World Book Day

Roald Dahl Day and language learning

roald dahl day 2.jpg

Here are some easy to organise and quick ways to incorporate characters and books from the wonderful author Roald Dahl in to your teaching on Roald Dahl Day or during the week after 13th September.

roald dahl day 1.jpg

Celebrating Roald Dahl Day in a foreign language

  • Story title recognition
  • What's our favourite story?
  • Building characters
  • Silhouette characters - sentence structure activity using nouns,  adjectives and verbs

Roald Dahl Reading Mystery Tour

  • Matching objects (pictures and nouns/ just nouns ) to story lines  
  • Matching language to story lines
  • Matching mystery sentences to book titles
  • Building descriptions - simple or complex sentences to create book storyline information

Popcorn whizzbanger birthday cards

  • Playing with adjectives
  • Popcorn adjectives charades

 

All the resources and activities are just a small part of the resources and materials accessible to network members on Primary Languages Network

For membership details see here

 

Where's Wally? 0-31 and prepositions

I have to say thank you straight away to Twitter for this very simple last minute World Book Day primary languages activity , which I think could become a class challenge for the rest of the term too! I saw this tweet from Murdishaw West and thought we could create a last minute a simple sequence of activities to link language learning and Where's Wally. 

Numbers 0-31 and Wally

  • Practise your numbers 0-31 in the target language.
  • Put selected number cards (picked from between 0 and 31) on the board and hide Wally behind a number.
  • Ask the children to find Wally. How many attempts does it take?
  • Practise this activity several times.
  • Give each table a set of number cards and a picture of Wally .One person hides Wally under a number card, whilst the rest of ther table look away. How many guesses does it take to find Wally? 

Wally is somewhere in the classroom! Prepositions and photos

  • Practise some prepositions with the children in the target language- infront of , behind, on , in ,under.
  • Practise the nouns for items of furniture in the class.
  • Place a picture of Wally with furniture and ask the children to help you speak and write out on the whiteboard phrases to describe where Wally can be seen.
  • Time to add poses ,photos and find Wally! Ask for volunteers to be Wally .You will need a striped hat and some glasses for this.Dress the volunteer in the items.
  • Ask the class to suggest a place in the classroom where Wally could be e.g. under the table , on the chair, behind the chair, next to the cupboard.
  • Ask the volunteer to pose as Wally in the place suggested by the class.
  • Take a quick photo , load up on your IPad and share on the class screen.
  • Can the class helo you to write your "Where's Wally?" sentence e.g "Wally is behind the chair" to label the photo.
  • Repeat the activity several times and build up a gallery of "Where's Wally?" photos with the class.
  • Now the children can draw and create their own "Where's Wally?" cartoon picture with a simple sentence using a preposition and piece of classrom furniture.

More fun and games! 

  • Just before playtime/break ask the children to help you number 5 different pieces of class furniture with you - e.g. a table , a chair, a cupboard, a door, a box. The children can pick the numbers between 0 and 31.Blu-tac the number to the selected piece of furniture.
  • Hide the picture of Wally .in a specific place (e.g under the table or in the cupboard) whilst the children are out for playtime
  • Ask the children when they return to class "Where's Wally?".Invite  a volunteer to select and say one of the  numbers you have used and another volunteer must go to that piece of classroom furniture with the  number blu-tacked on it, look for Wally and if Wally is there, show Wally's position to the class.
  • Ask the children with a partner to try to say an accurate phrase or sentence using a preposition to describe where Wally was found.  
  • If Wally isn't there then start again.
  • You can play the game again after lunch, after assembly or the following day first thing in the morning!

Story character boxes

Funny what you see on your local garden centre! Walking around yesterday I spotted this jigsaw puzzle.As it's World Book day this week it gave me a simple idea.  

  • First share with the children an empty card board box.Explain in English that inside is a traditional tale character.Set the scene .Ask them children who could it be? (You may want to share pictures of possible characters to prompt the children)
  • Now share with the class the title of a traditional tale in the target language for example here we would share "Puss in Boots" in French or in Spanish :

 

  • Ask the children to read the title. Look for familiar words .Think of traditional tales they know in English and decide which traditional tale this could be. (Goldilocks and the Three Bears , The Three Little Pigs, Sleeping Beauty  would work well as target language titles).
  • Take feedback. Check with pictorial evidence
  • Share a picture of the traditional tale - so the picture of the jigsaw box above would be great for Puss in Boots. Does the evidence confirm the suggestions of the children? 
  • Ask the children to help you put the pieces of the character's personality in the box. Make this as challenging as you think the children can manage.You can differentiate the task within the class itself. Can they write for you a name sentence, where the character lives, a possible age, a possible like and a possible dislike, how the character is feeling and using an adjective or adjectives what the character in the story is like. Can they write a sentence to describe the clothes or the face of the character?
  • Now ask the children to help you to build character boxes. Give out templates for boxes or dice. Printable cube pattern templates 
  • Ask the children to decorate the box with pictures linked to the story line and story character. On the lid the children should write the name of the story character or the traditional tale title and inside the box the children add sentence strips to that they have written to describe the character.   

Table top stories

This picture in a tweet from @MrsMabberley caught my eye the other day. I follow a lot of primary school teachers, makes sense really as we are working with primary language learners and familiar activities often make great starting points for target language explorations.  

We can use this approach in KS2,perhaps with stories from thge PLN SoW, or with other familiar stories.The children will be exploring and strengthening the language learning skills  developing memory , recall, pronunciation, sentence and text level spoken work.This can potentially lead to recorded recounts and re-writes of stories.

  1. Take a story the class has read with you and unpicked.
  2. A story with some repetition and objects that you can find as realia or picture cards would be best.
  3. Read and explore the story with the children.
  4. Highlight and practise the key structures in the story.
  5. Show the children key objects and ask them to recall the sentence orally that they read and practised with you.
  6. Give the children a story sentence card sort and ask them in pairs to reconstruct the story and read out loud the story to each other.
  7. Create a story table or a story box for the class and also create story boxes for tables and groups of children.
  8. Invite volunteers to take part in the story retelling challenge.Can they use the objects from the class story box or table to prompt them to recall the sentences and retell the story?
  9. in the following lesson produce the table story boxes and invite the children in groups to retell the story again. You may need to give the children talking time first to recall the storyline.
  10. Leave the story table or tray accessible to the children and allow them the chance when they have finished work over the next couple of weeks to individually or in pairs use the objects to retell the story (either to each other with quiet voices or as non-verbal "inside your head voice" retelling of the story in the target language).
  11. You could offer the children the opportunoty to record themselves at the story table retelling the story and load this up in your "virtual story telling library".Our VLE and the Userfiles for your school would be an ideal place to store this. 

The Mad Hatters Tea Party! Creative "at table" conversations for UKS2

Next term we will be creating cafe culture conversations with Year 6.They have practised food,drink and key request phrases and polite at table language throughout their language learning career so far. It is all part of our SOW 

Janet Lloyd Network SOW

Summer Term for Year 6 is hectic and this is an opportunity to have a one off and creative lesson all based on the Mad Hatter's Tea Party.If you follow my blogs you will know that we have connections with Lewis Carroll here in the area and indeed in the centre of Warrington ,we have a stone sculpture of the Mad Hatter's Tea Party. Last term some of our Year 6 wrote some marvelous descriptive pieces based on Alice in Wonderland and linked to the  launch of the Royal Mail commemorative stamps 

Alice in Wonderland and describing people in speaking and writing

.

A Mad Hatter's Tea Party suggests crazy food and lively conversation with unusual guests!

The first thing we need is our tea pot ...because in our tea pot are all the phrases we ar going to need to create our lively conversation- 

1.Preparing the table with an "At the Table" conversation framework

Create for yourself a large card tea pot! 

In the centre of your tea pot you need to blu-tac all the phrases that the children might need to build the framework of their lively conversation.Revisit the at table phrases from Y6 Autumn 2,the polite request phrases from Y3 Summer 1 and the picnic phrases from Y3 Summer 2.   

Can the children help you to identify and organise the phrases out of a crazy tea pot and in to a sensible order for  dialogue based on sharing food?

2.Laying out the food for our Tea Party

Ask the children to now complete their own table cloths for the picnic- this is a piece of paper really but make it table cloth style and like a checked cloth....

The children need to work in pairs or fours with one table cloth.

Can the children lay out their chosen food items on their table cloths and word squares- each square a different food item word in the target language.

(The children need to revisit prior learning and brainstorm foods and drinks they have practised and used in their work during the last three years - so in our case this could be Hungry Giant's breakfast (Y3) ,Going on a Picnic (Y3),buying an ice cream (Y4,the market (Y5),the Christmas meal in Y6 ,the authentic foods from the Cafe Culture focus  in Summer term Y6 etcetra).

3.Creating our Mad Hatter's Tea Party Menu

Each guest at the table needs to invent at least three fantastical food items using the food items written as words on their table cloths: 

For example in French:

un croissant bleu

une tarte multicolore au choufleur

une grande glace rouge et piquante 

Can each guest bring their item as a word card to the table with a picture of the item and place it in top of the table cloth.

4.Creating the table conversation

Now the guests at the table can build their conversation and select items they want to try.They must add opinions about the items they select - as if they have tasted them of course!

Sit back and watch your Mad Hatter's Tea Party performances! And maybe share them with another year group too!

World Book Day and a celebration of languages and literacy!

World Book Day allows us a language teachers to open the window on languages and share with the children how language is a vehicle through which we can tell stories and encourage imaginative  communication.

This year we are focusing on three of the World Book Day 2015 themes: 

Elmer : 

Elmer Explorers

Pirates : 

Pirates ahoy!

Dennis the Menace : 

Dennis the Menace concertina characters

In previous years we have explored fairy tales,listened to and performed familiar texts such as the Hungry Caterpillar in different languages and  encouraged our local schools to invite people from the wider community in to school to read stories in other languages.

Last year,some of us explored this wonderful book :"Vive les livres",which exists in German and Spanish too!

Here is the blog post from last year:

Long Live Books !

Some other ideas to explore books and stories.........

You may want to explore other themes and stories so I thought I would pop here in the blog post links to blog posts I have written about "story telling and writing" and looking at books - both fiction and non fiction! 

We have recently been exploring "describing people in writing" and linking our UKS2 language work with Alice in Wonderland - to great effect!

Alice in Wonderland

We are exploring stretchy word carnival balloons- and this idea was inspired by Mick Inkpen's "Blue Balloon" 

stretchy balloon

.

Great way to link a story in English with language work in another language 

We love taking KS1 on a "Bear Hunt" and here is the example of the rhyme and game  in Spanish that we adapt and use in French and German too! Everyone loves this one!

Going on a Bear Hunt rhyme and game

Here's an idea to use shadow puppets to retell in a very simple way using familiar stories- in this instance-  Goldilocks and the Three Bears .

Goldilocks and the Three Bears shadow puppet show

"Toujours rien"

is a book I love and a great way to talk about Springtime and growing things .Here's my blog post from last year .

Springtime and growing plants

Maybe you have some target language non-fiction books on your shelves - like I do.The Noune" story above is available in lots of languages.Perhaps you could explore these in language learning.

Here are my thoughts about how we can explore non-fiction with UKS2 more advanced language learners 

non fiction in the target language and making language learning links

Or maybe finally you want to create your own "target language book shop window"....  writing full sentences  demonstrating understanding of basic grammar at the same time! Hope this blog post can help you..... 

Nouns, adjectives and verbs to create our own book covers and book shop window

Alice in Wonderland and describing people in speaking and writing

What a gift these new commemorative stamps are to celebrate 150 years since Lewis Carroll told his first story about Alice in Wonderland!

In the new DfE POS we are asked at KS2 to offer children the opportunity to:

"speak in full sentences"

"ask and answer questions"

"engage in conversations"

"describe people in speaking and writing ""

The article on CBBC news about the stamps is clear and child friendly with brilliant pictures of the stamps.

Click here!

Here is a perfect way to engage our young learners in speaking,writing and creating descriptions... and as I write I am about 7 miles from Daresbury ,where the village celebrates its connections to Lewis Carroll. Indeed there is a strained glass window to celebrate Alice in wonderland in the church and our local town Warrington has a stone table statue celebrating "The Mad Hatter's tea party"

Thanks to Ana and Emilie here are some of the main characters' names in French and Spanish

French:

Alice - Alice

Madhatter- le chapelier fou

Cheshire cat- le chat du Cheshire

The white rabbit - le lapin blanc

Spanish:

Alice- Alice

Madhatter- El sombrero loco

Cheshire Cat -- el gato de Cheshire

The white rabbit- el conejo blanco

So first of all let's have a tea party! 

Of  course we could act out what we see and hold a simple food, cafe or at table conversation.  

We can use all the language we have practised based on foods, likes, dislikes and if you follow our SOW table language from Year 6 to animate this picture of the table with speech bubbles and to create the perfect menu too.....  

Now let's create our own stained glass window

Let's investigate the series of stained glass windows in Daresbury church with characters from Alice in Wonderland.Take a look at

the stained glass window here

.

  • Let's change the speech bubbles and add our own questions and answers between the characters - as simple as necessary of course ( ranging from greetings,farewells, feelings, likes, dislikes, the time etc)  
  • Let's make it a piece opf Art with tissue [paper and clear glue and add our speech bubbles and writing
  • Let's bring the pictures to life by importing the pictures in to APPs such as Tiny Tap  and adding a recording of the children's voices as sound patches over the  the speech bubbles in character.Can they say the words in character too?

Let's explore the characters!

Show them the film trailers in the target language! (Alice et les pays des Merveilles is French version and Alice en el pais de Maravillas is the Spanish version and the German version is Alice im Wunderland)

Show them the stamps and the images

A simple description:

Ask the children who are moving on learners (Year 4 /Year 5) to use bi-lingual dictionaries to write two simple sentences using the verb to be and two simple sentences using the verb to have about a character.We could record our spoken language on

Yakit for kids

. Here is an example......

Alice est jolie

Alice est petite

Alice a les cheveux blondes

Alice a les yeux bleus

Adding challenge to the description

Let's see if the more advanced young learners (Year 5/6) can complete some present tense sentence descriptions about the characters and add at least one independently written sentence of their own.Here is an example :

le lapin blanc est..............

le lapin blanc porte..........

Le lapin blanc n'aime pas .........

.......................................

Now let's bring the characters to life with animation using 

Funny Movie Maker

 where you import your picture of the character and add spoken words (so the children's description).There is an android version of this too.

A

nd let's keep a written  record of the descriptions 

  • as posters in a class book of Alice in Wonderland or 
  • as our own commemorative A4 stamps with a picture of the character and the words and sentences around the character that the children have written in the target language.
  • as PicCollage posters with imported additional pictures of the book in the target language from the web!

Elmer Explorers with KS1 and LKS2,listening,speaking and writing

I am busy thinking of ideas for World Book Day and as Elmer is one of the books that children will receive,I decided that this was an ideal focus for our KS1 and also KS2 Year 3.It is also an ideal opportunity to share with students I train how we link across curriculum areas and can take one focus and develop primary language learning games,songs, role-play and our own writing opportunities - if we just think out of the box a little! 

Dressing Elmer with KS1!

With KS1 , we can practise our colours and our colour question"Which colour is it?" with a dice game where we roll the dice and say the question together and then the colour  the die lands on.

Now we can add a patch to our class Elmer( who as you can see is colourless at the moment!)  

Going on a colour hunt with KS1 and Year 3

We can pretend to be jungle explorers and hunt round our classroom for coloured elephants.With KS1 let's play "hot and cold" and hide coloured  card cut outs of elephants.

With KS2 Year 3 let's make it an Elmer treasure hunt and hide our multi coloured elmers around the room and ask two volunteers at a time to follow simple instructions to find the coloured Elmers (left ,right , straight ahead, turn around, stop , hot and cold).The class can hide the elephants and then help you call the directions as the two volunteers look for the elephants.  

Singing an Elmer song

We have found a great Elmer song in French.,

Here are the French words

French

E.L.M.E.R. je m’appelle Elmer.

E.L.M.E.R. et puis j’en suis fier.

De tout le troupeau je suis le plus beau,

l’éléphant le plus elegant.

Je suis bariolé de la tête aux pieds

Tout le  monde me reconnaît

E.L.M.E.R. je m’appelle Elmer.

E.L.M.E.R. et puis j’en suis fier.

Être différent c’est parfois pesant

je voudrais comme mes amis

être un éléphant qui de temps en temps deviendrait simplement tout gris.

E.L.M.E.R. je m’appelle Elmer.

E.L.M.E.R. et puis j’en suis fier.

E.L.M.E.R. je m’appelle Elmer.

E.L.M.E.R. et puis j’en suis fier.

Chaque année pour fêter la fin de l’été

Tout le monde se deguisait,

Bariolés, decorés furent mes amis et moi je me suis peint en gris

E.L.M.E.R. je m’appelle Elmer.

E.L.M.E.R. et puis j’en suis fier.

and here is the clip we found ......

Elmer Explorer Roleplays

Finally what about with KS2 Year 3 or Year 4 some Elmer totem pole prompt sticks for an Elmer role-play?

You can find out more about the totem pole prompt sticks and their general use

here

Here is an example of my Elmer totem pole prompt stick- one between two .It's a coliumn of four picture prompts.

You will also need rolled tubes with a letter box cut in it,so you can feed the totem pole prompt stick through slowly and look at each picture.This is the "Elmer explorer" telescope.

Each partner takes in turns to be the "Elmer explorer" and with their "jungle telescope " as they feed the totem pole prompt stick through the tube , they can ask a specific question of their partner.The partner looks through the binoculars , see the picture and uses this to help them form their response to the question. 

With these Elmer totem pole prompt sticks, the cue pictures invite us to ask:

What are you called?  (I am called Elmer)

Where do you live? (in the jungle)

What colours are you?  (opportunity for lots of colours here)

And one final question is one to be made up by the totem pole prompt stick holder- hence the question mark... (This could be age, personality , likes, dislikes .....)

Elmer mini books and describing things in writing

Now let's bring together all this work in our own mini book.I just followed this 

You Tube Origami mini book clip

 and created the book I needed.

Firstly I used familiar pictures from the totem poles - so the children can write down famiioar phrases and then I added colour clouds so that the children can then write their own colour sentences about Elmer.

The task in itself will be differentiated by outcome - as some children may write short phrases and single words and other children may write sentences , whilst other children may write questions and answers as if it was a story between Elmer and the narrator.

Here are some pictures of my mini book ready to be written in.

Shadow Puppet Show Story Retelling and Performance

Shadow Puppet Show Story Retelling and Performance

Example :Goldilocks and the Three Bears

Activities that can be adapted for a sequence of lessons linking primary language learning and drama  with familiar tales for :

Early stage learners

 : Simple utterances of single words and phrases 

Developing language learners 

: simple sentence story telling

Established and moving on learners

 : using more complex sentences

It’s mid way through the year in our network and the schools have established patterns of language learning with their different year groups and stages not ages of learners across KS2 and also in KS1

We love story telling and we encourage performance by the children of the stories as this allows them to practise simple language , build questions and answers and create an outcome that demands they apply primary language learning and drama skills and techniques.

Last year we decided to develop puppet stories with KS1 and then later with KS2. We created a series of resources and stories based on mini beasts and sea creatures , which we all loved using. The children worked as a class to access the language and then in differentiated ability groups they worked together to  develop their own class and also group puppet performances of the simple stories to share with other classes.

I try to ensure that the stories we develop in school contains key and learner appropriate  transactional language within it which is transferable to general age appropriate conversation e.g. last year one of our stories was based around children looking for people to play a game (Who wants  to play?  Can I play? I don’t want to play! Come and join in with us!).

We are now getting ready  for work this year with the children on

storytelling of traditional tales

.We will focus for example on Jack and the Beanstalk, the Enormous Turnip and Goldilocks and the Three Bears .

We may show,share and read stories with the children containing quite complex language but in the lessons around the story I think it's important that we break the language down to the basic story line, so that all the children can participate ultimately in a performance based target language retelling of the story. 

Below are a sequence of activities /lessons based around the story of “

Goldilocks and the Three Bears” and a shadow puppet story

On holiday last year in France , I purchased this wonderful book – no words just simple black and white pictures . “Boucle d’or et les trois ours!” (Rascal – PASTEL publications) ISBN 978-2-211-06423-1

It’s absolutely brilliant! 

Boucle d'or et les trois ours Rascal Pastel

We can use it in French , Spanish , German , Mandarin etc in our network.

It led me to the idea that  to develop quality learning of storytelling and sequencing using target language learning 

this year 

I would develop a series of lessons based on shadow puppets and  silhouettes.

At a CPD evening with my language teaching colleagues from JLN , Joanne, suggested that the idea of shadow puppets would fit very well with her school’s Science project on “light and dark” !

She decided she would use the lesson sequence guide below with her shadow puppets to tell the story via an overhead projector and a screen link! 

So here are my stages of learning based on

Goldilocks and the three bears

and shadow puppets .My eventual performance and creative outcomes can support  the following stages of language learning:

Activities can be adapted to suit  :

1.Early stage learners

: Simple utterances of single words and phrases (possibly with the teacher or a child from a later stage of learning e.g .Y5 or Y 6 children working with Y3 as narrator )

2.Developing language learners

: simple sentence story telling using nouns, verbs and adjectives

3.Established and moving on learners

: using more complex sentences with adjectives ,conjunctions and action verbs , adverbs and possibly prepositions.

Support and sequencing of activities for the different stages

The sequence of activities will be the same for all learners and their stages of language development. The support may be different – so you may need:

  • a speaking frame or prompt bubbles with key words and phrases for the children displayed at the front of the class
  • you may offer children in stages 2 and 3 access to the bilingual dictionaries

Sequence of activities

1.

The story line

.Discuss the story the children already know in English to re-familiarise the children with the story line . Introduce your shadow puppets for the four main characters in the target language .Can the children say the characters names in the target language to a partner and link the shadow puppet to a character in the story book that the class has been reading in the lesson. 

2.

Shadow Puppet Parade

. Practise greeting the puppets in the target language , asking the puppets their names and how they are feeling – based on the story and ask for volunteers to offer possible responses. Select several children to come out and hold the shadow puppets and respond to the questions from the class on behalf of the shadow puppets .Encourage the more advanced learners to use more extended feelings e.g. I am hungry / scared /angry / frightened  etc (We teach extended feelings from the start of Y5 )

Say a phrase exchange

Give children their own smaller versions of the puppets and in groups of four ask the children to play a game called “Say a phrase exchange” .The children say a phrase that matches their puppet and each child in the group of four has its turn to speak and share and then the puppets are exchanged so the children give their puppet to the child to their right and the activity begins again . The only rule is that the next child can not say what the immediately previous child might have said. Once the game is established encourage the children to add voices for their puppets .

3.

Play

“Who is it?”

In this activity practise introducing the characters in a full first person sentence or a full third person singular sentence e.g Hello I am Goldilocks or Hello it’’s Daddy Bear”  and allow the children to practise the question “Who is it?. They may want to use both utterances in their puppet shows.

Practise the key phrase  “Who is it?“ with the children and then ask them to echo your character’s voice as they repeat the question after you. Can they decide by the tone of your voice – who is asking the question (Dad, Mum. Baby Bear or Goldilocks?).They must respond with a greetings phrase e.g Hello I am ..... or Hello it is ....

4.

Call a character

. This means the children should after counting 1,2,3 call out the question “Who is it?” and you should call a character and the children should respond with the key phrase “Hello I am ......” plus a character and a  correct tone of  voice. This can be played as pairs and in groups to consolidate

5.

Memory tray

This activity is so that the children can practise the names of the key items : chair/ soup/ bed/ house / and the characters . It’s just a simple game we have all played where we try to remember the items on a tray/ a power point slide / a flip chart and the items are removed one by one or replaced and other items are removed . Once you have practised all the items ,remove an item whilst the children hide their eyes  and then they open their eyes.Can the children say what is missing?

6.

Memory tray mimes

. Ask the children to work with a partner and   think of mimes and movements that portray the items from the memory tray game . Suggest that the mimes should portray the object or its use and ask them to add a physical  movement that conveys the  sound of the word e.g. is it a quick word, a smooth sound word, a hard quick sounding word etc. (They do not actually say the word but they should mime and move like the word). Their mime should reflect the sound and the object .Can the pair work with another pair and can the second pair name the objects and then share their mimes.They can then play a game of memory mime tray , where each child performs all the mimes but misses out  an object – which one is it? With developing and moving on learners ask them to use a key question “What is it? “ and  “What’s missing ? and for the response to use a full sentence “It is ....” and The .... is missing”

7.

Venn diagram descriptions

. Recall the story in English and then retell in the target language for the children using your original story . Emphasise and practise with the children the utterances by Goldilocks about each object e.g...

Chair-  too hard / too soft / just right

Soup – too hot / too cold/ just right

Bed-     too big / too small / just right

Now lay out on the floor in an open space plastic hoops with labels from above (too hot etc). Ask children to decide where each object  for each bear could be put  according to what Goldilocks thinks of the object– for example sometimes the children may decide to put an object in the link between too big and too cold etc  or juts to put the object in the hoop with the label too hot. Let the class decide  .

Give out paper versions of the Venn diagram and card cut outs of the objects (3 objects per items e.g. 3 chairs). Each child must select an object and working in groups of 4 can the children decide how to describe the objects . Early learners use simple descriptive utterances but developing and moving on learners say full sentence spoken descriptions of the items and place them on their Venn diagram . The group is in control of the descriptions and where they want to place the objects .  Ask each group at the end of the activity to share their  ideas with a second group and /or the class. They should say the utterances to describe the objects as if they were Goldilocks and demonstrate her reaction.

8.

Now the  children can create their own shadow puppet performance of the story .They will need shadow puppets. They should use all the language they have practised and must add emotions to the story by the use of their voices . 

They will need shadow puppets :

Objects such as the soup bowls to show the class or add to their stage set and scenery

They will also need story boards to support them to sequence their stories  with simple picture prompts. Here's an example of what some of the story board looks like .... (Children cud be give pictures to place into the sequence of the story in the order that they want to retell and perform it.

e.g