Year: 2 Lesson objective:

Literacy Shed clip and link:

To be able to discuss and
http://www.literacyshed.com/caterpillar-
respond to a film stimulus
shoes.html
(inference and deduction).
Clip: Caterpillar Shoes
Lesson One
Resources 1a,1b,1c

Hook into Show children the film. Give the children whiteboards or scrap paper. Ask the children
Session/ to write down any rhyming words that they hear whilst watching the film. Discuss their
Opening responses at the end of the film. Discuss their effectiveness and begin to talk about
Activities why they might be used. Make a list of the rhyming words the children found and
discuss how words rhyme and how their spelling patterns can contribute to this.

Lesson Input Move on to more probing questions and ask children to discuss some with their talk
partner or in groups. At the beginning of the story, what did the caterpillar like to do
the most? Why did the caterpillar wear shoes on his feet? Why did the caterpillar want
to give his shoes away? Which shoes did the caterpillar give to the woodlouse? Had did
the woodlouse feel after he was given his shoes and how do you know? How does the
percussion help us understand how the animals move? Why do you think the spider
was given the slippers? How did the caterpillar feel after he gave the spider her shoes
and how do you know? What shoes did the grasshopper get and why? What reasons
did the beetle give for liking her new shoes? What did the snail want to do after
receiving his shoe? Who did caterpillar give his last shoe to? What happened to
caterpillar after he gave all his shoes away? These might be shared directly with the
whole class or given as separate discussion points on certain tables.
After discussing a few of these questions (according to need and understanding)
explain that the children will be recording their ideas.

Independent Simplify Expect Extend

Children record their Children record their Ask the children to select
responses to the film after a responses to the film 5-8 questions they will
group discussion. Simplified after a group discussion. answer. Children record
questions could use picture Questions are their responses to the
prompts. As an extension differentiated accorded to film after a group
children could move on to ability - if children discussion. Children are
answering questions on struggle/need more encouraged to write in
resource 1b. challenge they might full sentences and
Resource 1a need to change support their answers
worksheet. using evidence from the
Resource 1b film where possible.

Resource 1c

Plenary Children write a response to one of the questions in a thought bubble - for the working
wall. Alternatively children could write and spell some rhyming words inside bubbles.
Resource 1d

Further Can children link this story to other stories that they have heard or are familiar with?
Teaching Point Can they link characters, plot or setting? Perhaps children can link the story to some of
their own experiences. Gather responses together.
Year: 2 Lesson objective:
Literacy Shed clip and link: To be able to gather
http://www.literacyshed.com/caterpillar- vocabulary for a detailed
shoes.html character description.

Clip: Caterpillar Shoes Lesson Two

Resources N.B Noun phrases and verbs may need to be revisited before this session.
Pictures of different characters – film stills or pause the film.
Large A3 paper.
2a,2b
Hook into Session/ Replay the film ‘Caterpillar Shoes’. Discuss with the children the different
Opening Activities characters in the story e.g. the caterpillar, woodlouse, spider, stick insects etc.
Draw out a timeline of meetings and list all the characters. You could pause the
film and have a closer look at the characters whilst creating the list if needed.
Lesson Input Explain to the children that they will be collecting vocabulary to describe the
characters of their choice from the film. Explain that the grammar focus will be
expanded noun phrases to describe the appearance of the character and
effective verb choices to describe how the character moves.

Model how to look at a character together discussing and gathering appropriate

expanded noun phrases and verb choices and begin annotating together.
If you prefer use resource 2a as an exemplar and pick out effective word choices.

Place pictures of the characters around the room for the children to use and
group themselves together. Alternatively pause the film in the appropriate places
for the children to use and describe. Allow children to write ideas on large paper
together first, sharing and discussing ideas (in groups or pairs). Children then
choose their favourite phrases to complete resource 2b.

Independent Simplify Expect Extend

With adult support if Children gather Children gather
necessary. Children vocabulary describing 2 vocabulary describing 2
gather vocabulary characters from the story. or more characters from
describing one Children include the story. Children
character from the expanded noun phrases include expanded noun
story. Children include to describe the phrases to describe the
expanded noun phrases appearance and chose appearance and chose
to describe the appropriate verbs to appropriate verbs to
appearance. describe how they move. describe how they move
– moving onto using
adverbs/adverbial
phrases.

Plenary Children write their favourite words/phrases on post it notes and place them
next to pictures or titles of the characters. Share ideas and discuss the best ideas.

Further Teaching Begin to look at how adverbs can add more information to a verb. Identify the ‘ly’
Points pattern in most (not all) adverbs. Gather some appropriate adverbs together and
create a word bank e.g. slowly, gracefully, quickly.
Year: 2 Lesson objective:
Literacy Shed clip and link: To be able to describe a
http://www.literacyshed.com/caterpillar- character.
shoes.html
Clip: Caterpillar Shoes Lesson Three
Resources 2a, 3a

Hook into Session/ Revisit the vocabulary collected yesterday which was written on post it notes.
Opening Activities Focus on verb choice. Look at a few of the most successful words/phrases. Ask
the children to act out how to ‘spin a web’. Now ask them to ‘spin a web
gracefully’. Can children identify that gracefully is an adverb? How does it change
our action? Repeat with a few more examples e.g. ‘jump into the air’. Now, can
we ‘jump in the air quickly?’ What is the adverb used? How did out action
change?

Lesson Input Explain to the children that today they will be using their gathered vocabulary to
write a character description. Remind the children to remember what the
grammar focuses were.

Use a child’s plan from yesterday or refer back to resource 2a and begin
modelling how to create a character description using words/phrases gathered.

Use resource 3a to identify and discuss features of a character description if

preferred. As you model, ask the children for ideas and share some of the
descriptions from yesterday’s lesson. Point out expanded noun phrases, verbs,
adverbs etc. Can the children include a simile? Look at the example in 3a and
discuss what a simile does. Look at how two exclamations are used.
Independent Simplify Expect Extend
Children use their plans Children write a character Children write a character
to write a character description for 1 or 2 description for 1 or 2
description. Children characters. Children characters. Children
include expanded noun include most of the include the correct
phrases. correct features and use features and use effective
expanded noun phrases expanded noun phrases
and appropriate verbs. and appropriate
verbs/adverbial phrases.

Plenary Children read their character descriptions aloud to a partner or the rest of the
class. Can the other children guess which character is being described?

Further Teaching Children could include an exclamation sentence in their character descriptions.
Points Revisit the features of an exclamation sentence e.g. begins with how or what and
includes a verb. How brightly their eyes shone! Collect ideas.
Year: 2 Lesson objective:
Literacy Shed clip and link: To use drama to
http://www.literacyshed.com/caterpillar- understand and remember
shoes.html the sequence of a story.

Clip: Caterpillar Shoes Lesson Four

Resources

Hook into Can children retell the story to each other without any prompts? Can they
Session/ remember the order that the caterpillar met all his friends in? Ask children to tell
Opening their partner. Then, replay the film ‘Caterpillar Shoes’ and revisit the animal greeting
Activities timeline. Did the children remember everything and tell it in the right order?

Lesson Input Put children into groups. Explain that they will be acting out the story of Caterpillar
Shoes. Allocate roles/ characters to the children using a fair method e.g. names out
of a hat. (Perhaps allocate a confident narrator to each group to tell the story and
forward the action).
You may want to scaffold what you are looking for at this stage or allow the children
to role play as they wish. Play the clip again and ask the children to spot their
creature. How does it move? What is its body language like? How could you tell it
apart from the other creatures? Does it move slowly? Does it make a sound? How
will they act out putting on the shoes? Can the children act this out?

Throughout the session move around the classroom and look for examples of good
role play. Stop the class to showcase good examples. Children may wish to use
dialogue though it should be fairly limited.

Independent Simplify Expect Extend

With group support Children retell the story of Children retell the story
children can act out the Caterpillar Shoes taking of Caterpillar Shoes
story of Caterpillar Shoes. on the role of a character taking on the role of a
and appropriately character and
interacting to move the appropriately interacting
story forward. to move the story
forward. Children may
include a running
narrative.

Plenary Some groups showcase their drama. Follow children’s stories and map out the story
in chronological order for the working wall.

Further Teaching Encourage children to narrate the story in the third person. Discuss what the third
Points person is and the words we use to indicate this
Year: 2 Lesson objective:
Literacy Shed clip and link:
To be able to recount the events in
http://www.literacyshed.com/cater
a story. Lesson Five
pillar-shoes.html
Clip: Caterpillar Shoes
Resources 5a

Hook into Revisit the story map that you created at the end of the last session. Remind the children
Session/ about the order of the story. Explain that today, the children will write a small section of
Opening the story. They will use many of the skills they have already looked at and combine them
Activities to help them produce a recount in the third person.

Lesson Input Explain to the children that they will be writing the story of Caterpillar Shoes. At this
time, discuss other features that you would like to see from the children e.g. written in
the past tense, character descriptions (these can be taken from the previous session’s
N.B You may work), chronological order and a range of openers. Create a quick checklist with the
wish to children.
continue this Model how to begin writing the story with the children as a piece of shared writing. This
writing for might also be used for all of the children to begin their writing. Prompt the children
more than one throughout by asking questions such as what opener could we use to start our story? Ask
session. children to discuss their ideas and, if possible, write them on whiteboards or paper. Who
can create a sentence using the subordinating conjunction because to tell the reader
about why the caterpillar couldn’t wear his shoes anymore? At this time you could
discuss sentence openers, conjunctions, vocabulary, tenses etc. The children might not
want to begin with meeting woodlouse. They might want to retell the part where he
meets spider etc. Look at how to start a sentence- Along the way, On his journey, he
met…
Point out to the children that they should be using their work from lesson three to help
them with their descriptions. Today they are thinking about how to then move onto the
next creature.
If preferred look at resource 5a as an exemplar for starting the story and pick out the
features together before sending the children away to write their stories.

Independent Simplify Expect Extend

Children tell the story Children retell the story in Children retell the story in the
in the correct order the correct order including correct order including
using sentences that character detail. Children character detail. Children have
make sense. Ask the have considered their considered their sentence
children to focus on sentence openers to move openers to move the story
meeting two creatures. the story forward. There is forward. Grammatical features
some awareness of have been used effectively.
grammatical features.
Plenary Children read aloud their stories. Have they included the correct features? Does the
story make sense? Have they included the grammatical features discussed?

Further Revisit using coordinating and subordinating conjunctions. Can children have a go at
Teaching including some of these conjunctions in their stories? E.g. coordinating and, but, so.
Points Subordinating because, which, if.
Year: 2 Lesson objective:
Literacy Shed clip and link: To identify and understand
http://www.literacyshed.com/caterpillar- the features of a non-
shoes.html chronological report.

Clip: Caterpillar Shoes Lesson Six

Resources N.B A range of different non-chronological reports needed for this session.
This could be books/leaflets/fact files about various animals to engage the children.
You might photocopy some of the pages for children to highlight and write on.

6a, 6b
Hook into Group your tables into different areas for working and exploring non-chronological
Session/ reports. Examples should stimulate the children and make them want to find out more
Opening about different animals. You might want a mini-beasts/insects area, African animal area,
Activities sea creature area etc. Let the children go and explore the different texts and support
where needed.
Lesson Input Explain to the children that they are working towards writing a non-chronological report
based on the mini-beasts we see in the film ‘Caterpillar Shoes’. Before we write the
reports we need to understand what is needed. Explain that they are going to be creating
a non-chronological report checklist or success criteria. They will become detectives who
will explore and investigate the reports around the room. Ensure that they understand
they are looking at the features.

Model how to start compiling a checklist with the children – perhaps hold up 2 or more
examples and have a look for features in common. Ask the children what they notice and
begin to write down ideas in a list e.g. title, sub-heading pictures/diagrams, facts,
technical language etc.

Once you feel children are confident send them away to begin their own lists 6b.
If there are some less confident children provide them with resource 6a – adult support
may be needed to find features of a report in a few examples.

Independent Simplify Expect Extend

Adult support might be needed. Children identify some Children identify and
Children find and tick off non- features of non- understand the features
chronological report features chronological reports – of a non-chronological
found in examples. they begin to create a report. They create a
checklist. checklist including most
Resource 6a features including some
grammatical features.
Resource 6b

Plenary Put a pile of post it notes on each table and ask the children to use them to stick onto a
large A1/2 sheet. Gather together a children’s checklist of ideas together and create a
sheet per table of all of the features they found. Fill in any gaps that have been missed at
this point.
Further Links can be made to mini-beasts topics or habitats.
Teaching
Points
Year: 2 Lesson objective:
Literacy Shed clip and link: To be able to research and
http://www.literacyshed.com/caterpillar- retrieve information for a
shoes.html non-chronological report.

Clip: Caterpillar Shoes Lesson Seven

Resources Computers/tablets if available – not necessary.
Texts with information about mini-beasts – caterpillar, woodlouse, spider, flea, snail etc.

Hook into Ask the children to name creatures we saw in the clip ‘Caterpillar Shoes’, you may need
Session/ to replay the clip. Gather the children’s responses – stick insects, worms, spider and
Opening woodlouse.
Activities
Ask the children what they already know about these creatures. Are their responses facts
or would they need to check to make sure what they are saying is true?
Lesson Input Explain to the children that they will be researching these creatures so that they can
write about them in the future sessions. They will be planning for their non-chronological
report.

Discuss with the children what they would like to find out – classification (arachnid,
mollusc etc.) appearance, diet, movement, habitat, and interesting facts.

Model how to collect facts using the resources you have provided. Scaffold how to enter
this information on the planning sheet 7a. Children who are more confident may research
more animals.

Children who are less confident can match the information given about snails – resource
7b. You may wish to allow the children to select their own creature of choice or limit the
choices so that each table is researching one creature.

Independent Simplify Expect Extend

Children match the information Children research facts Children research facts
about snails to the headings. about mini beasts out of about 2 or more mini
‘Caterpillar Shoes’. They beasts out of ‘Caterpillar
can find information Shoes’. They can find
matching the titles. information matching
Resource 7a/b the titles.

Resource 7a Resource 7a
Plenary Children share what they have discovered with each other and swap ideas.

Further Begin to explore the technical language the children discover during this session. You
Teaching could discuss the reasons for a glossary in fact books. Begin to create your own glossary.
Points
Year: 2 Lesson objective:
Literacy Shed clip and link: To begin writing a non-
http://www.literacyshed.com/caterpillar- chronological report.
shoes.html
Clip: Caterpillar Shoes Lesson Eight
Resources 8a, 8b

Hook into Ask children what they found out in the previous session - perhaps choose some
Session/ children that researched different creatures or something out of the ordinary i.e. stick
Opening insect. Children should report their findings in front of peers and read aloud their
Activities writing clearly.
Lesson Input Explain that, during the session, the children would be using their research to begin
writing their non-chronological reports. Show the exemplar of an introduction to a
sea life non-chronological report (see resource 8a).

Discuss what needs to be included and pick out the features/sentence structures
used. Talk about the question used to start, look at the fact that there are only 4
sentences. Next, show the children how to change their research into a report
introduction – discuss using headings/ sub headings, changing research into
sentences, including technical language and organising writing into paragraphs of
information. This should be done together on a flipchart/board for children to refer
back to.

Independent Simplify Expect Extend

Children write an Children write an Children write an
introduction to their report introduction to their introduction to their
using the exemplar to report including correct report including correct
support. features. features.

Once the introduction is Once the introduction is Once the introduction is

written, ask the children to written, ask the children written, ask the children
consider how they will to consider how they will to consider how they will
organise their other organise their other organise their other
paragraphs? What will their paragraphs? What will paragraphs? What will
headings be and what their headings be and their headings be and
information will they put in what information will what information will
each one? they put in each one? they put in each one?

Resource 8a Use 8b for vocabulary if Use 8b for vocabulary if

necessary necessary
Plenary Children use their checklists from a previous session to begin ticking off what they
have included.

Feedback could be given at this point (peer, teacher) so that children are able to
continue tomorrow.
Further Children find it hard to write brief introductions which don’t include too much
Teaching Points information. Make sure introductions are written correctly before allowing children
to move on
Year: 2 Lesson objective:
Literacy Shed clip and link: To be able to write a non-
http://www.literacyshed.com/caterpilla chronological report.
r-shoes.html
Clip: Caterpillar Shoes Lesson Nine
Resources 9a, 9b

Hook into Show some of the examples from yesterday. Recap on the check list. Who managed to
Session/ tick some features off? What do we need to remember today? Ask the children to read
Opening their work from yesterday. Are there any immediate issues that they notice? Does it
Activities make sense? Could they make a word swap for a more challenging piece of
vocabulary? Is it interesting and does it hook the reader in?

Lesson Input Show the shared write from yesterday and recap changing research into non-
chronological report. Children should have completed their introductions and have
Note: You may begun their different animal sections.
need more
Model for the children how to write about the snail. Show the children how to create
than one
short paragraphs, or perhaps just a sentence or two about the elements researched.
session to Look at the language used and how to remain formal throughout. Show the children 9a
complete the as an example. Look at the layout and the level of detail in the paragraphs. Show 9b on
writing of the the board as a way of highlighting for the children the importance of varied sentence
report. openings.

Children should now continue writing their reports – remind children about layout.
Children might include labelled pictures to support their writing.

Independent Simplify Expect Extend

Children continue to Children continue to Children continue to write their
write their snail report write their snail report snail report sections. They
sections – a labelled sections. They should should aim for a formal tone
picture can be included. aim for a formal tone and a variety of sentence
and a variety of openers. There should be a
Children should be sentence openers. variety of technical vocabulary
expected to write 2-3 Labelled pictures used.
short sections of writing should be included. Labelled pictures should be
about the snail. included.

Plenary Children use their non-chronological report features checklist to assess their
work/peer assess work. Children could present their work, reading aloud using the
correct intonation.
Further Statement sentences can be revised and applied to the non-chronological reports.
Teaching
Points
Year: 2 Lesson objective: To be
Literacy Shed clip and link: able to edit and improve a
http://www.literacyshed.com/caterpillar- piece of writing by
shoes.html responding to feedback.
Clip: Caterpillar Shoes Lesson Ten
Resources Tables should be grouped into different editing stations – adults could be
positioned at trickier stations such as ‘Do my sentences make sense?’ station and
‘Up-levelling vocabulary’ station.
10a, 10b, 10c, 10d (suggested)

Hook into Session/ Explain that the classroom has been split into different stations. Children will be
Opening Activities allowed to move around the room and edit/improve their work depending on
their feedback. Different coloured pens could be used to show edits.

Lesson Input Model how to move around the room – encourage children to think about their
feedback. Look at each of the station steps sheets (share on the board) so that
the children understand what they need to do. Make sure there are enough of
these on the correct corresponding table. Talk through what they need to do
when they get to each table. Show children how to make edits. If a sentence
needs to be rewritten show them the expectations of how to do it. Model how to
scan for missing punctuation and adding it in. Recap on using dictionaries. Note
on 10a you may wish to provide the children with a cursive text to refer to,
depending on school policy.

Independent Simplify Expect Extend

With adult support Children make assured Children make assured
children can make some revisions: responding to revisions: responding to
edits to spelling and feedback and their own feedback and their own
punctuation. Children self-evaluation. Children self- evaluation. Children
should re-read their move around the stations think about all aspects of
writing to check it editing and improving their work.
makes sense. their work asking for help
when needed.

Plenary Show an exemplar of edited work. Ask children to identify why the writing is now
improved. This could be done multiple times throughout the session.

Further Teaching Children could keep a book of spellings they now know after editing. Children
Points should use these spellings in future work.