Planning the Picnic

Unit: Teddy Bear Picnic Adventures

Lesson 5 of 15

Duration: 45 minutes
Class: Year 1 (26 students)
Curriculum: National Curriculum for England (Key Stage 1 - English)

WALT (We Are Learning To)

Identify and discuss items needed for a picnic.
Write clear lists using bullet points or numbers.
Use vocabulary related to food and activities confidently.
Work collaboratively to make decisions about a shared task.

National Curriculum Links

English - Key Stage 1:

Writing:
- Composition: Write sentences by saying out loud what they are going to write about, composing a sentence orally before writing it (NC PoS - Y1 Writing - Composition).
- Vocabulary, Grammar and Punctuation: Begin to understand and use basic punctuation, including capital letters and full stops (Y1 English – Vocabulary, grammar and punctuation).
- Transcription: Spell common exception words and use phonics knowledge to write words (Y1 English – Spelling).
Reading:
- Develop phonics skills to decode words (Y1 English - Reading - Word reading).
- Use vocabulary building approaches to consolidate learning (Y1 English - Reading - Comprehension).
Speaking and Listening:
- Participating in collaborative conversations with diverse partners (Y1 English - Spoken language).

Learning Objectives

By the end of this lesson, pupils will:

Recall and use vocabulary related to picnic food and activities.
Write a simple list using bullet points or numbers.
Collaborate in a group to decide and write appropriate items for the teddy bear picnic.
Begin to punctuate their lists correctly (capital letters on items; punctuation optional as per list conventions).

Success Criteria

I can say what items I think we need for the picnic.
I can write words and short phrases in a list format.
I can use a capital letter at the start of each item on my list.
I listen to and share ideas with my group.

Resources

Large picture cards of picnic items (food and activities).
Whiteboard and markers.
Individual lined and bullet-point writing sheets (with dyslexia-friendly font such as OpenDyslexic).
Name tags for group work.
Soft teddy bears for engagement.
Real or plastic toy food items for tactile exploration.
Labels and word mats with common exception words and vocabulary related to the picnic.

Lesson Outline

1. Starter (5 minutes) – Recap and Engage

Gather students on the carpet with their teddy bear (from previous lessons).
Briefly recap what happened in previous picnic lessons using visual prompts.
Show a large picture card of a picnic blanket and ask: “What do we remember about a picnic?”
Vocabulary focus: Elicit key words with the class (e.g., basket, sandwiches, juice, teddy, blanket, games). Use word mats to support recognition.
Introduce today’s aim: planning what to take on the picnic.

Differentiation: Use picture clues and physical objects for visual and tactile learners; allow EAL or lower ability students to point out known items initially to build confidence.

2. Main Activity Part 1 (10 minutes) – Group Discussion & Vocabulary Sorting

Divide class into 5 groups of 5-6 pupils. Give each group a mix of picture cards (food items and activities).
Task: Sort cards into two piles: “Food” and “Activities” for the picnic.
Teacher circulates to support and introduce new vocabulary as needed. Encourage full sentences in discussion (e.g., “We need juice for our picnic.”)

Differentiation: Mixed-ability groups to encourage peer support. Use sentence starters displayed on the board for scaffolded talk ("I think we need…").

3. Main Activity Part 2 (15 minutes) – Writing the List Together

Each group will now create a picnic list from their sorted cards using simple words/phrases.
Provide lined paper with a bullet-point guide and word mats.
Teacher models writing a list on the whiteboard with capital letters and bullet points.
Pupils write their group list collaboratively or individually, highlighting correct spelling of known words or phonetically plausible attempts.
Encourage use of finger spaces and capital letters.

Differentiation:

Lower ability: Use dictation or scribe their ideas; allow use of word cards or labels to copy.
Dyslexic learners: Use dyslexia-friendly paper, coloured overlays, and word mats with images linked to key vocabulary.
Advanced learners: Encourage use of adjectives (e.g., juicy apple, crunchy sandwich) or writing full sentences about their list items.

4. Plenary (10 minutes) – Show and Tell

Invite each group to share their picnic lists with the class, reading aloud their items.
Discuss briefly if any items are surprising or uniquely suggested.
Recap key vocabulary and praise the use of capital letters and bullet points.
Reinforce the WALT and Success Criteria revisiting what was achieved in the lesson.

5. Extension & Homework Ideas

Extension Activity:
Pupils can draw a picture of their favourite picnic item and write a sentence about why they like it, practising simple sentence structure and using capital letters and full stops.
Homework:
Ask pupils to talk to their family about what they would choose to bring to a picnic and try to write one or two items they feel are important at home.

Additional Notes for Teacher

Use positive reinforcement to celebrate effort and correct attempts at spelling and vocabulary use.
Keep lesson interactive and tactile — handle real/pretend foods or teddy bears to deepen engagement.
Remember to use clear, slow articulation when introducing new vocabulary and allow thinking and response time for all pupils, particularly those with language needs.
Scaffold writing with sentence starters or word banks generated by the class previously.

This lesson plan aligns with the Key Stage 1 English curriculum expectations for writing sentences, punctuation, vocabulary development, and speaking and listening activities. It incorporates hands-on, collaborative, and literacy-focused tasks ensuring active participation while using the exciting theme of "Teddy Bear Picnic Adventures."

Teaching Instructions