﻿Hello storytelling superstars, and welcome to this English lesson. My name is Ms. Cashin, and this is lesson eight of this unit. And I am so excited because we are going to begin writing our very own set of instructions. We know the most important thing when we're making a set of instructions is that they really clearly tell you how to do something so whoever reads your instructions can do what you're setting out for them. You know, that we are writing about defeating evil fire giants. And I know that you are going to be able to write some incredible instructions so whoever reads them will be able to defeat the fire giants as well. So let's see what we're doing in this lesson. We're going to start today's lesson with a spelling activity. Then you're going to talk through your introduction and your equipment list with your box plan that we made in lesson six of this unit. If you have your box plan, that is fantastic. If you don't have your box plan from lesson six, don't worry, you can still join in with our lesson. Then you're going to watch me write my introduction, and then you'll write your introduction. And then you'll watch me write my equipment list, and then you will write your equipment list. Then in lessons nine and ten, we will finish our instructions. These are the things that you're going to need for today's lesson. You need an exercise book or a piece of paper, and it would be brilliant if you had some lined paper to make your instruction writing extra neat and fantastic. You're going to need something to write with, a pen or pencil. And as I just said, you might want to get your box plan from lesson six, or even your story map from lesson two to help you with your writing. And of course, we're going to need our brilliant, brilliant brains, but I'm sure you've got that already. So if you need to go and get any of these things, you can pause the video now and go and get them. Well done superstars. You are all ready for our learning. So let's get started with our spellings. For our spellings, we are going to consolidate and review some sounds that you have already looked at, or some spelling rules that you have already looked at. If you haven't already looked them in some of our earlier units, don't worry. You can still use your sounds to try and spell some of these words. So we are looking at words where the 'U' sound is spelt with an 'o.' Let's practise that sound. 'U,' 'U,' 'U.' Fantastic. I'm going to give you the start of some words and then I'm going to tell you what the word is. Then you need to pause the video and see if you can write that word using see your sounds. And remember when you get to the 'U' sound, it will be spelled with an 'o.' So let's have a look at our first one. M _ _ _ _ _. M _ _ _ _ _. I remember this word, it's mother. Mother. Pause the video and see if you can spell the word, mother, remembering when you get to the 'U' sound, it is spelled with an 'o.' So pause the video now. Well done superstars. Let's have a look at how we spell that word. There it is. Mother. M O T H E R. So when we got to the 'U' sound, it is spelt with an 'o.' Let's have a look at our next word. A _ _ _ _ _ _. A _ _ _ _ _ _. I remember this word, it's another. Another. Another. Use your sounds and when you get to the 'U' sound, see if you can spend it with an 'o.' So pause the video now to spell the word, another. Well done superstars. Let's have a look at how we spell that word. A N O T H E R, another. So when we got to the 'U' sound, we spelt it with an 'o.' Ooh, what word is this? C _ _ _ _. C _ _ _ _. Cover, that's it. That you could cover yourself with a blanket cover. Have a go at spelling this word, and remember when you get to the 'U' sound, spell it with an 'o,' cover. Pause the video, off you go. Well done super spellers. Let's have a look. There it is, cover. C O V E R. Fantastic spelling superstars. Now you're going to see me talk through my instruction and equipment list, and then you'll have a go at talking through your introduction and equipment list. If you did lesson six with me, you will already have your box plan. And that's really going to help us today to talk through our language and to remind ourselves what happens in the introduction and what we need in our equipment list. So I'm going to have a quick look here. I've got my picture of my expert. I've got the things that they have already defeated, the sorts of giants they've already defeated. And I've got that they love defeating the fire giants. Now here are some words that I really wanted to use. It's got expert, they smell like wood burning, they look like the glowing sun, and I've got dangerous. Okay, I think I'm ready to talk through it now. Hello, I am an expert at catching and defeating giants. I have caught beanstalk giants, snow giants, and even frost giants. But most of all, I love catching fire giants. They smell like wood burning and they shine like the glowing sun, but they can be very dangerous. I really liked that conjunction, but, so I'm actually going to just jot that down. So I've just added it there, because I think that's going to be really important. Okay. Now, I'm going to go onto my equipment list. So I've got my shovel and I needed that to be strong. I've got my ladder and that needs to be tall enough to get out of that hole. The chilli peppers, I haven't got any description for, but we know that fire giants only wants to eat the most hot and spicy chilli peppers. We've got our loud, and maybe confident, singing voice, and the ice-cold bucket of water. So I think I'm ready now. And I've remember the purpose of this is to make sure the reader has everything so I'm going to make it very, very clear. If you once catch a fire giant, you will need a strong shovel, a tall ladder, a red hot chilli pepper, a loud, confident singing voice, a bucket of ice-cold water. So now, I've spoken through with my box plan, I'm really ready to go and do my writing. Now that you've seen me talk through my box plan, it's time for you to do the same. So remember, today we are just focusing on our instruction and our equipment list. There are three different things that you could do. You could think through what you're going to write, you could say it out loud, and you could even jot down some words as you go, like how I jotted down that conjunction, but, because I thought I really want to remember that for when I do my writing. I've got some sentences starters here to help you. So you could say, "Hello, I am..." "I have defeated..." "My favourite giant to defeat..." A bit that I didn't even put in mine that would make your introduction incredible, "If you read these instructions, you will be able to defeat a fire giant too." And then for your instruction, for your equipment list, sorry, "You need..." So you can pause the video now to go and do that. Well done storytelling superstars. You are ready to do your writing now. So you're going to watch me write an introduction that lets my reader know what the instructions are about. And then you're going to have a go at writing those instructions yourself. I am all ready to write my introduction now. We know that the purpose for our instructions is to make it really clear what somebody needs to do. So my introduction needs to make it really clear what these instructions are about. I've got my box plan if I need some ideas, and I use that to write my first sentence when I introduce who is writing the instructions, which is our expert. So I've written, "Hello! I am an expert at catching giants." My next sentence, I'm going to say, "I have caught," and I've got my three giants that I have caught. So capital I, "I have," that's one of our words we just need to know, H A V E. "I have caught beanstalk giants." Oh, imagine catching a beanstalk giant. Oh, I mean looking at that, I actually think beanstalk is one word. Do you ever get that? When you look at something and you think, "I think that looks like there's a mistake." Sometimes that means our brain has spotted it. There we go. That looks much better. "I have caught beanstalk giants." I've got a list of three, so I need my comma, "stone giants," S T O N E. There we go. I've got my split diagraph. "Stone giants and even," what was my last giant? Oh that's right, frost giants. I don't know how to spell frost. I'm going to use my sounds. F R O S T. "frost giants." I think that's the end of my sentence. I'm going to get back and check though. "I have caught beanstalk giants, stone giants, and even frost giants." Brilliant. Now, I want the readers to know what these instructions are about. And so far, I have let them know that it's about giants and catching giants, but I haven't introduced the most important giants of all, the fire giant. So I'm going to say now, "I love catching fire giants." I might even say, "Most of all." So capital M, "Most of all, I love catching fire giants." Now I want my reader to know why it is so important that we catch the fire giants. And I've put hyphen in between fire giants, like I did with beanstalk there, but I don't think I need that either actually so I'm going to edit that out. "Most of all, I love catching fire giants." So I'm going to let my reader know that although they smell like wood burning, and they look like the glowing sun, they are dangerous so they must be destroyed. So they, capital T for they. One of ours that we just have to know, T H E Y. So, "They smell like wood burning and they look," what do they look like? Huh! The glowing sun. Here we go. G L O W I N G, "glowing sun." Now I don't want to finish it there 'cause they sound pretty great at the moment. "They smell like wood burning and they look quite the glowing sun, but they are dangerous." Full stop. I'm going to read that back. "They smell like wood burning and they look like the glowing sun, but they are dangerous." So I've let my reader know that I am an expert at catching giants, I love catching fire giants, and here is why we need to catch them, because they're dangerous. So now I'm going to, in my final sentence, make sure that they really trust that they can read the rest of the instructions and defeat the fire giant. So I'm going to say, "If you want to be an expert giant capture, read my instructions." So, "If you," "If you want to be an expert at catching fire giants, read these instructions." These, one of ours we just have to know, T H E S E, "read these instructions." And we can see there, I've used one of my subordinating conjunctions. We've been learning about "if." "If you want to be an expert at catching fire giants, read these instructions." Now that you've seen me write my introduction, it's time for you to write your introduction. And I've given you the first sentence here to help you. "Hello! I am an expert at catching giants. I have caught..." And then from then on, you can use your box plans to help you. I've got our toolkit here which we need to be thinking about all the way through. We need to think about our capital letters and correct punctuation. I put a full stop, a question mark, and an exclamation mark, but in our instruction, it's most likely we'll only be using capital letters and a full stop. Then we need to think, "Does it make sense?" You saw me reading back each sentence to see if it made sense. Have you described the fire giants? So I checked that I had described the fire giants so people knew why they had to be destroyed. And our final question; "Have you made it clear what the instructions are about?" Because that is the purpose of our introduction. So you can pause the video now and go and write your very own introduction. Well done super storytellers. You have written the first part of your instructions. So whoever reads this will know what the rest of your instructions are about and will be really excited about being able to defeat the fire giants. So now, we're going to write our equipment list. So you're watching me write mine, and then you can go and write yours. So underneath my introduction, I've written "Equipment." And I've got my box plan here with my equipment box. And I know that the purpose of this is to make sure the reader has everything, that is the most important thing here. So I need to make sure I describe everything in our equipment list so the reader knows that they can go and get the right thing. So I've got, "To catch a giant you will need:" need, N E E D. And I'm going to put a colon. "To catch a giant you will need:" The first thing I need is my shovel, but I need to describe it. So I can call it a strong shovel, a tough shovel. Oh, I like strong. I don't want to leave it because then they might get a weak shovel, or one that isn't big enough. So I want to let them know. So I'm going to say, "A strong shovel." In fact, I need my capital A there. "A strong shovel." Next thing I need is a tall ladder. "A tall ladder." A red hot chilli pepper, or a bag of red hot chilli peppers. Oh, we're going to use a whole bag, aren't we? "A bag of red hot chilli peppers." Oh, I can't remember what else I need. Now, let me have a look. A strong shovel, a tall ladder, the red hot chilli peppers, oh, of course, our loud, and I think, confident singing voice. "A loud," two adjectives so I'm going to separate them with a comma, C O N F I D E N T, "confident singing voice." And last but not least, "A bucket," a small bucket or a large bucket? I think a large bucket. "of ice cold water." And that is the end of my equipment list. Now it's time for you to write your equipment list and I've given you the first sentence here; "To catch a giant you will need..." And then I've given you a bullet point and a capital A. Here's our toolkit. It's quite simple for our equipment list. Have you got bullet points with a capital letter? And then, think, have you described each item? So if you're thinking about the shovel, make sure that your reader knows what sorts of shovel they will need. So you can pause the video now and go and write your equipment list. Well done superstars. You have already written the instruction in your equipment list. So in our next lesson, you'll be able to start your instructions. I wonder though if you have the energy for a challenge. Can you improve one sentence in your writing? So for your challenge, you are going to choose one sentence, and you're going to see if you can improve it. You might improve it by adding some missing punctuation. You might improve it by adding some description or some more language that you think will really help that sentence. Or you might extend the sentence using and, but, or so. I've checked my punctuation and I'm really happy with it, but I wasn't very happy with this sentence. "Most of all, I love catching fire giants," because I thought that I could describe the fire giants straight away so that my reader is interested. And so that they know why the fire giants should be destroyed a bit earlier on. So I'm going to underline that sentence and I'm going to put a little star next to it. Then at the bottom of my page, I'm going to have a go at redrafting and improving it. So, "Most of all, I love catching," and I want to think about how I'm going to describe those fire giants. So I'm going to start with, "Most of all," ooh, I wasn't paying attention to my handwriting there, silly Ms. Cashin, there we go. "I love catching," and I went to describe them as, ooh, I want my readers to see how awful they are, so I could just call them the awful fire giants, the mean fire giants, or the wicked fire giants. Oh, I like wicked. "Most of all, I love catching the wicked fire giants." So I've improved my writing by adding that adjective to describe the fire giants. Now it's time for you to have a go at the challenge task. See if you can read back over your work and choose one sentence to improve. Think about punctuation, description, or whether you want to extend it with a conjunction like and, but, or so. So you can pause the video now to go and do this. Well done superstars. You have done such fantastic storytelling today with your instructions. I would love to read some of your introductions and equipment lists. So remember, you can always share your work with the Oak National. If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak because I'd love to read it. For our next lesson, we will be writing the instructions themselves. I can't wait so I hope to see then. Bye super storytellers.

Video: To write a clear set of instructions (Part 1)

Lesson summary: To write a clear set of instructions (Part 1)

In this lesson we will write the introduction and equipment list for our very own set of instructions so we can help other people to defeat the fire giants!

To write a clear set of instructions (Part 1)

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Lesson summary: To write a clear set of instructions (Part 1)

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