Teddy Bear Picnic Prep

Lesson Overview

Unit: Teddy Bear Picnic Adventures (Lesson 11 of 15)
Duration: 45 minutes
Class Size: 26 students
Year Group: Year 1
Subject: English

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Learning Objectives (National Curriculum England)

• English - Writing (Year 1 - Composition):
  • Pupils use their phonics knowledge to write simple sentences, which can be read by themselves and others.
  • Pupils begin to write short narratives about personal experiences and real events.
• English - Spoken Language (Year 1):
  • Pupils participate in discussions, listen actively, and express ideas clearly.
• English - Vocabulary Development:
  • Pupils develop their use of everyday vocabulary related to familiar topics.

WALT (We Are Learning To)

• Discuss roles and responsibilities for our teddy bear picnic.
• Write a short paragraph about what excites us most about the picnic.
• Use new vocabulary confidently and clearly.

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Success Criteria

• I can say my role or responsibility for the picnic aloud.
• I can use full sentences to write about what excites me.
• I use capital letters, finger spaces, and full stops in my writing.
• I listen carefully to my classmates and respond politely.

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Resources Needed

• Large paper or whiteboard for role brainstorming
• Word bank cards with picnic-related vocabulary and phrases
• Lined exercise books or writing frames with pictures for dyslexia-friendly support
• Pencils, crayons, and colourful stickers for writing encouragement
• Soft teddy bears or small bear puppets (for roleplay)

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Lesson Structure

1. Welcome and Recap (5 minutes)

• Greet pupils and briefly recap the unit so far: adventures with teddy bears + previous lessons about picnic items.
• Use a simple question to engage prior learning: “What do we need to get ready for a picnic?”
• Reinforce vocabulary introduced before (e.g., basket, blanket, sandwich, bottle).

2. Discussing Roles and Responsibilities (10 minutes)

• Introduce the idea of different roles to prepare for a picnic (e.g., blanket helper, food helper, game organiser).
• Use a soft teddy bear puppet to model the discussion: “I am the blanket helper! What will you be?”
• Invite children to volunteer roles—write names and roles on the board or large paper.
• Use targeted questioning to encourage speaking in full sentences, e.g., “I will help to...”, “My job is to...”
• Encourage use of new vocabulary; offer prompt cards if needed.

3. Vocabulary Consolidation Activity: Word Bank Match (5 minutes)

• Show word bank cards with words and matching pictures related to the picnic.
• Children match words to pictures either in pairs or small groups.
• Highlight tricky words for dyslexic learners with special fonts or coloured backgrounds (e.g., OpenDyslexic font).

4. Writing Task: Excitement Paragraph (15 minutes)

• Explain the writing task clearly: “Write a short paragraph about what you are most excited about for our teddy bear picnic.”
• Display a simple writing frame on the board (e.g., “I am excited to _______ because _______.”)
• Model writing a paragraph first, thinking aloud, demonstrating finger spaces, capital letters, and full stops.
• Provide dyslexia-friendly lined paper with visual support (small illustrations of picnic items at the top to spark ideas).
• Children write their own sentences independently or with peer/adult support as needed.
• Encourage use of vocabulary from the word bank.

5. Sharing and Feedback (7 minutes)

• Invite several children to read their paragraphs aloud to the class or small groups.
• Praise vocabulary use and sentence structure; gently correct or prompt if needed.
• Use a 'Celebration Clap' for each reader to increase confidence and enjoyment.

6. Plenary – Roleplay and Reflection (3 minutes)

• Recap roles and vocabulary briefly.
• Ask “How do you feel about your picnic role?”
• Use thumbs up/down or emoji cards for quick emotional check-in.

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Differentiation Strategies

Learner Type	Differentiation Approach
EAL Learners	Start with simple roles; use visuals and sentence starters; pair with fluent English speaker.
SEND / Dyslexic Learners	Provide writing frames; use coloured overlays and dyslexia-friendly fonts; one-to-one support if needed.
Advanced Learners	Encourage adding more detail or sentences (“I am excited to… because I love… and I hope to…”); offer challenge cards with higher-level vocabulary.

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Extension Activities for Advanced Learners

• Write two paragraphs describing different picnic roles or items.
• Illustrate their paragraph with drawings and add labels using new vocabulary.
• Act out a short “picnic preparation scene” with dialogue.

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Assessment for Learning (AfL)

• Teacher notes on participation during role discussion.
• Written paragraphs assessed against success criteria (capital letters, finger spaces, vocabulary, sentence structure).
• Observe reading aloud for fluency and confidence.
• Peer and self-assessment via thumbs up/down for understanding of roles.

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Additional Teacher Notes

• Use hand signals or visual prompts to manage transitions smoothly.
• Amplify excitement using props like picnic baskets or real teddy bears to make learning tangible and fun.
• Reinforce that “everyone’s ideas and sentences are good to share” to build confidence in writing and speaking.
• Plan potential additional support sessions for struggling writers before the next picnic lesson.

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This lesson plan ensures a hands-on, vocabulary-rich, and confidently scaffolded approach designed specifically for Year 1 students, built to meet and exceed the learning objectives carved out in the National Curriculum for England.