Video: To generate vocabulary for the climax

﻿Hi, everyone, how are you doing today? It's me, Ms. Webster, with you for our next lesson in our robin's journey unit. So I hope that you're sitting somewhere comfortably, hope you're feeling confident, and I hope you're feeling ready to learn. In this lesson, you will need an exercise book or some paper, a pencil or something else to write with, and you will need your brain. If you haven't got everything you need, pause the video, go and collect it, and I'll see you when you're ready. We'll do a writing warm up. We would generate vocabulary for the climax, which means we will think about lots and lots of different words that we need to use in our writing when we come to write the climax, and then we will practise writing some sentences. Let's see what's our writing warm up is. You've got to match the sentence to its sentence types. There are the sentence types. Simple, compound, and complex. As I read you the sentences, think about what sentence type the sentence is. Okay. Ready for the first one? The determined little bird took a deep breath and continued his journey. Number two, bravely, the robin swooped right into the storm. And number three, as huge waves crashed, torrential rain poured down. Pause the video and write down what sentence type you think each sentence is. You can just write number one, and then simple, compound or complex, and number two, and so on. Pause the video and play it when you've done it. Let's check. So this first one. Hmm, what did you think? Tell me one, two, three. A compound sentence, because I can see two main clauses joined by a coordinating conjunction. The coordinating conjunction is and. Number two. Bravely, the robin swooped right into the storm. Can only see one main clause there, meaning it must be a simple sentence. And number three, as huge waves crashed, torrential rain poured down. I can see a subordinate clause, the as clause followed by a main clause. So it must be a complex sentence. Really good job on our writing warm up. We are going to generate vocabulary for the climax now. So let's remind ourselves before that of what happens in the story. The opening, he set off on his journey, didn't he? The little robin, all the way from Scandinavia. And the build up? Oh yeah, he narrowly missed being caught by that hawk who swooped out, tried to catch him with his talons. In the climax, the robin flies over a stormy sea, and he was badly hurt. And at the end he returned home safe at last. We've planned and written the opening, we've planned and written the build up, and today, we're generating vocabulary for the climax. We're going to watch a short clip now, which is the part of the story that is the climax. As we're doing that, think about these questions. What characters are there? What happens in the climax? How does it make you feel watching it? And how do you want your reader to feel when they read your writing? So after we've written our climax, how do you want your reader to feel when they read back your writing? Okay, I think we should watch the clip. Watch carefully. So what is important to include in the climax? What sorts of things do we have to include in the climax? Have a moment to think. Hmm, are any of your ideas on the screen? So something exciting or shocking has to happen. Something that tests the main character, which means the character has to face something difficult or challenging and overcome it. And then maybe there are new characters. Hmm, okay. We're going to focus on these elements of the climax. The sea, the weather, and the fishermen. So you need to set up your page like this. In the middle of your page, you draw a very quick sketch of the sea, and then round the outside, you need those headings. Where, what was it like? And what did it do to the boat? There are some pictures of the stormy sea to help you with your sketch. It doesn't have to be a beautiful sketch at all, and it should take probably 30 seconds to sketch it. And then you can write your headings around the outside of the sketch. So pause the video, set up your page like that, and play the video when you've finished. The first thing that we'll focus on is the where. Where is the sea? To help us, let's look at the map that we discussed when we were looking at where the robin's journey took him. And we know he started off in Scandinavia. He flew all the way to the United Kingdom, and in the middle of those places, there's the sea. Can you see what it's called? It's called the North Sea, the North Sea. So he flew all the way over the North Sea, didn't he, to get back to England? So you need to write down the North Sea underneath your where heading. The next thing we'll think about is what was the sea like? Here's a picture of a crashing wave. And remember, you've got your sketch as well to help you with this bit. So for this bit, I want you to pause the video and write down any words that you think will help us think about what the sea was like. Think about the crashing waves, stormy sea, maybe think about how big those waves are. Pause the video and play it when you've done it. Here are some of my ideas. We could have crashing waves. We could have a strong current. A current refers to the movement of water. What about this one? Waves as tall as skyscrapers, really huge immense waves. We could also use these words stormy sea and treacherous. Let's say that word, treacherous. Which means very, very dangerous. And it was very dangerous for the poor little robin, wasn't it? If you see anything on the screen that you want to write down underneath that heading on your piece of paper, you can do that now. So let us think about what the sea did to the boat. Here's the sea, the boat was on top of it, wasn't it? Hmm, what happened to the boat? What was it doing? Pause the video and write down a few ideas of what happened to the boat, to the fisherman's boat. Pause the video, and play it when you're ready. These are the words that I thought of. We could have rocked the boat. Rocked on the stormy sea. Maybe it was tossed around. Maybe even it got plunged into the water. Plunged is where it goes below the surface. So did you get anything like that? If you'd like to, you can pause the video and write down the words you see on the screen onto your piece of paper. The next thing we're going to think about is the weather. So in the middle of your next page, you need to do a sketch of the weather. There's a picture there to help you, so have a really good look at that now. What kinds of weather can you see? I can see some lightning. I can imagine that there's rain. I can imagine that there's thunder. So set up your page like this, draw your sketch in the middle, and then around the outside, you need to write those headings. Nouns, adjectives, verbs and adverbs. Okay. Have a quick look at the picture. And I would like you to pause the video and set up your page. Play the video when you're ready. Okay. I'm going to give you a noun. I'm going to give you this noun. Lightning, can you see the flash of lightning in my picture? Did you draw a flash of lightning in your sketch? So you need to think about this noun, and you need to think about an adjective to describe it, a verb that goes with what it did, and an adverb to tell us how it did that. So I want you to pause the video and write down one word for each of those categories. Pause the video and play it when you're ready. This is what I thought. Maybe we could have the word bright to describe the lightning. Maybe we could have it zigzagged across the sky. Show me a zigzag. Zigzagged across the sky. How did it do it? Perilously. Perilously, which is another way of saying dangerously. Okay, what was your adjective? Tell me. What was your verb, and what was your adverb? Well done. This is our next noun. We've got the word thunder. I can totally imagine it being really loud thunder. So same again. You need to write down the noun, and then you need to write down an adjective, a verb, and an adverb that go with the noun. Pause the video and play it when you've done that. This is what I thought. We could have the furious thunder. Normally we would use the word furious for a person who is really cross, but I think we can use it to describe the thunder. And the thunder clapped. Not like this, but when we say that the thunder claps, it means it makes a really loud banging roaring noise. How did it do it? Deafeningly. If you do something deafeningly, it means it's so loud that it almost deafens you. It almost means that you can't hear anything anymore. What was your adjective? Tell me. Tell me your verb. Tell me your adverb. Well done. If you see anything on the screen you want to write down, you can pause the video and do that. So on the same piece of paper, so you already will have two nouns, and this is going to be your third noun. On the same piece of paper can you write down this noun? The wind. The wind, I can imagine there being a strong wind out at sea. So write down an adjective, a verb, and an adverb for the wind. Pause the video now and play it when you've done that. This is what I thought. We could have the tempestuous wind. That's a fun word to say, tempestuous. And that's a word to describe a wind that's really strongly blowing, almost you'd... if you stood in a tempestuous wind, you'd probably get knocked over by how strong it was. This is my verb, howled. The wind howled. And its adverb, savagely. What was your adjective? What was your verb? What was your adverb? Okay, well done. The next noun is this one, the rain, because I definitely think it's raining out at the sea, out at sea. So pause the video, write down your adjective to describe the rain. Maybe it's torrential, maybe it's pouring rain. Think about your verb. Think about your adverb. Pause the video and play it when you're ready. This is my adjective, driving rain. I remember that word in our build up. The driving rain, which means it's raining really, really hard. This is my verb lashed, the driving rain lashed down. And this is my adverb, relentlessly. So that means it didn't stop raining, it carried on and on and on and on. If you see anything on the screen that you want to write down, you can pause the video and do that now. Your next task is to write a sentence for each element. So the thunder, the lightning, the wind and the rain using your vocabulary. Here are some of my examples. Bright lightning zigzagged perilously above the fishing boat. So I've used all those four words in bold from my vocabulary map, but I've just added a little bit of extra detail to tell my reader where it was, above the fishing boat. Here's my next one. Furious thunder clapped deafeningly in the sky. And again, you can see those words in bold are the words I used on my vocabulary map, but I just added an extra bit of detail about where that thunder was clapping. So pause the video now, write down four sentences using your vocabulary from your vocabulary maps. Pause the video and play it when you're ready. The next thing to think about is the fishermen. So set up a new page like this, and you can do a quick sketch of him in the middle, and then two different headings. What had he been doing, and what did he do to the robin? There's a picture of him from the clip, but it doesn't matter, you don't have to draw him looking like that at all. You can draw whatever you want for your sketch. Okay, pause the video now, draw your sketch, set up your headings, and play the video when you've done that. The first thing I want you to write down for this part is what he'd been doing. So why was he out at sea? What had he been doing? Remember, he's a fishermen. So what had he been doing during the night? Hmm. Pause the video and write down three things that you think he'd been doing, or three ways to refer to it. Pause the video. This is what I thought. Maybe we could say he'd been on an exhausting night's fishing. He'd been earning a living, because being a fisherman is his job. He needs to go and catch the fish so that he can go and sell them and make money. And the third way I thought of referring to that is he was catching plenty of fish. The next thing I want you to write down is what he did to the robin. He really, really looked after him, didn't he? And I wonder if the fishermen hadn't done that, what would have happened to the robin? So pause the video and write down three things or three different ways you could write about what the fisherman did to the robin. Pause the video and play it when you're ready. This is what I thought. Maybe we could say he wrapped him in a blanket. He nursed him back to health. Nursed, in this context, means he looked after him and made him better. He vigilantly looked after him. The word vigilantly means you do something really carefully. You're really committed to doing that. What did you get? What were some of your ideas? Tell me one. Okay. If you see anything that you'd like to write down that's on the screen, then you can pause the video and do that now. So vocabulary reminder for the fishermen, hmm. What words could we use to describe him? We have this task in a previous lesson. I want to see if you can remember. So kindhearted, yes or no? Show me your thumb. Yep. Cruel, yes or no? Show me your thumb. Nope, definitely not cruel. Compassionate, is that a good way to describe him? Yes or no? Yep. Heartless, yes or no? Nope. Unconcerned, so he wasn't bothered about anyone else. Yes or no? Nope. And tender, which is another way of saying gentle. Yes or no? Yes, he was really tender. So you can write those three words down on your vocabulary map. Pause the video and do that now. Our final part of our lesson is practising some sentence writing. So choose three words that you've learned today and use them in full written sentences. Here's my first word, tossed. When we're talking about the boat being tossed on the stormy sea. The crashing waves tossed the fishing boat violently. Here's my second word, lashed. Lashed. Driving rain lashed down unforgivingly. And here's my third one, vigilantly. Vigilantly, the compassionate fishermen watched over the injured robin until daybreak. So he didn't leave his side at all. He watched over him, he looked after him. He made sure he was okay. I'd like you to pause the video, choose your three words and write down three full sentences. Pause the video and play it when you've done that. Well done for this lesson today. Did a writing warm up, and then we thought about lots and lots of different vocabulary that we can use when we come to plan and write the climax. And I'm sure you learned lots of new words. Can you tell me one word that you learned that you didn't know before? Thank you. And then we practised writing some sentences. If you'd like to, you can share your work with your parent or carer. I hope you have a really fab rest of your day and I'm already looking forward to seeing you again soon. Bye!

Lesson summary: To generate vocabulary for the climax

In this lesson, we will watch the climax of the story and use a range of activities to help us generate vocabulary, ready for planning and writing. We will practise writing full sentences.

English

Y4 English

Key Stage 2

Year 4

To generate vocabulary for the climax

The Robin - Narrative Writing

Writing

THEME

UNIT

To analyse a film clip and order the story

To investigate suffixes (-ate, -en)

To explore complex sentences

To generate vocabulary

To develop a rich understanding of words associated with the countryside (Part 1)

To plan the opening of the story

To practise and apply knowledge of suffixes (-ate, -en)

To write the opening of the story

To plan the build-up of the story

To write the build-up of the story

To investigate suffixes (-tion, -ity, -ness)

To develop understanding of complex sentences

To plan the climax

To develop a rich understanding of words associated with the countryside (Part 2)

English

To generate vocabulary for the climax

Video

Lesson summary: To generate vocabulary for the climax

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