Y1 Autumn Term Fiction: Plan 1a stories with familiar settings Main text: Knuffle Bunny by Mo Willems

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Y1 Autumn Term Fiction: Plan 1A Stories with familiar settings Main text: Knuffle Bunny by Mo Willems

This lesson plan makes reference to session resources. These can be downloaded from https://www.hamilton-trust.org.uk/browse/english/y1/autumn/92207

Wk 1






Whole class teaching

You need to have prepared for this session by asking chn to bring in a special beloved soft toy from home to talk about. You may want to bring one of your own too, plus a few extras! Have all the children sitting with their treasured toy, and tell them that we are going to be reading a book about someone who loses their toy. Do chn know of any books about this already? Talk to the chn about why you love your toy. You could invent/ tell a story about it getting lost, then found again! Provide question prompts on f/c to structure chn’s paired discussions about their own toys. Chn then talk about their partner’s toy, in a whole class circle discussion. Take photos of toys for Friday of Week 2. Spoken language 1/ Comprehension 1

Remind chn of yesterday’s session. Look at front cover of Knuffle Bunny and ask them to predict what they think this story might be about. Point to the title, and read it, asking why the first word may not look as it sounds – silent ‘K’ with ‘n’. Write up some examples of other ‘kn’ words. Point out the

-le ending, and explain that when we hear the /l/ phoneme at the end of a word it often ends in -le. Can chn think of any words which end with -le? Make up some nonsense ones too, and write them on f/c underlining -le. Choose one of the words and dictate a sentence for chn to write on w/bs, (e.g. I see a little girl...) as a caption to book cover.

Word Reading/Transcription 1

Look at Knuffle Bunny cover again, and gather what else we may now know about the book and the main characters. Explain that the story is set in New York, USA, so some words might be different (e.g. Laundromat). Read up to ‘As soon as Trixie’s mummy opened the door...’, after first discussing the pictures next to the title page showing the events leading up to the story. Encourage chn to join in reading by using picture cues, making deliberate mistakes for chn to spot. They will also want to join in reading the speech bubbles! At the point where you stop, ask chn to predict what they think will happen next. How do you think Trixie/ dad/ mum is feeling at this point in the story?

Comprehension 2: Group Reading

What do you notice about how the title is written? (all in capital letters) Ask chn to copy KNUFFLE BUNNY on to individual w/bs, and draw a small picture of the rabbit from the cover. How would we write this in lower case letters? Write out KNUFFLE BUNNY on f/c and ask chn’s help in writing lower case equivalent underneath. Which letters would stay in capital letters? Why? Introduce the fact that a name always starts with a capital letter. Write Trixie, and a few of chn’s own names on f/c to illustrate this. Then draw a picture of yourself, with a caption ‘i am Mrs/Miss/Ms/Mr… (your name!) and ask chn if it looks right. Elicit that the pronoun ‘I’ is always written with a capital letter, wherever it is in the sentence.

Grammar 1

Begin by saying or singing the alphabet, encouraging chn to learn it by heart. Play an interactive game matching capital to lower case letters, such as Mouse House at http://www.literactive.com/Download/live.asp?swf=story_files/mouse_house_US.swf.

Each chd using a small w/b, (ideally with lines to show P/p etc.) should practise letter formation by you showing a flashcard of a lower case letter, and having the chn write the lower case letter and its upper case equivalent. Use this activity to emphasise the difference between phoneme and name of the given letter.

Demonstrate and practise letter formation where necessary.

Transcription 2




Spoken language

Pupils should be taught to:

a. listen and respond appropriately to their peers

e. give well-structured descriptions

h. speak audibly and fluently in English

f. maintain attention, participate in conversations

1. Monday: Listening to a partner describing their favourite toy and describe what they heard.

(See whole class teaching.)

Chn discuss with their partner their favourite toys. Encourage them to LISTEN really carefully as they will be describing their partner’s toy to the class. So they need to listen well! Give chn three minutes to talk to and listen to their partners. Choose different chn to describe their partner’s toy. Were they listening well? Did they remember what they had been told?

Soft toys


Develop pleasure in reading and motivation to read by:

b. being encouraged to link what they read or hear read to their own


1. Monday: Describing things about a favourite toy

All chn draw their favourite toys carefully, and write a caption ‘This is my ____. His/ her name is ____.’ (see plan resource for those who need a scaffold). They may also want to paint a picture, invent/ tell oral stories involving their toys meeting, or getting lost and found, etc. Dedicate the morning to their toys, and celebrate their presence in class through all that you do that day! See Composition 1.

Plenary: Look at examples of writing, pictures, paintings, and any role play with toys, and enjoy!

Soft toys

Paints, paper

Role play area

Sentence scaffold (see resources)

Understand both the books they can already read accurately and fluently and those they listen to by:

b. checking that the book makes sense to them as they read and correcting inaccurate reading

c. discussing the significance of the title and events

d. making inferences on the basis of what is being said and done

e. predicting what might happen on the basis of what has been read so far

2. Wednesday: Group reading

Use the book or group set if you have them to do guided reading of the next part of the story, ideally rotating chn so that all have the opportunity to read in a smaller group over the course of the session. Stop at ‘But Knuffle Bunny was nowhere to be found...’ Discuss what chn think the characters were feeling, encouraging them to elaborate on ‘happy/sad’ and giving reasons. Encourage chn to learn to join in with reading until they know text by heart.

Some chn, working independently, can write their own speech bubbles for Trixie, remembering the ‘le’ phoneme we looked at in yesterday’s session. Some chn, can independently read Hamilton Group Reader The dog and the lost mum.

Plenary: Read 2nd half of book to end, including the part chn have learned by heart, and discuss together. Why do you think Mo Willems gave a subtitle ‘A Cautionary Tale’? What was his message?

Multiple copies of Knuffle Bunny book if possible

Copies of Hamilton Group Reader The dog and the lost mum see Hamilton link below plan.

Word Reading


Pupils should be taught to:

b. respond speedily with the correct sound to graphemes for all 40+ phonemes, including, where applicable, alternative sounds for graphemes



b. respond speedily with the correct sound to graphemes for all 40+ phonemes

Apply simple spelling rules and guidance

1. Tuesday: Writing made up words using phonics to ‘spell’ them phonetically

Using Knuffle Bunny and a selection of other very simple picture books, ask chn to look through and make a list of -le words they have spotted. When they have found a few, show chn the speech bubbles in Knuffle Bunny and ask them to sound them out. How old do they think the main character might be? Explain that toddlers often ‘babble’ before they can talk. Do chn remember babble words that they or a baby sister/brother used to say? Have fun making up some babble words to write on cut out speech bubbles, scribing chn’s own suggestions for babble talk! Use a range of phonemes including digraphs, according to ability. Point out double consonants before -le endings too.

Plenary: Draw a large picture of Trixie, and stick around the picture some of the chn’s silly babble speech bubbles. Read them together, sounding out carefully, and using funny voices!

A selection of picture books
Cut out large speech bubbles for you to scribe chn’s suggested ideas on


Pupils should be taught to:

b. Form lowercase letters

c. form capital letters

2. Friday: Practise formation of lower and upper case letters

Play a bingo game, or a loop game such as the one on the Twinkl website to reinforce recognition of capital letters (http://www.twinkl.co.uk/resource/t-l-866-letters-loop-cards-upper--lowercase).

Plenary: Again with chn working in pairs, call out the name of a letter. Chn then draw in upper case on their partners back. Did your partner form it correctly?

Upper/ lower case matching or loop game


Develop their understanding of the concepts set out in Appendix 2 by:

d. using a capital letter for names of people and the personal pronoun ‘I’

1. Thursday: Writing sentences

Ask chn to draw a picture of the members of their family, including any pets! They should leave enough space to draw speech bubbles coming from each person/ pet, saying ‘I am ... (insert name). More able groups can write more information about each family member such as age/ likes, etc. Ensure chn use the capital ‘I’ for the personal pronoun and a capital letter for the start of each name. Have a visual aid to assist recognition and formation of lower case/capital letters available for chn.

Plenary: With chn working in pairs, call out the name of a child in the class. Chn then draw in upper case on their partner’s back the first letter of that name.

Handwriting/ letter formation chart such as the one provided as plan resource (your school may have its own particular handwriting policy and style)


Pupils should be taught to:

Discuss what they have written with the teacher or other pupils

Read aloud their writing clearly enough to be heard by their peers and the teacher

1. Monday: Writing a sentence to describe a favourite toy Chn write and talk about their own toys using a scaffold (plan resources). See Comprehension 1.

Plenary: Read their writing about their toys to the class in an audible voice.

Sentence scaffold (see resources)

Wk 2






Whole class teaching

Ask if the children ever lost one of their toys like Trixie did? Share anecdotes, and discuss feelings about the events and the outcomes. Read chn an example of another lost toy story. These could include Dogger by Shirley Hughes, Mr Tubs is Lost by Bel Mooney or Little Penguin Lost by Tracey Corderoy. Discuss similarities between Knuffle Bunny and the second story, and write them up on the f/c. You might want to draw up a table with headings such as toy/ how it was lost/ feelings/where found/ feelings/ending to structure this. Write up ‘The Lost Toy’ on f/c and explain that we will be looking at the /oy/ phoneme in group activity.

Word Reading/Transcription 3

Revisit the ‘Lost toy stories’ notes you made as a class yesterday. Explain to chn that we will be writing our own lost toy stories later on in the week, but that today you are going to show them some pictures which tell a story about a lost toy. Go to http://www.iboard.co.uk/activity/Toy-Stories-89. On this activity there is a ‘clear text to add your own’ option. Look at the story with the children, inventing names for the characters and teddy. Ask chn to help you write the story, (reminding about capital letters for character names!) and modelling saying sentence aloud before typing in the box. Read through the finished story together. Spoken language 2 / Composition 2

Look at chn’s story maps produced yesterday, and choose another one which has a good basic structure to focus upon. Ask that child to tell you names of toy and owner (usually the child themselves!) and to describe how the toy is lost. Explain that all stories need a really good beginning to make the reader want to read on, and elicit suggestions from chn about a great first sentence. Agree upon a good one, and rehearse saying sentence aloud before writing it down. Also model leaving spaces between each word and reading your sentence back to ensure it makes sense. Can chn see any capital letters in the sentence? Where? Recap on use of capital letters for names (of people and places), and to start a sentence.

Composition 3 / Grammar 3

Write an incomplete sentence from an imaginary ‘lost toy’ story, e.g. One Saturday morning, Billy woke up to find that. Read the non-sentence together. What is wrong with this? Is this a good sentence? Why not? Explain that a proper sentence needs to make sense. How might we complete this sentence so that it does? Take ideas from the children and scribe, leaving out the full stop. How do we show that we have finished one sentence before going on to write the next one? We need a full stop. Then ask for suggestions about a sentence that would follow on from there, and scribe it, showing that each new sentence begins with a capital letter.

Composition 4/ Grammar 4

Tell chn that we are going to finish writing our books today, and work on the front cover illustration. Show them again the front cover of Knuffle Bunny, and elicit that the illustrations are a mixture of drawings and photographs of real places. Demonstrate how to cut out a photo of their toy taken last Monday, and stick on front cover. Show how title can be arranged around the picture, and point out that, as in Knuffle Bunny, they will use capital letters to write the title. Ask for chn’s help in inventing a catchy title for a story (maybe using the name of your special toy!) and write it in upper case on the cover.

Composition 5/ Grammar 4




Spoken language

Participate in discussions

Ask relevant questions to extend their understanding and knowledge

Give well-structured descriptions

2. Tuesday: Discuss a story they want to write.

Chn talk to their partner or others in a small group about their story. Who will be the main character? They talk about how/where the toy gets lost, and how it is found. Remind chn that they must take turns, talking a bit then listening to their partner or other chn’s descriptions. Do their descriptions and their partner’s make sense? They can sort out their own story as well as helping their partners sort out theirs.



Develop pleasure in reading, motivation to read, and understanding by:

b. being encouraged to link what they read or hear read to own experiences

3. Monday: Read and listen to stories

Chn listen to alternative lost toy story (see suggested titles) and relate to their own experiences of losing favourite toys.

A book (see suggested titles below) about a lost toy

Word reading


Pupils should be taught to:

e. read words containing taught GPCs



a. words containing each of the 40+ phonemes already taught

3. Monday: Read and spell words using the /oi/ phoneme

See plan resource for ‘oi/oy’ words. Ask chn to cut these up, sort them into oi/oy groups and stick them into two sets (drawn on A3). Together read the words, noting the /oy/ phoneme in both and the placement of it in each word. What do you notice? (‘oy’ grapheme is usually at the end of the word) Sentence dictation using ‘oi’ and ‘oy’ words, e.g. ‘The boy lost his coin in the soil.’

Plenary: Play the oi/oy Sandcastle Quiz at http://www.bbc.co.uk/schools/wordsandpictures/phonics/sandcastle/flash/game.shtml.

Sort ‘oi’/’oy’ words (see resources)

Access to internet


Develop their understanding of the concepts set out in Appendix 2 by:

a. leaving spaces between words

Pupils should be taught to:

a. sit correctly at a table

3. Wednesday: Write what they say, sitting correctly, using legible handwriting and spaces between words

See Composition 3 - writing opening to stories.


Develop their understanding of concepts in App 2 by:

c. beginning to punctuate sentences using a capital letter and a full stop

4. Thursday: Write in complete sentences, using correct punctuation

Chn write the middle part of their stories. They should place emphasis upon speaking/ writing in full sentences, demarcating with a full stop/ capital letter.



Write sentences by:

a. saying out loud what they are going to write about

c. sequencing sentences to form short narratives

2. Tuesday: Plan their own story based on one read

Start work on planning chn’s own stories. They will need to choose the main character (ideally the special toy brought in on Week 1) and think about how and where the toy gets lost, and how it is found. When they have decided, talk in small groups or pairs about their story structure and each draw a simple story map on A3 paper to illustrate.

Plenary: Share good examples of story maps and model telling one of them using descriptive and exciting story telling language. What makes this a good story?

Access to internet

A3 paper for story mapping

Write sentences by:

b. composing a sentence orally before writing it

3. Wednesday: Begin to write a story

Using the book template, chn write two or three sentences to start their ‘Lost Toy’ stories. Ensure they orally rehearse sentences before writing them, and use spaces between words.

Plenary: Choose some good examples of story starters to read out and celebrate with the class.

Making a book instructions using either an A4 or an A3 sheet of paper (see resources)

Write sentences by:

c. sequencing sentences to form short narratives

d. re-reading what they have written to check it makes sense

4. Thursday: Write the middle part of their own story Chn continue with middle part of their ‘Lost Toy’ stories, ensuring that they keep reading and re-reading what they have written to check for sense. Orally rehearse each sentence in advance, helping chn to recognize where the sentence will end and where a new one will begin, and using a full stop.

Plenary: Read an extract from the second lost toy book you shared with chn on Monday, leaving no pauses at full stops. Explain that full stops are like a pause for breath, and help us to make sense of what we read.

Book shared on Monday

Write sentences by:

c. sequencing sentences to form short narratives

d. re-reading what they have written to check it makes sense

Read aloud their writing clearly enough to be heard by their peers

5. Friday: Write the end of their own story

Chn finish writing their stories, and then work on cover illustration using cut out photos. Ask chn to write the title of their book all in capitals, as in Knuffle Bunny book, first writing on a whiteboard then copying onto the front cover of their book.

Plenary: If possible, chn share their stories with children from another class. Give positive feedback on each other’s stories and celebrate their achievements!

Print outs of photos taken on Monday of Week 1


Knuffle Bunny by Mo Willems, Walker Books, ISBN: 9781844280599

Dogger by Shirley Hughes, Red Fox, ISBN: 9781862308053

Mr Tubs is Lost by Bel Mooney (Blue Bananas series), Egmont Books Ltd, ISBN: 9781405205863

Little Penguin Lost by Tracey Corderoy, Little Tiger Press, ISBN: 9781848952447

The dog and the lost mum by Ruth Merttens, Hamilton Group Reader. Available from http://www.hamiltoneducation.org.uk/GroupReading_Year1.php

http://www.iboard.co.uk/activity/Toy-Stories-89 interactive story writing template

http://www.literactive.com/Download/live.asp?swf=story_files/mouse_house_US.swf handwriting - capitals/ lower case matching game

http://www.twinkl.co.uk/resource/t-l-866-letters-loop-cards-upper--lowercase loop game

http://www.bbc.co.uk/schools/wordsandpictures/phonics/postcard/flash/game.shtml click on the second postcard for /oy/ phoneme postcard activity

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.







1. Talk articulately about something using clear voice and appropriate vocabulary

2. Link their own experiences to the experiences of a character in a story

1. Write and spell words using knowledge of phoneme to grapheme representations

2. Begin to use knowledge of spelling patterns and rules in own writing.

1. Check the book makes sense to them as they read and correcting themselves as they go

2. Make inferences from what is happening and predict what may happen next.

1. Write what someone says in a speech bubble.

2. Write in complete sentences with correct punctuation.

3. Use a capital ‘I’ for the personal pronoun.

1. Know letter names as well as their sounds.

2. Form lower case letters correctly

3. Form uppercase letters correctly.

1. Read and spell words using the /oi/ phoneme with several graphemes to represent it.

1. Plan a story based on one read.

2. Discuss with others what their story will be about.

3. Say out loud what they are going to write

1. Compose a sentence orally before writing it

2. Sequence sentences to form short narratives

3. Re-read what they have written to check it makes sense

1. Check that their story is making sense by re-reading it carefully.

2. Compose sentences orally before writing them

3. Sequence sentences to form short narratives.

1. Complete their story, re-reading to check it makes sense.

2. Read aloud their writing clearly enough to be heard by their peers

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y1 Aut F Plan 1A

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