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

﻿Hello, everyone, I'm Miss Saab. Welcome to another BFG lesson. Today we're going to be doing some writing together and I cannot wait to see all of your amazing writing. Today we are going to write the first part of the opening. Then we're going to recap the job of an opening. After that we're going to order the first part of the opening. Then we are going to recap some key vocabulary, to help us write the first point of the opening. In this lesson, you will need an exercise book or paper, a pencil, and for your brains to be switched on. Can you pause the video now to grab your pencil and your paper? Great! You are now ready to start your learning. First, we're going to learn about fronted adverbials. So, what are fronted adverbials? Fronted adverbials are a word or a group of words at the beginning of a sentence. They are called fronted, because they go at the front or at the beginning of a sentence. They give the reader extra information about when, where or how the action happened. So fronted adverbials are sometimes called sentence starters. And we always must remember to use a comma, after our fronted adverbials or our sentence starters. So here are some examples of fronted verbals, that tell us when the action happened. We could say, in the morning, suddenly, at 10 past three, on Monday, one night, then, moments later, during the witching hour, in the middle of the night. Now it's your turn. Can you choose a fronted adverbial to tell your reader when the action happened? So when did Sophie wake up? You could say at midnight, Sophie woke up. During the witching hours, Sophie woke up. On one thundery night, Sophie woke up. So can you choose your favourite fronted adverbial, to say the sentence? Pause the video now. Great. Let's move on to our, where fronted adverbials. So we could say outside, in the pitch black sky, in the hallway, across the street, in front of her, up above, through the window, next to her bed. Your turn! Can you choose a fronted adverbial to tell your reader where the action happened? So where did Sophie spot a screeching owl? Outside, up above, in the pitch black sky. Can you pause the video now, to choose your favourite fronted adverbial, to complete the sentence? Great! Let's move on to our, how fronted adverbials. So we have, anxiously, nervously, cautiously, that means carefully, slowly, loudly, without making a sound. As slow as a snail, with all her strength. Your turn! Can you now choose a fronted adverbial to tell your reader how the action happened? So, how did Sophie sit up in bed? Cautiously, slowly, or, without making a sound. Can you pause the video now to choose your favourite fronted adverbial and to say the sentence? Pause the video now. Great work. I just want to go back to the previous slide to show you something. So, how have you noticed that most of these how fronted adverbials end in LY? Most of them are just adverbs and some of them are a group of words to tell us how the action happened. Now we are going to recap the job of an opening. The opening needs to: Introduce the setting. That means tell us where and when the action happened and the opening needs to introduce the characters. That means tell us who the story is about. We also want to include lots of description, in our opening, to really help the reader picture what the setting and what the characters look like or what their personality is like as well. Before we move on, can you remember what does the opening me to do? It needs to do two things. Tell your screen. The opening needs to: Let's talk. The opening needs to? Introduce the setting and introduce the characters. Great. Now we are going to order the first part of the opening. We are going to watch the first part of the opening again to help us remember what happened. So now that we've watched the first part of the opening, can you remember in which order these pictures should be in? On your piece of paper, can you write down the letters in the correct order? Pause the video now, to have a go. Let's check. So the correct order was B, C and finally A. In what order, does it Sophie do these things in the first part of the opening? Puts her glasses on, woke up, puts her shoes on, looks at the owl, sat up. So can you pause the video now to write the letters, A, B C, D, and E in the correct order on your piece of paper? Pause the video now to have a go. Let's check. So this was the correct order. Sophie woke up, Sophie sat up, she puts her glasses on, she looked at the owl and finally she puts her shoes on. So can you just have a quick look at your order? Does it match this order? Make any changes if you need to. Great, let's move on. So now we are going to recap some vocabulary that we have looked at in our previous lessons to help us with our writing today. So can you remember what these words mean? So my turn, your turn. Eerie. Silvery. Dazzling. Great! So can you pause the video now to match, the word to its definition? Pause the video now. Let's check. So eerie, means weird, ghostly or creepy; like a dark, spooky room full of skeletons and cobwebs. So it means really creepy. Silvery, means grey and sparkling; like an old woman's hair on a frosty morning. So we said, my watch could be silvery. Because it's grey and shiny. It's grey and sparkling. Dazzling, means sparkling or amazing; like the glittering lights of hundred cameras. So, we can use these words in our writing today. Can you remember how else we could refer to Sophie? So instead of saying Sophie, Sophie, Sophie, Sophie, Sophie, which can be quite boring and it's repetitive. We want to refer to Sophie in as many different ways as possible. So on your piece of paper, can you write down the different ways that you can remember? Pause the video now, to have a go. Let's check. So we could refer to Sophie as the girl, the child, the orphan and we can add some adjectives to add even more description. So we can say, the young orphan, the curious girl, the child with brown freckles. So we thought of lots of adjectives, that we can use that add more description to help the reader get to know Sophie even better. We also thought of some other adjectives to describe how Sophie might've been feeling when she woke up. So we said she might've been feeling tired because she didn't get to sleep properly. Or must have been feeling sleepless because she couldn't sleep just like that giraffe, lying wide awake in bed We also thought of different ways to describe the setting. So we said loud crashing thunder, twinkling stars, heavy breathing, dazzling bright full moon, screeching owl, flapping its wings. Can you pause the video now, to steal some of the... These words that you want to use in your writing later on? So write them down on your piece of paper, so that you can remember. Pause the video now. Okay. Let's move on to the next picture. So here we thought of some other ways to describe the setting. We said, pitch black, midnight sky, ghostly white pale houses, dirty old dormitory, squeaky bed. Can you pause the video now, to steal what you would like to put on your piece of paper, to help you with your writing later on? Great! Next picture. We said, it was deathly silent in the dormitory. We described Sophie's glasses as round and made out of metal. So round metal glasses. And we said the moonbeam was slanting, and it was slicing through the room, like a silver blade. Can you pause the video now to steal any words that you would like to use in your writing today? Write them down on your piece of paper. You have collected so many ways to describe the setting and the characters. I'm sure that your first part of the opening is going to be so descriptive and really help the reader to picture the setting and the characters. We are now ready to write the first part of the opening. This is the first piece of writing that we do in our BFG unit. I cannot wait to see what you come up with. So, we are going to write the first part of the opening into parts because it's quite long. So today we're just going to focus on the first picture. That's when Sophie woke up. And next lesson, we will write about the other two pictures. Our aim, is to write two to three sentences for each picture. So we really need to stretch the main idea. So the main idea, in this picture is that Sophie woke up. But, we want to extend that. We want to add more description. We want to add more detail, so that we give the reader a lot more information and we help the reader to picture what is going on in the first part of the opening. To be successful today, here are the things that we need to make sure we complete in our writing. We need to use think, say, write and read for every sentence. When write, we must always think of what we want to write, say it out loud, then write it down, and then it's really important to go back and read our sentence to check, that makes sense and to check if we need to make any changes. Maybe we've missed a capital letter. Maybe we've missed a comma somewhere. Maybe we've missed a word. So we must always read back our work to check it. We need to use a range of sentence starters. That means different sentence starters. And now we know, that we can call sentence starters, fronted adverbials as well. And we thought of lots of difference when, where and how, fronted out fronted adverbials at the very beginning of our lesson. So we can use those to help us with our writing today. We need to use adjectives, verbs, adverbs to describe what happens in the first part of the opening. And we want to use a range of joining words to extend our ideas. So we can use because when, so, if, but and or to extend our sentences. And make sure that you have your notes next to you, so that you can use them to help you with your writing. So, my turn to show you my piece of writing for this picture. So, I want to start my sentence with a sentence starter with a fronted adverbial to tell the reader when the story is taking place. So, I thought I could say, one stormy night. Because there was a lot of thunder going on outside. So it was... And it was nighttime. So I thought I could say one stormy night. Now I want to say what happened. One stormy night, what happened? Sophie woke up. But, I'm going to add more detail to describe Sophie so that the reader gets to know her a little bit more. So I thought I could say, a young orphan named Sophie, woke up. And then I thought I could say where she woke up, so that the reader gets to know the setting. So I said in her dirty old dormitory. Full stop. Okay, let me read back to check. Capital letter. One stormy night, for the coma a young orphan named Sophie woke up in her dirty old dormitory. Full stop. Great, I've got my first sentence. But, I can remove my full stop and add a joining word to extend my first sentence. So I'm going to use a because. And say why Sophie woke up. So one stormy night, a young orphan named Sophie woke up in her dirty old dormitory, because a dazzling slanting moon beam was shining on her face. Full stop. Great. So now we have extended our idea and we've said why she woke up. Now, I want to add some more detail to describe what this moonbeam looked like. So, I thought I could say the luminous sliced through the room, like a sharp, silver blade. And now, I'm going to add some more detail to describe maybe, what's going on outside to help the reader picture what the setting is like. So I know outside, there was a lot of thunder going on, so maybe I could add that. I could maybe say, outside the thunder crashed loudly. And I used the verb crashed because I want the reader to think about, the sound that the thunder makes when it strikes in the sky. It makes a crashing sound. And I added an adverb, loudly, to add even more detail. And then, maybe to help the reader really think about the sound that the thunder makes and how loud it is. I'm going to add, bang! So that's my piece of writing. Now, it's your turn to write your two to three sentences for the first image using your notes. I have also included my notes. You can use them to give you some ideas. And, remember to use your joining words to extend your ideas. Now of course, if you would like to, you can challenge yourself to write more than three sentences, to make your writing even more descriptive, and that will really help the reader to picture the setting and the characters. I cannot wait to see, your first ever piece of writing in our BFG unit. Pause the video now, to write your sentences. Super effort everyone! You have just completed your very first piece of writing, in our BFG unit. So, I am now going to read my work back, to check if I've been successful. Capital letter. One stormy night, a young orphan named Sophie woke up in her dirty old dormitory. Because, a dazzling, slanting moonbeam was shining on her face. Full stop. Capital letter. The luminous moonbeam sliced through the room like a sharp, silver blade. Full stop. Capital letter. Outside, the thunder crashed loudly. Full stop, capital letter. Bang! Exclamation mark. So, did I use think, say, write and read for every sentence? Yes. I thought of my sentence, I thought of my idea, I said it, I wrote it down and then I read it back to check. Did I use a range of sentence starters, adjectives, verbs and adverbs, and some joining words? So let me have a look. So I've got one stormy night, that's a sentence starter. Young, that's an adjective. Woke up, that's a verb to describe what happened. Dirty old, those are two adjectives to describe the dormitory. So that's an EMP. Adjective , adjective, noun. And the noun is dormitory, in this case. I have, because, which is a joining word. Dazzling, slanting, those are adjectives to describe the moon beam. Luminous, that's another adjective. Sliced. That's a verb. It's something that we can do. So I'm using some verbs to describe what happened. Sharp, silver, those are adjectives that describe the blade. Outside is another fronted adverbial. It tells me where the thunder crashed loudly. So crashed is a verb, it tells us what the thunder is doing. And loudly. Oops! I didn't have a tick there. Loudly, is an adverb as well. So, I have take ticked off, all of my success criteria. I used think, say, write and read for every sentence. Tick. I used different sentence starters one stormy night, outside. Tick. I used some adjectives, verbs and adverbs and I used a joining word, because. I didn't use a range of joining words though. I didn't use different ones. So maybe that's something that I need to work on, to challenge myself to include more than one joining word in my writing. Now it's your turn, to read your work back to check, if you have met the success criteria today. If you haven't met all of the success criteria, don't worry, you can always go back and make changes to your work, so that you do meet, all of the success criteria today. Pause the video now, to read your work back. I hope that as you are reading your work back to yourself, you felt really proud of all the effort that you have put into your work today. So today, we learned about fronted adverbials. We then recapped the job of an opening. After that, we ordered the first parts of the opening. We recapped some vocabulary and we wrote the first part of the opening! Well done for working so hard. You have just completed your very first piece of writing for our BFG unit. I would love to see your piece of writing. So if you would like to, please ask your parents or carer to share your work on Instagram, Facebook or Twitter, tagging at OakNational and hashtag LearnwithOak. I'm looking forward to seeing your pieces of writing and make sure that you also, go and read your work to someone at home so that you can show off all of your hard work today, and your amazing writing. Bye everyone.

Lesson summary: To write the first part of the opening (Part 1)

In this lesson, we will learn about fronted adverbials and recap the purpose of an opening. We will then watch and order the first part of the opening. Following shared writing, you will write the first part of the opening. For this lesson, you will need an exercise book or paper and a pencil. Happy writing!

English

Y3 English

Key Stage 2

Year 3

Miss

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

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 sequence and retell the opening

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 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)

English

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

Video

Lesson summary: To write the first part of the opening (Part 1)

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