Video: To write a clear set of instructions (Part 2)

﻿Hello, super storytellers and welcome to this English lesson. My name is Ms. Cashin, and this is lesson nine of our unit, so we are almost at the end of our learning about writing instructions. Can you remember who we're writing our instructions about? Who are we trying to defeat? Can you tell me? That's right, the wicked fire giants. Today, we are going to continue to write our instructions. We know that the purpose of our instructions is to make it absolutely crystal clear to whoever is reading them what they need to do. So today, we're going to start writing the instructions ourselves, so whoever reads them can also destroy the fire giants. So let's see what we're going to to get up to in our lesson today. We're going to start our lesson with a song all about different sorts of giants. Then, we're going to remind ourselves of some of the features of instructions so that we're ready to use them in our writing. Then, we're going to talk through our instructions and then we're going to write just instructions one, two, three and four today, and we'll do the rest in lesson 10. These are the things going to need in this lesson: You're going to need a piece of paper or an exercise book, and it would be brilliant if you had some lined paper to make your writing extra neat and fantastic. You also need a pen or a pencil, of course you need your brilliant, brilliant brain, and you could also get your box plan from lesson six, if you have it. So if you need any of those things, you can pause the video now and go and get them. Wow, you are so ready for our super storytelling lesson. Oh, that's difficult to say super storytelling lesson. Now we're going to sing our song all about different sorts of giants. I hope you're ready for our song. I love to sing songs about different sorts of giants. So, I will sing this to you once and then I'll sing it again and you can join in. So here is our song. Fire giants are so hot, are so hot, are so hot, fire giants are so hot, and they must be stopped. Can you join in with me? Let's give it a go. Fire giants are so hot, are so hot, are so hot, fire giants are so hot, and they must be stopped. Oh, fantastic. Frost giants this time. Frost giants are so cold, are so cold, are so cold, frost giants are so cold, and they must be stopped. See if you can join in with me. Frost giants are so cold, are so cold, are so cold, frost giants are so cold, and they must be stopped. Fantastic. Beanstalk giants are so tall, here we go. Beanstalk giants are so tall, are so tall, are so tall, beanstalk giants are so tall, and they must be stopped. Beanstalk giants are so tall, are so tall, are so tall, beanstalk giants are so tall, and they must be stopped. Fantastic, last verse. Stone giants are so hard. Stone giant are so hard, are so hard, are so hard, stone giants are so hard, and they must be stopped. Stone giants are so hard, are so hard, are so hard, stone giants are so hard, and they must be stopped. Oh, I really hope you enjoyed our song. Now we're going to remind ourselves of some of the features of instructions. So we're going to start with our time words, and we know that the time are really, really important to tell people the order that they need to do things in so it's really clear. Here's a time word. Put your magnet eyes on it. Can you say it to me? "First." Fantastic. Can you tell me any other time words? We've got "first." Can you shout them to me? I heard some amazing learners. I heard some people say "next." I heard some people say "after that." Oh, I did hear some people say "finally" as well. Well done, brilliant storytellers. Our instructions are going to to be so clear. We know that we need imperative verbs. These words tell our reader what to do. So they have to be really precise so that they know what to do. Instead of saying walk, I might say sneak, because that tells them that they need to approach the giant's house quietly and sneakily and without being seen. So here is the imperative verb "walk." Can you tell me any other imperative verbs? Can you shout them? I heard some of the learners say you could have "creep," you could have "dig," I heard somebody say you could have "watch." Let's have a look at some of the others. Dig. Lay out the chilli peppers. Sing the song. Brilliant imperative verbs. We've also looked to our subordinating conjunctions, "when" and "if," and we know that these add detail to a main clause. If you say, "Lay out the chilli peppers," your readers might be thinking, "But when do I do that?" and you could say, "Lay out the chilli peppers when "the giant is inside and isn't looking." You could say "Pour on water if the giant is still on fire." I've got one here. "When you arrive, check that the fire giant" "is not looking at you." Can you give me any other "when" or "if" sentences? Have a think. Can you tell them to me? Oh, I heard some fantastic ideas. Here are some other ones that I had. "If the coast is clear, dig a hole." "When the hole is deep enough, climb out with your ladder." Now that we've reminded ourselves of the features of instructions, we're going to talk through our first four instructions. If you did lesson six with me, you will have your box plan, so I've got mine here and I'm all ready to start talking through it. So we've already written our instruction in lesson eight, and we wrote our equipment list in lesson eight as well. So, we are going to write about walking up to the cave, digging the deep hole and climbing out, laying down the red hot chilli peppers and singing. So that's what I'm going to write today. Now, you might break it down into more instructions, but we're going to do these first two boxes, and I've got some words to help me from before. So first, "Walk to the fire giant's house. When you arrive check that he is inside." "Next, dig a deep hole "and climb out when it is finished." Oh, I forgot the ladder, so I should have said, "Next, dig a deep hole and climb out with your ladder when it is finished." You could even break that into two instructions. "After that, quietly "lay "a trail of chilli peppers "from the front door to the deep hole, "sneak up to the side of the cave "and sing the fire giants' favourite song in a loud, "confident voice." Should we practise that song? Fire, fire, fire, fire, fire is bright and fire is light. Fire, fire, fire, fire, fire is light and fire is bright. Think I got my "light" and my "bright" confused there. So that's the end of my instructions for today. Now, super storytellers, it is time for you to talk through your first set of instructions with your box plan. Now, I've called them instructions one to four, but when you do it, you might break it down into more instructions. So it's up you because they're your instructions that you are writing. Just remember that today we are not going any further than the singing. We're just going to focus on making those first few instructions really, really clear. So you can think through this, you can speak through it and you could even jot down some words as you go through. If you think, "Oh my goodness, what a brilliant word, "I don't want to forget that for later." I've got some words here to help you. "First," "next" and "then," so some of our time words, and I've got some of our imperative verbs. "Walk," "dig," "climb," "lay," and "sing." So you can pause the video and go and do this. Well done storytelling superstars, you are all ready for your writing now. So you're going to watch me write my instructions up to the singing part, and then you will have a go at doing your very own instructions. So I'm ready to write my first set of instructions, and remember, we're going to write about these two boxes. No further today. So my first instruction is quite simple. "First, walk to the giant's house." So there's my time word with a capital "F." First. "First, "walk "to "the "giant's," What am I going to do with that "S" when I get to it? It's the giant's house, it belongs to him, so I'm going to need a possessive apostrophe. "Walk to the giant's "house." And remember the purpose of our instructions is to really clearly tell somebody what to do. So "First, walk to the giant's house." I don't think this is very clear. I forgot it's a fire giant. "walk to the fire giant's house." That is much more clear. And my time word has helped me to remember that I'm going to do that first. Hmm, what happens next? Oh, I can say, "When you arrive, dig a deep hole." Actually, I'm going to keep that subordinating conjunction "when" for later. I'm going to say, "Next, dig a deep hole." "When you have finished the hole, climb out "with the ladder." I think that'll make it it much clearer, so I think I'm going to have more than four instructions actually, cause I want to make it really clear. So, "Next." And what was my imperative verb? What did I want them to do? Dig, that's right. "Next dig "a deep hole." I want them to know that it has to be a deep hole, deep enough for the fire giant. "Next dig a deep hole." "When you have finished," or "when the hole is deep enough," I think that's more detailed. "When the hole "is very deep." That really helps my reader to know what to do. "When the hole is very deep, "climb "out," Oh, that's one of our words we just need to know. O-U-T. "with "the ladder." Okay, let me check what I've got so far. Capital letter. "First, walk to the fire giant's house," full stop. That's a really clear instruction. "Next, dig a deep hole." I forgot to say what with, so I'm going to say, "Dig a deep hole with the shovel." So I'll get rid of my full stop there. "with "the "shovel." Otherwise, my poor reader will be going, "I've brought this shovel with me. What am I doing with it?" So, we've walked to fire giant's house. We have dug our deep hole and we've climbed out, So now I'm on to this. So I want to say "quietly," that adverb to describe how to do it, "Quietly "lay a trail "of chilies." Okay. Quietly. Because I don't want them to do it in a way that's going to disturb the fire giant. So, "Quietly." And we know that's got our L-Y suffix, so "Quietly," "Quietly," what was I going to say? "Lay," that's right. "Lay "a trail "of red "hot "chilli peppers "from "the "house "to "the "hole." Full stop. "Quietly, lay a trail of red hot chilli peppers "from the house to the hole." And that last bit is really important, so that my instructions are clear. I can add in a sentence with my subordinating conjunction. I'm going to say, "You can put some around the hole if you have any left." Because if they have some left, I don't want them to waste them. I want them to use them for this trap. So, "You," that's one of our words we just have to know, Y-O-U. "You can "put "some around," around "around the hole "if "you "have," H-A-V-E, "any," A-N-Y "left." Oh, that's a very long instruction, but it is very detailed. Let me have a read. "Quietly, lay a trail of red hot chilli peppers "from the house to the hole. "You can put some around the hole, if you have any left." I think that's really detailed, I'm pleased with that. And then, I'm going to sing the fire song loudly. I'm going to put my imperative verb "sing" first here, so "Sing." "Sing loudly," Oh, they don't know what to sing loudly. Oh, silly Ms. Cashin. So, "Sing "the "fire song "loudly," and I'm actually going to add, "when you get to the door," so they know when to do it. "When "you get "to "the "door," and I'm going to put a full stop there. "Sing the fire song loudly when you get to the door." Now it's time for you to write your first set of instructions, and I've given you the first one there to help you. if you'd like to use it. "First, walk to the giant's house." Here's our toolkit, which are all the things we've been thinking about through this unit, and that I was thinking about when I did my writing. Have you got capital letters and full stops? Does each instruction makes sense? If it doesn't make sense, your reader won't be able to follow through the instructions. Have you included time words? Have you got really clear imperative verbs so they know exactly what to do, "walk," "dig," "climb," "sing." Have you included "when" or "if" where you think you need a little bit more detail and your challenge, which is in pink, is to add an adverb, like "carefully," "quickly," or "slowly." Remember an adverb modifies the verb. It changes what the verb means. So if our verb is "walk," but then we say, "walk quickly," that changes the instruction and our reader will be able to follow through the instruction even more clearly. So you can pause the video now and go and write your first set of instructions. Well done, super storytellers. We've got a challenge, if you have the energy. Can you improve one sentence in your writing? So I've already checked my punctuation, I checked that when I was reading through, so I'm happy with that. I'm also happy with my description. I made sure that they knew the hole was deep, that they need those red hot chilli peppers, and I also am really pleased with my imperative verbs like "walk," "dig," "lay, "climb," "sing," I think those are all really clear. What I would like to do is add some details, so I'm going to add some here. So I'm going to put a star here, 'cause I'm going to to add a new sentence. That's not a very good star, I'll try that again, there we go. Bit better. I'm going to put a star there, and I'm going to improve my sentence here at the bottom. I wanted to add a bit of detail, so I'm going to say "First, walk to the fire giant's house. "When you arrive, check they are inside." Because you don't want to do any of this if the fire giant isn't even at home. So we're going to add "When "you "arrive," That's my subordinating conjunction starting the sentence, so that's my subordinate clause. "When you arrive, check." Check. "Check the fire giant "is inside" or "is at home." So that's how I'm going to to improve my instructions by adding some detail. Now that you've seen me improve one part of my instructions, it's time for you to have a go. Remember to look for punctuation. Would you like to improve any description? So would you like to add an adjective to describe any of the nouns in your work? Do you want to add a time word? Do you want to add an adverb? Or do you want to add "when" or "if" to give more detail? So pause the video and have a careful think for your challenge. Well done, super storytellers. Not only did you write those instructions, you've then gone back and thought about them so carefully, so they will be really, really clear and easy to follow now. Well done, I'm so proud of your brilliant work. I would love to read some of your instructions, so remember, you can always share your work with Oak National. So if you'd like to, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak. It would make me so excited and so happy to read some of your instructions. Tomorrow, we're going to finish the instructions, so we will be able to tell people how to finally defeat those awful fire giants, so I really look forward to seeing you then. Bye.

Completed: To write a clear set of instructions (Part 2)

In this lesson we will write our first 4 instructions to defeat the fire giants! We will think about all the features of instructions we have learnt about and how we can use them to make our instructions clear.

To write a clear set of instructions (Part 2)

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Lesson Complete