Video: To analyse the build-up (Part 1)

﻿Hi, everyone. Welcome to our next "Highwayman" lesson. I hope that you're feeling good. I hope you're sitting comfortably. Hope you're feeling ready to learn. In this lesson, we're going to look at the next verse of the poem and learn lots of new vocabulary and practise lots of sentence writing. So let's get started. Let's look at our agenda for today. We're going to start off with our writing warm up. Then we will recap the story so far. We will read aloud and have a bit of a vocabulary check, and then we will finish with some sentence writing practise. So our warm up today says, write each sentence with the most appropriate adjective at the beginning. Let's say those adjectives out loud. Exhausted. Show me an exhausted face. So tired. Relieved. Show me a relieved face. And determined. Show me a determined face. These are the sentences that you need to choose the correct adjective for. So the first one is, "he continued on his long journey." Which addictive goes with that, do you think? Number two is, he comma, he caught sight of the inn. Number three, comma, he and his horse came to a halt, which means they came to a stop. So you need to write the full sentence, please, with your adjective at the beginning for each of those sentences. Pause the video now. Okay, let's check the first one. Determined, comma, he continued on his long journey. He was determined because he really wanted to get there, didn't he? The next one. Relieved, comma, he caught sight of the inn. He was so glad that he'd finally reached the inn, that he was relieved. Thank goodness. I'm here at last. Which means the last one must be exhausted. I wonder why he's so exhausted. Oh, that's because he's been on a really long journey, so he was exhausted as he came to a stop with his horse as he reached his destination. Really good job with our writing warm up. So we've read the first two verses of the poem and we've written the opening as a story. Let's recap the story so far. Get your thumbs ready. I'm going to read the statements and you can show me with your thumbs if you agree or disagree. So far in the poem, have we been introduced to the highwayman? One, two, three. Yes, we have been introduced to the highwayman. Ready for the next one? So far in the poem, do we know where the story takes place? Do we know the setting of the story? Hmm. What do you think? One, two, three. Yes, we do. Well done. So far in the poem, has anyone spoken? Did we include speech in our opening? Hmm. One, two, three. No, no one has spoken yet. We haven't included any speech in our writing. This next one. So far in the poem, do we know where the highwayman is riding to? Do we know where he's going? Do we know where he wants to end up? Hmm. One, two, three. Yes, we do. Where's he going? He's going to the inn, isn't he? So do we know why the highwayman is riding to the inn? Do we know the reason why he wants to go there? Hmm. One, two, three. No, we don't know that reason yet. And I want you to have a go at answering this question, okay? I think, or sorry, I want you to have a go at finishing this sentence. I think the highwayman rode to the inn because. Write your answer as a full sentence and pause the video now and have a go. We will come back to that statement, that sentence a little bit later in the lesson, and you will see why. For now, we're going to have a look at the next verse and think about some of the vocabulary in it. I'm going to read the third verse aloud, and then you will have a go at reading it aloud yourself. So listen to me and follow along with the words on the screen. "Over the cobbles he clattered and clashed in the dark inn-yard. He tapped with his whip on the shutters, but all was locked and barred. He whistled a tune to the window, and who should be waiting there but the landlord's black-eyed daughter, Bess, the landlord's daughter, plaiting a red love-knot in her long black hair." Your go to pause the video and have a go at reading aloud the third verse. Well done. So like we did in a previous lesson, I wonder if there are any words that you're not sure about, and it's really important to remember, isn't it, that this poem was written a very, very long time ago. Do you remember what it was written? 1906. So there might be words that were used back then that we don't use now, and that we haven't heard of before, and there are certainly words that I didn't know what they meant the first time, the first time that I'd read it. So pause the video now and write down any words that you're not sure about. These are the ones that I got. Cobbles. Hmm. Inn-yard. Well, I know what an inn is, but I'm not sure about what an inn-yard is. Whip, shutters, barred, and landlord. So we're going to have a really good look at each of those words and try and figure out what they mean. I want to show you this picture, though, because this is a picture of the highwayman riding in to the inn. So have a really good look at that, to get us thinking about this vocabulary. Pause the video if you need a little bit more time. So this first line says, "Over the cobbles he clattered and clashed in the dark inn-yard." I'm going to think about that first word that I've got in bold. Cobbles. There's a picture to help us. So cobbles are like stones that we put on the ground, and it's a bumpy and uneven surface made of stones, and the reason why this surface is made of cobbles is because back then, there was no tarmac or concrete to make the roads. We might see cobbled streets now, but not very often. And the inn-yard. Well, we know what an inn is, so the inn-yard is just the area outside it, and you can see that the arrow is pointing to the inn-yard because that's what the ground would have been made of. And just to remind us, an inn is a place where travellers stayed overnight on their long journeys, and an inn-yard is just the area outside the inn. "He tapped with his whip on the shutters, but all was locked and barred." This picture helps us figure out what a whip is. Can you see that person riding on the horse? He's holding something in his hand, and it's basically a special object, which is used to control the horse or make it go faster. So in this case, was he using the whip for that reason? Show me your thumb yes or no. "He tapped with his whip on the shutters." No, he wasn't using it to control the horse. He was using it to tap on the shutters, and let's have a look at the meaning of the word shutters. Ah, so they're like wooden planks that you would close in front of a doorway or a window, and they are locked and barred. Does that mean he can get into the door or not? He can't get in, can he, because the shutters are closed. They're locked and barred and he wouldn't be able to get in. Let's have a vocabulary check. If you found a cobbled street somewhere where you live and you rode a scooter or a bicycle over it, would it feel smooth or would it feel bumpy? I'll say that question again. If you wrote a scooter or a bicycle over a cobbled surface, it would feel really smooth, or bumpy? What do you think? Let's say it's in three. One, two, three. It would feel very bumpy, wouldn't it? Ready for the next one? Where would you find the inn-yard? Would it be inside the inn or outside the inn? One, two, three. Inside the inn. Well done. Why was the highway man carrying a whip? To make his horse gallop faster, or to use as a weapon? In the bit we just read, he was using it to tap on the windows, on the shutters, but in general, why was he carrying a whip? Now, we know that highwaymen did carry weapons. But is that the meaning of the word whip? Is it to make his horse gallop faster, to make him go faster or to use as a weapon? One, two, three. To make his horse gallop faster. Now let's move on a little bit more with the poem, and we bolded this word, didn't we? "But the landlord's black-eyed daughter." Have you heard of that word before, landlord? I wonder what it means? So a landlord is someone who owns property where other people stay or live. The property, which is another way of saying building, belongs to them. If people are staying there, they've got to pay the landlord money. So the landlord of the inn is the person that owns the inn, and if people stay the night there, who do they give the money to? To the landlord. So the landlord owns the, say it together. Inn. Good job. Well done. So we know he has a daughter and we know it's his daughter. Look at that apostrophe S. That apostrophe is for possession or contraction. Think back to our apostrophes learning. It's for possession. The daughter belongs to him. It's his daughter. What else do we know about the landlord? Hmm. So he's got a daughter, and let's think about what we know about her. "Bess, the landlord's daughter, plaiting a dark red love-knot into her long black hair." Now, you've got a very quick, special challenge. I'd like you to pause the video, and draw a very quick sketch of her based on what we know about her in the poem. We know she's black-eyed, so she's got dark eyes. We know... Do we know anything about our hair? Is it long? Is it short? "Her long black hair," I can see that in the poem. And what's her hair styled into? Ah, a red love-knot. She's platting a dark red love-knot into her hair. So she's got a plait, and then that's a ribbon that she's using to tie it up with. Here's my sketch, in case you want a little bit of inspiration. Pause the video now and draw your quick sketch of Bess. Okay, so I'm going to read those lines again. "Bess, the landlord's daughter, plaiting a dark red love-knot into her long black hair." So why is Bess important in the story? To help us think about that question, let's look back at the previous line in the poem, which I'm going to read it out to you. "He whistled a tune to the window and who should be waiting there?" Who's the he in that line? That's the highwayman. The highwayman is whistling to Bess. Ah, okay. I wonder why he's whistling to her. I wonder why he's come to see her. So do you remember that question or that sentence that you wrote earlier in the lesson? I think the highwayman rode to the inn because. I'd like you to have another go at this, knowing and thinking about what we've just read. "He whistled a tune to the window, and who should be waiting there." So pause the video now and have a go at having... Have a go at writing this sentence again. Maybe your reason has changed. I think the highwayman rode to the inn because. Pause the video now. Well done. Is your answer the same or different? Well, my answer would have been different, because now I know that he has come to the inn to see Bess. Maybe that's because he is in love with her. Maybe he really wants to see her. So I think my answer would have been different from my first answer. Now you're going to practise writing some sentences. Let's use some of our vocabulary from today to write sentences starting with an adjective, just like we had a look at in our writing warm up. For example, "Exhausted," comma, "the highwayman finally reached the cobbled inn-yard." What word did I use that we've learnt today? Cobbled. Well done. And what adjective have I started off my sentence with? Exhausted. He's so exhausted from his long journey. I've got another one here. "Disappointed," comma, "he saw that the shutters were locked and barred." So he's got to the inn, and he's realised that everything's closed. He can't get in. He can't get in to see Bess. So I thought an appropriate adjective would be disappointed. Show me a disappointed face. Okay, so it's your go now to write down two sentences, starting with an adjective, and what punctuation do we have to remember? If we start with an adjective, it's a comma. Pause the video now. Okay. Really well done. You have worked really hard again, which I'm not surprised about at all. We did our writing warm up. Then we recapped the story so far. We did a little bit of reading aloud, and we did a vocabulary check, and hopefully you learnt lots of new words, and then you finally finished with some sentence writing practise. So, well done. We've completed our lesson for today. If you'd like to, please share your work with a parent or carer, and I'm looking forward to our next lesson.

Lesson summary: To analyse the build-up (Part 1)

In this lesson, we will explore vocabulary in the third verse of the poem and use it to help us think about what happens next in the story. We will practise using some of this vocabulary in oral and written sentences.

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To analyse the build-up (Part 1)

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Lesson summary: To analyse the build-up (Part 1)

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