Predicting with The Hodgeheg

Overview

This lesson focuses on developing Year 2 learners’ prediction skills through Chapter 2 of The Hodgeheg by Dick King-Smith. It is designed according to the Curriculum for Excellence (CfE) Experiences and Outcomes specifically within Literacy: Listening, Talking, Reading, and Writing. The lesson will engage 14 students in critical thinking, oral communication, and comprehension activities.

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Curriculum for Excellence Links

Level: Early First Level (P2)
Experiences and Outcomes (Es and Os):

• LIT 1-07a: I enjoy exploring and discussing events and characters in stories and other texts, sharing my opinions using spoken language.
• LIT 1-10a: I can make predictions about events in stories and other texts using my own knowledge and the information I have been given.
• LIT 1-19a: I can identify the purpose, main ideas, and supporting detail in a range of texts.
• LIT 1-09a: I can share my thoughts about a text and explain reasons for my opinions.

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Learning Intentions

• Pupils will be able to make plausible predictions about the story’s progression using clues from Chapter 2.
• Pupils will listen attentively to the text and participate confidently in discussions.
• Pupils will develop reasoning skills by supporting their predictions with evidence from the text.

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Success Criteria

• I can listen carefully to the story and recognise key details.
• I can suggest what might happen next in the story.
• I can explain why I think my prediction is correct using evidence.
• I can respectfully listen to and discuss others’ ideas.

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Resources

• Copies of Chapter 2 from The Hodgeheg (text suitable for Year 2 reading level).
• Whiteboard and markers or interactive whiteboard.
• Prediction chart with three columns: Clues, My Prediction, Reason.
• Visual aids: character images, setting pictures.
• Sticky notes or small cards for recording predictions.

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Lesson Structure (Approx. 60 minutes)

1. Introduction (10 mins)

• Engage prior knowledge: Briefly remind pupils about the story so far. Show images of Max the hedgehog and the urban setting.
• Set learning intention: Explain that today’s learning is about making predictions – guessing what might happen next and explaining why.
• Activate curiosity: Ask pupils what clues or ideas they have about Max’s adventure from what they have heard/read so far.

2. Reading Activity (15 mins)

• Teacher reading: Read Chapter 2 aloud expressively, pausing at key moments where a prediction could be made.
• Stop points: After significant events or descriptions, ask “What do you think might happen next? Why?”
• Encourage pupils to give reasons based on the information.

3. Group Discussion and Prediction Chart (15 mins)

• Divide the class into 3 groups (4-5 pupils each).
• Each group fills in one section of the prediction chart on the whiteboard:
  • Clues spot evidence from the text (e.g., Max behaviour, setting).
  • My Prediction share their guesses about the storyline’s next steps.
  • Reason explain the thinking behind their predictions.
• Groups use sticky notes to write ideas before placing on the chart.

4. Shared Reflection (10 mins)

• Discuss predictions from all groups, comparing similarities and differences.
• Model reflective questions: “Which prediction is most likely? Can a prediction be surprising but still sensible?”
• Encourage respectful listening and valuing different viewpoints.

5. Assessment and Plenary (10 mins)

• Each pupil verbally shares one prediction and reason using sentence stems:
  “I think ___ will happen next because ___.”
• Teacher uses a quick checklist to record if pupils:
  • Make a relevant, text-based prediction.
  • Clearly explain their reasoning.
  • Participate in the discussion.
• Close with praising curiosity and thoughtful listening.

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Differentiation and Support

• Support: Provide sentence starters or phrase mats for pupils needing extra language scaffolding.
• Challenge: Ask more able pupils to consider alternative predictions or link to real-life experiences of urban animals.
• Use peer support in group work to build confidence.

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Links to Literacy and Wider Learning

• Prediction supports comprehension and critical thinking skills key to reading across all curricular areas.
• Speaking and listening contribute to confidence and social development.
• Connection to environmental awareness through exploring urban animal challenges.

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Reflection for Teachers

• Did most pupils make evidence-based predictions?
• How did group work foster inclusion and confidence?
• What follow-up activities could extend the theme (e.g., creative writing or role-play)?

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By explicitly linking to Early First Level CfE outcomes and embedding interactive, evidence-based prediction work, this lesson plan offers a rich, engaging, and developmentally appropriate exploration of The Hodgeheg that will wow both pupils and teachers alike.