Features of a Story

Hello everyone!

I hope you're all happy and well. Before we start, I'd like to say a huge well done to Afsheen, Andrada and Fahad for all the amazing work they've been doing. It's so great that I get so much lovely work from so many children in Year 2. Well done!

Let's begin by downloading the files for today's lesson. Hopefully, most people got these by email, if you didn't make sure to get your grown-up to send an email to the school email address. The easiest way to get any downloads for the lesson is by visiting class charts. You can find everything for today's lesson there, it is the lesson called Features of a Story. Pause on the next screen to download the files for today's lesson.

You'll also need to write the date and LI in your Home Learning book. If you have finished your home learning book or if you like using the computer you can do this is a word file, but make sure you are still practising your writing. Pause on the next screen for the date and li.

Now, let's do a quick recap. Yesterday, you should have watched the video for Story Mapping. You should have made a story map based on "Shhh! I have a plan" by Chris Haughton. Don't forget you can watch the video of Chris Haughton reading his story as many times as you want to get really familiar with what happens. Before we start looking at good writing, get your story map out and practise acting out the story, you could even ask grown-ups, siblings or other people at home with you to join in. of course, if you want to make your own movie acting out the story, you can and feel free to send it to the school email address. Pause on the next screen to practise telling the story.

Well done everyone who practised the story. If you didn't' or haven't done a story map yet, make sure you do one today or you will find it very challenging to write a good story. Let's get the document called "Model Text" and read it. You can read out loud or in your head, with a grown-up or on your own. Pause on the next screen and read the "Model Text".

I hope you enjoyed the model text, I used my story map to write it. Let's try to build a success criteria so we can understand the text. We've done this quite a lot of times together at school, but it's been a while since we did that so today, we will work together and take it really slowly. I will also help you with some of the questions I have written and some examples. The questions are all on the model text document, so if I talk about Question 1 or 2 or 5 or 100, okay maybe not 100, they are all on the model text. Pause on the next screen to read the list of questions so you know what will be coming in today's learning.

Let's look at question 1. How is the text set out? Let's answer this one together. Is it continuous or a list? Do you read it without stopping or do you take a break after every single sentence? Hopefully, you agree with that it is continuous. I've never read a story that was written like a list, that's normally in non-fiction texts like instructions. This is definitely a story, so I know for question 1 I am going to tick or write continuous as my answer.

Let's look at question 2. What adjectives does the text use? For this one I think you can answer for yourself. We will start by reading the first paragraph in the text together. Are you ready? Adjectives are describing words, they describe the nouns in the text. In the first sentence, I can see the word cunning used to describe the catchers. Cunning is a word that means clever and someone who comes up with a lot of plans. I can see that the words rare and beautiful are used to describe the bird. Rare means there aren't a lot of this bird and I hope we all know the word beautiful already. On the next screen, pause the video and hunt for adjectives in the rest of the text. if you have a printer, you can print the document and colour it or you can just write a list in your home learning book.

Let's look at question 3. What verbs does the text use? I think you can answer this one by yourselves as well. Let's read that first paragraph together again. Are you ready? Verbs are doing words, they are actions, some you can see and some you can't. In the second sentence, I can 'were watching'. This tells us what the catcher were doing. I can also see 'was singing'. This tells us what the bird was doing. You might have noticed that these are past progressive verbs. That means that these actions, whilst in the past, were continuous. The catchers didn't just look at the bird once, they watched it for some time. The bird didn't just sing one note, it sung for some time. Pause on the next screen and hunt for verbs in the text. Just like before you can either highlight the text or write a list in your home learning book.

Let's look at question 4. What conjunctions does the text use?  I think this is another question you can answer on your own. Conjunctions are the words that join ideas together. I'm sure you can remember some examples. Words like and, but, so because, when, if or are all conjunctions. Let's look at the model text again, you won't find conjunctions in every sentence but you will find them in some sentences. In the first sentence, I can see the word and. This joins the two pieces of information together, that there are three cunning catchers and a rare, beautiful bird. Pause on the next screen and read through the text. Like before, you can either highlight the text or write a list of the conjunctions used.

Let's look at question 5. What types of sentence does the text use? Before we answer this one let's remember the four sentence types we know. Statements give us a piece or pieces of information. They tell us something that is happening or has happened. Questions ask something and have a ?. Exclamations tell us something shocking or surprising and they have an !. Commands tell us to do something, they cn have either a . or an ! if they are urgent. For the model text I have used only one type of sentence. Pause on the next screen and see if you can identify the sentence type I've used.

Now, let's look at question 6. What is the success criteria for a story? We can answer this one together, as it is actually the answers to questions 1-5. 

A story is written continuously. 
A story uses adjectives to describe nouns.
A story uses verbs to show character's actions.
A story uses conjunctions to link ideas.
A story mostly uses statements to give information or tell us something that happens.

As we go through the week, we will be adding things to our success criteria. We are always learning, so there will always be more things to add. I hope you've enjoyed today's video, remember you can submit your work for today via class charts or the school email address (yr2@grange.harrow.sch.uk). Pause on the next screen if you don't already have the address.

Thanks for watching, have a lovely day and stay safe!
Mr Deller.


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