Video: To sequence and retell the opening

﻿Hello everyone, I'm Miss Saab, I'm one of the OAK Academy teachers. Welcome to another BFG lesson. Today is lesson number four, so let's get started. So the learning objective for today is to sequence and retell the opening of the BFG. First we're going to look at word class, then we're going to sequence and retell the opening, and finally, we're going to generate some adjectives. That means we're going to think of some adjectives together. In this lesson, you will need an exercise work or paper, a pencil, and for your brain to be switched on. So let's click to switch on in three, two, one, click. Great. And so now I would like you to pause the video and grab your pencil and your paper so that you're ready for your learning. Great, you are now ready to start your learning. So we're going to start off by recapping word class. Can you help me to put these word classes into the correct definitions. We've got four word classes. A word can either be a noun, an adverb, a verb or an adjective. So, can you, say, the definitions with the correct word class in them? So pause the video now to have a go. Okay, let's check together. So, a noun is a PPT, a person, place or thing. Let's do it together. And noun is a PPT, a person, place or thing. Great actions. An adjective describes a word, it tells us what something's like. Let's practise that one together. An adjective describes a word, it tells us what something's like. A verb is a doing or being word, if you do it or you are it, then the word is a verb. Are you ready? Let's do that one together get your hands out, so you could do your doing action and you're being action. Ready? Three, two, one. A verb is doing or being word, if you do it or you are it, then the word is a verb. Great work, last one. An adverb describes a verb; it often ends in -ly. I did an add action because we can hear the word add, in adverb. Ready, let's do it together. An adverb describes a verb; it often ends in -ly. Super actions everyone. I have got some words up on the screen for you and I would like you to sort them into the correct word class. So which words are verbs, which ones are adverbs, which ones are nouns and which ones are adjectives? Now you have got two options. On your piece of paper, you could either draw a table like me with four boxes, one box to write your verbs in, one box to write your adverbs, one box to write your nouns, and one box to write your adjectives. Your other option is to just list your answers. So pause the video now to have a go. Okay, let's check together. So, here are the verbs. We had run, walk, and look. These are all verbs because they are doing words. They are something that, they are things that we can do. The adverbs were nervously, and slowly. They both end with an -ly. And we can use them to describe a verb. So for example you could say, I looked nervously at the teacher. So you're describing how you looked at the teacher. And we can use slowly for example to describe how we are walking. I walked slowly down the road. Slowly is describing the action of walking. The nouns were owl, Sophie, and curtains. The curtain is a thing, an owl is like a person, it's an animal like a person, and Sophie is the name of a person. 'Cause it's a name we used the capital letter, at the start. And the adjectives were smelly and little, because they can describe a word and tell us what they're like. So you could say a smelly sock, you're describing what the sock was like. Or you could say a little girl, we're describing what the girl was like. Now smelly ends in our -ly, but it's not an adverb, okay? So, sometimes the rule doesn't always work. But most adverbs do end in -ly. Pause the video now to check your work. So tick the correct answers, and make any changes that you need to make. Okay, let's move on. So now we are going to sequence and retell the opening of the BFG. Let's first remind ourselves of the story staircase. Can you remember what the four parts of a story are? So can you say them to your screen. The four parts of a story are the? Okay, let's check. So we've got the opening, at the very beginning of the story. It sets the scene, it introduces the characters, it introduces the setting, and, it hooks us in so that we want to find out more about the story. Then we've got the build-up. This is where we're building the story. And then we've got the climax, where all the main action is happening, the compound moment, the exciting bit of the story. And then finally, we have our resolution, where we close the story, we tie up all of the loose ends, to finish off the story. Today we are focusing on the opening of the BFG. And later on in the unit, we will get to rewrite the opening of the BFG together. We are now going to rewatch the opening scene of the BFG then we will sequence it in the correct order, and retell it. So we know that opening really, really well. And that will help us with our writing later on.

No.

Who is that out of bed?

Sophie, miss.

You get back at once. Can you speed them on any.

Yes miss. Okay, let's sequence the images below to help us retell the opening of the BFG in the correct order. So, each image has a letter, and you need to, write the letters in the correct order. So which image comes first? Is it image B? Is it image E? So write them down in the correct order on your piece of paper. Pause the video now to have a go. Okay, let's check. So this was the correct order. First it was image B, then E, then A, then D, then C. So can you now pause the video, to take or make any changes to your work. Amazing, let's move on. I have put some simple sentences up on the screen to help us, retell the opening of the BFG in the correct order. But, the sentences are all jumbled up and I need your help to put them back in the correct order. The images are in the correct order, but the sentences are not, okay? So I would like you to say the sentences in the correct order. Pause the video now to have a go. Okay, let's check together. So first, Sophie woke up. Then, she got out of bed. After that, Mrs. Clonkers shouted at her. So Mrs. Clonkers is the matron, that is in charge of the orphanage, where Sophie and the other orphan girls live. If you remember, in the opening scene, we saw a sign outside of the orphanage that said, The Clonkers Home for Girls. It's called the Clonkers Home for Girls because Mrs. Clonkers is in charge of that orphanage, that home for girls. Then, Sophie walked towards the window. And finally, Sophie saw the tall figure. Super effort for the sequencing and thank you for helping me to put those sentences back into the correct order. We are now going to generate some adjectives. We are going to think of adjectives to describe how Sophie is feeling, during the opening. So now we're going to look at what Sophie is doing, so what action she is doing, and think of how she might be feeling at that point in the opening. So we want to aim for two ambitious feeling words, Two ambitious adjectives to describe how Sophie is feeling. So we don't want to just say she's happy, sad, angry, scared, we want to challenge ourselves to use more exciting adjectives so that we can then use them in our writing. I'm going to do image number one. So this is my turn and then we'll do the other images together as a team. So in image number one, Sophie woke up. I think she might be feeling tired and sleepless. I think she might be feeling tired because she didn't get a good night's sleep. She was woken up by all of the loud noises going on outside the thunder rumbling, the owl screeching, so she didn't get to rest properly. And I think she might be feeling sleepless. Sleepless means that you are just like this giraffe. You are laying wide awake in bed, and you cannot get any sleep. Sleepless has the suffix less, which means without. So sleepless means without sleep. Let's do image number two together. So in image number two, Sophie got out of bed. How do you think she's feeling at this point in the opening? Why did she get out of bed? What is she trying to do? So pause the video now, to say you're too ambitious adjectives. Okay, so here are the adjectives that I came up with. You might have come up with different ones, but that's okay. So I thought, Sophie is feeling curious or inquisitive in image number two. Curious and inquisitive mean the same thing. They mean that you want to find out more. I think Sophie got out of bed because she wants to find out, more about what's going on outside and during the witching hour. Let's do image three together. So in image number three, Sophie was shouted at by Mrs.Clonkers. So look at her face. How do you think she's feeling? Pause the video now, to say your two adjectives. Okay, so here is what I came up with. I think in this image Sophie's feeling very worried and anxious about what Mrs. Clonkers, might do to her because she broke the rules and got out of bed in the middle of the night. And I remember in the video of the opening scene, as soon as the light came on in the corridor, and Sophie saw that, Sophie said, oh no, because she's worried about getting into trouble with Mrs. Clonkers. So your task now is to complete the remaining three images, of the opening. So, I want you to come up with, two ambitious adjectives to describe how Sophie is feeling in the next three images. You can, draw a table, like this. So the next three images will be image number four, five and six. And if you want, you can write, you can copy the action down but you don't have to, you can just write your two adjectives to describe how she's feeling for each image. Okay, so you can either do it table. Your other option is to just list how she's feeling in each image. So you would write image four and write your two adjectives, then image five and your two adjectives, and image six and your two adjectives, okay? So pause the video now, and have a go at writing, your two ambitious adjectives for each image. Okay, so let's go through it together. Now here are the adjectives that I came up with. You might have come up with different ones, that's okay. We are just thinking together. So in image number four, Sophie paused to think about what she should do next. So she might have been thinking, should I go back to bed like Mrs. Clonkers has asked me to, or should I go to the window and see what is going on during the witching hour? So I thought in this image, she was feeling hesitant and unsure. So she's hesitant because she's hesitating between going to bed or going to the window, and she's unsure of what to do. In image number five, Sophie walked towards the window. So here, I thought that she was quite brave and determined. Sophie was determined to find out what was going outside during the witching hour, and she wasn't going to let anyone stop her, not even Mrs. Clonkers. And I thought that she was brave, because, even though she was afraid of what Mrs. Clonkers might do to her, if she caught her breaking the rules again, she still went to the window. So, when you are afraid of something but you do it anyway, that shows that you are being brave. In this image, in image number five, I also thought we could say that Sophie is feeling quite curious and inquisitive, here again, because she really, really wants to find out, what's going on outside, she's really curious about it. That's why she walked towards the window. And then in the last image, Sophie saw the figure. So here, I thought that she was feeling terrified, frightened, or petrified. So I challenged myself to put three adjectives for image number six. Terrified, frightened and petrified, all mean the same thing. They mean you are very, very scared. So, I would like you now to pause the video and, steal any adjectives that you like and write them down on your piece of paper so that you can save them and use them for our writing later on in the unit. Okay, so pause the video now. So we have come to the end of our lesson. Let's recap what we actually learned today. So, first we looked at word class that we found out what a noun, verb, adverb and adjective mean. Then we sequenced and retold the opening in the correct order. And finally, we generated some adjectives that describe how Sophie was feeling at different points in the opening. Well done everyone for working so hard and putting in so much effort into your learning today. If you would like to, please share your work with a parent or carer or someone else at home, so that you can show off all of your hard work today, and all of the ambitious adjectives that you came up with in our lesson. Bye, everyone.

Lesson summary: To sequence and retell the opening

In this lesson, we will recap word class. We will then watch the opening scene of The BFG again and sequence and retell the main events. Finally, we will generate adjectives to describe how Sophie is feeling during the opening. For this lesson, you will need an exercise book or paper and a pencil.

English

Y3 English

Key Stage 2

Year 3

Miss

To sequence and retell the opening

The BFG - Narrative Writing

Writing

THEME

UNIT

To identify the main characters and the setting in a visual narrative

To investigate suffixes: Past and present tense

To explore simple sentences

To develop a rich understanding of words associated with night time

To generate vocabulary for character description

To practise and apply knowledge of suffixes: Past and present tense, including a test

To analyse the opening scene

To write the first part of the opening (Part 1)

To write the first part of the opening (Part 2)

To write the second part of the opening (Part 1)

To investigate more suffixes: Past and present tense

To explore compound sentences

To write the second part of the opening (Part 2)

To sequence and retell the build-up

To practise and apply knowledge of more suffixes: Past and present tense, including test

To generate vocabulary for the build-up

To write the build-up (Part 1)

To write the build-up (Part 2)

To sequence and retell the opening

Video

Lesson summary: To sequence and retell the opening

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