Chicken Licken Fun

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Overview

This 3-day learning experience engages Reception children (ages 4-5) with the traditional tale of Chicken Licken. The plan integrates storytelling, creative drawing inspired by Gregg’s drawing club methods, and interactive "magic codes" to deepen comprehension and enthusiasm. The activities align closely with the Early Learning Goals (ELGs) from the Early Years Foundation Stage (EYFS) Framework and the English Early Learning Goals and ensure inclusive learning following the UK National Curriculum guidance for Reception.

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Curriculum Links

EYFS - Communication and Language:

• Listen attentively and respond to what they hear with relevant questions, comments and actions.
• Use vocabulary and forms of speech that are increasingly influenced by their experiences of books.
• Develop story language.

EYFS - Literacy:

• Understand the five key concepts about print.
• Begin to develop phonological awareness.
• Engage with stories and nonfiction to develop a familiarity with story patterns.

EYFS - Expressive Arts and Design:

• Explore a variety of materials and tools.
• Use drawing to express ideas.
• Role-play and use imagination.

EYFS - Personal, Social and Emotional Development:

• Take part in group activities and follow rules respectfully.

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D ay 1: Meet the Story and Characters

Learning Objectives

• Children listen attentively to the story of Chicken Licken, demonstrating understanding through discussion. (Communication and Language ELG)
• Begin to recognise and name characters from the story. (Literacy ELG)
• Use drawing to express initial ideas about characters. (Expressive Arts and Design ELG)

Resources

• Large illustrated copy of Chicken Licken (storybook/picture book style)
• Paper, coloured pencils/crayons
• Gregg’s step-by-step drawing prompts for characters (Chicken Licken, Foxy Loxy, etc.)
• “Magic code” cards with simple shapes or symbols—children decode these to reveal clues about characters or actions.

Structure (45 mins)

Time	Activity
10 mins	Storytelling Session: Teacher reads Chicken Licken with expressive voice and puppets; pauses to ask simple prediction questions using the “magic code” cards (e.g., “What do you think Chicken Licken will do next? Here is a code – can you crack it?”).
10 mins	Character Talk: Show pictures of key characters; discuss their feelings and roles using child-friendly vocabulary and gestures. Use magic codes on flashcards to represent characters (e.g., a small triangle for Foxy Loxy’s sly nature).
20 mins	Drawing Club: Using Gregg’s simple drawing steps, children draw their favourite character. Teacher encourages discussion about colours, feelings, and character traits while drawing. Children “unlock” a magic code sticker for their artwork to personalise their drawing.
5 mins	Sharing Time: Children show their drawings and explain one fact about their character. Teacher reinforces language and story vocabulary.

Differentiation

• For children with speech/language delays: Use picture cards from the story and encourage one-word or two-word responses during discussions. Provide pre-drawn character sheets for colouring.
• For more able learners: Encourage writing labels or simple captions for their drawings using initial sounds. Introduce sequencing words like "first," "then," and "last."
• For children with fine motor challenges: Provide thick crayons and larger paper for easier handling.

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Day 2: Story Sequence & Magic Codes

Learning Objectives

• Children recall and sequence main events of Chicken Licken. (Literacy & Communication ELGs)
• Engage collaboratively in group drawing to represent story events. (Expressive Arts and Design ELG)
• Use magic codes as interactive prompts to reinforce comprehension.

Resources

• Large story sequence cards picturing key events from Chicken Licken
• Large paper roll for group drawing
• Magic code cards (numbered codes that correspond to story parts)
• Markers and crayons

Structure (45 mins)

Time	Activity
10 mins	Story Recap with Codes: Teacher uses story sequence cards with magic codes to support retelling—children help “crack” codes in order to reveal what happened next.
15 mins	Group Story Map Drawing: On large paper, children collaboratively draw the sequence of events following Gregg’s drawing hints. Each child adds one part of the story, guided by the teacher asking questions like, “What happens after the sky falls?”
10 mins	Magic Code Hunt: Sticky magic codes hidden around the classroom correspond to story parts. Children find them and explain which event the code belongs to.
10 mins	Reflection Circle: Talk about favourite parts and characters. Teacher models using sequencing language (“First Chicken Licken... Then Foxy Loxy... Finally...” etc.)

Differentiation

• For children needing extra support: Use paired work during the group drawing to ensure turn-taking and verbal support; provide picture prompts at their stations.
• For more able learners: Encourage them to explain why events happened or predict alternative endings. Introduce vocabulary such as “cause” and “effect.”
• For children with limited attention: Incorporate movement during the magic code hunt to keep engagement high.

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Day 3: Retelling & Expression Through Art and Role Play

Learning Objectives

• Children retell familiar stories using story language and props. (Communication & Language ELG)
• Express their creativity through drawing and role play. (Expressive Arts and Design ELG)
• Use magic codes to independently prompt story recall.

Resources

• Character masks and simple costumes (for role play)
• Drawing materials and Gregg-inspired prompts for creating story scenes
• Magic code flashcards to prompt parts of the story during role play
• Story props (e.g., acorns, paper clouds, small toy fox)

Structure (45 mins)

Time	Activity
10 mins	Story Retelling Warm-up: Children use magic code cards to sequence key story points aloud in small groups, supported by the teacher.
15 mins	Creative Drawing: Children choose a scene to draw from the story using Gregg’s methods, focusing on colours, shapes, and character details to show understanding. Children add a magic code sticker to their picture as a “story secret.”
15 mins	Role Play and Drama: Children use masks, props, and costumes to act out parts of Chicken Licken. Teacher guides story progression using magic codes as prompts. Encourage children to use story language (“Oh no! The sky is falling!”) and gestures.
5 mins	Celebration & Feedback: Class discussion celebrating their artwork and performances. Teacher praises use of vocabulary and imagination. Display drawings with magic codes for classroom storytelling wall.

Differentiation

• For children with limited language: Assign them simple role-play actions or non-verbal parts (e.g., miming running). Use picture symbols for story parts.
• For confident speakers: Encourage them to add their own dialogue or sensory descriptions.
• For children who prefer drawing to acting: Allow them to narrate their drawings as their contribution.

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Assessment & Teacher Notes

• Observation focus: Listening skills, use of story language, participation in discussions and role play, creative expression in drawing.
• Informal assessment: Teachers use notes from story discussions and magic code decoding to gauge comprehension.
• Peer support and self-expression: Monitor children’s ability to collaborate during group activities and willingness to share ideas.
• Parent involvement suggestion: Send home simple magic code cards or drawing prompts to strengthen family storytelling time.

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WOW Factor Ideas to Impress Teachers

• Introduce an interactive “magic code” system, where children use shape/symbol flashcards that unlock different parts of the story or lead to surprise drawing challenges — enhancing curiosity and active listening.
• Use Gregg’s drawing club progressive scaffold method to build children's confidence in drawing story characters and scenes with minimal frustration.
• Implement multisensory storytelling via role play with costumes and props so all learners engage physically, visually and auditorily.
• Incorporate a classroom “story wall” where magic code drawings and group art sequences remain visible as ongoing learning evidence and a talking point.

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This detailed, multi-modal approach not only meets Reception curriculum goals for communication, literacy, and creativity but transforms a classic fairy tale into a magical, engaging adventure for every learner.