Video: To describe using senses

﻿Hi everyone! My name is Miss Toole and this is Oscar the owl. In this unit, we have been exploring the story how butterflies came to be. Tell you more about butterflies? Butterflies are beautiful creatures that have big wings and on their wings they have lots of patterns with a mixture of colours and each butterfly is unique. Tell you more about their wings? Well their wings come out when they go to fly and they are symmetrical so it means what's on one is on the other side as well and there are lots of patterns and colours. Tell you more about patterns? Patterns are lovely to look at because when you look at a pattern they can be used with pretty colours or they might be the same shape used over and over again repeated or you might have a pattern made up of lots of different shapes and colours but they are beautiful to look at. Tell you more about shapes? Well, we have lots of shapes. We have 2D shapes which are flat and we have 3D shapes which are solid and with our 2D shapes we've got triangles, squares, rectangles and some of our 3D shapes are cube, cuboid, a sphere. I enjoyed our game of tell me more as well and I wonder at home if you could have a game of tell me more with your teddy partner as well. Now in this lesson today we are going to be focusing on using our senses to describe and we're going to be using our story of how butterflies came to be and thinking about if we were there, what could we see? What could we feel? What could we hear? What could we smell? So those are all the different senses we are going to be focusing on today. So first of all we're going to start with our spellings, then we're going to retell our story of how the butterflies came to be. We're going to explore with our senses and then we're going to use all our work from the lesson to create a poem. So you're going to need a exercise book or piece of paper, a pencil, your amazing brain and your fabulous self! So press pause now while you go and get your resources and then when you're ready to go you can press play and we'll carry on with today's lesson. The spelling focus in this unit is adding the suffix -est. Now can you remember where the suffix goes on a word? If we're adding a suffix it goes to the end. Good, the suffix goes on the end. So we're adding the suffix -est onto the end of our root words. So the root word is a word that already exists like tall, small, bright, great. They are all our root words and then we add the -est onto the end to make a new word and when we're adding the suffix -est can you remember what that means for the word? It means it is the greatest it can be. So if we are the tallest, nobody else is taller than us. Or if we are the greatest, nobody else is greater than us. So when we're adding -est we're making that word the best it can be. So today, we're going to have a go at exploring some of our words. Now two of our words that we explore when we add the -est onto the end, we have to change the root word slightly so that the spelling makes sense but we'll look at that when we come across it. But for the first two words, it is just the root word and then the -est on the end. And now I would like you at home to have a go at writing the word down first and then I will show you the word on the screen. So first word is tallest. Tall

est. So remember our -est is E-S-T. So tall

est. Have a go at writing it down. If you need to, you can pause the screen in between each word to give you a little bit of extra time to write down before I show you the answer on the screen. So tall -est. Let's have a look. Tallest. The giant was the tallest giant in town. Tallest. Now we've looked at tallest so our next word is smallest and it's very similar to tallest. Tallest is tuh allest. Smallest is ss mm allest. Think about it, if you know the word tallest how would you write the word smallest? Write it down for me. Smallest. Let's have a look. Smallest, there we go. Now this next word that I'm going to show you is where we need to make the change so I'm not going to ask you to have a go at spelling this one 'cause I'm going to show you it then the next one, I want you to have a go at spelling it on your own. So this word is prettiest. When we write the word pretty, it is P-R-E-T-T-Y. But when we're adding our suffix -est, our Y changes into an I and then we add the -est. So it's prettiest because the I changes into a the Y, sorry, changes into an I and then we add the -est. So if we know that for prettiest have a go at writing ugliest. So ugly usually ends in a Y. Ugliest, you need to change that Y for an I and then add -est. Ugliest. Have a go. The troll was the ugliest in his family. Ugliest. Let's have a look, ugliest. Uh, guh, luh you can see the ih rather than the yuh then our suffix -est on the end. Now our next word there is no changes to be made to the root word. So our word is greatest. Great -est. Think about how you spell the word great and then put our suffix onto the end -est. They were the greatest thing the creator had ever made. Greatest. Let's have a look. And our final word is brightest. Brightest. Buh, ruh and it's the tri-graph aye. Buh, ruh, aye, tt -est. The aye sound is the tri-graph remember that's three letters that make one sound. Brightest. Brightest. Let's have a look, brightest. So, now we've got six words on our screen. Tallest, smallest, prettiest, ugliest, greatest and brightest. I would like to challenge you now to pick one of the words and put it into a fantastic sentence. So pause now to write your sentence and when you're ready to go, you can press play. Now we're going to have a go at retelling our story of how butterflies came to be and I've got my story map here to help me remember what happened in our story. If you'd like to, you can go and grab your story map so you can follow along with me and have a go at retelling our story of how butterflies came to be. ♪ It's story time, it's story time. ♪ ♪ Look, listen, wow. ♪ In the beginning the creator made all things great. He made fish and fowl, plants and porcupines, humans and horses. When he was done, he went for a great big sleep. When he woke from his sleep he decided to take a walk to see all his fabulous creations. Hmm, I wonder, when he went for his walk, what sort of things do you think he saw? He may have seen birds flying, he may have seen monkeys swinging in their trees, he may have seen plants growing up from the ground. Hmm, I wonder when he was on his walk, what do you think he could smell? I bet he could smell beautiful flowers growing in the meadow. I bet he could smell the salty air from the sea where the fishes were swimming. Hmm, I wonder when he went for his walk what do you think he could hear? I think he could hear the horses neighing in the field. I think he could hear the chimpanzees calling out to each other as they swing from the tree. Have a think about it. What do you think he could see and hear and smell? And as he carried on his walk, he got to a village and there he saw children playing and having fun. But he also saw their parents who looked like they were worried and sad. That's not right, thought the creator. I didn't create them to feel sadness I wanted them to feel joy. The creator went to visit the wild woman in the forest and the wise woman told him that if he wanted to bring them joy he needed to create something new that he thought the people would enjoy. So off he went and he collected what he thought would bring them joy. He collected the moon, on the sea he collected the delicate petals, he collected the pollen from the flower and he collected the snakeskin. He put them all into a bag and mixed them together. He breathed a breath of air into the bag . And out came the most beautiful and delicate butterflies you have ever seen! The butterflies flew over the village and the parents looked up just for a moment and smiled when they saw the butterflies flying overhead. And that's why when you see a butterfly, just for that moment, you share a smile. Have a go at retelling your story map at home and thinking about in one section, what might the creator have seen, of heard and of smelt. Off you go. Now that we've retold our story using our story map we're going to focus on one part of the story and create a sensory picture for that part of the story. Now I would like us to focus on the beginning, when the creator is doing his magnificent work and creating things on our planet. So I'm going to have a go at drawing my picture first and we'll talk through mine and then I'd like you to have a go at home creating your sensory picture for that part of the story. Now my drawing isn't amazing, but that's okay as long as I know what it's meant to be and it's the same for you guys at home. So, the first thing my creator is going to have is he needs something in the sky. So I would like to put a sun in the sky because it's a beautiful day while the creator is doing his magnificent work. And then the creator is going to put in some water, we're going to have water going all the way down because he creates animals that live in the water. So I've got my beautiful sunshine and I've got my fresh water. And we can think about what we can see. We can see clear blue water and we can hear the water flowing down the river. And then in my water, the creator made fish. So I'm going to have my fish in the water, swimming around. So we can see the fish flapping around in the water. One of the things we can see. We can smell the salty water from the sea. And on the floor, we start to get plants with delicate petals growing through. And I can see the beautiful colours of the petals. I can smell the pollen from the plants. And when I touch them, I can feel the silk on the petals that fall from the plant. And another thing our creator brings is our porcupine, which I like, spiky animals. So here's my porcupine, just going to put spikes around him. I'm going to do another porcupine, it's going to be a porcupine family. It's got its spike. And if we touch them we can feel the sharp spike as we touch our porcupine. And we can see the zig zag spikes coming off their back. I'm going to move over here now. Another thing that our creator created were humans. There were humans, big and small. And we can hear our humans laughing and talking with each other because the creator created them to have joy so we can hear them having fun with each other 'cause remember at the beginning, they are having fun. And then in the sky, we've got birds flying above us. We can hear the flapping of the birds wings. We can hear the birdsong. We can see them soaring above us. If we get close, we can feel the wind as they flap their wings. And the last thing I want to put here sorry, two more things that I want to put in our pic, and the final thing that we have is we have our horses and I'm actually going to have my horse going down to the river to have a drink. There's my horse, remember Miss Toole's not the best at drawing. But I know it's a horse, so that's okay. Pop his mane on. My horse is going down to the river to have a drink. So have a go now and creating your own picture for the opening of our story and think about, as your drawing them, what you can see, what you can hear, what you can feel and what you can smell. Off you go. Now that you have created your picture for our opening of our story we're going to use this to create our sensory grid now thinking about those four senses we were focused on when drawing our picture. So, on a piece of paper you are going to need to create a grid. So, the best way to do this is to draw a line down the middle of your page, and then draw a line across your page. Like that, then your page is split into four. And our four boxes are going to be the four different senses. So in this box here we're going to have see. I'm going to draw a picture of an eye to help us remember that's our seeing. Can you remember what our other one was? We've got smell, our other sense. I'm going to try have a go at drawing a picture of a nose. Can you remember one of our other senses? We've got hear. What can we hear? I'm drawing an ear to help us with that one. And then the final sense that we're focusing on is touch, what can we touch? What can we touch? So, having a look at our picture, I want you to think about what can you see? What can you see? And we can see lots of things, but what would you like to put on your sensory grid? So the first thing that I'm going to put on mine is I can see lots of animals. Now you can write words or you can draw pictures but I'm going to write the word animal. So I can see lots of animals because the creator created lots of beautiful animals. So the first thing I can see is animals and you can be a bit more specific if you'd like to. You can see fish, or birds or whatever animal you have put on your picture. Then, the other thing I can see is I can see there are some humans playing on mine. So I can see humans playing. So I'm going to draw my humans. I've got my human and I'm just going to write the word playing. So I've got humans playing. And I want one more thing to put in my see box. So what else can we see? I think I'm going to focus on my flower for mine so I can see pretty petals on my flower. So I am going to put draw write the word pretty and then I'm going to draw petals on my flower. I can see pretty petals. Okay? Now, we're going to think about what we can smell. So having a look at our picture. What's the first thing you can smell? Well, with it being a new creation and I think when I step outdoors and I go into the wild, the first thing I can usually smell is fresh air. I'm going to put fresh air because it's a brand new creation so it's going to be nice and fresh. The first thing I can smell is fresh air . Then I'm going to go for a walk along the water what can we usually smell when we go near water? I usually can smell salty water. So I'm going to write the word salty that describes the water and then I'm going to draw the picture of the water. Now we've got to describe it. And then the next thing I'm going to focus on my one when I'm walking through my picture I think it will be the pollen. The beautiful flowers so the smell of the pollen. I'm just going to write pollen but have a think about yours. You might want to do the same as me or you might want to do something a little bit different. That's okay, it's your picture. Then I'm going to think about what I can hear. If I was here, what could I hear? Hmm well in the sky there are some birds so I might hear birds singing. I might hear birds singing their beautiful song to each other. Birds singing. Right, I'm going to go back into my scene. What else can I hear? Oo the fish are in the water and I can hear them splashing around. So the next thing I can hear is water splashing. So I'm going to do my water picture then I'm going to write the word splashing. Water splashing. Perfect and then have a think about what's the next thing you can hear. Ooh. I'm going to focus, I've got people my humans are playing so I can hear my humans talking and laughing. I'm going to draw my humans and I can hear them laughing. Laughing. And our final thing is touch. Having a look at your picture, what can you feel when you touch, what can you feel? I'm going to go over to my water. When I touch it, ooh it's cold water so I can feel cold water. Cold. And next to my cold water I've got my spiky porcupines so I can feel their spikes. So I touch and touch the spikes and they're sharp. Shh arr puh. Sharp spikes of my porcupine. Hmm I'm having a look, is there anything else here that I could touch? Ooh well I really enjoyed seeing my flowers and smelling the pollen on my flowers and if I touch them, they've got delicate silk like petals. So my touch is going to be silk petals. And that is my sensory grid. So have a go now at creating your own sensory grid. Think about what you can see, smell, hear and touch based on your picture. Off you go. Now that you have got your sensory grid, we're going to use this to help us to write a poem. Now the structure of our poem is three words, four words, three words, four words. And we can play around with our parts of our sensory grid to create our poem. So for example, one of our three word sentences might be children are playing. Children are playing. Three words. Or we can see pretty petals, so we might say pretty petals growing. Then we might go over to our touch and we might decide to do one of our four words. So we could say sharp porcupines passing by. Sharp porcupines passing by. Hearing. We can hear the birds. Birds singing up high. Fish splashing in water, four words. Children laughing with friends, four words. Or for smell, mmm . Salty water flowing by. Salty water flowing by. We can smell the pollen can't we from the flowers. So we might say beautiful pollen passing by. Or beautiful pollen falling down. So you've got your different parts of your sensory map to create your own poem. Now I've had a go at creating my poem and I'm going to show it to you now. So my three words are people having fun, which is what I can see. Smell the salty water. Ouch! Sharp spikes. Birds singing up high. So I've taken one from each thing to create my poem. So people having fun is what I can see. I can smell the salty water. Ouch, sharp spikes I can touch. And the birds singing up high is what I can hear. So I'd like you now to have a go at pausing the screen and creating your own poem so three words, four words, three words, four words based on our sensory grid. If you'd like to, you can take some of my lines on my page and add in your own bits. Or you can really challenge yourselves and have a go at writing the whole thing from scratch. Off you go! Did you enjoy creating your own poem? It's lots of fun when we can have a play around with the words and really think about describing what we can see 'cause it makes our poem more interesting. Now you've got your poem, we're going to have a bit of fun and putting it to some music. So I've got my poem, I will model for you and then I'm going to challenge you at the end of this lesson to have a go at putting your poem to music. So my poem goes like this. ♪ People having fun ♪ ♪ Smell the salty air ♪ ♪ Ouch sharp spikes ♪ ♪ Birds singing up high ♪ Okay, I'll do it again and then see if you can join in with me. So, ♪ People having fun ♪ ♪ Smell the salty air ♪ ♪ Ouch sharp spikes ♪ ♪ Birds singing up high ♪ See if you can join in, are we ready? ♪ People having fun ♪ ♪ Smell the salty air ♪ ♪ Ouch sharp spikes ♪ ♪ Birds singing up high ♪ Thank you for joining in and have a go at putting your poem to a tune that you know. I'll see you in the next lesson, bye!

Completed: To describe using senses

In the lesson we will be exploring our senses through our story and using a sensory grid to create a poem.

English

To describe using senses

Video

Lesson Complete