Let’s Think in English KS1: I want my hat back
Reasoning pattern: narrative sequencing
Overview
This activity develops pupils understanding of narrative sequencing
focusing on the changing characterisation of the bear throughout the
story and the possible order of the final images. Finally pupils consider
why the author chose to add the final page and whether the story might
have been concluded with the penultimate page.
Key words/phrases: order, sequence.
Materials
Copy of I want my hat back
Colour print out for each group of set of images form the final pages.
PowerPoint.
There are many online versions of the story like the link below. However it is suggested
you turn the volume off and read the story with your class.
http://www.youtube.com/watch?v=eQVYA5SWIKg&index=4&list=PL9as4_acxk7vW2
KX7dyvcGfuT4cF5dWWm
Lesson plan
Concrete preparation
Reveal the front cover of the book to pupils. Ask pupils to work in groups to discuss:
“Why is the book called “I want my hat back”. Its likely pupils will associate the missing
hat with the bear. Ask them to consider how the bear might have lost his hat. They may
wish to consider how the bear would say the words (tone).
Social construction
Read the story up to the page with the bear lying on the ground alone. Ask pupils in
groups to consider:
How would you describe the bear?
Take feedback from groups. Encourage them to provide evidence from the text or
illustrations if possible e.g. the bear is polite as he responds by saying thank you. Pupils
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may realise that the bear is a complex character portrayed in a positive light but also
somewhat foolish.
Cognitive Conflict
Explain to pupils that the images they are going to see come from the end of the story.
Ask them to consider in groups:
What order do you think the images should go in?
Why do you think that’s the best order?
Provide each group with a set of coloured images and let them sequence and discuss their
decisions.
Take feedback from groups focusing on differences of opinions.
Social Construction 2
Ask pupils in groups to consider: now they’ve finished the story how would they describe
the bear?
Explain they can change words from their original list but encourage them to refer to the
text and images to support their points.
Take feedback from the groups.
Look at the final two pages of the story. Ask pupils to consider:
Which page makes the better ending for the story?
How did you decide which order to put the images in?
Metacognition
Assist the pupils in reflecting upon how they sequenced the images and how they might
undertake a similar task another time.
You may wish to link this with other forms of sequencing found in other subject areas.
Bridging
Consider other stories you’ve studied in class and alternative stages of the story where
the author could have concluded his story and the possible impact.
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