Day 1: Predicting the Story

National Curriculum Links:

• English Year 4: Reading - comprehension (Pupils should be taught to) "predict what might happen from details stated and implied"
• Spoken Language: "participate in discussions, presentations, performances, role play, improvisations and debates"

Learning Objectives:

• To activate prior knowledge and stimulate curiosity about The Last Bear
• To develop prediction skills based on the book’s blurb and front cover
• To enhance speaking and listening through group discussion

Resources:

• Copies of The Last Bear front cover and blurb (no reading of the story yet)
• Whiteboard or flipchart
• Prediction worksheet for each child

Activity Outline:

1. Introduction (1 min): Show the front cover of The Last Bear and read the blurb aloud. Ask, "What do you think this story might be about?"
2. Think-Pair-Share (2 mins): Pupils individually write down one prediction on their worksheet, then share with a partner. Gather a few predictions as a class and write them on the board.
3. Class Discussion (1 min): Discuss what clues from the cover and blurb led to their predictions. Highlight inference skills and explain that predicting helps make reading active.

Assessment:

• Use observations of pupil contributions to assess understanding of inference and prediction.

---

Day 2: Diary Features Exploration

National Curriculum Links:

• English Year 4: Writing - composition (pupils should be taught to) "plan their writing by discussing writing similar to that which they are planning to write, learning from its structure, vocabulary and grammar"
• Reading: "identify themes and conventions in a wide range of books"

Learning Objectives:

• To identify the key features of a diary entry
• To understand the purpose and audience of a diary
• To analyse examples of diary writing

Resources:

• Examples of diary entries (both from children’s literature and a sample diary written in the voice of April)
• Feature checklist handout (date, first-person, informal language, thoughts & feelings, past tense, time connectives)

Activity Outline:

1. Engage (1 min): Teacher reads a short diary extract by April from the story (or a created example) aloud.
2. Identify Features (2 mins): In pairs, pupils highlight or note the features they notice (e.g., use of ‘I’, dates, emotions). Use the feature checklist handout to guide them.
3. Feedback & Model (1 min): Class jointly create a ‘Diary Features’ poster on the board with teacher’s guidance, referring back to April’s diary style.

Assessment:

• Informal assessment during discussion to gauge pupil understanding of diary structure and language.

---

Day 3: Diary Writing Skills

National Curriculum Links:

• English Year 4: Writing - vocabulary, grammar and punctuation (pupils should be taught to) "use a range of sentence structures, including different forms (statements, questions, exclamations, commands)"
• Writing - composition (pupils should be taught to) "start to organise paragraphs around a theme"
• Spelling: "use further prefixes and suffixes and understand how to add them"

Learning Objectives:

• To practice using first-person and past tense in writing
• To experiment with using emotive language and time connectives in diary writing
• To plan a diary entry in the role of April

Resources:

• Planning template outlining: date, opening sentence, main events, feelings, closing sentence
• Word bank of emotions, time connectives (e.g. first, then, finally), and sentence starters

Activity Outline:

1. Recap (1 min): Briefly review diary features and look at a short guided example sentence: “Today was... I felt... because…”
2. Planning (3 mins): Pupils use the template to plan their diary entry as April. They imagine what April might write shortly after an event in the story. Encourage imaginative use of vocabulary and sentence types. Teacher circulates to support and prompt.

Assessment:

• Review of planning sheets to ensure clear understanding of structure and appropriate language use.

---

Day 4: Diary Entry Writing

National Curriculum Links:

• English Year 4: Writing - composition (pupils should be taught to) "write for a range of purposes and audiences"
• Writing - spelling, punctuation and grammar (pupils should be taught to) "use inverted commas and other punctuation to indicate direct speech"
• Writing - transcription: "use further prefixes and suffixes and understand how to add them"

Learning Objectives:

• To write a diary entry in role as April, demonstrating understanding of diary conventions
• To apply spelling, punctuation, and grammar accurately
• To express thoughts and feelings effectively in writing

Resources:

• Pupil’s diary planning sheets
• Writing paper or exercise books
• Success criteria checklist for diary writing including features and technical accuracy

Activity Outline:

1. Set the Scene (1 min): Remind pupils that they are writing as April, imagining they have just witnessed something important from the story. Model a strong opening sentence.
2. Write (3 mins): Pupils write their diary entry independently, applying all features learned. Encourage use of interesting vocabulary and varied sentence types. Provide help as needed.

Assessment:

• Use success criteria checklists to self-assess and peer-assess
• Teacher to mark for content, use of diary features, and sentence accuracy

---

WOW Ideas to Enhance Learning

• Role Play: On Day 1, before predicting, invite a pupil to role-play as April, describing their surroundings to heighten immersion and curiosity.
• Diary Box: Create a ‘Diary Box’ with props from the story (a stuffed polar bear, gloves, maps) to stimulate sensory language when writing diaries.
• Voice Recording: Allow pupils to record their diary entry first to build confidence, playing back before writing.
• Emotional Thermometer: Use a visual emotion scale for pupils to link diary feelings to intensity, enriching language choice.

This four-day sequence encourages deep engagement with the text and integrates spoken and written English, aligned precisely with the National Curriculum standards for Year 4.