﻿Hi everyone, it's Miss Fryer here. It's lesson 10. The final lesson of our unit seven, honey and trouble character unit. We have been writing a fabulous description, for an opening to honey and trouble that describes the monkey and makes him into a character we care about. And today we're going to finish it off. In lesson nine, I left you with a bit of trivia. So I wonder if you managed to have a guess. I asked you how many gelada baboons make up one of the biggest monkey families in the world. There are four people in my family. How many in yours? How many geladas do you think make up those huge monkey families? More than four right? 20, 100, 200, 1000? Well, some of the biggest gelada baboon colonies, those huge family groups live together with up to 1200 monkeys all living together. That must be noisy, and it must be smelly. In this final lesson, we are going to first sing our song that we learned in lesson nine, then we're going to do some spellings. After that, we'll reflect on our writing so far and do a little bit more shared writing, before carrying on independently and then editing all sentences. In this lesson, you will need an exercise book or paper, a pencil and your brain. So pause the video now if you need to get any of those things. Do you remember the song we learned in lesson nine? join him with me. Remember the first verse goes, he thinks he knows but he really doesn't know. The second verse goes, he asked for trouble but he wanted honey. And the third verse goes, he doesn't think about why he got hurt. Are you ready to join in? Let's sing. ♪ He thinks he knows but he really doesn't know ♪ ♪ He thinks he knows but he really doesn't know ♪ ♪ He thinks he knows but he really doesn't know ♪ ♪ And that's what makes him foolish ♪ ♪ He asked for trouble when he wanted honey ♪ ♪ He asked for trouble when he wanted honey ♪ ♪ He asked for trouble when he wanted honey ♪ ♪ And that's what makes him foolish ♪ ♪ He doesn't think about why he got hurt ♪ ♪ He doesn't think about why he got hurt ♪ ♪ He doesn't think about why he got hurt ♪ ♪ and that's what makes him foolish ♪ Did you manage to join in? Did you remember our actions? Let's sing it through one more time. Are you ready? ♪ He thinks he knows but he really doesn't know ♪ ♪ He thinks he knows but he really doesn't know ♪ ♪ He thinks he knows but he really doesn't know ♪ ♪ And that's what makes him foolish ♪ ♪ He asked for trouble when he wanted honey ♪ ♪ He asked for trouble when he wanted honey ♪ ♪ He asked for trouble when he wanted honey ♪ ♪ And that's what makes him foolish ♪ ♪ He doesn't think about why he got hurt ♪ ♪ He doesn't think about why he got hurt ♪ ♪ He doesn't think about why he got hurt ♪ ♪ And that's what makes him foolish ♪ Really good job today guys, well done. Now it's time for spelling. In lesson six, we looked at how the letter that follows these letters at the start of a word will help us decide on whether it's going to be a C or a K. And in lesson eight, we saw that there rule is exactly the same for the middle of a word most of the time. And we learnt a song to help us remember. Let's sing it through now. You remember it, it goes. ♪ I am C who is following me ♪ ♪ It's A and L, O, R and U. ♪ ♪ I am K and I'm here to stay ♪ ♪ It's E and I and Y it's true ♪ They help us remember, whether we need to use a C or a K when we're writing words with a 'c' sound at the start or in the middle. Today, we're going to add something new into the mix. It's the CK digraph. This one says -C- too. We almost always find it at the end of one syllable words. A syllable is like a beat in a word, a word we can say with one clap or beat. Word like, Miss, like Miss Fryer. Miss is one syllable. School, is also one syllable. And house, house is one syllable. So ck is normally found at the end of one syllable words, that have got short vowel sounds in them. A bit like these, back, peck, tick, rock and suck. All of those words have got a Ck, 'C' sound at the end, and the short vowel sound in the middle. That's our 'a', 'e', 'i', 'o' and 'u' sound. Let's read them through together, shall we? I'll say then you say. Back, back, peck, peck, tick, tick, rock, rock, suck, suck. If a one syllable word has a digraph in the middle as its middle sound, it normally finishes with a K, like these. I'll say them, then you send them off to me. Peek, peek, pork, pork, park, park, look, look. Those words have all got a digraph in the middle of them. We've got the digraph ee, or, ar and oo in the middle. That works the other digraphs too. Those words normally finish with 'C' that's spelt with a K. These words also finish with a K. Their words will have a short vowel sound and a letter partner. So here we've got the word milk, milk, pink, pink, sank, sank, hulk, hulk. These words although milk has got the short 'i' sound in it, it's got a letter partner in it, the 'u' sound. So it only needs a K, same with pink. It has that short 'i' sound, but it's letter partner of that n the 'n' sound, means we only need to add the K. For the last time this week, I am going to get you to play our game. But this time as it's our last lesson, and you're getting good at 'c' sounds, I want you to do some writing. We are going to say the word, phoneme finger the word and then write the word. So pause the video now if you need to get your pen and paper or your pencil and paper. Are you ready? Ready to my first word? My first word is the word bank. Say the word bank, phoneme finger the word -B-A-N-K- bank. Now write the word. Think about whether it needs a CK or a K,

B-A-N-K- bank. Have you written it? Have you chosen a CK or a K? Let's see if you're right. It needs a K. That short 'ank' sound in bank needs only a K because it has a letter partner, that 'n' sound. Ready for the next one. The next one we're going to write is the word pack, ready?

P-A-CK- pack. Write it down for me.

P-A-CK- pack Have you chosen -A-C-K- or a K? Let's have a look. It's -A-C-K- The 'ack' sound in pack is on its own, so we only need CK. Next word is the word, dark. Let's phoneme sound out.

D-A-R-K- dark. Which one will you choose?

D-A-R-K- dark. CK or K? There it is. Dark has a digraph in it. The digraph -ar- So therefore only needs a K. Last one, now we're going to write the word stick. Sounding out for me.

S-T-I-CK- stick. Will you choose a K or a CK for stick?

S-T-I-CK- stick. It is a CK. The -I- in stick it's on its own before the 'c' sound, so we need CK. Now it's time for us to reflect on our work that we've been doing so far, and do some shared writing. So you'll need the description that you've been writing in lessons eight and nine. So we can read it through, check what we've done so far, and carry on with our writing. So make sure you've got it so that we can get started. For the last two lessons, we have been writing the opening of our honey in trouble and opening that hooks from the part where the monkey is introduced to make sure we are writing a character we care about. It's so important like I have said lots and lots of times to write characters we care about because then we'll care about the story. We want to show the monkeys foolishness because that's his main inner quality. And we do that by describing his physical appearance and dress, his actions which show his personality, his speech and his thoughts and feelings. So we're doing that today in our writing too, as we finish off our description. Here's the writing that I started in lesson eight, continued with in lesson nine and I'm now going to finish. Let's read it together so far, including all of the edits I've done. Up in the trees a greedy monkey was watching. His thin curly tail twitched with joy. Without stopping to think he climbed down clumsily and stuck his finger in the sticky, sweet liquid. In a loud voice the monkey said, "Ooh, I like this!" He chattered excitedly to himself as he gobbled it all up. Soon, his soft fur was a sticky mess. So I've got to the point where he's had his honey, and now I need to just finish off this first part of my sentence and really hook my reader into wanting to find out what happens next. I haven't used any of my feelings words yet, so I know I've got to get that in somewhere. So I think that's what I'm going to start off with today. I am going to use my word from my monkey outline and say the with a capital letter, finger space -M-O-N-K-E-Y- The monkey was, do you remember my word? It was delighted. The monkey was -D-E-L-I- trigraph -T-E-D- The monkey was delighted. Little short sentence. I've got a finger spaces between all my words and a full stop at the end. My other thought in my monkey outline was about more, wasn't it? He wanted more. And it's one of his thoughts I need to put that into a sentence. I got it. Let's start off with the sight word all.

A-L-L- spells all. All he could, you know that's a tricky word. All he could -TH-I-NK- All he could think -A-B-OU-T- All he could think about, was getting more and more and more, I think I'm going to write. Can we tap that bit out together 'cause that's a lot to remember. Getting more and more and more. Three mores, all ready? Getting more and more and more. On our shoulders, getting more and more and more. On our nose, getting more and more and more. On our fingers, getting more and more and more. How many words? Six more words that started with that word getting.

G-E-T- double letter, -I-NG- getting. Looking at my outline, oh there it is.

M-O-R-E- more. Getting more and more and more. Let's read so far, shall we? The monkey was delighted. All he could think about was getting more and more and more. Now it's your turn to add to your piece of writing. So, have a look back at your monkey outline. See if there are any words that you haven't used yet and see if you can include every adjective in your description. Making sure that you show his physical appearance and dress, his actions that show his personality, his speech, his thoughts and feelings. Pause the video now. You can write your sentence or write mine, and I'll see you back here. While you were writing your independent sentences, I wrote an extra one of my own. I needed the last bit of our start needs to be setting up the rest of the story and setting up the problem. So I wrote another line of speech that the monkey would say. So I wrote. "This must be trouble," said the foolish monkey. Pretty happy with that. I knew that I wanted to have another thing of speech, and I had to set up that trouble, which is going to be the problem for the rest of the story. But I know that I'm sure that there are some things that I could do to make it better. When we edit our work, it's really important. It's the same thing that we did in lesson eight and lesson nine. We need to make sure it meets our learning objective of describing the main inequality of the monkey, which is his foolishness. So I need to be looking at my writing and seeing it does just that. Then we use our sad editing, we do our swap, add and delete. So that's what I'm going to do right now. So this is it, the last bit of editing of our unit. I just need to make sure the last few sentences are as perfect as they can be. I need to check that what I've written, all goes towards defining the main inner quality. He is delighted at having lots of extra food because he's greedy. That makes him foolish I think. All he could think about was getting more and more and more. That makes me think that honey is filling up his entire brain, and that's pretty foolish. We should be thinking about more than just filling our tummies And he says about how this must be trouble, which we know is wrong. So that's foolish as well. So I think I'm meeting that. Now I've got to do my sad check. I need to swap, add or delete anything I want that doesn't quite work or could be better. So let's have a look to see if there's anything I could swap. Oh, I've spotted something, said. Said is one of my least favourite words. Said is boring, 'cause it doesn't tell me anything about how the monkey talks. Now I've already established that he talks in a loud voice. So maybe I could think of a better, louder way of saying said. Maybe I could say shouted, maybe I could say hollered, or maybe I could say bellowed. These are all much stronger ways of saying said which shows me what the monkey is like. And we know he is loud, so I want to change that. I like bellowed. I'm going to have that. I'm going to get rid of said and swap it for

B-E-LL-OW-E-D- to make it into the past tense, bellowed. "This must be trouble," bellowed the foolish monkey. Anything I want to add. No, this time I think I'm not going to add anything. Check your sentence and see if you need to add any extra adjectives or any extra information into your sentence but I think I'm okay. But I've thought about it a little more and actually, I don't think we need three mores. I think I'm going to delete one. I think I'm going to say, all he could think about was getting more and more. I'm going to get rid of my third more. So I've swapped something and I've deleted something but not added anything today. You can choose whether you want to swap, add or delete any of your words, or do anything to change your sentence and then it's on to the five finger check. All that's left me to do now, is five finger check. So you can do yours too. Remember, look for any missing capital letters. Make sure you've got a finger space in between every single one of your words. Check your spellings, which might mean resounding out some of your words or checking resources like your monkey outline or your boxing to make sure you get your key word spelt right. Make sure you've got a full stop at the end of all your sentences, and read it through again to make sure it makes sense. Now that we're at the end of unit seven, and we finished our honey in trouble writing, I would love to see all of the great adjectives and ideas you came up with. You can share your work with Oak National. If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging @OakNational and #LearnwithOak. And that is it. Not just for lesson 10 but for our whole unit seven. Our whole honey in trouble character unit. I am so proud of you for working so hard all throughout the unit. And I hope you're proud of yourself and your writing. Thank you so much for sticking with me throughout the whole unit, and I hope you'll stick with Oak National for more English and storytelling. See you later everybody, bye.

Video: To develop character in a story

Completed: To develop character in a story

In this lesson, we use our adjective list, and everything we have learned from the character writing toolkit, to finish writing a description of the monkey, focusing on how his speech, thoughts and feelings, show us what he is like.

To develop character in a story

Video

Lesson Complete