next and he's feeling without hope. So exhausted, hopeless orphan. Sore, bleeding feet. A sleepy, quiet marketplace, not much is going on at this point. They're just setting up for the day. It seems like it's quite early in the morning. Lonely, emaciated boy. And I'll talk a little bit more about what emaciated means in a moment, and the torn, dirty clothes. And here's a Mrs Wordsmith image of emaciated. So emaciated means skeletal or very thin, like a prisoner who's been starved in the dungeon in the picture that we can see. So if he's emaciated he's very, very thin because he hasn't eaten very much. Okay, now let's think about the verbs and the adverbs. So here are some of the verbs that I spotted, some of the action that I spotted. So he lay on the steps, past tense of laying. He slumped. And we sorted that into the verbs in our warm up, didn't we? He despaired, which means that he has no hope. He's feeling really sad and really desperate. He hoped, perhaps the opposite. Perhaps you think he was hopeful. So he hoped to someone to help him. He watched, didn't he? He watched as the market was being set up. And then finally he wished. So I'd like you to pause the video once more, this time to add in adverbs to our verbs. And once you've done that, then please press play and we can share some ideas. Okay, I wonder what adverbs you came up with. So let me share with you some of the adverbs that I came up with. So he lay helplessly. He slumped tiredly. He despaired entirely, which means he's completely desperate. He hoped desperately that somebody would come and help him. He watched blankly, so there's not any expression on his face. He's just watching blankly, so not giving anything away on his face. And he wished wholeheartedly. That means that he's wishing, really, really wishing that something will change with the whole of his heart. That's why it's wholeheartedly. So if you'd like to copy down any of these words that we've come up with together, perhaps you'd like to add in some more adjectives that were different to the ones that you found, then please pause the video and do that now. Great, fantastic. Let's move on now to the next section. So we're going to watch the lead up to the scene. So when they're walking through the market, and then when Oliver and Dodger are having a little chat, and Oliver is finally eating some food. So watching really carefully for nouns and adjectives to describe the boys, to describe the market, to describe the food, and verbs and adverbs to describe how they're moving and what's going on around them. So let's watch and then we can share some ideas.

My name is Jack Dawkins, also known as the Artful Dogger.

Oliver Twist. Why are you known as the Artful Dogger.

This is why. Do you need noodles? Honey? Suppose you need something tell it to Dodger. Okay, fantastic. Remember if it felt a bit short, you can always skip back and watch it a few times to help you with some ideas. So I wonder what nouns you spotted, what people places or things you spotted, and what adjectives you might choose to describe them. So I've got some nouns that I thought of and I'm going to need your help to add in some adjectives to describe them. So I spotted the friends, I spotted the boys, the food, the market place, Dodger, and Oliver. So we can come up with adjectives to describe both of these boys. So I'd like you to pause the video to add in your adjectives to these nouns. And once you've done that you can press play to move on. Remember if you can think of two adjectives that will work well with the noun, then you need to separate them with a comma. But you might just choose one adjective, it doesn't always have to be two adjectives separated by a comma. Just try your best to find at least one adjective for each noun. Off you go. okay, I wonder what adjectives you came up with. Let me share with you some of my ideas. So the unlikely, new friends, that means that they are unexpectedly new friends, you wouldn't put them necessarily together but they seem to be getting along. The young, independent boys, so they're looking after themselves. The mouthwatering, succulent food, mouthwatering and succulent are both words that describe delicious food. The bustling, busy marketplace. The warm, generous Dodger. So he's being really kind and that's why I say warm and he's being generous. And bustling about from the market means very, very busy. The relieved, delighted Oliver. So a little bit more detail, mouthwatering. There's an image that shows us mouthwatering from Mrs Wordsmith. So looking or smelling delicious, like a giant donut that makes you drool a river of saliva when you see it. And succulent is another Mrs wordsmith word to describe something delicious. And it means juicy and fresh, like perfectly ripe peaches that are full of delicious juice. So those are two new words. So my turn, your turn. Mouthwatering. Well done. Succulent. Fantastic. Okay, so let's move on to our verbs and adverbs. What action did we spot. So I saw that Oliver devoured the food, so he ate it really, really quickly. Dodger was watching as Oliver was eating and Oliver was watching Dodger in the marketplace. Perhaps he sighed. How might he sigh if he's feeling relieved? He smiled. Dodger offered. And then he is our Mrs Wordsmith picture to help us understand what devour means. So devour is to hungrily eat up or gobble up. So when you swallow your dinner quickly in hungry mouthful, so you're feeling really, really hungry. Okay, so what I'd like you to do now is to pause the video to add in adverbs to these verbs to make them even more precise. So how did Oliver devour his food? Perhaps he devoured it hungrily. How did Dodger watch Oliver? Perhaps he watched him patiently. So it's your turn to add in some adverbs and press play when you're ready to move on. Fantastic, well done. Well, let's see, what are your thoughts we're. I'm going to share with you some of my ideas. So he devoured it instantly, which means that he ate it straightaway as soon as he could. Dodger watched happily. Perhaps Oliver sighed delightedly. If you feel delighted you feel very, very happy. So perhaps Oliver sighed feeling delightedly. Perhaps we could say that Dodger offered generously. Cause he's been very generous cause he's giving a lot. So I'd like you to pause the video if you'd like to copy down any of this vocabulary, and then press play when you're ready to move on. Fantastic. So now we can move on to using our vocabulary in sentences today. So what I'd like you to do is to try and use all of the words that we came up with to describe Oliver when he's alone, to write at least two sentences about this. And remember to make them ambitious. So you might want to use different sentence types. So you might want to make a compound sentence using and, or but, or, or. Or you might want to make a complex sentence, so showing perhaps two things happening at the same time with as and when and while, or perhaps you might show opposite ideas using although. So you need to look at your word bank or if you haven't got yours right next to you, you can use the one that I've put on the screen and try and write at least two sentences about Oliver alone. So I've written an example. The exhausted, hopeless orphan slumped tiredly on the cold stone steps as he watched the world go by. So I've used nouns and adjectives, I've used verbs and adverbs. And I've also written an as complex sentence to show two things happening at the same time. So I'd like you to pause the video, write your two sentences. At least remember, aim high, and then press play once you've finished those two sentences. Really well done, fantastic. So let's move on to our next word bank. I'd like you to do the same now, writing at least two sentences, but this time about Oliver eating the food with his new friend Dodger by his side. Remember to make them ambitious, aim high as much as you can. I'll show you an example. While Oliver devoured the mouthwatering, succulent food, Dodger watched him happily. So I've got another complex sentence with while, and I've got some adjectives and I've got some verbs and adverbs in there as well. So use the word bank on the screen if you need to or use the one in front of you that you've just created, writing at least two sentences about Oliver eating and about him and Dodger together, and press play when you're ready to move on. Fantastic, really well done. So keep those word banks near you because we can use them over the course of when you come to these next lessons. If you do, we can use them over the course of this outcome. So it might be a useful and support to have with you in our future writing lessons. But for today, we've completed all of the sections of our lesson. You've worked really, really hard and thank you so much for joining me. You should feel very, very proud of all of your hard work, well done. If you'd like to please share what you've learnt with your parent or carer, perhaps you might share with them one of the new words that you've learned today. Thank you again for joining me and I will see you soon for another lesson on Oliver Twist. Bye.

Completed: To analyse a clip and generate vocabulary (Part 1)

In this lesson, we will watch a new section of Oliver Twist and begin to analyse it carefully by generating vocabulary to describe the setting, characters and action.

English

Y5 English

Key Stage 2

Year 5

Miss

To analyse a clip and generate vocabulary (Part 1)

Oliver Twist - Narrative writing

Writing

THEME

UNIT

To understand the historical context of 'Oliver Twist'

To investigate suffixes: -tion, -cian, -sion, -ssion

To explore word class

To analyse a film clip and generate vocabulary

To develop a rich understanding of words associated with meals

To plan the first part of an opening scene

To practise and apply knowledge of suffixes: -tion, -cian, -sion, -ssion

To write the first part of the opening

To plan the second part of the opening

To write the second part of the opening

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

To explore  expanded noun phrases

To practise using speech in  complex sentences

To develop a rich understanding of words associated with hunger or thirst (Part 1)

To plan the first part of a narrative scene

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

To write the first part of a build-up scene

To plan the second part of a narrative scene

To write the second part of a narrative scene

To analyse a clip and generate vocabulary (Part 2)

To investigate the suffixes -ant and -ent

To explore the functions of fronted adverbials

To practise conveying character through verb and adverb choices

To develop a rich understanding of words associated with hunger or thirst (Part 2)

To analyse a clip and generate vocabulary (Part 1)

Video

Lesson Complete