Picnic Planning Fun

Overview

This 45-minute lesson is the fifth in the "Teddy Bear Picnic Adventures" unit for Year 1 students. It aligns with the National Curriculum for England’s English programme of study focusing on writing composition and vocabulary development. During this lesson, pupils will collaboratively discuss, identify, and write a list of items and activities needed for a teddy bear picnic, practising list format writing skills and using simple, clear vocabulary.

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National Curriculum Links

English - Writing (Year 1):

• Composition: Pupils should be able to write sentences by saying out loud what they are going to write about, composing a sentence orally before writing it (NC p.26).
• Vocabulary, grammar and punctuation: Pupils learn to write simple sentences and begin to use capital letters and full stops (NC p.27).
• Spelling: Spell words containing each of the 40+ phonemes already taught and common exception words (NC p.27).
• Handwriting: Form lower-case and capital letters correctly (NC p.29).

English - Spoken Language (Year 1):

• Pupils listen and respond appropriately to adults and peers (NC p.24).
• Ask relevant questions to clarify understanding (NC p.24).

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Learning Objectives (WALT)

• WALT identify and use vocabulary associated with picnics (linking to prior learning from previous lessons on teddy bears and outdoor activities).
• WALT write a simple list of items using correct letter formation and spacing.
• WALT use capital letters and full stops where appropriate.
• WALT work collaboratively to share ideas and listen to peers.

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Success Criteria

• I can say the words I want to write before writing.
• I can write a list with clear, legible letters.
• I can use a capital letter at the start of my list items (where appropriate) and finger spaces between words.
• I can listen to my classmates and contribute my own ideas politely.

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Resources Needed

• Large paper or whiteboard for class list creation
• Individual lined exercise books (or plain paper with handwriting lines)
• Alphabet and common exception word cards (dyslexia-friendly fonts)
• Picture cards of picnic foods and activities
• Sticky notes or coloured paper for writing items
• Handwriting templates (with arrows illustrating letter formation)
• Soft teddy bears (for tactile engagement)
• Visual checklist with non-verbal icons to support dyslexic learners

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Lesson Structure

1. Introduction and Recap (8 minutes)

• Briefly recap previous lessons on teddy bears and the idea of a picnic using teddy bear puppets or soft toys to add a playful feel.
• Explain that today the class will plan what to bring and do at their teddy bear picnic.
• Introduce the WALT and success criteria visually and discuss them in simple language.

2. Vocabulary Brainstorming (10 minutes)

• As a class, look at picture cards showing foods (sandwiches, fruit, juice) and activities (games, singing).
• Invite pupils to name each item aloud.
• Teacher writes vocabulary on the board, modelling clear, correct spelling.
• Use a “word bank” strategy: display words with accompanying pictures around the room for visual support and dyslexia-friendly access.
• Encourage pupils to repeat words aloud to embed phonics and vocabulary.

3. Writing the Picnic List (15 minutes)

• Model writing a picnic list on large paper/whiteboard, emphasising: one item per line, starting each with a capital letter, finger spaces, and adding a full stop if naming activities (e.g. “Play games.”).
• Distribute lined books and handwriting templates; pupils select items from the word bank and write their own picnic list.
• Circulate, encouraging phonetic spelling for unfamiliar words and supporting letter formation.
• Use paired work where stronger and developing writers buddy up to share ideas and check letter formation.

4. Sharing and Review (7 minutes)

• Invite several pupils to read their lists aloud to the class or a small group.
• Praise use of vocabulary, neat handwriting, and listening skills.
• Briefly review the WALT and success criteria, asking pupils to self-assess with smiley face, neutral, or sad face icons.

5. Extension / Plenary (5 minutes)

• Challenge advanced learners to write a sentence explaining why one of the items is important, e.g., “We need juice because it is thirsty.”
• Dyslexia-friendly reading options: Provide pictorial word cards with simple sentences for learners to read alongside their writing.
• End with a question: “What is your favourite picnic item?” encouraging oral recall and vocabulary use.

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Differentiation

Learner Type	Strategy
Struggling writers	Use dotted letter templates, one-to-one sentence scaffolding, verbal prompts.
EAL / Speech difficulties	Provide picture cues and key vocabulary cards; allow use of simple short phrases.
Advanced writers	Extend writing with sentence-level work using conjunction ‘and’ or ‘because’ to explain choices.
Dyslexic learners	Use coloured overlays, dyslexia-friendly font cards, visual checklists; allow oral sentence recording.

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Assessment for Learning

• Formative observation of pupils’ participation in discussions and list writing.
• Use of self-assessment smiley faces to gauge confidence and understanding.
• Written work evaluated on clear letter formation, use of capital letters, finger spaces, and appropriate list structure according to the success criteria.

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Teacher Reflection Prompts

• Were pupils engaged with the pictorial vocabulary support?
• Did pupils attempt list writing confidently with appropriate letter formation?
• How effective was peer support during paired work?
• What further scaffolding or extension will aid understanding in the next lesson?

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This enjoyable, hands-on lesson supports Year 1 pupils in developing foundational writing and speaking skills while embedding vocabulary within a meaningful and familiar context. The use of teddy bears and picnic themes keeps learning tangible, fun and child-centred, exactly suited to emerging young writers.