Teddy Bear Picnic Day

Overview

• Age Group: Year 1 (5-6 years old)
• Class Size: 26 students
• Duration: 45 minutes
• Unit: Teddy Bear Picnic Adventures (Lesson 11 of 15)
• Focus: Roles and Responsibilities, Writing a Short Paragraph
• Curriculum: National Curriculum for England (English - Writing and Speaking & Listening)

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Learning Objectives (WALT)

• WALT: Discuss roles and responsibilities for our teddy bear picnic.
• WALT: Use key vocabulary to describe what we are excited about.
• WALT: Write a short, simple paragraph about our feelings and plans for the picnic.

Aligned with National Curriculum (England):

• Writing: Pupils should be taught to:
  • Compose sentences orally before writing (English KS1 Programme of Study, Writing, Year 1)
  • Use key vocabulary and simple sentence structures (English KS1 Writing)
• Speaking and Listening: Pupils should be taught to:
  • Participate in discussions, expressing viewpoints and listening to others (English KS1 Speaking and Listening)

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Success Criteria

• I can say what my role at the picnic will be.
• I can use new vocabulary words about the picnic when I talk or write.
• I can write at least 3 simple sentences about what I am looking forward to.

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Resources

• Large teddy bear prop and picnic basket (for role-play)
• Vocabulary flashcards: picnic items, roles (e.g., helper, organiser, cleaner)
• Whiteboards and markers
• Writing frames with sentence starters (dyslexia-friendly fonts and layouts)
• Clipboards and pencils
• Illustrated vocabulary display on the board
• Timer

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Lesson Structure

1. Welcome & Recap – 5 minutes

• Greet children and remind them about previous lessons focused on teddy bears and picnics.
• Quick recap quiz game: Show vocabulary flashcards; students shout out words and demonstrate actions (e.g., pretend to spread a blanket).
• Embed prior learning: Say the word, spell the word aloud, write the word on mini whiteboards.

2. Introduction to Roles and Responsibilities – 10 minutes

• Show the teddy bear prop and picnic basket. Explain the picnic is tomorrow!
• Introduce roles with flashcards: helper, organiser, cleaner, snack distributor.
• Class discussion: What do these roles mean? Why are they important?
• Use guided questioning to encourage full sentences. Write examples on the board: e.g., "I will help by..." / "I want to be the..."
• Vocabulary focus: use sentences with new words, e.g., "responsibility," "organise," "help."

3. Group Role Allocation Activity – 10 minutes

• Divide class into small groups (4-5 children), each group chooses a role for their teddy bear.
• Encourage students to discuss and assign roles together verbally (speaking & listening).
• Teacher circulates, scaffold conversations, model language for quieter or less confident pupils.

4. Writing Task: Short Paragraph – 15 minutes

• Using writing frames and sentence starters, students write a paragraph about what they are most excited for.
• Example sentence starters:
  • "I am excited about the picnic because..."
  • "My teddy bear will..."
  • "I will help by..."
• Dyslexia-friendly support:
  • Provide individual word banks with pictures.
  • Use lined paper with spacing prompts.
  • Allow oral rehearsal with partner before writing.
• Teacher and TA support: One-to-one help for those who struggle with fine motor skills or spelling.

5. Sharing & Plenary – 5 minutes

• Volunteers read their paragraphs aloud (or share verbally if writing is a challenge).
• Positive praise and focus on vocabulary use and clear ideas.
• Recap key vocabulary and roles once more.
• Highlight how every role is important to make the picnic fun.

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Differentiation

Learner Group	Strategies
EAL Learners	Use visuals, gesture; pre-teach vocabulary; peer support.
SEN / Fine Motor Difficulty	Provide writing frames, offer oral alternatives, use keyboard if available.
Advanced Writers	Extension: Write an extra sentence describing how their teddy bear feels. Use conjunctions like “because” or “and.”
Dyslexic Learners	Use dyslexia-friendly fonts, coloured paper; oral story-telling before writing; word banks with pictures.

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Extension Activity

Students with more advanced writing skills can:

• Draw a labelled picture of their teddy bear at the picnic and write descriptive sentences using adjectives (e.g., “My teddy bear is fluffy and happy.”)
• Prepare a short ‘role-play’ where they explain their role at the picnic to the class.

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Assessment Opportunities

• Observe participation in discussion groups for understanding of roles.
• Check written paragraphs for use of vocabulary, sentence construction, and clarity of ideas.
• Use oral feedback during sharing to assess confidence and understanding.

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Notes for Teacher

• Emphasise a friendly, encouraging atmosphere to build confidence.
• Celebrate all efforts in speaking and writing, responding to individual needs.
• Use a timer gently to keep the pace lively yet manageable.
• Encourage children to use full sentences when speaking to scaffold writing success.

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This lesson plan combines hands-on learning with clear vocabulary focus and writing practice, ensuring Year 1 pupils embed their understanding of roles within a fun, collaborative context. It aligns tightly with the National Curriculum’s emphasis on speaking & listening and early writing skills, while supporting diverse learners through creative differentiation.