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I can answer questions about a trip and add descriptive language.

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Licence

This content is © Oak National Academy Limited (2023), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

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Key learning points

Answering questions helps us to remember the details of the school trip
Detail can be added to answers using descriptive adjectives and adverbs
It is important to share when and where the trip happened in a recount
Sharing why you went, how you travelled there and what you did adds additional information
Noting down ideas and key words or phrases about the trip creates a plan for writing

Common misconception

Pupils may struggle to know what questions to ask someone about a trip.

Provide question prompt words and model these words being used to pose questions in full sentences.

Keywords

Event - the main parts
Question - a type of simple sentence that asks the reader for an answer and ends with a question mark
Adjective - a word that describes a noun
Expanded noun phrase - two adjectives listed to describe a noun

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Hello, I'm Miss Corbert and welcome to today's lesson, which is using question prompts to answer questions about a recount.

I'm really looking forward to today's lesson because I get to hear all about things that you have done and ask some questions to you.

So for this lesson, it will be really great if you could have someone nearby to talk to you, 'cause you're going to be asking and answering some questions.

Don't worry if you don't, as you can always ask them to me.

I also need you to have your listening ears, your looking eyes, and your thinking brains.

Towards the end of the lesson, you will need something to write with and something to write on.

It'll be great if that paper could have lines.

I think we're ready to get started.

Today's lesson outcome is I can answer questions about a trip and add descriptive language.

Here are the key words that will help us to get there.

Are you ready to repeat them after me? My turn, then your 10 event.

Event.

Question.

Adjective.

An adjective describes a noun.

Expanded noun phrase.

Fantastic.

Thank you so much for joining in with me.

And those keywords will come up throughout our lesson.

Here is what we will be covering in today's lesson, and we will be starting with planning a recount.

A recount is a real event that has happened in the past, and we are going to plan a recount about something exciting, a school trip.

Can you put your fingers on your nose if you've been on a school trip before? Can you put your fingers on your ears if you've been on a school trip before? How exciting.

Don't worry if you haven't been on a school trip, because you could also think about things that you've done, events that you've done, exciting places that you've been to.

Here are some places that you might have been on a school trip or outside of school as well.

The zoo, the park, a museum, this museum is the British Museum.

Or maybe your local area.

Can you think of a trip that you have been on? Ooh, I wonder where you've been.

I can't wait to hear.

Could you pause the video and share where you have been? I have been on a school trip to, pause the video.

Wow, so exciting.

So many different places that you've managed to visit.

So is this true or false? I'd like you to get your thumbs ready.

A recount is about a real event that happened in the past.

Is that true or false? I'm going to give you five seconds to show me your thumbs.

I'm watching carefully.

Five, four, three, two, one.

Let me see.

Well done.

If you are saying true, a recount is a retelling of a real event that has already happened in the past.

So I am going to start planning my recount, and I would love your help as you plan yours as well.

I am going to plan a recount about a school trip that I went on to the local park, which was such an exciting day.

First, I need to remember the main events, which is the main things that happen.

When, when did I go where? Where? Why did I go? How did I get there? What did I do? And then maybe a fact, did you know? Answering questions can help us to remember the details.

So all of these are often question words, and can you see those question marks at the end? When did you go, question mark.

Where did you go, question mark.

Why did you go, question mark.

So we are going to be answering some questions today to help us remember.

Recounts are told in chronological order.

That's a long word.

Could you say it with me? Chronological order.

Fantastic.

Chronological order means in the sequence that it happens, the order that it happens, it's really important to introduce when you went, where you went, and why the trip happened at the beginning of a recount.

So when did you go on a school trip, where did you go on a school trip, and why did you go on a school trip? They're the questions that we are going to start asking.

Here are my answers.

When did you go on a school trip? Last Thursday, I went on a school trip.

So when I went is last Thursday.

Where did you go on a school trip? We went to the park.

Why did you go on a school trip? We went to learn about different types of plants.

So you can see that I have answered those questions with a statement, with an answer.

So which of these is the most important information to come at the beginning of a recount? Is it when did you go? How did you get there? Where did you go? Or which thing did you like the most? Which ones did we just say? I'd like you to pause the video now and choose the question words that you think come at the beginning of our recount.

Pause the video now.

Well done if you said when did you go, and where did you go.

Fantastic.

Then it's really important to say how you travelled there, because that's one of the first things that happens if we're going in chronological order, and what you did when you got there.

How did you travel there? What did you do? Okay, it's my turn to answer those questions.

How did you travel there? We travelled on a bus.

What did you do? We saw different plants.

We ate lunch and played in the playground.

I've listed three things there.

This gives more information.

So can you try and match the question to the correct answer? Why did you go? What did you do? And how did you travel there? Then my answers are we went on a bus, we saw different plants, and we went to learn about different types of plants.

Can you ask the question and see which answer fits best? Pause the video now let's see how you got on.

Why did you go? We went on a bus.

We saw different plants.

That's what I did.

We went to learn about different type of plants, so the reason why we went, to learn about different types of plants.

Why did you go? We went to learn about different types of plants.

What did you do? We went on a bus.

That's one thing that you did, but more detail about how you got there.

We saw different plants, so the main reason why they went and what they did was we saw different plants.

What did you do? We saw different plants.

Which means finally, how did you travel there? We went on a bus.

You're looking for a form of transport.

So I'm going to ask you a question about your school trip.

Have you got one in mind? Are you ready? You will answer that question.

My question is, get your listening ears, when did you go on your school trip? You can try and put your answer at the start.

It might be last week, last month, yesterday, last year, or if you remember the day.

I went on a school trip.

I can't wait to hear your answers.

I'm going to ask that question one more time.

When did you go on your school trip? Can I hear your answers? I'm listening.

Here are some of the answers that I heard.

Last week, I went on a school trip.

Last year, I went on a school trip.

Yesterday, how exciting, I went on a school trip.

On Wednesday, I went on a school trip.

Thank you so much for sharing your answers, and they were just some of the ones that I heard.

Now it's your turn to ask me a question about my school trip.

I will then answer the question.

So you are going to ask me when did you go on your school trip? And when we ask a question, our voice changes a little bit to show that we're asking something.

So rather than, when did you go on your school trip, when did you go on your school trip? Do you think you could have a go asking that to me? I love the intonation and expression.

It really made me understand that you were asking me a question.

My answer is, when did I go on my school trip? Last Thursday, I went on my school trip.

Fantastic, now it's your turn to ask your person nearby, Or you could ask me, about your school trip.

Are you ready to listen to what they are? When did you go on your school trip? Where did you go on your school trip? Why did you go? How did you travel there? And what did you do? Now, I don't just wanna hear, when did you go on a school trip? Last week.

Where did you go? Park.

Why did you go? To see plants.

I want to hear it in a full sentence, trying to use some of the question to help you.

Once you've asked your partner those questions, I would like you to swap over so you can answer those questions too in full sentences.

Can you pause the video now? Off you go.

Let's see how you got on.

Did you manage to ask your partner all of those questions about the school trip? And then did you manage to swap roles and answer them in full sentences? Fantastic if you did.

Well done.

Now, let's move on to the next part of our lesson, adding descriptive language.

So we know the main events in our recount.

When did it happen? Where did it happen? Why did it happen? How did you get there? And what did you do? We're also later on going to think of a did you know fact for our recounts too, but not quite just yet.

Now, we can add detail to the events to help us plan for writing.

I wonder how we can add detail.

Adjectives can add detail by describing nouns.

There's one of our key words, adjective.

Well done.

Nouns are naming words for people, places, and things, and adjectives describe those nouns.

Here are some nouns that I mentioned in the questions that I answered.

Park.

Bus.

Plants.

Lunch.

And playground.

They're all names of either, not people, but places or things.

So I've listed some nouns.

I wonder if you can use that to help you to identify the noun here.

Big, went, or park, which is the naming word? I'm going to give you just five seconds for that.

Five, four, and one.

Have you got it? Well done if you said park.

So now we have our nouns and we know that adjectives describe nouns.

We can think about describing them.

Green park.

Adjective green, noun park.

Crowded bus, which means it was very busy.

Adjectives often come before nouns.

Green then park, crowded then bus.

Can you think of an adjective to describe each of these nouns? Plants.

Lunch.

Playground.

Can you pause the video now and try and choose one adjective to describe each of those nouns? Pause the video.

What fantastic ideas.

Here are some of the ones that I heard.

Colourful plants.

Think about what they look like.

Delicious lunch.

Think about what they taste like.

Exciting playground.

Think about how fun it is.

So we have been looking at adjectives, so I want you to get your true or false thumbs ready.

True or false? An adjective is a naming word for a person, place, or thing? Is that the job that an adjective does? True or false? I'm going to have a look and I'm going to give you five seconds.

Five, four, three, two, and one.

Let me see those thumbs.

Well done if you are showing me your thumbs down.

An adjective is not a naming word.

A naming word for a person, place, or thing is a noun, and an adjective's job is to describe that noun.

Well done if you've got it.

We can even use two adjectives to describe a noun with more detail.

Leafy, green park.

Big, crowded bus.

And have you noticed when we add another adjective, we expand the description of the noun, so we call it an expanded noun phrase.

Well done.

But what do we always need to remember? We always put a in between the two adjectives.

A comma.

Leafy comma green park.

Big comma crowded bus.

The way we can help to remember that is adjective comma adjective noun.

Say that with me, adjective comma adjective noun.

Well done.

So have a go at turning this into an expanded noun phrase.

Adjective comma adjective noun.

My noun is there.

It's plants.

Adjective comma adjective plants.

Can you think of two adjectives to describe the plants? And don't forget to say your comma to remind you.

Pause the video now, I loved hearing some of the ideas that you thought of.

One that I thought of is colourful comma leafy plants or bright comma floral plants.

Well done.

So now we know what an expanded noun phrase is.

I would like you to see if you can find it.

Is it park, busy park, busy, or busy comma sunny park? Which one is the expanded noun phrase? I would like you to pause the video and explain how you know.

Pause the video now.

Well done if you said busy, sunny park.

We know it's an expanded noun phrase because we've got the noun, park, and we've expanded the description by adding two adjectives, and particularly a comma in between them.

Park on its own is a noun, busy park is adjective noun, so a noun phrase, busy on its own is just an adjective.

So busy comma sunny park is that expanded noun phrase.

Well done.

Noting down ideas and key words or phrases can help us plan for our writing, because don't forget, you're going to be writing a recount for a school trip.

Here's an example.

We've got space for an adjective comma adjective noun.

So first I'll write a list of nouns that I want to describe in my recount.

Adjective comma adjective, so I need my list of nouns.

There's space on my list.

Bus, park, lunch.

Now I will create an expanded noun phrase by adding two adjectives to describe each of those nouns.

Comma bus.

Comma park.

Comma lunch.

Let's see what I think of, big comma crowded bus.

Let's say that together.

Big comma crowded bus.

Leafy comma green park.

Can you say with me? Leafy comma green park.

Delicious comma filling lunch.

Those are three fantastic expanded noun phrases.

And don't forget if you decide to use one, there is always a comma between the two adjectives.

Now it's your turn to think about the nouns on your trip.

So think about the what you went on, the transport, where you went to, the name of the place, maybe your lunch, maybe what you saw.

I want you to think of a noun, and after three, I want you to shout out one of those nouns that you want to describe in your recount.

Have you got one in your head? One, two, three.

I heard one.

Okay, try and think of another noun.

Are you ready? Ready, one, two, three.

Oh my goodness.

I've heard so many nouns.

Here are some of the ones that I heard.

I wonder if they're the same as yours.

Train, lunch, bus, park, museum, shop.

Were they the same as yours or different? Keep your nouns in your head because now you are going to write three expanded noun phrases that you could use in your recount.

Adjective comma adjective noun, just like I did.

You might find it useful to list your nouns on one side first, and then put your adjectives before them.

Don't forget to sound out your words so the spelling is really clear, using your phonics.

Adjective comma adjective noun three times.

Pause the video now and off you go.

Fantastic.

What amazing, descriptive expanded noun phrases.

Here are the three expanded noun phrases that I came up with.

What did you come up with? Huge comma noisy bus.

Tall comma vibrant plants.

Exciting comma busy playground.

I wonder whether you managed to come up with three expanded noun phrases as well.

Well done if you did.

I would like you now to just double check, have you got two adjectives separated by a comma before your noun three times? And read them back to make sure that you can read them.

Pause the video now just to check.

Off you go.

Wow, I loved how carefully you were checking your expanded noun phrases.

Well done.

What a fantastic lesson.

Today, we have known that answering questions helps us to remember the details of a school trip.

We also know that it's really important to share when and where the trip happened.

Sharing why you went, how you travelled there, and what you did adds additional information.

And we can add detail to that information by using objectives.

Noting down ideas and keywords or phrases about the trip helps to create a plan for our writing.

Thank you so much for choosing to learn with me today, and I loved hearing about your trip.

Thank you so much and I hope see you again soon.

Bye.

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"who you ate lunch with" } ], "id": "0a1cb7db-e7b9-1b7a-20da-c20208e70b70", "lessonId": "c8299f83-8159-e804-2409-7a7fe70e8788" }, { "type": "Question", "question": { "text": "An adjective ..." }, "questionType": "Multiple choice", "correct": [ { "text": "often comes before a noun." } ], "choices": [ { "text": "often comes after a noun." }, { "text": "often comes before a noun." }, { "text": "always has a capital letter." }, { "text": "often comes at the end of a sentence." } ], "id": "c5cb8987-1756-31f6-c9cc-6dbcf5a6d0bb", "lessonId": "c8299f83-8159-e804-2409-7a7fe70e8788" }, { "type": "Question", "question": { "text": "Select the expanded noun phrase that has the comma in the correct place." }, "questionType": "Multiple choice", "correct": [ { "text": "tall, green trees" } ], "choices": [ { "text": "tall, green, trees" }, { "text": "tall green trees," }, { "text": "tall, green trees" } ], "id": "0e90500d-b750-0dc9-a7f7-b893ea859963", "lessonId": "c8299f83-8159-e804-2409-7a7fe70e8788" } ], "lessonId": "c8299f83-8159-e804-2409-7a7fe70e8788", "meta": { "gradeStageId": "ks1", "subject": "English", "grade": "Year 1", "topic": null, "unit": "School trip: writing a recount", "lessonCount": "5", "age": [ 5, 6 ], "gradeId": "age_5_6", "gradeStage": "Key Stage 1", "lesson": "Using question prompts to plan a recount" } } ] }