Video: To plan the ending

﻿Hi, everyone. It's me Ms. Webster with you for our next Jabberwocky lesson. In this lesson, we're going to be planning the ending to our story. So I hope you're sitting somewhere comfortably and I hope you're feeling confident. Shall we get started? Off We go. in this lesson, you will need an exercise book or some paper, a pencil or something else to write with and your brain. You'll also need your vocabulary list from our last lesson. So if you haven't got everything you need, pause the video now and I'll see you when you're ready. We will do a writing warm up. Then we will order the key moments of the ending. We will plan precise language for each moment, and then we will finish with some oral sentence practise. Let's see, what our writing warm up is. So, we're thinking about speech second punctuation, which sentences are punctuated correctly? Have a really good look at them. I'm going to read them aloud and as I do, follow along on the screen and think about whether they're punctuated correctly. The worried man asked "was your quest to successful?" His father cried, I'm so proud of you" Number three, his son "replied I'm so glad to be home!" Mmh. Pause the video now, have a really good look. And all you need to do is just make a note of whether they are punctuated correctly or not. Pause video now. Okay let's check. Is number one punctuated correctly? Show me your thumb if you think it is, thumbs down, if you don't think it is. It's not. We'll come back to that one in a second. What about number two? His father cried, I'm so proud of you" Yes or no? One, two, three, nope. Not punctuated correctly, either. Number three. Is that one punctuated correctly? Show me with your thumb. Nope. So none of them are punctuated correctly. So you've now got to write the full sentence, using the correct punctuation. Pause the video now and write your sentence. Shall we see what I thought? So, Ah, I've put my comma in, before the speech bits and I've got my capital letter for the speech parts of the sentence. Did you get those two pieces of punctuation? Good job. Ready for the next one? His father cried, I'm so proud of you" Have a really good look. is everything there you need? Well we know it's not, we know it's not punctuated correctly. So what is missing? Maybe okay, there are two pieces of punctuation missing again. Pause the video and write the full sentence. Let's check. Ooh I'd forgotten my opening inverted commas. Can you see them in pink? Did you put them in? Well done. And I also had forgotten my full stop at the end of the speech sentence. Did you get that? Good job. Let's try this last one. His son "replied I'm so glad to be home!" Now I can see both pairs of both inverted commas, but I wonder if they're in the right place. Hmm. Pause the video and write down the full sentence with the correct punctuation. Shall we see? Ooh okay. So the bits that the son actually said is, "I'm so glad to be home!" So the inverted commas have to be around that bit of the sentence. So I've changed my inverted commas, and I put my comma before. Okay. Did you get that? Well done. We are planning to help us write the ending today. We've planned and written the opening, we've planned and written the builds up, we've planned and written the climax and today we are planning so that we can write the ending next lesson. Let's order the key moments of the ending. But first of all, we need to read the sixth verse again and I'll read a line and then you can read a line after me. "And hast thou slain the Jabberwock? Come to my arms my beamish boy! O frabjous day! Callooh! Callay!" He chortled in his joy. Fantastic reading. Remember there are a lot of nonsense words, but there are also lots of words we do know and we thought really carefully about planning vocabulary for that in last lesson, didn't we? So what's the order of the ending. Got three key moments. The father and son hugged tightly. The old man asked if his quest had been successful, and his father explained that this was the most wonderful day ever. pause the video now, and just write down the letters in the order that these key moments happen. Pause the video now. Let's check. Okay, so the first thing that happens was B, the old man asked if his quest had been successful. The second thing that happened was that they hugged tightly. And the final thing that happened was that, his father explained that this was the best, most wonderful day ever. You need to, on your piece of paper, draw a table that looks a little bit like this. Its got three columns in it. The headings of the columns are Order, The young man and His father. And then its got three rows underneath. Its got one that says, "The old man asked about the quest." Number two, the pair hugged, pair meaning two people. And three, the father exclaimed it was a wonderful day. The measurements there are just for a guide, you don't have to exactly measure each column and each row out like that, it's just a guide in case you would like to use it. So pause the video now and sets up your table on your page like that. Pause the video. So the first bit we're planning, is when the old man asked his son if he'd been successful. let's just check the vocabulary that we had from our last lesson. Those were the short notes tells we thoughts about for how he felt before he found out that he'd killed The Jabberwock. Before he'd found out that his son had killed The Jabberwock. And those ones in the after column, show how he felt when he found out the good news. So hopefully you've got your vocabulary sheets from last lesson, but you can have a look on the screen to remind you if not. Here's some questions to help you think about planning for this part. First question you can think about is, how did he approach his father? So in the young man column, you can see on the screen, you first will need to think about how he approached his father. What kind of movements did he make? Where did he enter? The next thing you need to think about is that question at the top, what his father did. what did he look like when he first saw his son? Thinking about that sure note would have been really worried. What did he say? So what did he ask? And then what was the son's response in that bottom corner? What did the son do? I'd like you to pause the video now and write down your answers to these questions. Just in note form, thinking about the vocabulary choices you could make. Pause the video now. Shall we see what I thought? So maybe the young man entered calmly. He arrived home. When his father first saw him, maybe his face was pale and panic stricken because he was worried that he hadn't killed The Jabberwock Maybe he was worried that he'd got hurt. He said, "Did you do the deed?" So did you get the job done? "Did you slay him?" Remember we heard the word slay and slain in our last lesson, meaning to kill. What question did you write? Or what speech did you write for what he said? Tell me. Okay, well done. And then what was the son's reaction? What do you think he did next? I think he would have proudly presented the Jabberwock's head or displayed the evidence. So his father would have said, "Did you do the deed, Did you do it?" And then the son might have proudly displayed the Jabberwock's head in response to that question. If you'd like to, you can pause the video and write down anything you see on the screen, in your plan. So the next key moment of the ending, is where the pair hugged. Remember pair refers to two people. You've got a column for the young man and a column for his father. Let's recap on the ways that the father could refer to his son. We had all these in the last lesson. my brave son, my fearless boy, my hero, my valiant victor. And these were the words that we used to show what they did. They embraced warmly. They hugged. They squeezed tightly. And hopefully you've got some of those on your vocabulary list from last lesson. Here's some more questions to help you think about this part of the plan. What did his father do? What did his father do at this point? Imagine you are the father. Maybe you're flinging your arms, maybe you're embracing your son. What did he say? "Come here, give me a hug." What did he call his son? Can you use one of these words or ways to refer to him for that part? My brave son, my fearless boy, my hero, my valiant Victor. And then you can think about the son's reaction. What did he do back at this moment? pause the video now, write down your ideas and your vocabulary, and I'll see you when you've done that. Okay, let's see what I thought. And you can write down anything you see on the screen, on your plan. So what did his father do? Maybe he flung his arms in the air. What did he say? "Come here!" "I'm so proud!" And he could call his son, "My brave boy, my valiant hero." And what was the son's reaction? He embraced his father tightly, meaning he hugged him tightly. He clung to his father. If you cling to someone, do you really want to hold onto them or not? Yeah, you really want to hold onto them. You never want to let them go if you cling on to someone. If you need to write anything that you see on the screen in your plan, you can pause the video and do that now. So the next and final parts of our ending, is where the father explained it was a wonderful day. Here is some vocabulary from our picture that we looked at in the last lesson. Look at those great things that we planned. He grinned from ear to ear. He laughed heartily. Clutched his belly. And he said things like, "This is the most wonderful day ever!" "What a joyous occasion!" So here are some questions to help you with this part. What did he say? How did he say it? So think about your verb and adverb choice there. What did he do? And then show, not tell how the young man felt. Pause the video now, and I'll see you when you're ready. These are the things that I thought. I thought he could say, "This is a joyous occasion!" I think we could say he proclaimed or stated or announced. What did he do? He laughed heartily. He grinned from ear to ear. And then thinking about the young man's reaction, thinking about how happy he would have felt. We could say something like this, a warm feeling spread throughout his body. He sighed in contentment. Contentment, which is where you're just feeling really happy and really satisfied with yourself. You know you've done a good job. You're feeling really good about yourself. If you need to, you can pause the video and write down anything you see on the screen, in your own plan as well. Pause the video. Okay. Our last part of the lesson, is practising full sentences orally. Orally means out loud or written? Out loud doesn't it? So in a minute, you're going to look at your plan for number one. This is my full sentence that I would like to share with you, listen carefully. As the young man arrived home, he was greeted by his father's panic-stricken face. Your turn to pause the video and say your full sentence out loud. This is my one for the second part of our ending. Relieved, the old man embraced his valiant son tightly. Your turn. Pause the video and say your full sentence out loud. And finally, this is my last sentence. My last bit of our ending. And I've got some speech. "This is a joyous day!" his father said and gleefully flung his arms up in the air. Gleefully is another word for happily. Pause the video and say your full sentence out loud. Well done. Brilliant work today. You did your writing warm up. We ordered the ending. You planned amazingly precise language to help us write the ending in our next lesson. And you've finished with some oral sentence practise. Really well done. If you'd like to, you can share your work with your parent or carer, and I'm really looking forward to seeing you again very soon, where we will be writing the ending to The Jabberwocky. Have a lovely rest of your day.

Lesson summary: To plan the ending

In this lesson, we will plan each part of the ending of the story, using the vocabulary we generated in the previous lesson.

English

Y4 English

Key Stage 2

Year 4

To plan the ending

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 generate vocabulary for the climax

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 write the climax

To practise and apply knowledge of double consonants

To generate vocabulary for the ending

To write the ending

English

To plan the ending

Video

Lesson summary: To plan the ending

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