﻿Hello super storytellers, and welcome to this English lesson. My name is Miss 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 are 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 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 things you're 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 see 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 him with me? Let's give it a go. ♪ Fire giants are so hot, ♪ ♪ Are so hot, are so hot, ♪ ♪ Fire giant 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 them 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 giant are so tall, ♪ ♪ Are so tall, are so tall, ♪ ♪ Beanstalk giant are so tall, ♪ ♪ And they must be stopped! ♪ ♪ Beanstalk giant are so tall, ♪ ♪ Are so tall, are so tall, ♪ ♪ Beanstalk giant 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 words are really really important to tell people the order that they need to do things and it's really clear. Here's the time word that you're making the 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 had 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 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 had 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 chilly peppers, sing the song, brilliant imperative verbs. We've also looked at our subordinating conjunctions, when and if. And we know that these are detailed to a main clause. If you say, lay out the chilli peppers, your reason 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 set 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 had some fantastic ideas. Here's 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 he did less than six with me, you will have your box pan. So I've got my here, and I already start talking through it. So we've already written our instruction in lesson eight, and we were our equipment list in less than 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 bring 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 Giant's Favourite song in a loud confident voice. You should practise that song. ♪ Fire, fire, fire, fire ♪ ♪ Fire is bright and fire is light ♪ ♪ Fire, fire, fire, fire ♪ ♪ Fire is light and fire is a bright ♪ I think I got my lights 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 to 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, see some of our time words. And I've got some of our imperatives 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 it gets 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 my 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 just help me to remember that I'm going to do that first. 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 digging deep hole. When you have finished the hole, climb out with the ladder. I can now make 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 readers to know what to do. When the hole is very deep, climb out, that's one of our ways 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 get rid of my full stop there, with the shovel. Otherwise my poor reader will be going like, I brought this shovel with me, what's I'm doing with it? So we can walk 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. 'Cause I don't want them to do it in a way that's going to disturb the Fire Giant, so quietly. We know that's got a LY 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'm going to 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 ways, 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 verbs sing first here. So sing, sing loudly. Oh, they didn't want to sing loudly. Oh, silly Miss 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 giving 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 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 capsule lessons 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 some pink is to add an adverb, that carefully, quickly or slowly. Remember an adverb modifies the verb, it changes what 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 instructions 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 to challenge if you have the energy. Can you improve one sentence in your writing? So I 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 knew there's red, hot chilli peppers, and 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. We're going to add some here. So we're going to put a star here 'cause I'm going to add a new sentence. That's a very good start. I'll try that again, there we go. A 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 details. 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 I'm 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 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 thing 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 am 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 will 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.

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

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

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