Sweetness Todd Writing

Overview

This 60-minute literacy session is designed for Year 3 pupils in Wales and aligns with the Curriculum for Wales’ Literacy Area of Learning and Experience (AoLE). The lesson will focus on developing descriptive writing skills, oral communication, and understanding character through the imaginative context of 'Sweetness Todd' — a fictional character to inspire creative language exploration and character description.

Curriculum for Wales Alignment

Area of Learning and Experience: Literacy

• Oracy, Reading and Writing
• Learning Progression Step: Year 3 (7-8 years)

Relevant Statements of What Matters

• WM4: Exploring and using language creatively helps learners communicate meaning and inspire feelings and ideas.
• WM5: Writing is a process of creating meaning and can take various forms for different purposes and audiences.

Literacy Skills Focus

• Use of descriptive language and vocabulary to develop character description.
• Structuring simple texts in sequence with clear ideas.
• Participating in group discussions and sharing ideas confidently.

Learning Objectives

By the end of the lesson, pupils will be able to:

1. Use adjectives and descriptive phrases to write an engaging character description of ‘Sweetness Todd’.
2. Organise ideas into a clear and sequenced paragraph.
3. Speak confidently in small groups using imaginative language to describe a character.
4. Demonstrate understanding of how descriptive language creates imagery for readers.

Resources

• Whiteboard and markers
• Character image/illustration of Sweetness Todd (created by teacher or imagined by students)
• Word banks with descriptive adjectives and phrases related to sweetness, tastes, feelings, and sensations
• Lined writing paper or notebooks
• Colour pencils or crayons
• ‘Sweetness Todd’ story prompt (a short imaginative paragraph introducing the character)

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Lesson Structure

1. Starter (10 minutes) — Imaginative Character Introduction

• Introduce ‘Sweetness Todd’ through a short storytelling prompt written on the board or read aloud:
  "Sweetness Todd is a magical friend who tastes the sweetest things and spreads happiness wherever he goes. Imagine what he looks like and how he makes you feel."
• Show an illustration or ask children to close eyes and imagine the character.
• Quick pair-share: Pupils tell a partner what they think Sweetness Todd looks like and one word to describe him.

2. Main Activity 1 (15 minutes) — Exploring Descriptive Language

• On the whiteboard, create a collaborative word bank with pupils by asking:
  What words help describe how Sweetness Todd looks? Sounds? Feels?
• Prompt descriptive adjectives (sparkly, soft, warm, sugary, gentle) and sensory verbs/phrases (smells like honey, tastes like strawberries).
• Model writing 2-3 descriptive sentences about Sweetness Todd using rich language and connectives. Show how adjectives and expanded noun phrases build vivid pictures.

3. Main Activity 2 (20 minutes) — Writing a Character Description

• Pupils write their own paragraph describing Sweetness Todd using the shared word bank and their imagination.
• Encourage use of adjectives, similes, and sensory language.
• Children write independently but can ask for help to extend sentences or add new ideas.
• Use success criteria on the board:
  Include at least 3 adjectives, 2 expanded noun phrases, and 1 simile.

4. Plenary (10 minutes) — Sharing and Reflecting

• Children read their descriptions aloud in small groups (3 pupils).
• Each group chooses one description to share with the whole class.
• Teacher asks reflection questions:
  • Which words helped you imagine Sweetness Todd best?
  • How did your description make the character seem friendly or magical?
• Collect a variety of descriptions to display on a classroom wall titled “Sweetness Todd’s World.”

5. Assessment Ideas

• Formative assessment through observation of participation in discussions and use of vocabulary during word bank creation.
• Check pupils’ written paragraphs against the success criteria for descriptive language usage.
• Use oral sharing to assess clarity and confidence in spoken language.
• Next steps feedback for individuals — encourage adding more detail or experimenting with sentence starters in future lessons.

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Differentiation / Additional Support

• Provide sentence starters or writing frames for pupils needing assistance, e.g.:
  Sweetness Todd is …
  He looks like …
  His skin feels as … as …
• Challenge higher-achieving learners to include alliteration or two similes in their sentences.
• Visual learners benefit from drawing their Sweetness Todd before writing.

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Cross-Curricular Links

• Art: Pupils can illustrate their character for display.
• Personal and Social Education (PSE): Discuss how characters can represent feelings and kindness.
• Welsh: Introduce simple Welsh adjectives (if appropriate) as additional vocabulary enrichment.

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Extension Ideas

• Turn the descriptions into a short class story about an adventure with Sweetness Todd.
• Create a ‘Sweetness Todd’ sensory box with items representing sweetness and texture for exploratory language work.

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This lesson encourages creativity, literacy skills, and oral communication framed within the Curriculum for Wales’ focus on meaningful interaction with language and purposeful writing for imaginative expression.