Hedgehog Beginnings

Overview

In today’s lesson, pupils will make sensible predictions before and during reading of Chapter 1 of The Hedgehog, then analyse how the author introduces setting, characters and mood using clues from the text. They will finish with a short written response that summarises evidence-based predictions.

Learning intentions

• Students will make predictions using what the text already says (stated details) and what it suggests (implied meaning).
• Students will draw inferences about a character’s feelings, thoughts and motives using evidence from more than one line.
• Students will identify how the author introduces setting and characters and how this creates mood.
• Students will summarise key ideas from the first chapter and reflect on whether predictions were correct.

Success criteria

• I can predict what might happen next and explain why using text evidence.
• I can infer how a character feels or why they act by pointing to clues in the text.
• I can describe the setting and mood and link them to words/phrases the author uses.
• I can summarise the main ideas from Chapter 1 in a few accurate sentences.

Curriculum links

• Reading comprehension: identifying main ideas drawn from more than one paragraph and summarising them (lower KS2).
• Drawing inferences about characters’ feelings, thoughts and motives.
• Predicting what might happen from stated and implied details.
• Identifying themes and conventions and how authors introduce characters/setting to create mood.

Lesson structure (60 minutes)

1. 0–5 min · Hook (predicting from a clue). Teacher displays the introduction slides showing an illustration/description of a hedgehog in an unexpected place (placeholder image from Chapter 1) and asks, “What might this mean for the story?” Students do a quick think-write: one prediction and one reason.

2. 5–15 min · Pre-reading predictions (model). Teacher reads the chapter blurb/title page section up to the first stopping point (placeholder: “before the first paragraph about the hedgehog”), pausing to model prediction language (“I predict… because…”) and making one “check question” (“Does the text support that yet?”). Students turn-and-talk: What do you expect the hedgehog to want or do first? Give one clue you expect to see.

3. 15–25 min · During-reading: infer feelings and motives. Teacher re-reads a short extract from Chapter 1 (placeholder pages: “p. – where the hedgehog is first described/acts”), stopping at two key lines where mood changes. Students complete quick evidence cards on a mini whiteboard:

• Feeling word (what we think)
• Clue (the phrase/sentence)
• Motive (why they might be doing it)

4. 25–35 min · Analysing setting, character, and mood clues. Teacher uses the introduction slides “Spot the author’s choices” segment: model how to collect clues about setting (time/place), character (actions/words), and mood (atmosphere) using 3 headings and one worked example sentence. Students in pairs: scan the same extract for 3 clues total—at least one for setting and at least one for mood—and write them as “Clue → effect” statements.

5. 35–45 min · Group sorting: stated vs implied predictions. Teacher introduces a 2-column task on the introduction slides: “Stated in the text” and “Implied by clues” (teacher provides 4–6 prompt excerpts from Chapter 1). Groups place each prompt into the correct column and then write one improved prediction: “Next, I think… because the text says… and it suggests…”

6. 45–52 min · Written outcome (short, structured). Distribute the Hedgehog prediction and evidence worksheet. Students write 1 paragraph (or half a page for supported writers) answering:

• What happened in the opening so far? (main idea + brief detail)
• What do you predict will happen next?
• Which two pieces of evidence helped you? Differentiation built into the worksheet: sentence starters for support, and “one implied clue” challenge for extension.

7. 52–60 min · Plenary: checking predictions + summarising. Teacher revisits the original hook prediction from Step 1 using the introduction slides and asks, “Which prediction was closest and why?” Students complete a quick verbal summary: “The main idea of Chapter 1 is…” and then one sentence about mood/setting—linking to a clue.

Resources

• the introduction slides
• the Hedgehog prediction and evidence worksheet
• Class text: Chapter 1 extract (printed or digital)
• Mini whiteboards or scrap paper for evidence cards
• Highlighters (optional) for clue searching: setting (blue), character (green), mood (yellow)
• Timer for reading pauses and group sorting

Assessment

• Formative: teacher listens during paired talk for prediction reasoning (“because…” must reference text clues).
• Formative: during evidence cards, check that inferences about feelings/motives are linked to specific lines, not guesses.
• Exit check: during plenary, pupils state the main idea + one mood/setting clue; teacher notes misconceptions to address next lesson.

Differentiation

• Support: sentence starters for prediction (“I predict… because…”) and inference (“I think they feel… since…”), plus a reduced set of prompts for the sorting task.
• Support: provide a small glossary on the board of needed vocabulary (e.g., scuttle, cautious, startled, hedgerow, shelter as they appear in the extract).
• Challenge: ask pupils to use one implied clue (not directly stated) and to add an “if… then…” prediction (conditional reasoning).
• EAL/SEN: allow oral rehearsal with a partner before writing; accept short answers that include evidence, then build to full sentences.