Funny book; repetition (goes to visit); shows different verbs for walked; good to stretch language (inconsolable); good use of adjectives.
Change setting: You are now in the jungle, what animal will you be?
Empathy – write newspaper report. How does the pig feel, interview the pig/child
Use of speech,
Write a sequel, ‘A spot of bother’ (knickers and bra are polka dot!)
Big Mean Mike
Use adjectives to describe characters; create a word bank alternatives to big; to identify verbs; to find a range of sentence starters (Big Mean Mike); days of week; understanding of use and purpose of speech marks; punctuation marks (question marks, exclamation marks); prepositional language.
Poetry; description; command sentences; vocab (synonyms); hot-seating as a character who had been stopped by the rat (feelings/ reactions); contractions; opportunities to begin sentences in different ways; writing questions and creating new characters for rat to meet.
What a ladybird heard next, Julia Donaldson
Trip to farm; commas in a list sentence; rhyme; map of the farm to label; describing settings; prediction.
Newspaper reports; hot-seating; identifying word classes in text; wanted poster (character descriptions)
Set crime scene in classroom and leave clues for inference.
Matching animal sounds with places they live; alliteration, onomatopoeia; speech; sequencing; exploring and clarifying vocabulary.
Reading: what other activities could they do in the park? How did she change? Why did the illustrator portray her differently? Was she still a monster? Why do you think this?
GaPS: Different types of sentences (commands, statements, questions, exclamations); highlight verbs; speech bubbles; prepositions.
Spoken Langauge: role play and drama; vocab from the text.
Writing: Instructions for using the park safely; speech bubbles; where is his favourite spt? Explanation- how to be a monster. Write their own version – change the setting/main character, for example next door neighbour at the supermarket. Teacher’s point of view, ‘ My pupil is a ___________.’
The Ravenous Beast, Niamh Sharkey
GaPS: Contractions, speech marks, superlatives, use of ! verbs and development vocabulary, commas in lists, alliteration and adjectives. Use ‘You Choose’ to select a new animal to create a list for.
Use the pictures to create the list after reading a couple of examples.
Before reading – use the first and last picture. What’s happening? Which is the first and last picture? How will that change the story? Sequencing the order of eating and meeting.
Letter writing from the new place; role play (describing new place); use senses; developing nouns into noun phrases; ping pong with jungle pictures; what other characters could they meet? Predicting what do you think Blue’s idea could be? Sequencing events – numbering them 1-5. Circle the nouns/verbs on the page. Changing tenses and contractions.
Adjectives (replace ‘big’); Mr Big’s first ever letter – draft and proof read; write fan letter to Mr Big; noun phrases (Hot man, groovy man) children fill the pages with them to make him happy; looking at different fonts and slogans; how could you make him happy? Changing speech bubbles to speech marks.
Big Bad Owl, Steve Smallman
Speaking and Listening: describe their own happy hat; what makes you happy; dressing up with owl masks and role play; make a branch and drama (what makes us grumpy)
Reading: Read words in speech bubbles, match words in stories; a happy hat with words that mean happy in it and reading simple words to describe sad characters.
Writing: Alliteration (wear a happy hat, a scary skirt); character writing; write jokes to cheer him up; make up own simile – happy as_________; make own branch- what type of branch is it? Design own character.
GaPS: Speech bubbles; list adjectives and exclamations.
Feelings (speaking and listening); make a wanted poster (descriptive writing); identify contractions; sentence starters; write letters to a friend (have you seen my friend?); diary extract (day he lost his friend); predictions and speech bubbles.
Good Little Wolf
What makes a good little wolf? Sentence starters (But, In fact, So) – talk for writing. Meeting the bad wolf – write a thought bubble for the good wolf. Describe the bad wolf, how was he feeling? Hot seat the good wolf (drama focus)
Conversation between good and bad wolf. Look at sentence types – questions, statements, questions and exclamations. Noun phrases – You look like a _____.
Verbs – collect synonyms, words for howl/ hooted. Order these/ substitute these words.
Collect vocab- word bank, on-going through the text to discuss and explore effectiveness.
Grammar- contractions and range of punctuation marks. Superlatives as the good wolf feels something inside him.
Writing activities: persuasive writing – good wolf, why its beneficial to be a good wolf – because, due to the fact, Also.
Newspaper article. What the bad wolf did next sequel. Instructions – how to be a good wolf.
Harry and the Jaggedy Dagger
Use map for scanning; character descriptions; where would you want to go? Holiday posters.
Commas in a list; adjectives; vocab; speech bubbles and identifying nouns.
Prediction skills; poems; creative writing and role play through the river rats.
Dress up as a rabbit and act the story out; story about the missing book; create a book of monsters; be a detective; wanted poster; statement from a policeman.
Speaking &Listening- at the end of the phone.
Make a line of children with a review or blurb and match the blurb with the missing book and offending rabbit.
Link with library sessions.
Make a library of their own made up book titles.
Whiffy Wilson, Caryl Hart and Leonie Lord
Speaking and listening: Hot-seat – someone role play wolf and others persuade him to take a bath/have a wash.
How did wolf’s feelings change from the beginning to the end of the story?
Find evidence in the text to support your ideas.
What kind of person do you think Dotty is?
Writing: Write a list of instructions for wolf to keep him clean and healthy. Write a letter to persuade him to clean up. Dotty writes to the school/nurse to explain his problem asking for advice. Poster.
GaPS: Different words for ‘said’; use of speech marks; ‘ed’ endings
The Brave Beast, Chris Judge
GaPS: adjectives and adverbs; descriptive language and geographical language. Teach punctuation: commas, speech marks, exclamation marks, exclamatory statements, question marks, ellipsis and clauses. Vocabulary rich book.
Role play: hot-seating; interview the beast (bird); role on the wall (beast, attach adverbs and adjectives).
Beast’s job – what will his next adventure be? Does he have friends where he lives?
Letters, speech bubbles, diary, travel brochure, posters describing the island.
Page 1) verbs in the hall, PE, playground. Write out own verbs and act out. Possibly give out equipment (movement), for example shimmied, wriggled, shuffling, jiggling.
Page 2) Drama activity – children act out activities they like to do. Sentence starters using ellipsis. Speech marks – words/phrases on whiteboards. Act out cried, sighed. What does this sound like? (other words for said)
Describing pictures and contrasts between dark/bright illustrations.
Alliteration – to describe animals/actions. Act out and think of own.
Favourite words – pandemonium.
Moral Tale – Don’t do something, could cause pandemonium. Should I?
Letter of apology to Bear.
Ideas – sequencing, diary – day at the zoo.
List of ideas for what happened to polar bear.
Down the back of the chair, Polly Dunbar
Writing: Bring in objects to describe, give adjectives to everyday objects. Alliteration.
Describing the chair – feelings when you sit on the chair.
Page with taxi on – how did each object become stuck? Write the stories of each object.
A journey in a taxi, where do they go now they have money. Postcard from destination.
Letter from Dad to resign, Thank you letter from a rescued object.
Magic chair – go on an adventure to drop off all the objects, where do you go?
Where had the chair been before the house?
GaPS: List sentences; adjectives; inverted commas; exclamations; verbs and adverbs.