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Part of Every Child Matters Academy Trust


In this sequence of lessons, we will use three different versions of Goldilocks for three different, but connected writing outcomes.  We will initially familiarise ourselves with the traditional version of the tale, using Lauren Child’s version, and identify the elements of a traditional tale whilst identifying adjectives to describe the character of Goldilocks that we will then use to create a ‘Wanted’ poster that will be displayed around school.  In the next part, we will explore the text of Me and You by Anthony Browne where pictures are used to provide a context for why Goldilocks appears at the three bears house. This is a more sympathetic view and the children will be asked to tell the story from her perspective.  In the final part, we will write a sequel to the original story, where Goldilocks and the bears meet many years later and they role play and imagine conversations and then look at a published sequel called Goldilocks and Just the One Bear by Leigh Hodgkinson.

The children begin by responding to, What is…? questions, in the form of statements to create a kaleidoscope of memories. Then they share the text before inferring a character’s feelings and then writing in role. A letter from the main character is sent to the class, to which the children respond giving advice. Children then draw upon ideas in the text to think about special objects, creating noun phrases for each. They then apply this idea into a non-narrative poem with a focus on drawing upon the author’s language. Finally, after watching the author read one of his pieces, they prepare their poem to read out loud and do so to an audience.

This text explores issues of conservation and starts to explore whether we can escape the issues that endangered animals face on a day-to-day basis.  We will create fact files on endangered animals as well write short persuasive pieces on why we need to save a particular endangered animal.  We will be able to identify how a sentence is formed by its grammatical structure as a question, a command, a statement or an exclamation.  We will begin to edit our work, being aware of tense and word choice. Word classes (nouns/verbs/adjectives) will be referred to throughout.

We found this in our classroom and we just had to respond!