Discuss frogs’ journey to and through the town
Share map of own town or city with children – imagine the frogs travelled through our town, how could we plot their route? What would they see on their travels?
Children plot a route for the frogs using local maps / OS maps and use this to sketch the human / physical features
Recap symbols on OS map – what do they mean?
Recap 4-point compass directions and develop understanding to include 8-point compass eg. north-east, south-west etc.
Allow children to have hands-on, practical experience of compasses eg. perhaps ‘becoming’ the frogs and have to navigate a route around school / local area
Introduce 4-digit grid reference to help locate things on a map. Challenge by introducing 6-digit grid reference
Use this knowledge of OS map symbols, compass directions and grid references to plot route for the frogs
Research digital and electronic games where objects appear to float
Consider the functionality and aesthetics of games and comment on how easy / hard it is to play
Use research to generate own design for a game based on the events in Tuesday
Communicate design in a range of ways, clearly identifying audience and explaining goal of game
Select appropriate hardware and software to create game (see Computing Appendix for further guidance)
Evaluate and adapt game throughout process to ensure optimum outcome / product
Discuss images from story where frogs are floating through air and swimming in water
Use this as a stimulus to introduce air and water resistance
Mind map what children already know about forces, gravity etc
Decide on the best type of scientific enquiry to find out about air and water resistance (see Type of Scientific Enquiry in Resource Pack)
Children formulate scientific questions to answer and set up test eg. Does the size of an object affect how quickly it falls through air? Make sensible, informed predictions
Decide what to observe / measure and how to record results. Emphasise accuracy and reliability data eg. repeating the test more than once
Present findings in a range of ways
Draw conclusions and make links to real life examples eg. streamlined boats travelling through water; Olympic bikes, helmets and other kit streamlined to move more quickly; shape and size of parachutes etc
Share book with children and discuss the fact there are no words. What is pupils’ response? How does this enhance / affect the narrative?
Could also watch animation of story, considering plot and how illustrations convey atmosphere
Consider and retell the story from different view points eg. detective, frog, dog etc. How does this affect language and content?
Using illustrations from book, children generate effective words and phrases to describe what they see / what is happening
Encourage children to recall and apply previously-taught figurative language skills (see Sorting Game in Resource Pack). Add own examples
Develop understanding of effective metaphors and personification, exploring real examples and magpie-ing those which children like best
Using the sequence of the images from book, children generate ideas for narrative for each one, considering upskilling certain words and applying more effective synonyms using dictionary and thesaurus to support
Consider cohesion within sentences (using conjunctions) and between ideas and paragraphs (using adverbials – adverbs, adverbial phrases, subordinate clauses)
Draft, edit and upskill narrative to produce final product
Share story and discuss plot
Children imagine they are the detective who discovers the lily-pads on the ground the following morning
Introduce adverbs and modal verbs for possibility eg The frogs must have been flying because…They might have gone to…Perhaps,…
Role-play detective / reporter going door-to-door and interviewing witnesses eg. man in the kitchen, old woman in her armchair. Note down witness statements
Consider features of journalistic writing: headline, by-line, introduction paragraph (5 W’s), main article, quotes and explore real examples of these
Relative clauses to add more information about the preceding noun eg. The man, who had been sitting in his kitchen at around 12am, reported seeing small, green objects floating past his window.
Plan journalistic writing about the events in the book, including the features above, remembering to use inverted commas for direct quotes
Ensure children use a wide range of sentence types
The picture book, Tuesday, is the stimulus for this theme. Children develop their understanding of figurative language and cohesion to write a narrative based on the frogs’ journey. In Art, children use drawing and painting to suggest mood to emulate an illustration from the book.
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