﻿Hello everyone. My name is Miss Weerasekera. Welcome to lesson six of 10 in this unit about our created story. In today's lesson, we're going to be boxing up a whole new story with Apollo as the main character. Remember you are creating your own version, so you might choose to do some bits that are similar to mine, but some about all from your own imagination. I can't wait to see it. Today I've decided I'm going to go on a really long walk around to my favourite park. It's my favourite park 'cause there's a massive pond and a water fountain and all sorts of interesting places all around it that I can go and visit and see. Do you have a favourite park that you like to visit? What's there that makes it so special for you? In today's lesson, you are going to need something to write on, something to write with and your brain to be ready to go. If you do not have a pen or pencil or a piece of paper, pause the video here and then press play, when you're ready to get started. Today we're going to start off with a spelling activity and I'm going to be introducing you to a brand new spelling rule. We're then going to play an oral game called, if I was, and I'm going to need you to use your imaginations for this. We're then going to box up our whole new story from the beginning to the end and then you'll go to have a go at completing that table by yourself. For us spelling rule today, I'm going to get you to help me out and try and spot what the spelling rule might be before I tell you what it is. The question says, what do you notice about these words? There's a pattern or they have something in common. Unhappy, unfortunately, unfair and unkind. Could you hear the pattern there? You're right. They all start with the letters, U N. Don't they? We call these letters at the front of a root word. So our root word is a word by itself and then you can add a prefix which is letters or letter before the word. You might also have heard before about a suffix, which is the same thing, but the letter or the letters go on the end of the word, and quite often adding a prefix before or a suffix after will change the meaning of the root word by itself. The root words here are happy, fair, fortunately, and kind. They are words that make sense by themselves. For this spelling rule, we're going to add to the prefix, U N to the front of all these words and it's going to change the meaning of the root word. When we add the prefix un, it changes the meaning of that word to not that thing. For example, unhappy when I add the un it becomes not happy or unfair becomes not fair in meaning. You could also say that adding un makes it the opposite of the meaning it had as a root word by itself. For example, kind by itself is when you're nice and lovely to people, whereas when you add unkind, it becomes the opposite of that. You might be mean and horrible to people. So for our spelling rule for the rest of this unit, we are going to be looking at adding the prefix un to words To change them to the opposite meaning. Let's have a go at adding it. I have the word kind here, if I wanted to add the prefix un what would it become? That's it. It would become, unkind. Let's try again. Happy would become? Unhappy. Well done. Fortunately, remember we've talked about fortunately in a previous unit. Fortunate means when something good or positive happens. What's it going to be with un on the front? Unfortunately, which means something negative might have happened. Let's play a game now. This says, can you add the prefix un to the words below and then match them to the correct sentence? So the first step that you have to do is to add un to the front of each of the pink words. So I'm going to model the first one, then you can have a think about what the others would be. The first word says zip. If I add the prefix un it becomes unzip. Can you have a go at saying the rest of those words, the prefix un in front? Press pause here, and then press play When you have said them all. Well done. The second stage is going to be this. Each of these words, when it has un the front of it matches with one of the sentences below and will go in the gap where the line is. Your job is going to be to write out these sentences with the correct un word in the gap. I'm going to do the first one for you. Jenny felt mmm. So she did not go to the party. I'm going to practise it with a few of the words in to see which one makes sense to me. Jenny felt unzip. No. Jenny felt unload, I don't think so. Jenny felt unable. Jenny felt unable? Makes kind of sense. So she could no, that doesn't make sense. Jenny felt untidy so she did not go to the party. I guess you could say, if she felt like she wasn't wearing what she wanted to wear, or she didn't feel presentable, then she wouldn't go. But let's try the last one. Jenny felt unwell, so she did not go to the party. I think that one fits best. I would write out the sentence with the word unwell in the gap. Your job is going to be to find which of the un words fits in the gaps of the rest of the sentences. Pause here and have a go at that and then press play when you have done it. Let's have a look at the answers together. I put the prefix un, in front of all of these root words to change their meaning to the opposite. And I've then popped those words in the sentence that they make sense in. We did the first one together didn't we? Jenny felt unwell so she did not go to the party. The next one, the maths was so tricky that the class were unable to do it. As soon as he got inside, Ameer started to unzip his coat. Ben helped mum to unload the shopping from the car. I knew I would get into trouble because my room was so untidy. Well done, if you managed to add the prefix un correctly and to match all of those words to the sentences. If you didn't, don't worry, you can correct your answers now. We're now going to play a fun oral game where we really need to use our imaginations. It's called, if I was I'm going to ask you to imagine that you will go to each of the characters in our created story and I want you to think if you were in their shoes, what would you have done differently? So we're going to do that for three characters. Apollo, Hades, and Zeus. I'm going to model Apollo first, and then you're going to have a go. If I was Apollo and I cared so passionately about my harp, I would have gone down to the underworld myself and demanded the harp back from Hades. I would not have taken no for an answer and I would have returned to earth with my harp. So I would like you to have a go at doing all three. So what would you do if you were Apollo? What would you do if you were Hades? And what would you do if you were Zeus? And I'd like it to be different to what actually happens in our created story. That's where having our imaginations ready comes in. Press pause here, have a go at doing that verbally and then press play when you're ready to continue. Fantastic. I'd actually like to hear some of those full stories with those alternative options. Maybe you could write them if you feel like it in your spare time. We are going to be boxing up today and instead of just boxing up our ending like we did in the previous unit, we're going to be boxing up our whole story. As over the rest of the unit, we are going to be writing the introduction, the middle and the end to our created story. The boxing up process is going to look similar though. We will have the pictures, which are similar to the ones on our story map from previous lesson in the first column, then we'll write notes and key words to remind us what's happening in the second column, and finally we'll write the mood that we want to create for our reader in the third column at each part of the story. I'm going to model doing the pictures and filling in a couple of the other boxes as well and then you'll go to independently fill in the rest. For your boxing up today, you're going to need a piece of paper. You're going to need to divide it into three columns, and then you're going to need it to have six rows for our pictures and at the top of each column, I put these headings, pictures, notes or key words and mood. And we're going to go through and do the different events for the story and pictures here, and then we'll go and look at the other columns as well. So can you remember what was the first part of our story? This is our created story, we've got Apollo. So the first thing was Apollo was on earth and he was very happy because he had his treasured possession with him. Now for me, I decided his treasured possession was going to be a harp. You need to think back to your story map. What did you decide that was going to be Apollo's favourite thing? Was it a different instrument? Was it a different item? Was it a bit like the story of someone that he loved? So could it be a pet or could it be a brother or sister or someone else in his family? Whatever you chose for yours is going to be what is in your first picture with Apollo. So I'm going to have Apollo looking happy. He's got light reaching out from him because he is the god of sun and light, and he's got his harp there playing his beautiful music for him. So everything is good cause here everything is good. I'm going to do the sun in the sky. Now remember the main thing that you're going to have to change here is simply the special item that you're going to be using in your story. So it could be a person, an animal, an item, whatever you want it to be. So in here, I'm going to say Apollo, God of light sun and music, harp favourite possession I'm going to put happy sun shining. Those are my notes to remind me of the first bit. So mood I'm going to put content. So as a reader, I want to make the reader feel content like this is a really happy, lovely moment before things will start to go wrong. In the next section I am going to have, we're not going to go into as much detail as our story map because otherwise we won't be able to get through it quicker. We just need to be able to remember the main events. You might remember we were talking about summarising earlier in the unit as our reading scale and we're going to kind of summarise, so think of the main points of our story for this. So I'm going to jump forward a little bit to when the harp, is in the underworld. So I'm going to put underworld here because we know for in between this Hades has come to steal it. He's playing it here and he's standing there and he wants it to play music doesn't he? So I'm going to put play so I'm going to put this as silent. So notes, Hades steals the harp demands it to play, harp silent. Now in this bit, how do we want the reader to feel about the fact that the harp has been stolen? Perhaps quite frustrated or cross or angry? This is our real problem of the story, isn't it? So I'm going to put frustrated. That's how problems make me feel, quite frustrated. How about you? Have a think and you can put yours there. For the rest of it, I'm just going to be filling in the pictures because I'm going to want you to put the notes and the mood in yourself during your independent task. Now the impact of the harp being stolen is firstly, on Apollo, how does it make Apollo feel? Can you remember? Makes him feel sad, doesn't it? And I said that the sun and the light that normally glows out from behind his head starts to fade away. And then what happens because Apollo was sad? Can you remember? That's it. The sun fades away, doesn't it? And it starts to get dark and because of that, what happens to all of the plants and trees? They can't get their food. So everything starts to die and wilt, doesn't it? All the leaves fall off the trees. So Apollo is sad, the sunlight goes away, it becomes dark, all of the plants and trees start to wilt and die. Fantastic. So next after that, we know that Zeus tries to come to the rescue and who does he speak to first? Can you remember? That's right. He goes to speak to Apollo first. He's still looking very sad. He asks Apollo to bring back the sun, please. Apollo says no, not without his harp. After that, Zeus goes to speak to, can you remember? That's it. It crumbs a little bit big at that time. He goes to speak to Hades, doesn't he? And can you remember the deal that they come to ? That's it. 12 hours. So that's what so we're saying, 'cause we know that Hades said it played 12 notes. Might tend to draw some notes there to remind me. So it played 12 notes in the underworld. So Hades thinks that it's going to have to stay, but Zeus think deeply, doesn't he? He says, well, if I only played 12 notes it will stay in the underworld for 12 hours a day and return to Apollo on earth for 12 hours a day. And then our final picture is that learning that we have, the lesson that we learn, what we learn is that for the 12 hours, it's in the underworld, it is night time, here we have a sad, Apollo. The sun disappears and its darkness and then for the 12 hours, it's on earth it's day. Sun is out then everything's dying in this one, isn't it? This is a nice sun and it is day So we've got a very happy Apollo with the sun shining out of his head, he got the harp there, playing his beautiful music and then all of the life wakes up. And that is our learning. It's now your turn to complete your boxing up for your created story. Remember some of your parts will be different to mine. You might have chosen something different to be stolen from Apollo and whatever that thing did whilst he was in the underworld. Do you remember times 12, you need to change to? So perhaps if it was a different musical instrument, it played 12 notes, perhaps if it was something that was living like an animal or a family member, perhaps they ate 12 of something that you want to make up. So make sure in your boxing up something that you reflect the changes that you are making. And don't just use all of mine, even though you can use some and that is okay. You're going to make sure that in that final column, you think about how you want the reader to feel when they read your piece of writing. I put a few ideas on the page there, but you might be able to think of your own. Press pause here and finish off your boxing up and then press play when you are done. I would really love to see your boxing up today especially as we all have different ideas. I would love to see what you have come up with. If you would like to share it with me, ask your parents or carer to take a picture, and share your work on Instagram, Facebook, or Twitter. You can tag Oak National and use the hashtag, LearnwithOak. I hope to see you in our next lesson. And we're going to start writing our introduction to our amazing created story.

Video: To box up for a purpose

﻿Hello everyone. My name is Miss Weerasekera. Welcome to lesson 6 of 10 in this unit about a Creative story. In today's lesson, we're going to be boxing up, a whole new story with Apollo as the main character. Remember you are creating your own version, so you might choose to do some bits that are similar to mine. There's some about all from your own imagination. I can't wait to see it. Today I've decided I'm going to go on a really long walk around to my favourite park. It's my favourite park because there's a massive pond and a water fountain and all sorts of interesting places all around it. I can go and visit and see. Do you have a favourite park that you like to visit? What's there that makes it so special for you? In today's lesson, you are going to need something to write on, something to write with and your brain to be ready to go. If you do not have the pen or pencil or a piece of paper, pause the video here and then press play When you're ready to get started. Today, we're going to start off with a spelling activity and I'm going to be introducing you to a brand new spelling book , but then going to play an oral game. ''If I was'', and I'm going to need you to use your imaginations for this. we're then going to box up our whole new story from the beginning to the end. And then you'll go to have a go at completing that table by yourself, full of spelling rule today. I'm going to get you to help me out and try and spot what the spelling rule might be. Before I tell you what it is, the question says, what do you notice about these words? There's a pattern or they have something in common, unhappy, unfortunately unfair and unkind. Could you hear the pattern there? Right? They all start with the letters. U N don't they, we call these letters at the front of a root word. So I root, where does the word by yourself? And then you can add a prefix which is letters or letter before the word you might also have heard before about a suffix, which is the same thing, but the letter or the letters go on the end of the word. And quite often adding a prefix before or a suffix after will change the meaning of the root word by itself. The root words here are happy, fair, fortunately, and kind. They are words that make sense by themselves. So this spelling will be going to add to the prefix. You add U N to the front of all these words, and it's going to change the meaning of the root word. When we add the prefix U N it changes the meaning of that word to not that thing. For example, I'm happy when I add that U N, it becomes not happy or unfair becomes not fair in meaning you could also say that adding U N makes it the opposite of the meaning it had as a root word by itself. For example, kind by itself is when you're nice and lovely to people. Whereas when you add unkind, it becomes the opposite of that. You might be mean and horrible to people. Okay? So for our spelling row and the rest of this unit, we are going to be looking at adding the prefix U N to words to change them to the opposite meaning. let's have a go at adding it. I have the word kind If I wanted to add the prefix UN, what would it become? become unkind. Let's try again. Happy would become unhappy. Well done. Fortunately, remember, we've talked about fortunately in a previous unit, fortunate means when something good or positive happens, what's going to be with U N, on the front. Unfortunately, which means something negative might have happened. Let's play a game now this says, can you add the prefix to the words below and then match them to the correct sentence? So the first step that you have to do is to add U N to the front of each of the pink words. Okay? So I'm going to model the first one. Then you can have a think about what the others would be. The first word says zip. If I add the prefix U N, it becomes unzip.. Can you have a go at saying the rest of those words, the prefix un in front, press pause here and there press play. When you have said them all. well done. Okay. The second stage is going to be this. Each of these words, when it has U N in the front of it, matches with one of the sentences below. And we'll go in the gap where the line is, your job is going to be to write out the sentences with the correct UN word in the gap. I'm going to do the first for you. Jenny felt_ So she did not go to the party. I'm going to practise it with a few of the words and to see which one makes sense to me. Jenny felt unzip no Jenny felt unload, which I think so `Jenny felt unable. Jenny felt unable. Makes kind of sense. So she could not, that doesn't make sense. Jenny felt untidy. So she did not go to the party. I guess you could say, if she felt like she wasn't wearing what she wanted to wear, she didn't feel presentable. Then she wouldn't go. But let's try the last one. Jenny felt unwell. So she did not go to the party. I think that one fits best. I would write out the sentence with the word unwell in the gap. Your job is going to be, to find which of the un words fits in the gaps of the rest of the sentences. Pause here and to have a go at that and then press play When you have done it, let's have a look at the answers together. I put the prefix un, in front of all of these root words to change their meaning to the opposite. And I've then popped those words in the sentence that they make sense in. We did the first one together. didn't we? Jenny felt unwell, So she did not go to the party. The next one, The maths was so tricky that the class were unable to do it. As soon as he got inside, Ameer started to unzip his coat, then helps mom to unload the shopping from the car. I knew I would get into trouble because my room was so untidy. well done. If you manage to add the prefix un correctly and to match all of those words to the sentences, if you didn't, don't worry, you can correct your answers now we're now going to play a fun oral game where we really need to use our imaginations. It's called. ''If I was'', I'm going to ask you to imagine that you are going to each of the characters in our created story. And I want you to think if you were in their shoes, what would you have done differently? Okay. So we're going to do that for three characters, Apollo, Hades, and Zues. I'm going to model Apollo first, and then you're going to have a go. If I was Apollo and I cared so passionately about my harp, I would have gone down to the underworld myself and demanded the harp back from Hades. I would not have taken no for an answer and I would have returned to earth with my harp. Okay. So I would like you to have a go at doing all three. So what would you do if you were Apollo, what would you do if you were Hades and what would you do if you were Zues? And I'd like it to be different to what actually happened is not created story. That's where having our imaginations ready comes in, press pause here, have a go at doing that verbally and then press play when you're ready to continue. Fantastic. Well, I'd actually like to hear, some of those full stories with those alternative options. Maybe you could write them if you feel like it in your spare time, We are going to be boxing up today. And instead of just boxing up our ending like we did in the previous unit, we're going to be boxing up our whole story. As over the rest of the unit, we are going to be writing the introduction, the middle and the end to our created story. The boxing up process. It's going to look similar though. We will have the pictures, which are similar to the ones on our story map from previous lesson in the first column, then we'll write notes and key words to remind us what's happening in the second column. And finally we'll write the mood that we want to create for our reader in the third column at each part of the story, I'm going to model doing the pictures and filling in a couple of the other boxes as well. And then you'll go to independently, fill in the rest, okay. For your boxing up to date, you're going to need a piece of paper. You're going to need to divide it into three columns, and then you're going to need it to have six rows for our pictures. Okay. And at the top of each column, I put these headings, pictures and notes or key words and to mood. go through and do the different events for the story and pictures here. And then we'll go and look at the other columns as well. Okay. So can you remember what was the first part of our story? This is our created story. We've got Apollo. It's the first thing was Apollo was on earth and he was very happy because he had his treasured possession with him. Now for me, I decided his treasured possession was going to be a harp. You need to think back to your story map. What did you decide that was going to be Apollo's favourite thing? Was it a different instrument? Was it a different item? Was it a bit like the story Persephone of someone that he loved ? So could it be a pack or could it be a brother or sister or someone else in his family? Whatever you chose for yours is going to be, what is in your first picture with Apollo So I'm going to have Apollo looking happy. It's got light rating out from him because he is the god of sun and light. Okay. And he's got his harp there, playing it's beautiful music for him okay . So everything is good. Everything is good. I'm going to do the sun in the sky. Okay. Now remember the main thing that you're going to change here is simply the special item that you're going to be using in your story. So it could be a person or an animal, an item wherever you want it to be. Okay. So in here, I'm going to say, Apollo, god of light, sun and music, Harp favourite possession I'm going to put happy sun shining. Okay. Those are my notes to remind me of the first bit. So mood I'm going to put content. Yeah. So as a reader, I want to make the reader feel content like this is a really happy, lovely moment. Okay. Before things will start to go well, right in the next section I am going to have, we're not going to go into as much detail as our story map because otherwise we won't be able to get through it quicker. We just need to be able to remember the main events you might remember We were talking about summarising earlier in the unit as our reading scale. And we're going to kind of summarise some, think of the main points of our story for this. So I'm going to jump forward a little bit to when the harp is in the underworld. So I'm going to put underwhelmed him. Cause we know for in between this Hades has come to steal it. Okay. And he wants it to play music. Doesn't he? So I'm going to play. This is silent. Okay. So notes, Hades, steals The harp demands it to play harp silent. Okay. Now in this bit, how do we want the reader to feel about the fact that the harp has been stolen, perhaps quite frustrated or cross or angry? This is our real problem of the story. Isn't it? So I'm going to put frustrated. That's how problems make me feel quite frustrated. How about you? have a thing you can put yours there. Okay. For the rest of it. I'm just going to be filling in the pictures because I'm going to ask you to put the notes on the mood and yourself during your independent task. Okay. Now the impact of the harp being stolen is firstly, on Apollo how does it make Apollo feel? Can you remember? It makes me feel sad. Doesn't it? And I said that the sun and the light that normally glows out from behind his head starts to fade away. And then what happens because Apollo was sad. Can you remember the sun fades away? Doesn't it? And it starts to get dark. And because of that, what happens to all of the plants and trees? Yeah. They can't get their food. So everything starts to die and wilt. Doesn't it? All the leaves hold off the trees. Okay. So Apollos was sad. The sunlight goes away. It becomes dark. All of the plants and trees start to wilt and die. Fantastic. Okay. So next after that, we know that Zeus tries to come to the rescue. And Hades speak to you first? Can you remember? That's right. He goes to speak to Apollo first. He's still looking very sad. He asks Apollos to bring back the son, please Apollos says no, not without his harp. Okay. After that, then Zeus goes to speak to, can you remember? That's it? What was a little bit big that time? Okay. He goes to speak to Hades. Doesn't he? Okay. And can you remember the deal that they come to? That's it 12 hours. That's what you're saying. Cause we know that Hades said it played 12 notes. Tend to draw some notes there to remind me. Yeah. So page 12 notes in the underworld. So Hades thinks it's going to have to stay, but Zues think steeply doesn't he? He says, well, if I only paid 12 notes, it will stay in the underworld for 12 hours a day and returned to Apollo on 12 hours a day. And then our final picture is that learning that we have the lesson that we learn, what we learn is that for the 12 hours, it's in the underworld. It is night time. You know, we have a sad Apollo. Sun disappears and its darkness. And then for the 12 hours, it's on earth it's day. Sun is out when everything's dying and this one, isn't it. There's no sun. It is day. So we've got a very happy hello with the sun shining off his head. I've got the harp playing Beautiful music and then all of them Wakes up. Okay. And that is our learning. It's now your turn to complete your books in up for your created story. Remember some of your parts will be different to mine. You might have chosen something different to be stolen from Apollo and whatever that thing did, It still was in the underworld. Do you remember times 12? You need to change too. So perhaps if it was a different musical instrument, you played 12 notes. Perhaps if it was something that was living like an animal or a family member, perhaps they ate 12 of something that you want to make up. So make sure in your books that you reflect the changes that you are making. And don't just use all of mine, even though you can use some. And that is okay, you're going to make sure that in that final column, you think about how you want the reader to feel when they read your piece of writing. I've put a few ideas on the page there, but you might be able to think of your own. press pause here and finish off your boxing up and then press play When you are done. I would really love to see your boxing up today, especially as we all have different ideas. And I would love to see what you have come up with. If you would like to share it with me, ask a parents or carer to take a picture, share your work, Instagram, Facebook, or Twitter. You can tag @OakNational and use the #LearnwithOak. I hope to see you in our next lesson, where we're going to start writing our introduction to our amazing created story.

Completed: To box up for a purpose

In this lesson we will use our story map to help with the boxing up of our created story. Our finished boxing up creation will have the main events in the first column, key words and notes in the second and notes about the reader's mood in the third.

English

Y2 English

Key Stage 1

Year 2

Miss

To box up for a purpose

Persephone: creation story (endings)

UNIT

To generate ideas for a created story

To tell a created story from memory

To explore the consequences of a character’s actions

To use apostrophes for contraction

To summarise key information

To write an opening that hooks

To write a middle that builds drama

To explore how writers create satisfying endings

To write an ending that satisfies

To box up for a purpose

Video

Lesson Complete