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 9-11 Age Group
Activity pack CONTENTS Danger is still everywhere: Beware of the Dog by David O’Doherty (words) and Chris Judge (pictures) Lesson plan 1 Lesson plan 2 Lesson plan 3 Activity sheet 1 – Amazing alliteration Activity sheet 2 – Factfile Emily Sparks and the Friendship Fiasco by Ruth Fitzgerald Lesson plan 1 Lesson plan 2 Lesson plan 3 Activity sheet 1 – A persuasive letter Activity sheet 2 – Create a poster Activity sheet 3 – Design a costume Activity sheet 4 – Debate The Parent Agency by David Baddiel Lesson plan 1 Lesson plan 2 Lesson plan 3 Activity sheet 1 – Parent profile Activity sheet 2 – Map Activity sheet 3 – Design a party Petunia Perry and the Curse of the Ugly Pigeon by Pamela Butchart and illustrated by Gemma Correll Lesson plan 1 Lesson plan 2 Lesson plan 3 Activity sheet 1 – Design a band Activity sheet 2 – Storyboard Activity sheet 3 – Living graph Activity sheet 4 – Agony aunt
Danger is still everywhere: Beware of the Dog by David O’Doherty (words) and Chris Judge (pictures)
Lesson Plan 1 Objectives To explore the term alliteration. To use alliteration effectively in a poem. Outcome Children can use alliteration to make up their own alliteration alphabet. Children can create a ‘class names’ poem using alliteration. Children can consider others feelings when creating their own ‘class names’ alliteration poem. Resources Danger is still everywhere: Beware of the Dog Activity sheet 1 – Amazing alliteration Lead in Read page 73 from the book and discuss what alliteration is. What makes good alliteration? Use the idea from the book ‘AAAAaAAA (Advice About Avoiding Angry and Aggressive Animal Attacks’. What else could this stand for? The children should come up with their own ideas from this and share. Write BBBBB on the board, and ask what it could stand for if it was also on an animal theme? E.g. Belligerent Bear Bullies Boy Behind Bush. Task Ask the children to write their own alliterative alphabet poem about animals. They can use a similar format as AAAAaAAA, from the book. E.g. BBBBB (Beware Big Bears Biting Bottoms) etc… or they can use their own ideas. Use Activity sheet 1 to support this. Extension This could be extended to include creating an alliterative poem about class names or subjects in school. The key point here is using sensitivity towards others and identifying the positive elements of people’s personalities and talents.
Curriculum links Pupils should be taught to: UKS2 English – Reading, comprehension
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
UKS2 English – Writing, composition
• Plan their writing. • Draft and write. • Evaluate and edit. • Proof-read.
UKS2 English – Writing, vocabulary, grammar and punctuation
• Develop understanding of the concepts. • Indicate grammatical and other features. • Use and understand grammatical terminology.
KS3 English – Reading
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 English – Writing
• Write accurately, fluently, effectively and at length for pleasure and information. • Plan, draft, edit and proof-read.
KS3 English – Grammar and vocabulary
• Consolidate and build on their knowledge of grammar and vocabulary.
Lesson Plan 2 Objectives To plan and answer a series of questions about a strange and dangerous creature. To create a factfile using the correct features of a factfile. Outcome Children to create a factfile using the correct features for this type of writing – information texts. Children to plan using a format that is appropriate to the task. Children to think about what could potentially be dangerous about an everyday animal, fish or bird and an everyday place or object. Resources Danger is still everywhere: Beware of the Dog Activity sheet 2 – Factfile Lead in Read pages 75-76 from the book. What do we know about the Puddleshark? How do we know it? Explore the features that we can see in the book. What do we know about this type of writing? Write Puddleshark on the board. How have we found the information about it? How can we set out what we know and add detail to it? For example, we could use a mindmap, bullet point list etc…What questions might we need to answer about this strange and dangerous animal? Come up with a list of possible questions for the children to use for their own strange and dangerous animal, e.g. name of it, habitat, diet, why it is a danger, how you know it might be lurking, how it has adapted to its environment, its prey, etc… Task Children should choose an animal and a place. (They could take the idea from the book but they will need to change aspects of it.) For example, they could choose Puddleshark from the book or they could make up a different animal and invent a ‘normal’ environment for it – e.g. Wardrobebear. They need to create a plan in the form of a mindmap or a bullet point list about aspects of their ‘new strange dangerous animal’ and answer particular questions about it. They then need to create a factfile (using Activity sheet 2) about their new animal including facts like its habitat, its food, why it is a danger, tell-tale signs of its presence and illustrations showing the dangers of these animals in a ‘normal’ place. How might people avoid the dangers of these new animals?
Extension Children could use their own format for a factfile rather than using the activity sheet and extend their questions and answers to provide interesting and strange new facts about their animals. Children could also incorporate alliteration, metaphors, personification and scientific language about their animals. Perhaps develop a computing slant (if the software/online creator is available) by creating a webpage with hyperlinks to other interesting facts etc… Curriculum links Pupils should be taught to: UKS2 English – Reading: comprehension
• Maintain positive attitudes to reading and understanding of what they read. • Discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader. • Distinguish between statements of fact and fiction. • Retrieve, record and present information from non-fiction. • Participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others’ ideas and challenging views courteously.
• Provide reasoned justifications for their views. UKS2 English – Writing: composition
• Plan their writing. • Draft and write. • Evaluate and edit. • Proof-read. • Perform their own compositions, using appropriate intonation, volume, and
movement so that meaning is clear. UKS2 English – Writing: vocabulary, grammar and punctuation
• Develop understanding of the concepts. • Indicate grammatical and other features. • Use and understand grammatical terminology.
UKS2 Science – Working scientifically
• Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree in trust in results, in oral and written forms such as displays and other presentations.
• Identifying scientific evidence that has been used to support or refute ideas or arguments.
UKS2 Science – Living things and their habitats • Describe how living things are classified into broad groups according to common
observable characteristics and based on similarities and differences, including micro- organisms, plants and animals.
• Give reasons for classifying plants and animals based on specific characteristics.
UKS2 Science – Evolution and Inheritance: • Identify how animals and plants are adapted to suit their environment in different
ways and that adaptation may lead to evolution.
UKS2 Computing: pupils should be taught to: • Understand computer networks including the internet; how they can provide
multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
• Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
KS3 English – Reading
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 English – Writing:
• Write accurately, fluently, effectively and at length for pleasure and information. • Plan, draft, edit and proof-read.
KS3 Science – Working scientifically
• Pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility.
• Ask questions and develop a line of enquiry based on observations of the real work, alongside prior knowledge and experience.
Biology: • Differences between species. • The variation between individuals within a species being continuous or
discontinuous. • The variation between species and between individuals of the same species means
some organisms compete more successfully, which can drive natural selection. • Changes in the environment may leave individuals within a species, and some entire
species, less well adapted to compete successfully and reproduce, which may in turn lead to extinction.
KS3 Computing: pupils should be taught to: • Understand a range of ways to use technology safely, respectfully, responsibly and
securely.
Lesson plan 3 Objectives To plan using a series of questions. To explore safety and danger. Outcome Children to come up with a series of questions and answers to help them create a superhero. Children to assess potentially dangerous situations and how to make these safe. Resources Danger is still everywhere: Beware of the Dog Lead in Read pages 96 to the end of 100 from the book. What do the children notice about this? Who is this extract about? Look at the superheroes, what do the children notice about these? Are they normal superheroes? What is different about them? Take Bubblewrap Girl as an example and write down on the whiteboard everything we know about her from the extract. Now select one of the other superheroes from the extract and ask the children to do the same for this superhero. They should add information that they think might be necessary, as well as information that the reading doesn’t tell us. What questions would we need to answer about this superhero? Task Get the children to create their own superhero extract along the lines of those in the book. How would you create a superhero that is safe or makes things safe? For example, Bubblewrap Girl wraps things in bubble wrap to protect them. Think about some events, such as a meal in a restaurant, a sports match or a concert. How would your superhero make these things safe? Think about the materials these new superheroes might need. Design their ‘safe’ costume and label it. Extension As a class, look at the dangerology game on pages 115-116. Ask the children to design their own dangerology board game around dangerous situations that your superhero could help with.
Curriculum links Pupils should be taught to: UKS2 English – Reading: comprehension • Maintain positive attitudes to reading and understanding of what they read. • Discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader. • Distinguish between statements of fact and fiction. • Retrieve, record and present information from non-fiction • Participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others’ ideas and challenging views courteously.
• Provide reasoned justifications for their views. UKS2 English – Writing: composition
• Plan their writing • Draft and write. • Evaluate and edit. • Proof-read. • Perform their own compositions, using appropriate intonation, volume, and
movement so that meaning is clear.
UKS2 English – Writing: vocabulary, grammar and punctuation • Develop understanding of the concepts. • Indicate grammatical and other features.
UKS2 Art and design: pupils should be taught to:
• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.
KS3 English – Reading:
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 English – Writing:
• Write accurately, fluently, effectively and at length for pleasure and information. • Plan, draft, edit and proof-read.
Activity sheet 1 – Amazing Alliteration Write a definition for the word alliteration and give an example: Using the example from the book, write your own alliterative poem, thinking about animals. Plan your ideas here. EXTENSION: Use a new theme, for example, names in the class or subjects at school. Write another poem using alliteration.
Activity sheet 2 – Factfile Explain all about your new and strange animal.
My animal is a __________________.
Draw a diagram of your animal. Label anything strange about it…
Write a description of your new and strange animal…
_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________
___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________
Emily Sparks and the friendship fiasco by Ruth Fitzgerald Lesson plan 1 Objectives To use persuasive and emotive language. To explore the features of persuasive letters. Outcome Children will use persuasive language to get somebody to listen to their point of view. Children will use differing points of view. Children will write in the first person. Children will use emotive language. Children will use strong sentence starters. Resources Emily Sparks and the friendship fiasco Activity sheet 1 – A persuasive letter Lead in Read pages 64 to 66 from the book – the section where Emily has agreed to do her homework in town with Chloe, but she isn’t allowed into town by herself. How is she going to persuade her mum and dad to let her go? Her mum is busy with the new baby and her dad has just gone back to work, so will they have time to have a conversation with Emily? Draw out ideas of what the conversation might go like and ask if this form of persuasion work in this instance? At this point, children could role play the conversation that might occur. Emphasise how distracted Emily’s mum and dad would be to get the idea of what a new baby might be like, especially if children haven’t experienced a new baby before. So what other ways are there to persuade parents to allow them to do something they are not normally allowed to do? Look at ideas of posters, advertisements, would these be the best ideas to persuade parents? Draw out the idea of a letter to ‘implore’ their parents to agree. Look at the features of a persuasive letter, focusing on the language that might be used in a persuasive letter to a parent. Would it be formal or informal?
Task Children should plan and write a persuasive letter to get their parents to agree to them doing something they are not allowed to do normally. E.g. go into town, go to bed late, have the latest game, etc… What would they write? How would they persuade them? Remember they are writing to parents who may be distracted by something important (such as the new baby in the book). The children need to use strong and emotive language to get their own point of view across and use forceful arguments. Use Activity Sheet 1 to help with the planning for this letter. Extension Children can write out the conversation that might happen between their parents and themselves. How would the language differ between the letter and a conversation? Think about the differences in layout for dialogue. Curriculum links Pupils should be taught to: UKS2 English – Reading: comprehension
• Maintain positive attitudes to reading and understanding of what they read. • Discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader. • Participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others’ ideas and challenging views courteously.
• Provide reasoned justifications for their views. UKS2 English – Writing: composition
• Plan their writing. • Draft and write. • Evaluate and edit. • Proof-read. • Perform their own compositions, using appropriate intonation, volume, and
movement so that meaning is clear.
UKS2 English – Writing: vocabulary, grammar and punctuation • Develop understanding of the concepts. • Indicate grammatical and other features. • Use and understand grammatical terminology.
KS3 English – Reading
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 English – Writing
• Write accurately, fluently, effectively and at length for pleasure and information. • Plan, draft, edit and proof-read.
KS3 English – Grammar and vocabulary
• Consolidate and build on their knowledge of grammar and vocabulary.
KS3 English – Spoken English • Speak confidently and effectively
Lesson plan 2 Objectives To design a poster or advertisement to provide information for a school trip. To use powers of persuasion. Outcome Children will design an advertisement for a school trip to make it sound exciting. Children will use information to provide detail to the reader. Children will use their powers of persuasion to make it appealing. Children will use alliteration and exciting vocabulary to make it sound like it is a fantastic trip. Children will use an effective and catchy slogan. Children will design a costume that will reflect the theme of the school trip. Resources Emily Sparks and the Friendship Fiasco Activity sheet 2 – Create a poster Activity sheet 3 – Design a costume Lead in Read the extract on pages 165-166 about the Tudor trip. Does this make the trip sound exciting? Are there any elements in it that make the trip sound like a worthwhile venture? How could this be changed to make it sound like the best trip ever? Introduce the idea that Veronica Lovetofts wants to create a poster to go alongside her letter to make the parents want to send their children on a fantastic trip. Go through the features of an effective poster using the points at the top of Activity sheet 2. What would be an effective slogan for a school trip? What would make the poster stand out? What is needed in a good poster? Task Ask the children to create a poster using Activity sheet 2 about a trip to a historic/scientific place that they are going to visit, have visited recently or perhaps would like to visit. They need to use alliteration, e.g. Tudor Times Time-Travel Trip. They also need to have some persuasive elements and information about the trip. How would they persuade somebody to go on the trip? How would they make it sound amazing? Encourage the children to make careful vocabulary choices to ‘wow’ the reader. The children could use computers to create and design a poster.
Extension Design a costume (Activity sheet 3) to go with the theme of the trip. Each part of the costume needs to be labelled to show what material it should be made from and why it’s important. For example, if it was a ‘space’ trip, why might it be important to wear an astronaut’s helmet? Curriculum links Pupils should be taught to: UKS2 English – Reading: comprehension
• Maintain positive attitudes to reading and understanding of what they read. • Discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader. • Participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others’ ideas and challenging views courteously.
• Provide reasoned justifications for their views.
UKS2 English – Writing: composition • Plan their writing. • Draft and write. • Evaluate and edit. • Proof-read.
UKS2 English – Writing: vocabulary, grammar and punctuation
• Develop understanding of the concepts. • Indicate grammatical and other features. • Use and understand grammatical terminology.
UKS2 Art and design: pupils should be taught to:
• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.
UKS2 Design and Technology: pupils should be taught to: • Use research and develop design criteria to inform the design of innovative,
functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
• Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
• Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
UKS2 Computing: pupils should be taught to: • Select, use and combine a variety of software (including internet services) on a range
of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
KS3 English – Reading
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 English – Writing
• Write accurately, fluently, effectively and at length for pleasure and information. • Plan, draft, edit and proof-read.
Grammar and vocabulary: KS3 Art and design
• To use a range of techniques and media, including painting. • To increase their proficiency in the handling of different materials. • To analyse and evaluate their own work, and that of others, in order to strengthen
the visual impact or applications of their work.
KS3 Design and technology • Use research and exploration to identify and understand user needs. • Identify and solve their own design problems and understand how to reformulate
problems given to them. • Develop and communicate design ideas using annotated sketches.
KS3 Computing: pupils should be taught to:
• Understand a range of ways to use technology safely, respectfully, responsibly and securely.
Lesson plan 3 Objectives To explore a theme about lies and honesty. To know the difference between for and against arguments. Outcome Children will come up with definitions of lies and truth/honesty. Children will use their speaking skills to take part in a debate. Children will provide arguments for and against a motion. Resources Emily Sparks and the Friendship Fiasco Activity sheet 4 - Debate Lead in Read pages 174 to 193 from the book. The passage tells the story of how Chloe bought a cake for the competition rather than making it and how Zuzanna and Emily felt about the lie. Did they own up to it? Why/why not? This is an example of a moral dilemma. Get the children to think of situations where they may have been tempted not to tell the truth because it might get them or someone else into trouble – why is it such a difficult decision to make? Tell the children that they are going to hold a debate and introduce the motion: ‘It’s fine to tell a lie if you are doing it to help somebody out.’ Challenge the children to come up with some arguments for and against this principle. Provide them with books and websites to help them prepare for the debate. Let the children know that they will not know which side they are debating until they have done their research. Task Hold a debate over the motion, ‘It’s fine to tell a lie if you are doing it to help somebody out.’ The children need to come up with some for and against arguments as well as an opening and closing statement using Activity sheet 4. Extension The children can write up their debate using a balanced argument and putting different points of view across. They should add a conclusion in which they ultimately pick which side they agree with. Why have they chosen this side? They need to provide reasoned arguments and back up their points with evidence.
Curriculum links Pupils should be taught to: UKS2 English – Reading: comprehension
• Maintain positive attitudes to reading and understanding of what they read. • Participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others’ ideas and challenging views courteously.
• Provide reasoned justifications for their views.
UKS2 English – Writing: composition • Plan their writing. • Draft and write. • Evaluate and edit. • Proof-read. • Perform their own compositions, using appropriate intonation, volume, and
movement so that meaning is clear.
UKS2 English – Writing: vocabulary, grammar and punctuation • Develop understanding of the concepts. • Indicate grammatical and other features.
UKS2 Computing: pupils should be taught to:
• Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
• Use technology safely, respectfully and responsibly. KS3 English – Reading:
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 English – Spoken English
• Speak confidently and effectively. KS3 Computing: pupils should be taught to:
• Understand a range of ways to use technology safely, respectfully, responsibly and securely.
Activity 1 – A persuasive letter Plan and write a persuasive letter to persuade your parents to allow you to go into town by yourself or do something you are not allowed to normally do. Remember to use emotive and persuasive language. Dear _______________________________ Sign it off
Introductory paragraph: What is the main issue? Add in your key points here…
What are your main issues?
Firstly…
Conclusion, sum up your main points again…
Activity sheet 2 – Create a poster Design a poster for a trip you are going on, have been on or would like to go on. Remember to make it sound interesting. A really good poster needs to make the audience feel the ‘wow’ factor. Does your poster…
1) Look good? Is it eye-catching? Is it colourful? Has it got pictures? 2) Have a catchy slogan? Use alliteration? 3) Provide enough information for your audience? 4) Make your reader want to do something or go somewhere? Make your audience
take action?
Activity sheet 3 – Design a costume Design a costume to go with the theme of your trip. Label the different parts of the costume explaining what each component is made from and why it is so important.
Activity sheet 4 – Debate You are going to debate the following motion: ‘It’s fine to tell a lie if you are doing it to help somebody out.’ Until the actual debate in class, you will not know if you are arguing for or against the motion, so you need to come up with some points for each side of the debate.
For the motion: Against the motion:
Opening argument Closing argument
The Parent Agency by David Baddiel Lesson plan 1 Objectives To explore characteristics of humans and classify these into smaller groups. To present their work to persuade others to choose their idea. Outcome Children will explore idioms and use these in their work. Children will use a mindmap to explore characteristics and classify these according to their own criteria. Children will use an eye catching design to make their ‘parent profile’ stand out. Children will explore the ‘perfect’ parent for Billy. Children will present their ‘parent profile’ to others for a class vote. Resources The Parent Agency Activity sheet 1 – Parent profile Lead in Look at some common idioms from the book. There are quite a few on pages 170 and 178, but some good examples include: ‘Slapped him with a wet fish’, ‘oh my giddy aunt’, ‘the bane of his life’, ‘right up your street’. What do these mean? Can the children think of some more idioms that are commonly used? Can they make up some of their own idioms to use in their parent profile? Look at Part Two, Chapter 5 from the book The Parent Agency (pages 88 to 93). Explore what this chapter is about with the children – the children are picking their perfect mum and dad. Explore what the children think would make a perfect mum and dad? Would it be the same for every person? Why/why not? Make a list of the characteristics that the children think would make perfect parents. Examples might include types of activity the parents enjoy participating in or the types of food they cook. Pick one of the characteristics and list what type of groups might go under this heading. For example, ‘sporting’, ‘intellectual’ or ‘brainteasers’ and then split the category up even more. For example ‘sporting’ could be broken down into ‘football’, ‘rugby’, ‘lacrosse’, ‘croquet’, or ‘tiddlywinks’.
Task Get the children to create mindmaps of the characteristics they’d want to find in their perfect parents (Activity sheet 1). The children will then use this mindmap and information to create a ‘parent profile’ to persuade a child to choose that type of parent. They should add in their likes/dislikes, their hobbies/interests, the toys they might have, the types of food they might cook, any activities they might take part in and so on. The children could create this as a poster, video, TV advert or online web page. Remember they want others to choose their parent so what makes them stand out? Set it out in an eye catching way as well as providing the relevant information. Extension The children could use computing software to design their ‘parent profile’. They could then present them to the rest of the class. Finally, hold a vote on the best ‘parent profile’. Curriculum links Pupils should be taught to: UKS2 English – Reading: comprehension
• Maintain positive attitudes to reading and understanding of what they read. • Discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader. • Participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others’ ideas and challenging views courteously.
• Provide reasoned justifications for their views.
UKS2 English – Writing: composition • Plan their writing. • Draft and write. • Evaluate and edit. • Proof-read. • Perform their own compositions, using appropriate intonation, volume, and
movement so that meaning is clear.
UKS2 Art and design • To improve their mastery of art and design techniques, including drawing, painting
and sculpture with a range of materials.
UKS2 Computing • Understand computer networks including the internet; how they can provide
multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
• Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
KS3 English – Reading
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 English – Writing
• Write accurately, fluently, effectively and at length for pleasure and information. • Plan, draft, edit and proof-read.
KS3 Art and design: pupils should be taught to:
• To use a range of techniques and media, including painting. • To increase their proficiency in the handling of different materials. • To analyse and evaluate their own work, and that of others, in order to strengthen
the visual impact or applications of their work.
KS3 Computing: pupils should be taught to: • Understand a range of ways to use technology safely, respectfully, responsibly and
securely.
Lesson plan 2 Objectives To look at the features of a map. To use near rhymes to change the name of a familiar location on a map.
Outcome Children will explore the map and look at common features of it. Children will look at a key for a map and produce one for their own map. Children will design a map of their own village/town/city and change aspects of it. Children may extend their design of a map to a different place, e.g. holiday location, school. Resources The Parent Agency Activity sheet 2– Design a Map Lead in Look at the map from the book ‘The Parent Agency’ on pages 60 and 61. What do the children think this might be about? What do they notice about the names on the map? Explain that the places on the map are references to places in London. Discuss the similarities/differences between the real places and the places on the map. Read from the star of ‘Monday’, Chapter one (page 57) to the end of page 62. Where has Barry he been transported to? What do the children think is going to happen to Barry this time? What are the features of a map? Why is a key important? Task The children need to design a map (Activity sheet 2) like ‘Youngdon’ for their own town/village/city with the names of the buildings and streets changed. E.g. The Beijing Forbidden City could become the Forkitten city. The new names need to be similar to the names of places in their own towns, but they should be sufficiently changed to make them different. The children need to use a key. Extension The children can then create a map of a holiday location or a school, changing the names to make them different. The children can then create and design a map of a completely unknown place where they might want their ‘perfect parents’ to come from. They could use computer software to create their maps and add in a key.
Curriculum links Pupils should be taught to: UKS2 English – Reading: comprehension
• Maintain positive attitudes to reading and understanding of what they read. • Discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader. • Participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others’ ideas and challenging views courteously.
UKS2 Art and design
• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.
UKS2 Computing • Select, use and combine a variety of software (including internet services) on a range
of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
KS3 English – Reading
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 Art and design
• To use a range of techniques and media, including painting. • To increase their proficiency in the handling of different materials. • To analyse and evaluate their own work, and that of others, in order to strengthen
the visual impact or applications of their work.
KS3 Computing • Understand a range of ways to use technology safely, respectfully, responsibly and
securely.
Lesson plan 3 Objectives To use their maths calculation skills to find the ‘costings’ of a party. To design different parties with set criteria. To describe each party using good vocabulary to make it stand out. Outcome Children will find the costings by using the price list on the activity sheet. Children will use their maths knowledge to solve a problem. Children will show their working out and methods used to solve a problem. Children will design five different parties for Billy to enable him to choose his ‘perfect’ party. Children will describe the parties using good vocabulary to make the party stand out. Resources The Parent Agency Activity sheet 3 – design a party with costings Lead in Read from ‘The last item, Number 10…’ on page 92 to ‘…the Head spoke again’ on page 93 with the children. What are their impressions of Barry? What is said about him? Talk about the parties that Barry had to find his ‘perfect parent’. What do the children notice about these parties? The parties can be found in the following locations in the book: Rich party – Part 2, Monday, chapter 9/10 /11/12/13 Famous party – Part 2, Tuesday, chapter 4 (page 168)/5/6/7/8 Football party – Part 2, Wednesday, chapter 2 (page 213)/3/4/5 Animal car wars party – Part 2, Thursday, chapter 6/7/8 Party at home - Part 2 Friday, chapter 4 (page 319)/5) Task The children need to design five parties each with a different theme using Activity sheet 3. What food might be served at each different party? What sort of music would be played? What sort of games would be played (if any)? Each one has to be completely different. The children need to describe each party using really good vocabulary to make them stand out from other ones in the class. They also have to work out how much each party would cost in total. Which ones are the best ones? The children can use computing software appropriate to the task to help plan and design the party. Each party must have a description. The
children could use a poster format to describe the parties. You could hold a class vote to decide on the best party. Extension Once each of the parties has been costed, see if the children can express them as percentages of each other. An example could be: Monday – original price Tuesday – 10% decrease Wednesday – 15% decrease if choose a James Bond theme as there is a film being shown at the local cinema Thursday – 10% increase for sports themes but 10% decrease for a fairground theme Friday – 15% increase for food and drink Saturday – 15% increase for themes Sunday – 10% decrease for themes but 20% increase for food and drink Curriculum links Pupils should be taught to: UKS2 English – Reading: comprehension
• Maintain positive attitudes to reading and understanding of what they read. UKS2 Mathematics
• Solve number problems and practical problems. • Add and subtract whole and decimal numbers. • Solve addition and subtraction multi-step problems in contexts, deciding which
operations and methods to use and why. • Multiply and divide whole and decimal numbers. • Solve problems involving addition, subtraction, multiplication and division and a
combination of these, including understanding the meaning of the equals sign. • Solve problems involving multiplication and division, including scaling by simple
fractions and problems involving simple rates. • Solve problems involving the calculation of percentages and the use of percentages
for comparison. • Use all four operations in problems involving money including conversions.
UKS2 Computing
• Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that
accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
KS3 English – Reading
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 Mathematics
• Select and use appropriate calculation strategies to solve increasingly complex problems.
• Extend and formalise their knowledge of ratio and proportion in working with measures.
• Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning.
• Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.
• Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics.
• Begin to model situations mathematically and express the results using a range of formal mathematical representations.
• Use the four operations, including formal written methods. • Use a calculator and other technologies to calculate results accurately and then
interpret them appropriately. • Solve problems involving percentage change, including percentage increase,
decrease and original value problems and simple interest in financial mathematics. KS3 Computing: pupils should be taught to:
• Understand a range of ways to use technology safely, respectfully, responsibly and securely.
Activity sheet 1 – Parent profile
My ‘Perfect Parents’
Hobbies/Interests Activities they like to participate in
What makes them stand out? Anything unique?
Activity sheet 2 – Map Design a map of your village, town or city, but change its name slightly. E.g. London becomes Youngdon. Keep the main places from your village, town or city, but change the names of those places slightly as well. Add in illustrations.
KEY:
Activity sheet 3 – Design a party Design and plan 5 themed parties for Barry. Remember you want to impress him. What type of parties would they be? Each party has to be completely different. Each party has to be planned with correct costings.
Food/Drink/Other items How many in the pack
Price each pack
Pizza slices 8 £1.85 for pepperoni £1.50 for margherita
Sandwiches 10 £3.00 for ham £2.00 for cheese £1.75 for egg £2.50 for tuna
Hot dogs 6 £1.50 without onions £1.80 with onions
Burgers 6 £2.00
6 £0.50
Assorted crisps 12 £2.50
Salad 6 £0.55 Carrots £1.25 Tomatoes £0.85 Cucumber £1.30 assorted lettuce leaves (Pack) £0.60 onions
Assorted cheeses 4 £5.75
£2.50 strawberry £3.75 for chocolate £2.25 for vanilla
Chocolate cake 2 £4.75
Trifle 2 £5.65
Candles 4 £2.35
Cola 2 £1.00
Lemonade 2 £1.25
Squash 4 £1.80
Entertainer Per 30 minutes
Bouncy castle Per hour £35.00
Party theme Price per theme
James Bond theme or another such spy theme
£1000.00
Car/bike/quad racing theme
Fairground theme £750
Cinema visit £300
Think about the following questions to help you plan them:
How much money do you have to spend? How many guests are you going to invite? What kind of food are you going to serve?
How much does each food item cost? How many do you need for all your guests? How much would crisps cost and how many
packs do you need? How many bottles of different drinks can you
buy with £10? Is there enough food and drink for everyone to
share? What is your theme?
What entertainment will you need to go with your theme?
What music would you need? Will there be a DJ?
How will you make each party different? How will you record how much money you
have spent? How will you decide which ones will impress
Barry the most?
Petunia Perry and the Curse of the Ugly Pigeon by Pamela Butchart and illustrated by Gemma Correll
Lesson plan 1 Objectives To create a band and think about what might be needed to make it successful. To use design software to create flyers and merchandise. Outcome Children will think about a unique selling point for their band. Children will come up with a catchy name for their band. Children will design a flyer to help promote their band. Children will design merchandise for their band. Children may even create a first song or rap to go with the style of their band. Children may design costumes or a ‘look’ for their band. Resources Petunia Perry and the Curse of the Ugly Pigeon Activity sheet 1 – Design a band Lead in Read some of the pages about the band in the book (book pages 22-23, pages 47-54, pages 74-84, pages 117-126, pages 132-133, pages 196-208). The children need to imagine that they are creating a band. What might it be called? Who might be involved? What might be really unique about it? Think about what the unique selling point (USP) of this band might be, e.g. in the book it was a cat and spoons. Think about creating flyers to sell the band. Think about creating merchandise to promote the band. Think about costume designs. The children might even consider organising a flashmob to promote the band. Remember this band is not like any band ever seen before, it is completely unique. Task Using Activity sheet 1 the children need to create a band, thinking about the following:
• Who will be in the band? • What musical instruments might need to be part of it? (This may depend on the type
of music the band will play.) • What might the USP be for the band? • What flyers might they need? • What merchandise might they need to create?
• How will their band be promoted? • What style might the band have? (Will they have particular costumes?)
Extension The children could write their own debut song or rap for the band. They may want to perform this and could record it using computing software. Curriculum links Pupils should be taught to: UKS2 English – Reading: comprehension
• Maintain positive attitudes to reading and understanding of what they read. • Participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others’ ideas and challenging views courteously.
• Provide reasoned justifications for their views.
UKS2 English – Writing: composition • Plan their writing. • Draft and write. • Evaluate and edit. • Proof-read. • Perform their own compositions, using appropriate intonation, volume, and
movement so that meaning is clear.
UKS2 Design and technology • Use research and develop design criteria to inform the design of innovative,
functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
• Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided designs.
KS3 English – Reading
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 English – Writing
• Write accurately, fluently, effectively and at length for pleasure and information. • Plan, draft, edit and proof-read.
KS3 Design and technology
• Identify and solve their own design problems. • Develop specifications to inform the design of innovative, functional, appealing
products that respond to the needs in a variety of situations. • Develop and communicate design ideas using annotated sketches, detailed plans, 3-
D and mathematical modelling, oral and digital presentations and computer-based tools.
KS3 Computing
• Understand a range of ways to use technology safely, respectfully, responsibly and securely.
Lesson plan 2 Objectives To explore the feelings of a character. To explore their own feelings in a particular situation. Outcome Children will explore the feelings of a character. Children will empathise with a characters perspective. Children will explore their own feelings. Children will represent feelings using a living graph. Children will storyboard an experience they might have had. Resources Petunia Perry and the Curse of the Ugly Pigeon Activity sheet 2 – Storyboard Activity sheet 3 – Living graph Lead in Read the chapter from the book about the ‘surprise Birthday party’ (pages 173-191). What do the children notice about this? What was embarrassing about this moment for Peri? Do the children empathise with Peri? Have they experienced anything like this? Task Using Activity sheet 2, storyboard the different aspects of the birthday party with the children. Underneath each part of the storyboard show how Peri felt at these different moments. Demonstrate to the children how to create a living graph of the different moments throughout the party to show how Peri felt at these different moments. The children can then use Activity sheet 3 to draw their own living graph of the party with annotations. Do they need to add in all the detail to their living graph? Once this task has been completed, the children could the use copies of the same activity sheets to storyboard an embarrassing moment that happened to them and then create a living graph of the events. Extension The children could extend their storyboard into a piece of narrative about their own particular embarrassing/humiliating moment.
Curriculum links Pupils should be taught to: UKS2 English – Reading: comprehension
• Maintain positive attitudes to reading and understanding of what they read. • Participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others’ ideas and challenging views courteously.
• Provide reasoned justifications for their views.
UKS2 English – Writing: composition • Plan their writing. • Draft and write. • Evaluate and edit. • Proof-read.
UKS2 Art and design
• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.
KS3 English – Reading
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 English – Writing
• Write accurately, fluently, effectively and at length for pleasure and information. • Plan, draft, edit and proof-read.
KS3 Art and design
• To use a range of techniques and media, including painting. • To increase their proficiency in the handling of different materials. • To analyse and evaluate their own work, and that of others, in order to strengthen
the visual impact or applications of their work.
Lesson plan 3 Objectives To explore characters feelings. To explore points of view. Outcome Children will write from a different point of view or perspective. Children will empathise with a character/characters. Children will provide a potential solution to a problem. Children will use the features of a letter. Children will offer a response to a problem. Resources Petunia Perry and the Curse of the Ugly Pigeon Activity sheet 4 – Agony aunt Lead in Explore instances in the book where Peri quite likes somebody. Who could she ask for advice about that person? Explore what an agony aunt/uncle does? Get the children to imagine that they are an agony aunt and one of the characters has written to them asking for advice.
• It could be Camy writing about her new friend. • It could be Peri asking what to do about Edward. • It could be Peri who really likes somebody, but when she actually spoke to them she
told them exaggerated truths. • It could be Cara asking about a problem she is having with her new bandmate or not
wanting to tell them what is happening. • It could be Edward asking about Peri. • It could be about Max who likes Peri.
Invite the children to hot seat one of the characters. Can the children come up with a range of questions to be answered by the character they are hot seating? Can the children infer what characters may be thinking and explain their reasoning? Can they empathise with characters? The children should be able to perform and discuss their different impressions of the characters. They should be able to convey these impressions through use of voice, gesture, mannerism, posture, facial expression, body language and where the dialogue is directed.
Tell the children that they need to plan a letter to an agony aunt based on help one of the above characters may need. They could use some of the ideas from the hot seating activity. Ask them to think about what sort of help the characters need? They should also think about the features of such a letter. For example, informal and persuasive language. Task Look at one of the situations the characters find themselves in. The children need to plan a letter and write to an agony aunt about the situation, using Activity sheet 4. Remind them not to leave anything out and to ask the agony aunt for advice as to what to do. This could be written from their own perspective/point of view or from the perspective of the character. Extension The children could then swap their letters and write responses to the letters as if they are the agony aunt. These letters should offer the character some help. What do they need to consider? Their responses must be thoughtful and sensible but fair. They must try to solve the problem as best they can. Encourage them to think about all of the characters involved. Curriculum links Pupils should be taught to: UKS2 English – Reading: comprehension
• Maintain positive attitudes to reading and understanding of what they read. • Discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader. • Participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others’ ideas and challenging views courteously.
• Provide reasoned justifications for their views.
UKS2 English – Writing: composition • Plan their writing. • Draft and write. • Evaluate and edit. • Proof-read. • Perform their own compositions, using appropriate intonation, volume, and
movement so that meaning is clear. UKS2 English – Writing: vocabulary, grammar and punctuation
• Develop understanding of the concepts. • Indicate grammatical and other features. • Use and understand grammatical terminology.
KS3 English – Reading
• Develop an appreciation and love of reading, and reading increasingly challenging material independently.
• Understand increasingly challenging texts. • Read critically.
KS3 English – Writing
• Write accurately, fluently, effectively and at length for pleasure and information. • Plan, draft, edit and proof-read.
KS3 English – Grammar and vocabulary
• Consolidate and build on their knowledge of grammar and vocabulary
Activity sheet 1 – Design a band Your task is to create a band. Use the criteria in the boxes to help you. How will you record your design ideas? Will you create a booklet? Will you create prototypes?
Who is in your band? Draw your band. Think about the instruments the band members will have.
What type of music will your band make? Create a set list. You might even want to write your first song or rap and record it.
What is your band’s style? Design the costumes.
What will you do to promote your band? Design a leaflet or a flyer to sell your band.
What is your band name? It needs to be catchy.
What is your unique selling point (USP) for your band? Remember you want it to stand out.
Is there anything else you might need to think about?
What merchandise you will sell? It needs to be unique to your band but make you money. How will you design it? Draw some examples.
Activity sheet 2 – Storyboard Create a storyboard of an embarrassing moment. You could use the surprise party from the book or an embarrassing moment that has happened to you personally. Under each box add something about how you or a character felt at that point. You could do this as a sentence or draw and label a face to show the emotion you or the character felt.
Activity sheet 3 – living graph Draw out a living graph to show how you or your character felt at different moments during the storyboard.
Moments from the storyboard in order of chronology
Most embarrassed
Least embarrassed
Activity sheet 4 – Agony aunt Plan and write a letter to an agony aunt about one of the characters’ problems. What type of language will you need to use to get some help? Dear Agony Aunt,
First paragraph – write about the problem to introduce it ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Second paragraph – write about your feelings ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Third paragraph – write about the problem in more detail ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Final paragraph – conclude your letter by asking for help ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Sign it off informally