Tricking the Tiger
Book Band Turquoise
RR Level 17, 18
Genre Play: Traditional tale
Length 20 pages (485 words)
Letters and Sounds Phase 6
NC Level 1A
APP Level 1, Higher
Phonics Bug Up to Unit 30
Interest words prowled,
beautiful, doesn’t, believe,
fetch, disappeared
Summary
When Tiger meets the Fox family he expects a delicious dinner
but Mr and Mrs Fox have a cunning plan. They trick Tiger into
believing that there are three more fox cubs at home. They
pretend to go and fetch the others … but once they are safely in
their den, the Foxes refuse to come out again.
Curr. Ref. Objectives
APP Assessment Focus
7:2 (PNS)
Reading
Give some reasons why
things happen or why
characters change
AF3 (Level 1)
• reasonable inference at
a basic level
• comments/questions
about meaning of parts
of text
1:1 (PNS)
Speaking and Listening
Speak with clarity and use
appropriate intonation
when reading and
reciting texts
AF3 (Level 1)
• engage in imaginative
play enacting simple
characters and situations
using everyday speech,
gesture, or movement
9:2 (PNS)
Writing
Sustain form in narrative,
including person and time
AF1 (Level 1)
• basic information and
ideas conveyed
through appropriate
word choice
PCM
Session 1: Reading & Speaking and Listening
Before Reading
Reading plays
Check that children can recall the features of a play and how to
read a play script. Look for examples in the play you are reading.
Scene: look at the pictures to identify where the play takes place.
Characters: find the list of characters on pages 2−3.
Narrator: talk about what the narrator does in the play (tells
the story).
Lines: identify which character is speaking and what is to be
read out loud.
Stage directions: look for instructions in italic print that describe
actions but are not read out loud.
• Read the title and blurb and look at the cover.
• Talk about the Fox family’s problem (Tiger wants to eat them).
Ask children to make suggestions about what the foxes
should do.
• Check that children can read and understand the
word prowled.
• Allocate character parts to children. (Note that the character
with the most speeches is at the top or left of page 2, and the
others are laid out in descending order.)
• Remind children to apply their phonic knowledge and skills as
they decode words when they are reading the play.
During First Reading
• Read the play together, with each child reading the line for
their character out loud when it is their turn, whilst the others
follow in their own books.
• Pause at the end of page 10 to talk about the foxes’ trick.
Ask children to think of reasons why the foxes might be
pretending to have more cubs at home.
Main question: How did Tiger’s mood change during the
play? Can you explain why? (Reading AF3)
After First Reading (collecting evidence for Reading AF3)
• Focus on Tiger. Ask children to describe how he was feeling
when he first met the foxes. Challenge them to look back and
find a sentence that describes his mood (page 13, Tiger could
hardly believe his luck.)
• Look at pages 18−20 and talk about Tiger’s feelings at the
end of the play. Ask children to look at Tiger’s changing
expressions and to think of words to describe his feelings.
• Ask children to explain why Tiger’s mood changed so much.
• Encourage children to talk about the foxes’ trick. Ask whether
their original predictions were correct.
During Second Reading (collecting evidence for
Speaking and Listening AF3)
• Look at the stage directions on page 10. Talk about how you
can make your voice sound like a whisper, but still be loud
enough to be heard. Practise this.
• Discuss ways to express how a character is feeling by reading
their lines in a particular way. Practise some together, e.g.
page 8, Mrs Fox pretending to be fed up.
Main question: What sort of expression can you use to show
how your character is feeling?
After Second Reading
• Ask the child reading the part of narrator to give the others
feedback about good use of expression.
• Compare the first and second readings and ask children to
describe how they expressed their character’s feelings.
Session 2: Writing
Main focus: Re-telling the main events in sequence from Tiger’s
point of view. (Writing AF1)
Before Writing
• Ask children to imagine that Tiger has just arrived home and is
telling Mrs Tiger about his day. Ask how they think he will explain
what happened with the Fox family.
• Demonstrate how to take on the role of Tiger, describing events
orally and using the first person and the past tense.
• Look at the PCM and talk about organising events into the correct
sequence using the sentence starters.
During Writing (collecting evidence for Writing AF1)
• Ask children to write the story from Tiger’s point of view on the PCM.
• Check that children use the first person and past tense correctly.
Encourage them to keep re-reading what they have written.
After Writing
• Listen to one or two stories and talk about Tiger’s character. Ask
children whether they think he would admit he had been tricked. Or
do they think it more likely he would try to make up a different story?
Extension: Ideas for Performance
• Children could make stick puppets with pictures of the different
characters, or use animal hand puppets, and act out the play.
• They could make a back drop with a jungle scene and construct the
foxes’ den.
• Children could practise the characters’ voices, using appropriate
intonation and expression.
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