Teddy Bear Picnic

Overview

Year 1 | English | Unit: Teddy Bear Picnic Adventures (Lesson 12 of 15)
Duration: 45 minutes | Class size: 26 students
Focus: Experiential learning through a teddy bear picnic to support recount writing, vocabulary development and consolidation of language skills.

This lesson is carefully aligned with the National Curriculum for England (Key Stage 1 English - Spoken Language, Reading, Writing) and tailored for first-time Year 1 teaching with a hands-on approach.

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National Curriculum Links

• Spoken Language:

  • Participate in discussions, presentations, performances, role play, improvisations and debates (NC English, Y1)
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas (Y1 English)

• Writing - Composition:

  • Sequence sentences to form short narratives and recounts (Y1)
  • Use vocabulary focusing on describing experiences and feelings (Y1)

• Reading - Word Reading and Comprehension:

  • Listen to and discuss stories, poems and non-fiction (Y1)
  • Recognise common words and use phonic knowledge to decode (Y1)

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Learning Objectives (WALT)

• WALT: Participate actively in a class teddy bear picnic and use descriptive vocabulary to recount our experiences in writing.
• We are learning to take notes during our picnic to help write a recount.
• We are learning to use interesting adjectives and verbs to describe what we see, hear, taste and feel.
• We are learning to listen carefully to our classmates and share ideas about the picnic.

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Success Criteria

• I can join in the picnic, bringing my teddy bear and sharing food.
• I can use words that describe what I see, hear, taste and feel at the picnic.
• I can write simple sentences to recount my picnic experience with support.
• I can listen to friends and add new vocabulary to my words bank.

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Resources

• Each child’s teddy bear
• Picnic snacks (e.g., fruit pieces, breadsticks) – allergy-aware
• Clipboards, pencils, and dyslexia-friendly lined paper (font size 14, spacing 1.5)
• Picture word bank cards with picnic-related vocabulary (simple adjectives, verbs, and sensory words)
• Visual timer
• Soft seating area or picnic mats arranged in a circle

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Lesson Structure

1. Introduction & Recap (5 mins)

• Sit in a circle and recap vocabulary learnt in previous lessons (e.g. picnic, basket, sandwich, soft, crunchy).
• Show picture word bank cards as prompts.
• Model a simple sentence: “My teddy is soft.”
• WALT reminder: “We are learning to write about our teddy bear picnic.”

2. Teddy Bear Picnic Experience (20 mins)

• Organise students into small groups (5-6 children) sitting on picnic mats with their teddy bears and snacks.
• Encourage sensory exploration: “What can you feel? What does your teddy look like? What does the food taste like?”
• Children take brief notes/scribbles on clipboards to remember words (adult support for spelling).
• Circulate, ask open questions to scaffold vocabulary:
  • “How does your teddy feel?”
  • “What sounds do you hear at our picnic?”
  • “What food do you like best?”
• Encourage children to talk with peers about their teddy bears and picnic experiences.

3. Whole Class Sharing (10 mins)

• Regather in the circle.
• Invite 5-6 children to share their favourite part of the picnic aloud using simple sentences.
• Demonstrate how to say a sentence with an adjective and verb (“I tasted sweet apples.”).
• Record selected sentences on flip chart for group reading.

4. Independent Recount Writing (8 mins)

• Children write or dictate 2-3 sentences about their picnic using their notes and vocabulary cards.
• Use dyslexia-friendly paper and coloured overlays if needed.
• Teacher and teaching assistants support with spelling and sentence structure.
• Encourage use of adjectives and verbs learned (e.g., soft, crunchy, jumped, tasted).

5. Plenary & Reflection (2 mins)

• Quick thumbs up/down: “Did you enjoy the picnic?”
• Highlight some good vocabulary or sentences heard today.
• Remind children that their writing will be used next lesson for a shared storybook.

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Differentiation

Group	Strategies
SEN/Dyslexic learners	Use picture word banks and oral sentence starters; allow oral recount instead of writing; provide coloured overlays and dyslexia-friendly fonts; 1:1 adult support.
EAL learners	Pre-teach key vocabulary with visual aids; encourage peer support in groups; allow use of home language for ideas before English writing.
Advanced learners	Encourage use of conjunctions (and, because) in sentences; extend vocabulary bank with synonyms; invite them to add their own descriptive sentences aloud.

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Extension Activities

• Invite children to draw a picture of their teddy bear picnic and label items using learnt vocabulary.
• Challenge advanced learners to write a simple diary entry as if they were their teddy bear, describing the picnic from a bear’s point of view.
• Encourage children to create a “picnic poem” using adjectives and verbs.

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Assessment

• Observe children’s participation in discussion and sharing to assess spoken language skills.
• Review their simple recount sentences for use of sensory vocabulary and sentence sequencing.
• Note children’s ability to listen and incorporate new vocabulary.
• Use formative assessment to identify next steps for writing development in upcoming lessons.

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This lesson will delight children with a tactile, social experience and consolidate language skills via sensory exploration and shared recount writing. The balance of hands-on, oral, and written activities aligns with the National Curriculum and supports inclusive and engaging learning for all Year 1 students.