Gorilla: Using Lists

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Overview

• Subject: English
• Year Group: Year 2
• Lesson Duration: 40 minutes
• Class Size: 26 pupils
• Curriculum Area: English – Writing: Vocabulary, Grammar and Punctuation
• National Curriculum Objective:
  Pupils should “learn how to use commas to separate items in a list” (Year 2 English, Writing – Composition and Grammar Objectives)
• Text Focus: Gorilla by Anthony Browne

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Learning Objective

★ I can use commas to separate items in a list.

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Success Criteria

✅ I can identify a list in a sentence.
✅ I can add commas correctly between items.
✅ I can write my own list using commas in the style of Gorilla.

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Resources Needed

• Class set of Gorilla by Anthony Browne (or teacher copy + visualiser)
• Printed 'Hannah’s Lists' worksheet
• Sentence strips for group warm-up
• Lollipop sticks for random questioning
• Display board or flip chart
• Highlighting pens
• Gold star stickers (or themed stickers) for outstanding work

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Lesson Outline (40 mins)

⏱️ 0–5 mins: Hook & Introduction

• Begin with the front cover of Gorilla under the visualiser.
• Ask: “What kinds of things might Hannah wish for on her birthday?”
• Activate prior knowledge of the story before reading selected passage.

Teacher Script Example:
“Today we’re going to dive into part of ‘Gorilla’ where Hannah is imagining all the things she loves. We’ll find lists just like shopping lists… but about Hannah!”

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⏱️ 5–15 mins: Shared Reading & Modelled Writing

📖 Shared Reading Extract:

Read aloud the section where Hannah mentions she loves:

“…films about gorillas, reading books about them, and watching them at the zoo.”

Pinpoint the list – write the sentence on the board and highlight:

• the 3 items
• the commas used

Note: Pause to explain that “and” comes before the last item in a list, but commas go between the other items.

✍️ Modelled Sentence:

Teacher models a new sentence using a list.
“Gorilla brought Hannah a hat, a balloon, a box of chocolates and a book.”

Write it twice: once without commas, then corrected version.
Encourage partner talk: “What’s missing in the first one? Why are commas important?”

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⏱️ 15–25 mins: Guided Group Practice

Split class into 6 mixed-ability table groups (approx. 4–5 pupils each). Each group receives pre-written sentences on sentence strips without commas, such as:

1. “She ate bananas grapes apples and pineapples.”
2. “He gave her a cake a card and a present.”
3. “They saw monkeys parrots snakes and lions.”

Task:
Each group edits sentences using highlighters and writes the corrected version.
Support from TA for lower-attaining pupils.

Then, pass sticky stars to award the group with the most accurate commas!

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⏱️ 25–35 mins: Independent Writing Task – Hannah's Dream Wishlist

Distribute the 'Hannah’s Lists’ worksheet. Children imagine what Hannah might want from the gorilla — building a wishlist sentence including at least 3 items, using commas.

Prompt sentence frame:

“Hannah wanted a ___, a ___, a ___ and a ___ from the gorilla.”

Model aspirations: funny, imaginative items – e.g., “a pet chimpanzee, a rainbow hat, a huge strawberry cake and a giant book about forests.”

Give each pupil 2–3 minutes of 'Think Time’ before writing to generate ideas.

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⏱️ 35–38 mins: Peer Review

Children swap books with their partner and:

• Read the sentence aloud
• Check for commas between items
• Give verbal feedback; correct if needed

Optional: Create a 'Commas Champion' club with gold star stickers for exemplary use.

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⏱️ 38–40 mins: Plenary & Exit Ticket

Ask 2–3 pupils to read their list aloud. Use lollipop sticks for random selection, ensuring inclusion.

Exit Ticket Question:

“Why do we use commas in a list?” (Pupils answer before lining up)

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Differentiation

• Support:
  Sentence scaffolding and adult support for EAL and SEN pupils. Pre-teaching vocabulary or using picture cards for item ideas.

• Challenge:
  Encourage high-attainers to write 2–3 sentences using varied vocabulary, or use adjectives in lists:
  “Hannah wanted a soft, purple blanket, a tiny, yellow torch and a tall, stripey balloon.”

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Cross-Curricular Links

• PSHE: Explore themes of friendship and feelings with Gorilla.
• Art: Illustrate ‘Hannah’s Gift List’ using drawing materials in next session or as early finisher task.

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Assessment Opportunities

• Observe group collaboration during sentence correcting
• Collect and mark 'Hannah’s Lists’ worksheet
• Use peer feedback exercise to encourage self-editing skills

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Extension Ideas

• Turn children's sentences into a class book: “Gifts for Hannah”
• Interview role-play where one child is the gorilla and others suggest gifts in list form

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Wow Factor Moment

🎉 Live Banana Basket Game 🎉
Use real or plastic “bananas” with list items written on them. Children race (in pairs) to sort into 3-item lists with correct punctuation. Adds movement and memory!

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Teacher Reflection Prompt
⭐ “Which children struggled to use ‘and’ and commas correctly? Who can be a peer mentor next time?”
⭐ “Could we bring punctuation to life more often through storytelling?”

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Let’s bring punctuation off the page and into imagination – one comma at a time! 🍌📚