Scholastic proudly launched The Laugh Out Loud Awards (Lollies) back in October 2015 in a bid to find and celebrate the funniest children’s books. Our brilliant judges have been busy reading, deliberating and finally, agreeing the 12 funny books to make the shortlist for the first ever Laugh Out Loud Book Awards. Their part is done, and now it’s over to YOU! The winning books will now be decided by schools all over the UK and Ireland and we need your help and votes over the next 4 months! We want as many children as possible to read and choose their favourites in each category. Votes can only be submitted by teachers registered with us, so have a look at the shortlist, get reading in class and make sure you are registered with us to vote on behalf of your class once they have chosen their favourite book.

The Shortlist

Our judges have selected four of their favourite funny books in our three categories – Picture Book, 6-8 years and 9-11 years. How to hold a vote in your setting:

1) Read the books, share them with your classes. 2) Explore the books. 3) Do the activities with your class. 4) Put the books in four different locations in your setting. 5) Ask the children to stand next to the book that they think is the funniest. 6) Total the numbers up. 7) Submit your vote online for your class here. 8) Read more here

Laugh Out loud Book Awards – Lollies Picture Book Category

Activity pack CONTENTS I need a wee by Sue Hendra and Paul Linnet Lesson plan 1 Lesson plan 2 Activity sheet 1 - Little Dolly and Robot Activity sheet 2a - Speech bubbles Activity sheet 2b - Alan and Magic Rabbit Activity sheet 3 - Design a fairground ride Slug needs a hug! by Jeanne Willis and Tony Ross Lesson plan 1 Lesson plan 2 Activity sheet 1 – Slug’s story journey Activity sheet 2 – Slug’s story journey with new characters Activity sheet 3 – Adding with legs Gracie Grabbit and the Tiger by Helen Stephens Lesson Plan 1 Lesson plan 2 Activity sheet 1 – A factfile Activity sheet 2 – A warning sign Hoot Owl, Master of Disguise by Sean Taylor and illustrated by Jean Jullien Lesson plan 1 Lesson plan 2 Activity sheet 1a – Simile cards Activity 1b – Hoot Owl extract: similes Activity sheet 2a – Pizza for an owl Activity sheet 2b – Pizza for a human

I need a wee by Sue Hendra and Paul Linnet

Lesson plan 1 Objectives To understand the importance of feelings. To use role play and drama to create a conversation between two characters. To use emerging writing skills to construct a dialogue between characters. Outcomes Children explore feelings in characters. Children explain feelings of particular characters. Children explore times when they have felt like this. Children use role play to act out feelings in characters. Children use ICT to record events. Children use their emerging writing to write simple sentences to show a conversation between characters. Resources I need a wee! by Sue Hendra and Paul Linnet Activity sheet 1 – Dolly and Robot Feelings cards (if using) Activity sheet 2a – Speech bubbles Activity sheet 2b – Alan and Magic Rabbit Tablet or video camera to record the conversation Lead in Read the pages in the story where Alan needs a wee while he is visiting some of the characters, such as Dolly and Robot. How did these characters feel when Alan wanted to wee? What was the difference in the way the characters felt? Were they helpful or horrified? Are there any times when the children might have felt like this? Using Activity sheet 1 - Dolly and Robot, draw the characters feelings. The children could even write a sentence or two to explain how they felt. (If the children find it difficult to explore feelings then use some cards with faces of children showing different feelings to help.) Activity Alan now visits Magic Rabbit. Read the page where Alan is about to have a wee in his hat. Stop and discuss with the children who they think the hat belonged to. What clues might they have seen or heard in the story to help them decide who it might be? Now read the next page, where Magic Rabbit appears. What clues are there in the pictures and sentences

to show how Magic Rabbit might be feeling? Then carry on reading to the end of the next page where Alan says “I need a wee!” How did Magic Rabbit feel about Alan trying to wee in his hat? What might the conversation be between Alan and him? Discuss how feelings can be shown in actions as well as using the voice. The children act out the conversation (remember to put their feelings in). Record it using a camera or a video camera. Extension 1 After the activity, get the children to cut out the images of Alan and Magic Rabbit from Activity sheet 2a and the speech bubbles from Activity sheet 2b. Ask them to glue the images of the characters onto a separate piece of paper and write a dialogue between Alan and Magic Rabbit in the speech bubbles before gluing them down in order next to the characters. Early Years - Curriculum links Communication and Language

• Children listen attentively in a range of situations. • Children listen to stories, accurately anticipating key events and respond to what

they hear with relevant comments, questions and actions. • Children express themselves effectively. • Children develop their own narratives and explanations by connecting ideas or

events. Literacy

• Children read and understand simple sentences. • Children use their phonic knowledge to write words in ways which match their

spoken sounds. • Children write simple sentences which can be read by themselves and others.

Personal, social and emotional development

• Children are confident to speak in a familiar group. • Children show sensitivity to others’ needs and feelings.

Expressive arts and design

• Children represent their own ideas, thoughts and feelings through role play and stories.

KS1 Curriculum links Pupils should be taught to: English - Reading, comprehension:

• Develop pleasure in reading, motivation to read, vocabulary and understanding.

• Understand both the books they can already read accurately and fluently and those they listen to.

• Participate in discussion about what is read to them, taking turns and listening to what others say.

• Explain clearly their understanding of what is read to them. English - Writing

• Write sentences. • 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.

English - Spoken Language

• Participate in discussions, presentations, performances, role play, improvisations and debates.

Drama:

• Participate in role play. PSHE

• Explore feelings.

Lesson plan 2 Objectives To design and build a structure for a fairground ride. To use everyday construction materials. To understand the strength of materials when using them in design. Outcomes Children explore the physical properties (including forces) of fairground rides. Children make a 3D model of a fairground ride. Children use emerging writing skills to write about their fairground ride. Children record video/audio evaluations of their designs. Resources I need a wee! by Sue Hendra and Paul Linnet Activity sheet 3 – Design a fairground ride Construction materials Lead in Read the rest of the story. What is a fairground ride? Discuss the two pictures of the Helter Skelter at the beginning of the story and the Big Wheel at the end of the story. What do they notice about these two rides? What is the same/different? Have the children ever been on a ride like this? What other rides might the children have been on? Show some examples to the children of different fairground rides they might have been on to jog their memories. What do they notice about these rides? Alternatively, look at rides in a park such as a roundabout and a slide, or possibly a climbing frame. The children should draw their favourite ride or a ride they might like to go on in the future. Activity The children need to invent and design their own fairground ride to make Alan go “wheeeeee!” like he did at the end of the story. What would this look like? What would make this ride work? Think about simple forces such as push and pull. They could use Activity sheet 3 to help them design it. Extension Once the children have designed their own fairground ride they can make a 3D model of it using different modelling materials. They could use blocks, duplo, boxes, card, straws. Early Years Curriculum links Literacy

• Children read and understand simple sentences.

• Children use their phonic knowledge to write words in ways which match their spoken sounds.

• Children write simple sentences which can be read by themselves and others. Mathematics

• Children explore characteristics of everyday objects and shapes (and use mathematical language to describe them).

Personal, social and emotional development • Children are confident to speak in a familiar group. • Children can choose the resources they need for their chosen activities. • Children work as part of a group. • Children take account of one another’s ideas and how to organize their activity.

Understanding the world

• Children know about similarities and differences between objects and materials

Expressive arts and design • Children safely use and explore a variety of materials, tools and techniques.

KS1 Curriculum links Pupils should be taught to: English – Reading, comprehension

• develop pleasure in reading, motivation to read, vocabulary and understanding. • understand both the books they can already read accurately and fluently and those

they listen to. • participate in discussion about what is read to them, taking turns and listening to

what others say. • explain clearly their understanding of what is read to them.

English - Writing

• write sentences. • 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.

Science

• describe the simple physical properties of a variety of everyday materials (including a basic look at forces).

Art

• to use a range of materials creatively to design and make products. • to use drawing, painting and sculpture to develop and share their ideas, experiences

and imagination. Design and technology

• design purposeful, functional, appealing products for themselves and other users based on design criteria.

• select from and use a wide range of materials and components. • build structures.

Activity Sheet 1 – Little Dolly and Robot What feelings do these two characters have when Alan needs a wee? Draw the feelings on the characters and colour the characters in.

Activity Sheet 2a – Speech bubbles How do you think the conversation between Alan and Magic Rabbit would go if Alan tried to wee in the hat? Cut out the speech bubbles on this page and the characters on the next page. Write what each character says in each speech bubble. Make a conversation between Alan and Magic Rabbit.

Activity Sheet 2b – Alan and Magic Rabbit

Activity sheet 3 – design a fairground ride Draw a picture of your favourite fairground ride. Now you need to design a fairground ride to make Alan go “wheeeee!” What will you use to make it? How will it move?

What will I use to make my fairground ride? How will it move?

My evaluation. Was my ride exciting enough to make Alan go “wheeee!”?

Draw a picture of your finished fairground ride here.

Slug needs a hug! By Jeanne Willis and Tony Ross

Lesson plan 1 Objectives To explore the story and create a story map. To change aspects of the story, so the genre remains the same whilst elements change. Outcomes Children create a story map using art materials. Children sequence a story they have read. Children are able to adapt a story so the genre remains the same, but elements of it have changed e.g character, setting etc. Resources Pictures from the story Activity sheet 1 – Slug’s story journey (or a large sheet of paper for the children to do their own story map on) Activity sheet 2 – Slug’s story journey with new characters Glitter, glue, different art materials to create a textured story map Objects from around the room Dressing up box objects Large Mirror Lead in 1 Read the story Slug needs a hug! with the children. Stop at different points to explore how the animals help him. Discuss with the children their thoughts on the different objects that the animals try to provide Slug with to help him. Plot the story as it is read on a whiteboard showing the different ways that the animals help Slug using pictures from the story and/or simple sentences. Activity 1 Using Activity sheet 1 and/or pictures from the story, ask the children to make a story journey (story map) Slug needs a hug! They can use glue and glitter to create the trail of Slug as he goes off seeking help.

Extension 1 The children write some sentences to go alongside their story map to explain what is happening in the story at the different points. They should use adjectives to describe the animals Slug meets and the items they give him. Lead in 2 Discuss with the children some different animals or even people that Slug could visit. Who might help him? Who might provide some really good features to help slug get a hug from Mummy. For example, the children could visit a kangaroo who might give him some really strong legs to hop around or an elephant might give him a big long trunk to help wrap Mummy in a big hug, or a spider with lots of legs to use to hug. Task 2 The children can use Activity sheet 2 to create a new story journey for Slug as he goes to visit new animals. In addition, the children could use a dressing up box to create their own features for slug and take photographs of each other and/or look at their reflections in a mirror to then draw what they look like. Extension 2 The children write some sentences about their changed version of the original story. They should try to add in some good descriptive words. Early Years - Curriculum links Communication and Language

• Children listen attentively in a range of situations. • Children listen to stories, accurately anticipating key events and respond to what

they hear with relevant comments, questions and actions. • They develop their own narratives and explanations by connecting ideas or events.

Literacy

• Children read and understand simple sentences. • Children use their phonic knowledge to write words in ways which match their

spoken sounds. • Children write simple sentences which can be read by themselves and others.

Personal, social and emotional development • Children are confident to speak in a familiar group. • Children can choose the resources they need for their chosen activities.

KS1 – Curriculum links Pupils should be taught to: English - Spoken Language

• ask relevant questions to extend their understanding and knowledge. • articulate and justify answers, arguments and opinions. • participate in discussions, presentations, performances, role play, improvisations and

debates. English – Reading, comprehension

• develop pleasure in reading, motivation to read, vocabulary and understanding. • participate in discussion about what is read to them.

English - Writing

• write from memory simple sentences. • read aloud their writing clearly enough to be heard by their peers and teacher.

KS1 Art: Pupils should be taught to:

• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

Lesson Plan 2 Objectives To use counting and addition skills to solve a problem. To find solutions to a mathematical problem using addition. Outcomes Children can solve a problem . Children can use their knowledge of number bonds, addition and number skills. Children can manipulate objects to help them solve the problem. Resources Activity sheet 3 – Adding with legs Pictures from the story Plastic animals to represent characters from the story Plastic animals not from the story Lead in Discuss with the children what they notice about the animals and how many legs they have. Practice some addition and counting skills with the children. Then ask how they could find out how many legs in total there are in the story. What strategies could they use? How could they set it out? Activity Look at the number of legs the different animals have in the story. The children need to use their adding and counting skills to work out the total number of legs the animals have in the story. The children can use Activity sheet 3 to record this. Ask key questions for understanding. For example, if slug has 0 legs, kitten has 4 legs etc… how many legs are there altogether? The children could use the pictures from the story or plastic animals to help them solve this. Extension Look at the following problem (at the bottom of activity sheet 3): How many different ways could the children make 10 using the different legs of the animals in the story? How many different ways could the children make 20 using the different legs of the animals in the story? For example, slug = 0, kitten = 4, moth = 6. 0 + 4 + 6 = 10

The children could use the pictures from the story or plastic animals to help them solve this. They could also use simple algebra to help find a solution, for example, slug = s, kitten = k and so on. Early Years - Curriculum links Communication and Language

• Children listen attentively in a range of situations Mathematics

• Children can count reliably with numbers from 1 to 20. • Children can use quantities and objects. • Children can add and subtract to find an answer.

KS1 – Curriculum links Pupils should be tauught to: English - Spoken Language

• ask relevant questions to extend their understanding and knowledge. • articulate and justify answers, arguments and opinions. • participate in discussions, presentations, performances, role play, improvisations and

debates.

English – Reading, comprehension • develop pleasure in reading, motivation to read, vocabulary and understanding. • participate in discussion about what is read to them.

Mathematics

• count to and across 100 • read, write and interpret mathematical statements involving addition. • represent and use number bonds. • add to 20. • solve one-step problems that involve addition and subtraction, using concrete

objects and pictoral representations. • solve problems with addition and subtraction. • recall and use addition and subtraction facts to 20 fluently, and derive and use

related facts up to 100.

Activity sheet 1 – Slug’s story journey Create your own story journey (story map) of where Slug goes to find help from the animals.

Activity sheet 2 – Slug’s story journey with new characters Create a brand new story journey (story map) where you add in some new characters who help slug get a hug from his mummy. What characters could you choose?

Activity sheet 3 – adding with legs

How many legs does each of the animals from the book have? Write your answer under each picture.

Using the numbers you have written above, can you work out how many legs there are in the whole book? Use the box below for your working out.

Number of legs ____

Number of legs ____

Number of legs ____ Number of legs ____

Number of legs ____ Number of legs ____ Number of legs ____

Number of legs ____ Number of legs ____ Number of legs ____

EXTENSION How many different ways can you make 10 legs using the animals the book? Use the box below for your working out.

How many different ways can you make 20 legs using the animals from the book? Use the box below for your working out.

Gracie Grabbit and the Tiger by Helen Stephens

Lesson plan 1 Objectives To create a fact file about an animal you might find in a zoo. To make a sign to warn visitors about your animal. Outcomes Children will find out information about their chosen animal using books and/or the internet. Children will begin to distinguish between important and unimportant information. Children will identify things that keep them safe. Resources Activity sheet 1 – Fact file Books on zoo animals Laptops, computers or tablets with safe websites indicated Pictures of animals found in a zoo Gracie Grabbit and the Tiger by Helen Stephens Art materials Glue Lead in Read the book about Gracie Grabbit and her dad. What does her dad do? What does he do in the end? (At this point could explore rights and wrongs in terms of kind/unkind behaviour.) Write the word ‘zoo’ on the whiteboard. What do the children know about a zoo? What animals are usually found in the zoo? Look at the tiger. What does the tiger do? Is he scary? Are tigers normally scary? Explore the images of the tiger and what clues the book gives away about the tiger and what he is like. Write the facts on the whiteboard. Does this give us enough facts about a tiger? How could we find out more information about a tiger? What other information might we want to know about a tiger? Make an additional list of these on the whiteboard. Explore with the children how to find facts using books and safe internet sites. Activity Get the children to fill out Activity sheet 1 for a tiger. The children look for facts about tigers. They use this information to make a factfile that will provide lots of information

about tigers for visitors to the zoo. Get the children to write some simple sentences about the tiger and draw pictures to illustrate their factfile. For example, they could show the type of enclosure a tiger might live in or they could draw the type of food the tiger eats. The children can also use collage materials or paint to create a picture of their tiger to go alongside their factfile. The children could create the feel of the skin of the animal by selecting suitable materials. If desired, the children could use audio or video to record their factfiles. Extension Using Activity sheet 1 again, the children could create their own factfile about a different zoo animal. It could be one from the book or one of their own choice. Emphasise that the children should look for ‘strange’ facts that people might not know. Early Years - Curriculum Links Communication and language

• Children listen attentively in a range of situations • Children listen to stories, accurately anticipating key events and respond to what

they hear with relevant comments, questions and actions. • Children develop their own narratives and explanations by connecting ideas or

events.

Literacy • Children read and understand simple sentences. • Children use their phonic knowledge to write words in ways which match their

spoken sounds. • Children write simple sentences which can be read by themselves and others.

Personal, social and emotional development

• Children are confident to speak in a familiar group. • Children can choose the resources they need for their chosen activities.

Understanding the world

• Children know about similarities and differences between objects and materials and living things.

• Children make observations of animals and plants. • Children select and use technology for particular purposes.

Early Years Expressive arts and design

• Children safely use and explore a variety of materials, tools and techniques.

KS 1 – Curriculum links Pupils should be taught to: English - Spoken Language

• listen and respond appropriately to adults and their peers. • ask relevant questions to extend their understanding and knowledge. • give well-structured descriptions.

English – Reading, comprehension

• develop pleasure in reading, motivation to read, vocabulary and understanding. • participate in discussion about what is read to them, taking turns and listening to

what others say. • explain clearly their understanding of what is read to them.

English - Writing

• write sentences. • discuss what they have written with the teacher and other pupils. • read aloud their writing clearly enough to be heard by their peers and the teacher.

Science - Working scientifically

• asking simple questions and recognising that they can be answered in different ways. • using their observations and ideas to suggest answers to questions.

Science - Animals including humans

• identify and name a variety of common animals including fish. • identify and name a variety of common animals that are carnivores, herbivores and

omnivores. • describe and compare the structure of a variety of common animals.

Computing

• use technology to create, organise, store, manipulate and retrieve digital data • use technology safely and respectfully

Lesson plan 2 Objectives To explore dangers related to zoo animals. To warn visitors to a zoo about danger. Outcomes Children will look at danger where zoo animals are concerned. Children will use art materials to create a sign for an enclosure. Children will understand the need for safety in a public place like the zoo. Resources Activity sheet 2 – Warning sign Art materials such as paint and material Glue Lead in Explore the pages in the book where Gracie puts the key on the hook just outside the tiger’s enclosure. Read up to the part where the tiger gets out (up to “AND, MY! Wasn’t Bobby Grabbit surprised!”) Explore this section of the text with the children and talk about any dangers that they can detect. What makes a situation like this dangerous? Did it turn out well in the end? What could have happened? How could we warn visitors about animals in a zoo? Write down all the different pieces of advice that the children could use to warn visitors about the tiger. For example, “Do not leave a key hanging outside the tiger’s enclosure!” Activity Using Activity sheet 2, get the children to create their own sign for the tiger. This needs to show how the visitors could stay safe. The children could show this as a list using simple sentences or they could use different art materials to create a big poster just using pictoral representations. Extension The children can create a warning sign for a different animal in the zoo, for example, a poisonous snake or a smelly skunk.

Early years - Curriculum links Communication and language

• Children listen attentively in a range of situations • Children listen to stories, accurately anticipating key events and respond to what

they hear with relevant comments, questions and actions. • Children develop their own narratives and explanations by connecting ideas or

events. Literacy

• Children read and understand simple sentences. • Children use their phonic knowledge to write words in ways which match their

spoken sounds. • Children write simple sentences which can be read by themselves and others.

Understanding the world

• Children know about similarities and differences between objects and materials and living things.

• Children make observations of animals and plants. Expressive arts and design

• Children safely use and explore a variety of materials, tools and techniques. KS 1 – Curriculum links Pupils should be taught to: English – Spoken Language

• listen and respond appropriately to adults and their peers. • ask relevant questions to extend their understanding and knowledge. • give well-structured descriptions.

English – Reading, comprehension

• develop pleasure in reading, motivation to read, vocabulary and understanding. • participate in discussion about what is read to them, taking turns and listening to

what others say. • explain clearly their understanding of what is read to them.

English - Writing

• write sentences. • discuss what they have written with the teacher and other pupils. • read aloud their writing clearly enough to be heard by their peers and the teacher.

Science - Working scientifically • asking simple questions and recognising that they can be answered in different ways. • using their observations and ideas to suggest answers to questions.

Science - Animals including humans

• identify and name a variety of common animals including fish. • identify and name a variety of common animals that are carnivores, herbivores and

omnivores. • describe and compare the structure of a variety of common animals.

Art

• to use a range of materials creatively to design and make products • to use drawing, painting and sculpture to develop and share their ideas, experiences

and imagination • to develop a wide range of art and design techniques in using colour, pattern

texture, line, shape, form and space

Activity sheet 1 – Factfile Use the following boxes to help create a factfile about a zoo animal. Add in some interesting facts. Try to include some text and some drawings.

Activity sheet 2 – A warning sign

The diet of my animal (what my animal eats)

The habitat (where it lives) of my animal

A description of my animal

My animal is a _______________________________

Activity sheet 2 – A warning sign Draw a poster or write a list to warn visitors about your dangerous animal!

My animal is…

Please be careful as it is dangerous!

Hoot Owl, Master of Disguise by Sean Taylor and illustrated by Jean Jullien Lesson plan 1 Objectives To identify what a simile is. To explore similes in the book. To write my own similes. Outcome Children use the text in the book to identify similes. Children make their own similes. Children rewrite part of the text in their own way. Resources Hoot Owl, Master of Disguise by Sean Taylor and illustrated by Jean Jullien book Activity sheet 1a – Simile cards Activity sheet 1b – Using similes Lead in Read the story Hoot Owl, Master of Disguise. Pause at different points to highlight similes from the book. Write the word simile on the board. Do the children know what a simile is? Explore how similes describe different things. Activity 1 Cut out the cards from Activity sheet 1a. Can the children put them together to make similes? See if they can identify which ones are from the book. Examples include “as quick as a shooting star” or “as black as burnt toast”. Activity 2 Can the children create some of their own similes using the ideas from the book? Ask them to write their own similes about different things around the room on the blank cards from Activity sheet 1. Extension Read out the extract below and see if the children can complete it using a simile they have made up. For example, they might say that the owl disguises himself as, “an orange as orange as a delicious carrot”.

Everyone knows owls are wise. But at well as being wise, I am a master of disguise. I organise a costume. Look… I disguise myself as… Then hand out Activity sheet 1b and get children to complete the extracts using similes. They could then decorate the page and their suggestions could be displayed around the classroom. Early Years - Curriculum links Communication and language

• Children listen attentively in a range of situations. • Children listen to stories, accurately anticipating key events and respond to what

they hear with relevant comments, questions and actions. • Children develop their own narratives and explanations by connecting ideas or

events. Literacy

• Children read and understand simple sentences. • Children use their phonic knowledge to write words in ways which match their

spoken sounds. • Children write simple sentences which can be read by themselves and others.

Personal, social and emotional development

• Children are confident to speak in a familiar group. • Children can choose the resources they need for their chosen activities.

Understanding the world

• Children know about similarities and differences between objects and materials and living things.

• Children make observations of animals and plants.

KS1 – Curriculum links Pupils should be taught to: English - Spoken language

• listen and respond appropriately to adults and their peers.

• ask relevant questions to extend their understanding and knowledge. • give well-structured descriptions.

English – Reading, comprehension

• develop pleasure in reading, motivation to read, vocabulary and understanding. • participate in discussion about what is read to them, taking turns and listening to

what others say. • explain clearly their understanding of what is read to them.

Emglish – Writing.

• write sentences • discuss what they have written with the teacher and other pupils. • read aloud their writing clearly enough to be heard by their peers and the teacher.

Science - Animals including humans

• identify and name a variety of common animals including fish. • identify and name a variety of common animals that are carnivores, herbivores and

omnivores.

Lesson plan 2 Objectives To create a pizza recipe using different food products for an owl. To create a pizza recipe using different food products for a human. Outcome Children make a pizza using different things from the story that are relevant to the owl’s diet. Children make choices about their own pizza with reasons. Resources Pictures from the story showing what owls might eat Other pictures of food that owls eat Pizza base Pizza toppings to make own pizza Activity sheet 2a – Pizza toppings for an owl Activity sheet 2b – Pizza toppings for a human Lead in Look at the types of food that Hoot Owl hunted in the story. What kinds of animal did he hunt? Why do the children think this was? What does this tellus about what an owl eats? Is there anything else we know about owls? Talk about how owls are ‘night creatures’ and how they have really good eyesight so that they can see what they want to eat from a distance. What ‘owl-like’ traits did Hoot Owl show in the story? Do owls really eat pizza – why/why not? Task 1 Ask the children to create a pizza for Hoot Owl using Activity sheet 2a. What types of food might he like on his pizza based on what has been discussed? Make reference to the animals in the story as a start and add any others in that are accurate for an owl’s diet. Task 2 Can the children create a pizza for themselves? What type of food would they like on their pizza? Ask them to draw what their pizza would look like using Activity sheet 2b and then write out an ingredients list. They could also write out the recipe to make it. What is the same and what is different about a human pizza compared to Hoot Owl’s pizza?

Extension The children could split their pizzas into halves and quarters. How many halves make 1 whole pizza? How many quarters make 1 whole pizza? What would happen if you ate half of your pizza and a whole pizza of someone else’s? How much would you have eaten? Use the pizzas to test out children’s understanding of fractions: ¾, ½, ¼. Early Years - Curriculum Links Communication and language

• Children listen attentively in a range of situations • Children listen to stories, accurately anticipating key events and respond to what

they hear with relevant comments, questions and actions. • Children develop their own narratives and explanations by connecting ideas or

events. Physical development

• Children know the importance of good health of a healthy diet. Literacy

• Children read and understand simple sentences. Mathematics

• Children can solve problems including halving and sharing. • Children can use quantities.

Understanding the world

• Children know about similarities and differences between objects and materials and living things.

• Children make observations of animals and plants.

KS1 – Curriculum links Pupils should be taught to: English - Spoken Language

• listen and respond appropriately to adults and their peers. • ask relevant questions to extend their understanding and knowledge. • give well-structured descriptions.

English – Reading, comprehension

• develop pleasure in reading, motivation to read, vocabulary and understanding.

• participate in discussion about what is read to them, taking turns and listening to what others say.

• explain clearly their understanding of what is read to them. Mathematics

• recognise, find and name a half as one of two equal parts of an object, shape or quantity.

• recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

Science - Working scientifically • asking simple questions and recognising that they can be answered in different ways. • using their observations and ideas to suggest answers to questions.

Science - Animals including humans

• identify and name a variety of common animals including fish. • identify and name a variety of common animals that are carnivores, herbivores and

omnivores. Art

• to use a range of materials creatively to design and make products. • to use drawing, painting and sculpture to develop and share their ideas, experiences

and imagination. • to develop a wide range of art and design techniques in using colour, pattern

texture, line, shape, form and space. Design Technology

• use the basic principles of a healthy and varied diet to prepare dishes. • understand where food comes from.

Activity sheet 1 – Simile cards Can you put the cards together to make similes? Which ones are from the story? Now can you write your own similes using the blank cards?

as quick as

in the air

as cold as

ice

like a wolf

burnt toast

as hot as

fire

as black as

the first

as fluffy as

a lamb

as good as

a shooting star

as orange as

a carrot

Activity sheet 1b – Using similes Complete these extracts from the book using similes that you have made up.

‘Everyone knows owls are wise. But as well as being wise, I am a master of disguise. I organise a costume. Look… I disguise myself as… a ____________as __________ as a ____________. To catch a ___________ which is as ______________ as a _______________.

Activity 2a – Pizza toppings for an owl Can you make a pizza for Hoot Owl? What toppings might Hoot Owl want to eat on his pizza? You could split the pizza into halves or quarters and add a different topping on each section.

Activity 2b – Pizza toppings for a human being Can you make a pizza for yourself? What toppings might you want to eat on your pizza? You could split the pizza into halves or quarters and use a different topping in each section.