Video: To generate vocabulary for the climax

﻿Hi everyone! It's Ms. Webster with you for the next couple of lessons. In this lesson, we're going to explore lots and lots of vocabulary that will help us with our planning and writing of the climax of the story. So hope you're feeling ready to learn, and let's get started. In this lesson you will need: an exercise book or paper, a pencil or a pen, and your brain. If you haven't gotten everything you need, pause the video now, go and collect it, and I'll see you when you're ready. We will be doing a writing warm up, then we will be generating vocabulary to use in our climax of our story, and then we will be practising writing sentences. So let's see what our writing warm up is. Which two sentences are compound sentences? Here they are, so listen carefully as I read them. He knew he couldn't give up now! Number two. As he scoured the dense forest, he began to give up hope. The word scoured means searched, really hard. Number three, Determined, he brandished his sword and continued his mission. Brandished means held up tightly. Like he was ready to fight. Number four, The brave young man had been on his perilous quest for hours, but he still hadn't found the savage beast. Pause the video now, and write down the numbers of the sentences that are compound sentences. Pause the video. Should we check? It was number three and number four. Determined, he brandished his sword and continued his mission. The brave young man had been on his perilous quest for hours, but still hadn't found the savage beast. So, I would like you to think about answering this question or finishing this sentence out loud. I know they are compound sentences because... You've got some words there, that I want you to include in your sentence: main clause, and coordinating conjunction. So you should finish that sentence out loud. I know they are compound sentences because... Pause the video now, and say the full sentence out loud. This is what I would have said: I know they are compound sentences because they have two main clauses joined with a coordinating conjunction. Can you see the writing in pink? Determined, he brandished his sword. That's the first main clause, and the second main clause in that sentence is continued his mission. What coordinating conjunction are those two clauses joined by? They're joined by... And. Well done. Let's look at the next one. What's the first main clause; can you read it? The brave young man had been on his perilous quest for hours. And what's the second main clause? Still hadn't found the savage beast. What coordinating conjunction are they joined by this time? So you've a main clause, main clause joined by the coordinating conjunction but. Good job. Can you see a piece of punctuation in that sentence? Yeah I can, and it's a comma. Point to it, yeah. So if we're using but as a coordinating conjunction, we need a comma before it. Really good work on your writing warmup. Well done. We are generating vocabulary to help us write the climax. We've already planned and written the opening, we've planned and written the buildup, and today we're going to plan vocabulary to help us write the climax of the story. Now, just to remind ourselves, in the climax, the young man and the jabberwock have a vicious fight. Because we know that in the climax, something exciting needs to happen! And in this story, it's that vicious fight. So, let's read the fourth verse line by line. My turn, then your turn. Remember, there are lots and lots of nonsense words in the whole poem up there, and I can see those words in purple. And these are the nonsense word here. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! Fantastic reading, well done! So, even though there are lots of nonsense words, there are words that we do know, aren't there, that help us get a sense of what's happening and helps us, as the readers of the poem, get a picture in our minds of what's going on. So I can see the words he stood, he's just standing still thinking about his next move, isn't he. And the next bit, the jabberwock, with eyes of flame, I think that one means he has angry eyes. It says came whiffling through the tulgey wood I don't know what whiffling means; I don't know what tulgey means, but I do know that he was approaching the man. He came through the wood. He must have been moving through the wood towards the young man. So he approached him. And then burbled, it means that he made a noise. So, in a second, I'd like you to draw this table and put the correct words in the correct column. So you're thinking about what he did, how he did it, and how he felt. Here are our words. We're going to do a my turn, your turn read. Contemplated intently hopeless thoroughly pondered desperate The words contemplated and pondered are synonyms for wondering and thinking. The word intently means you do it very thoroughly. You're concentrating a lot when you're doing that, in the same way you would use the word thoroughly. So pause the video, and draw a quick table- it doesn't have to be beautiful- but you do have to put the correct words into the correct column. Pause the video now. Should we check? So, I think he contemplated. How did he do that? He did it thoroughly. How did he feel? Desperate. Because he hadn't found the jabberwock yet. And he was so desperate to search and find him. The other thing he could have been doing is pondering, which is a synonym for wonder and thinking. Thinking really carefully. How did he do that? Intently. How did he feel? Maybe he did feel a bit hopeless. Maybe he felt like he was ready to give up, because he'd been searching for so long and hadn't found the jabberwock yet. Did you get to those words? If you need to pause the video and put the words in the correct column, then you can do that now. So this next line: the jabberwock, with eyes of flame, and you can see there a creature with eyes of flame. What I thought is that he has angry eyes, maybe there's fire in his eyes. You can also say fiery eyes. It doesn't literally mean that there's fire in his eyes, but it's a way of saying he was so angry it's a bit of show not tell. So here are two sentences. Which one could you use? Would you use A, the jabberwock's eyes were gentle? Or B, the jabberwock's eyes were remorseless. Remorseless means, when you show no mercy. You don't care about what action you're about to take. Even if it means someone gets hurt. I want you to pause the video and write down the full sentence. Is it going to be A, or B? Pause the video. Should we see? Yeah, it was B! The jabberwock's eyes were remorseless. Meaning, he didn't care about what's happening next. He was so intent on finding the young man and hurting him. Should we have a go at another one? So. Could you use this one: the jabberwock had a ruthless look in his eyes, or the jabberwock had a compassionate look in his eyes. So ruthless again means something similar, it means that you will not stop at anything to get what you want. And in this case, the jabberwock wants to hurt the young man. And compassionate is another word for being kind and considerate. So, pause the video and write down the full sentence that you would use when writing about that line. Is it A, or B? Pause the video. I think it's this one: the jabberwock had a ruthless look in his eyes. So let's think about the next part in this verse, came whiffling through the tulgey wood. In other words, he approached the young man. Could we say he stormed? Could we say he prowled? Could we say he charged? Could we say crept? Could we say stomped? Could we edged? You can write down the three words that we can use. But before we do that, I think we should act those out. When you storm, you're really quick- storming, really loud. Prowled would be more slow, like an animal prowling. Charged is really fast, isn't it? Don't charge at me! Crept. What would it be like if you crept? It would slow as well. Stomped! It's really loud. Stomped! Edged is another way of saying, kind of crept, slowly, quietly edged a little distance. So, pause the video and write down the three words that you think you can use when describing how he approached the young man. Pause the video. Should we check? So I thought it was these three: stormed, stomped, and charged because those are quite quick verbs, and they make quite a lot of noise. Like the other ones: crept, prowled, and edged, are quite slow verbs, making not very much noise. And we know that the jabberwock attacked quite quickly and quite loudly. So the next bit is him making some noise. So let's think about some of the words that we can use here. We've got snarled, growled, murmured, whimpered, mumbled, and roared. Can you snarl at me ? Can you mumble at me ? Can you roar at me ? Can you you whimper ? Like the sound a dog might make when it's hurt. Can you growl ? Can you murmur- murmur is a very gentle verb- when you're murmuring something calmly and slowly. So, pause the video and write down three words that you could use for the noise that the jabberwock is making. Pause the video. Should we see what I thought? I thought we could use snarled, we could use growled, we could use roared. Really loud words that I think are really appropriate for the jabberwock at this point. Really good job. So this is the fifth verse. Let's read it line by line. Remembering, there are a lot of nonsense words, aren't there and these words in purple are the nonsense words in this verse. There's actually one I haven't highlighted, I wonder if you can guess it. One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. Really fab reading out loud. I forgot to highlight the word vorpal. That's not a real word, that's a made up word to describe his blade, or his sword. So, let's have a look at what we do know. Remember, there are lots of nonsense words, but we do know some of the things that happened. We know he used his sword, we know that he chopped off his head: it says the man left it dead, so he left the jabberwock's body dead and with its head, he went galumphing back. Where do you think he went back to? I think he made his way home, with the jabberwock's head proudly displayed as he made his way home. So write down the words that we could use to describe their fight. We know they had a fight, we know it must have been dangerous, it must have been quite vicious, we know the young man was against the jabberwock. So here are some words that we can use... And here are some words we couldn't use. So we've got bloodthirsty, brutal, tame; courteous, merciless, and gentle. Write down the three words that you think we could use to describe their fight. Pause the video now. I think you could've had these ones: bloodthirsty, brutal, merciless. The other words- courteous, tame, and gentle- would not be appropriate to describe their fight. Courteous is another way of saying being really kind, tame is something very quiet, and gentle would not be appropriate, would it? It wasn't a gentle fight. They weren't fighting kindly. They were fighting a brutal fight. Bloodthirsty fight. A merciless fight. Merciless means showing no mercy. Which means you don't really care if the other person gets hurt. So then he went home. Here are some words we could use, but I wonder which are the most appropriate. Marched, ambled, strode, paraded, traipsed, trudged. Can you march for me? Can you amble? It's a bit slower, a bit more casual. Strode. What'd if be like if you strode? Paraded. That's quite similar isn't it? Maybe even more proud, standing up really straight, paraded home. Traipsed. If you traipse, you drag your feet along the ground. It'd be really slow. Same for trudged, a bit probably even with heavier legs. Trudged. So think about how he must've been feeling, having killed the jabberwock. And write down the three words you could use when we're writing about him going home. Pause the video. This is what I thought: I thought we would have marched, and strode, and paraded. The other words are too slow. And we know he must've been feeling really really proud, and so excited about going back to seeing his father to tell him the good news, that he would've marched home, paraded home, strode home. Really well done. So, we're going to use three words that you've learnt today in sentences. For example, my first word is contemplated. Remember, that means thinking really deeply and carefully about something. And this is my sentence: feeling desperate, the young man stood and contemplated his next move. My next word: remorseless. And that means when you show no mercy. You don't really care if you hurt someone. And if you do, you're not sorry about it. So kind of like hurting someone on purpose. This is my sentence: with a remorseless look in his eyes, the jabberwock charged towards the panicked teenager. My third sentence- my third word is strode, this is my sentence: as he strode home, he knew his father would be overjoyed. Can you pause the video now, look back at your vocabulary notes, choose three words, and write three sentences with those words in it. Pause the video. Well done! Great work! Before you finish, can you read me aloud one of your sentences? Here we go. Well done. You did a great job in the writing warm up. We thought about lots of vocabulary that we can use in our planning and writing for the climax, and then we practised writing some sentences. So we've finished our lesson today. If you would like to, share your work with your parent or carer. And I'll see you again very soon. Bye!

Completed: To generate vocabulary for the climax

In this lesson, we will read the fourth and fifth verses and discuss what happens in this part of the story. We will use a range of activities to generate vocabulary to use in our planning lesson.

English

Y4 English

Key Stage 2

Year 4

To generate vocabulary for the climax

The Jabberwocky - Narrative writing

Writing

THEME

UNIT

To engage with the poem

To investigate French derived sounds

To explore the function of apostrophes

To generate vocabulary to write the opening

To develop a rich understanding of words associated with being confident

To plan the opening

To practise and apply knowledge of French derived sounds

To write the opening

To plan the build up

To write the build-up

To investigate double consonants

To explore punctuating speech first

To plan the climax

To develop a rich understanding of words associated with fighting or being in battle

To generate vocabulary for the climax

Video

Lesson Complete