Hairy Maclary Start

Overview

In this first lesson of the unit, students meet the world of Hairy Maclary by listening to the beginning of a Hairy Maclary story and noticing key story features: character names, how characters are described, and where the story begins. Students then create a shared character chart and complete a simple worksheet.

Learning intentions

• Students will identify characters in a story and describe simple character traits.
• Students will discuss the plot’s beginning (how the story starts and who is introduced).
• Students will recognise the difference between the character’s name and what the character is like.
• Students will record main characters on a class character chart and a personal worksheet.

Success criteria

• I can name at least 2 characters from the story.
• I can tell one simple thing about each character (for example: “The dog is big”, “The cat is sneaky”).
• I can point to the start of the story and say what happens first.
• I can complete my worksheet using picture support and sentence starters.

Curriculum links

• AC9EFLE03: recognise different types of literary texts and identify features including events, characters, and beginnings and endings.
• AC9E1LE03: discuss plot, character and setting, which are features of stories.
• General capability alignment: students use speaking and listening to share ideas, and use early literacy strategies to record information.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and story routine. Teacher shows the book cover, states today’s goal (“We will meet the characters and learn how the story begins”), and introduces the listening rule (eyes on teacher, ears ready, turn-taking). Students sit in a close listening spot and join an oral rehearsal: “The story has characters.”

2. 5–15 min · Book introduction and prediction. Teacher briefly talks about the series: “Hairy Maclary is a collection of silly dog stories.” Students look at the title page/first illustrations and predict: “I think the story will have…” (teacher accepts any answer, gently steering to characters).

3. 15–28 min · Read aloud (focus: names and traits). Teacher reads the first part of the book aloud, pausing at introductions of characters to model thinking: “Who is this? What is this character like?” Students repeat key character names chorally, then do a quick thumb vote: “Is this character small or big? friendly or grumpy?” using teacher-led options.

4. 28–40 min · Shared character chart (whiteboard). Teacher draws a simple chart with three columns: Character, Name (say/spell), Trait (one word). As the teacher records, students help by answering with one-word traits from teacher-provided prompts (for example: hairy, fast, grumpy, friendly, sneaky). Students take turns to point to a character on the page and suggest a trait; teacher writes the student’s word.

5. 40–52 min · Guided worksheet: “My Character Facts”. Teacher hands out a simple worksheet with:

• Two character picture boxes (matching the chart)
• Sentence starters with word bank/picture support: “This is ___.” “It is ___.” Students complete with teacher support, using the chart as reference. Teacher circulates, encouraging correct use of “is” and one descriptive word.

6. 52–58 min · Share and reflect (quick discussion). Teacher prompts: “What happens first in the story?” and “Which character did we learn about?” Students share one completed sentence with a partner, then one student shares with the class.

7. 58–60 min · Clean-up and exit check. Teacher collects worksheets. Students give a final check using a two-part response: “A character is… (name)” and “A trait is… (one word).”

Resources

• Hairy Maclary book (Lesson 1 selection) for read-aloud
• Book cover and/or title page visible to whole group
• Whiteboard and markers
• Printed worksheet: “My Character Facts” (two character boxes, picture support, sentence starters, word bank of trait words)
• Character picture cards (optional, if you have them for the specific book)
• Pencils, crayons/colour pencils
• Chart template on the whiteboard (Character / Name / Trait)

Assessment

• Formative: teacher listens during pauses in the read-aloud for correct character naming and one-word traits.
• Formative: during chart building, teacher checks that students can connect a character to a trait (name + “is”).
• Worksheet evidence: students complete sentence starters for at least two main characters.
• Exit check (2 minutes): each student states one character name and one trait.

Differentiation

• Support: provide sentence starters with “This is ___.” and a trait word bank (pictures or printed words) to reduce writing load.
• Support: use hand-over-hand or “choose from two” options during chart time (for example, “hairy or smooth?”).
• Extension: invite a student to add a third character or attempt a second trait word (for example: “fast and loud” if appropriate).
• EAL/SEN: allow verbal responses first; accept non-standard spelling; focus on understanding of character + trait rather than handwriting accuracy. Use consistent visual prompts and repetition of character names.