JL

Possible Written Outcomes or Incidental Writing Opportunities
  • Witness statement
  • Thought bubbles from the bear at the different points
  • Thought bubbles for the bear at different points in the book
  • Prequel to story –the story of the bears father/grandfather
  • Instructions for the perfect aeroplane
  • Wanted poster for the bear
  • Police report of the incident
  • Diary entry from the villagers explaining clues
  • Non-chronological report on trees an deforestation
/ LKS2
/ 1. Responding to the Text
  • Visual literacy: use small picture on title page. Predict what the book might be about.
  • Book talk: Why does the bear commit the crimes? Is he a bad person?
  • Book talk: what is the drive behind his action? Who does he aspire to be?
  • Book talk: what themes are in the book? (Accusations, investigating, justice, perseverance, misunderstood, acceptance, rehabilitation)
  • Book talk: what message is the writer trying to give the reader?
  • Visual Literacy: how does the illustrator help the reader to understand the motives?
  • Book talk: how do you feel at the end of the book? Can you explain your feelings?

Hook
  • Tape off classroom and leave clues as to the crime committed
  • Invite to the 112th biennial paper aeroplane competition.

2. Capturing Ideas
  • Think of questions to ask the bear - life before he the crime, motives, hopes and dreams?
  • Hot seat the bear
  • Character description with expanded noun phrases
  • Hold a crisis meeting with the town’s people. How are you going to catch the suspect
  • How will the environment change?
  • In role as police officer, give a press statement
  • Phone call to helpline for advice
  • Role play a day in the life of the bear - list the jobs he does
  • Interview candidates for job as private investigator
/ Sentence Games (use throughout unit)
  • Prepositions game
  • Improve a sentence- focus on the grammatical elements that need consolidation or review
  • Poetic sentences - In the forest of dreams…
  • Chain writing
/ 3. Contextualised Grammar Teaching
  • Expanded noun phrases
  • Prepositions/prepositional phrases
  • Adverbials to intensify adjectives
  • Range of prepositions
  • Inverted commas

Guided Reading Possibilities
  • A Child’s Garden by Michael Foreman, Dinosaurs and All That Rubbish by Michael Foreman, The Flower by John Light. Look at similar themes and messages.
  • Posters and leaflets on recycling
  • Identify and discuss features of text type for final written outcome. Level of text can be pitched at each groups’ level, ensuring both access and challenge

4. Modelled Writing
Shared Writing
Guided Writing
Independent Writing
Hook
Read book
Aeroplane contest
Evaluate aeroplane design / Responding
  • Book talk: what themes are in the book? (Accusations, investigating, justice, perseverance, misunderstood, acceptance, rehabilitation)
  • Explore words
/ Responding
  • Book talk: Why does the bear commit the crimes? Is he a bad person?
  • Book talk: what is the drive behind his action? Who does he aspire to be?
  • Book talk: what message is the writer trying to give the reader?
/ Capturing ideas
  • Hot seat the bear
  • Think of questions to ask the bear - life before he the crime, motives, hopes and dreams?
  • Thought bubbles for the bear at different points in the book
/ Extended write
  • Write a book review including at least three themes that occur in the book.
  • Book talk: how do you feel at the end of the book? Can you explain your feelings?

WAGOL
Range of prepositions / Expanded noun phrases
  • Character description with expanded noun phrases
  • Wanted poster
/ Planning; sequence events / Time conjunctions / Extended write
  • Witness statement

Inverted commas / Write police report / Write redraft report with range of adverbs / Record and create QR
  • In role as police officer, give a press statement
/ Record and create QR

© Focus Education UK Ltd 2014