Baby Bear The Picnic

Being a code breakerExplore the following language features:• Hearing sounds: read sections of theplay to the children and ask them toclap each time they hear the sound/p/ at the start of a word. Forexample, Papa, picnic, pancakes,porridge, pears.• Play-writing conventions: a cast list,stage directions, scenes, differenttype to indicate which character isspeaking.Being a text userRefer to the text when discussing thesequestions:How can you tell that this book is a playscript?Which part of the book tells you who is in theplay?How do you know whose turn it is to speak?How do you know where the action takesplace?Being a text criticWhy has the author chosen to have Goldilocksliking porridge and Baby Bear likingpancakes? How does this help the story?Responding to textAsk the children to work incooperative groups to make masksfrom paper plates representing thecharacters in the play. Have them usetheir masks to practise and perform theplay.The children could create acharacter portrait using thefollowing framework as a guide.All about …………………..I am …………………………I live ………………………..I have ……………………….I like ………………………...I hate ………………………..I wish ……………………….Ask the children to select twentywords from the book and put themin alphabetical order by first letter.WritingWith a partner, the children could retellthe story as a narrative instead of a playand then compare the narrative form tothe play form. They could make a list ofsimilarities and differences.AssessmentCan the children:• explain the purpose of various features of a play script; for example, a cast list?• explain the purpose of a narrator in a play?whole text activity sentence activity word activity