Video: To orally rehearse our instructions

﻿Hello, and welcome to lesson eight of our unit on monster pizza. We have been working so hard this unit, and we've been coming up with lots of excellent vocabulary. In lesson six, we came up with all the vocabulary that we might want to use in our instructions. And today, we are going to use that vocabulary because we are going to be practising saying our instructions aloud before we write our instructions in our next lesson. Okay, off we go. Let's go through our agenda for today. First, we will do a warmup. Next, we will look at some adjectives. Then, we will collate our vocabulary. And finally, we will do our independent task. In this lesson, you will need an exercise book or a piece of paper, a pencil, your brain, and you should also have with you any of the vocabulary that we've written down in previous lessons. If you don't have any of those things, please pause the video and go and get them now. Okay, off we go. It's time for our warmup. Let's quickly go through our word classes again. First, we have nouns. A noun is a PPT; a person, place or thing. Adjectives. An adjective is a describing word. Verbs. A verb is a doing or a being word. And adverbs. An adverb describes a verb. I have got some words written for you. I would like you to sort these words for me into adjectives and nouns. Some of these words are adjectives, they describe a noun, they tell you what it's like. Some of these words are nouns, they are things. I'm going to read the words out to you. Crunchy, disgusting, pungent, eyeballs, eggs, socks, rotten, toenails. I would like you to pause the video and sort these words into adjectives, into describing words, and nouns, into things. Pause the video now. Okay, good job. Let's go through it together. Okay, for our adjectives we had crunchy, that might describe how something sounds or how something feels when you bite into it. Ooh, disgusting. That means yucky. Pungent means something that smells a lot. And rotten means when something isn't fresh anymore, maybe it started to grow mould or fall apart. And for nouns we had toenails, eyeballs, socks and eggs. Well done on your writing warm up today. What word class could we use to add description to our ingredients? Hm, what word class is it that describes words? Have a think and say it aloud. That's right, it's adjectives. My turn, adjectives. Your turn. Good job. Adjectives are used to describe. We will use adjectives in our instructions to describe the ingredients to the reader. Now, normally we would want them to sound really delicious. We would want the adjectives to sound mouthwatering. Like we couldn't wait to eat them, but because our pizza is for a monster, we're probably going to choose adjectives that make the food sound a bit disgusting because monsters like disgusting things. So, here I have the ingredients for my dough. How could we describe the ingredients for the dough? My ingredients are mud, eggs and slugs. I would like you to write at least one adjective for each noun. Pause the video and do it now. Well done. I bet you came up with some great ideas. I'm going to share my ideas with you now. I've said that we could describe the mud as thick, comma, brown mud. The eggs we could describe as rotten eggs. Ooh, that means they're off. They're probably a bit stinky. They wouldn't taste very nice anymore. And I think that we could describe the slugs as slimy slugs. If you'd like to magpie any of my ideas, pause the video and write them down now. Okay, next, we have our sauce. How could we describe the ingredients for the sauce? My sauce is going to be made of bogeys, slime and worms. Blah! I wonder what your sauce is going to be made of. I would like you to write at least one adjective to describe each of these nouns. Pause the video and do it now. Okay, let's see. I'm going to share my ideas with you. I've said that we could describe the bogeys as revolting, comma, green bogeys. Thick, sticky, sorry, sticky, comma, brown slime. Ew, so it's sticky and it's brown. I wonder what colour your slime is. Maybe you've chosen slime as well, but maybe you chose green slime or purple slime. And I have also said we could describe the worms as wriggly, pink worms. If they're wriggly that means they're going to wriggle around in my sauce. Ew, yuck. And lastly, how could we describe the ingredients for the toppings? So, on top of my monster's pizza, I'm going to put toenails, , socks and eyeballs. I think that sounds disgusting, but I think a monster would really love it. What adjectives can you come up with to describe the toenails, the socks, and the eyeballs? Pause the video and write them down now. Okay, let's have a look at my ideas. I've said we could describe the toenails as crunchy, comma, yellow toenails. Stinky, comma, old socks, and disgusting, comma, squishy eyeballs. Ew, I tell you what, I'm glad that I'm not a monster, so I don't have to eat this pizza. As always, pause the video now if you would like to magpie some of my ideas. Now, we will be collating our vocabulary. That means putting it all together into a word bank so that we can really easily access it when we are writing. Let's go through those word classes again. And in fact, I'd like you to say them aloud with me. Nouns. A noun is a PPT; a person, place or thing. Adjectives. An adjective is a describing word. Verbs. A verb is a doing or a being word. And adverbs. An adverb describes a verb. What adverbs and verbs could we use in our instructions? Hm, if you have your word bank from last week, you could have a look through it now, and you could say some of the adverbs and verbs aloud. If you don't have it, now is a good time to think of some. We will go through them together and you can add any that you like to your list. Okay, let's have a go and let's look at some verbs. Verbs that we might use in our instructions might be, in fact, let's act them out together. We might have mix. Cut. Stir. Spread. Use. Sprinkle. Cut, oh, I've got cut there twice. Maybe instead of cut we could say chop. We could say cook, and pour. Okay, let's have a look at our adverbs. Remember our adverbs tell us how we complete these verbs. So we could do something carefully. Let's carefully mix. Gently, that means softly. Gently, let's gently spread. Nice and evenly. Generously, that means we're going to use a lot of something. Let's generously sprinkle. So we need to get a big handful, and we're going to generously sprinkle all over our pizza. Thickly, hm. Let's thickly spread again. So, we need to get a lot and we need to spread it on thick or thickly spread. Gradually, that means bit by bit, not all at once. So, let's gradually pour. It means nice and slowly. We might pull it up a bit and then pour a bit more in. And thoroughly, that means do it so there's nothing left. You've made sure everything is mixed. So, we might thoroughly mix. Let's thoroughly mix with our hands. So we're getting all the ingredients. We're not leaving any of those bits out. Good job. Okay, so those are some verbs and adverbs that we might use in our writing today. Hm, what adjectives and nouns could we use in our instructions? Some of the adjectives we've just come up with, so you could use them, and our nouns will be our ingredients. So, have a look through your work that you've done already today for some adjectives and nouns. And you could also add some more to your adjectives and nouns list when we go through my ideas together now. So, some adjectives that I think you could use to describe the ingredients are thick, rotten, slimy, revolting, ugh, that means disgusting or yucky, sticky, wriggly, crunchy, stinky, disgusting, and squishy. If you would like to magpie any of my adjectives, pause the video and write them down now. Okay, let's have a look at some nouns. So, the nouns will be the ingredients that we're going to use in our instructions. Hm. So, my ingredients are going to be mud, eggs, slugs, bogeys, slime, worms, toenails, socks, and eyeballs. Ugh, I wonder what your ingredients will be. Now, there's a very important type of word we cannot forget. We cannot forget our sequencing words. Hm, just quickly remind me, where do they go in our sentence? Do they go at the beginning or the end? Say it aloud. They go at the beginning, you're right. They are going to start every sentence, so we know where we are up to, and we know when we're reading our instructions what comes first and what comes next. I would like you now to say aloud as many sequencing words as you can remember. I'm going to have to go to. Okay, how many did you remember? I remembered five. Let's go through and see what I've written down. We could have first, next, then, after that, and finally. You might have thought of some others as well. Really well done. It's time for our independent activity. Make sure you've got all the amazing vocabulary you've been writing down with you to help you practise saying your sentences aloud, because that is our independent task today. We are going to use our vocabulary and say our instructions aloud. If you like, there is something on the screen to help you where I've told you where you can use each word. So, I suggested that you use a sequencing word followed by an adverb, a verb, and then a list of your nouns. So, a list of your ingredients using adjectives to describe them. I'll give you an example of what I mean. So, first I need to have a look at a sequencing word. So, I'm going to look at the bottom of the screen and I can see the sequencing words there to help me. So, I'm going to choose first, because it's my first instruction. First, then I need to look at my adverbs, and I'm going to choose thoroughly. Thoroughly mix because my first sentence remember, is going to be about making the dough. So, I need to think about what we need to do to make the dough. And I know that we need to mix those ingredients together. So, my first sentence is going to be, first, thoroughly mix the thick mud, comma, rotten eggs, and slimy slugs. Full stop. If you want to, you could add to that sentence. So, you could add a joining conjunction and expand that sentence. I'll give you an example. First, thoroughly mix the thick mud, comma, rotten eggs, and slimy slugs, so you can make the dough. Full stop, but you don't have to. Then you're going to think about your next instruction. Now, the next thing I need to do is the sauce, but before I spread the sauce, I need to make the sauce. So my next instruction is going to be about making the sauce. I'm going to choose the sequencing word next. Next, gradually make the sauce using revolting bogeys, sticky slime, and wriggly worms. Full stop. Hm, I've made the sauce. Now I need to spread the sauce on. So, my third sentence is going to be about spreading on the sauce. Then, thickly spread the sauce on the dough. Full stop. Okay, so I've made my dough. I've made my sauce. I've spread my sauce. Now, it's the fun bit. I need to do the toppings. Okay, I've used first, next, and then, so the sequencing word I'm going to choose next is after that. I'm going to choose the adverb generously and the verb sprinkle. Okay, after that, comma, generously sprinkle the crunchy toenails, comma, stinky socks, and squishy eyeballs on top of the pizza. Full stop. Okay, we're almost done. What's the last thing I need to do? Oh, I need to bake my pizza. I need to put it in the oven. That's going to be my last instruction. Starting with the word finally. Finally, comma, carefully put the pizza in the oven and bake for 15 minutes. Full stop. Those were my sentences that I was practising saying aloud before we write them in our next lesson. It's your turn now. Pause the video here and practise saying your sentences aloud. Really well done. Okay, today, you have done a warmup, you have looked at adjectives, you have collated your vocabulary, and you've done your independent task. What a lot of work you've done today. Congratulations, you have completed your lesson. If you would like to, please share your work with a parent or a carer.

Completed: To orally rehearse our instructions

In this lesson, we will use adjectives to describe our ingredients. Then, we will orally rehearse our instructions, using the features of instructions we have found.

English

Y3 English

Key Stage 2

Year 3

To orally rehearse our instructions

Monster Pizza - Instructions

Writing

THEME

UNIT

To identify the features of instructions

To investigate suffixes: -er and -est suffixes

To explore 'being' verbs

To devise ingredients for our monster pizza

To develop a rich understanding of words associated with disgusting food

To generate vocabulary to use in our instructions

To practise and apply knowledge of suffixes: -er and -est suffixes, including test

To write the instructions for our monster pizza

To write an invitation asking our monster friends to a pizza party

To orally rehearse our instructions

Video

Lesson Complete