Great planning for Louis Sacher’s intriguing book Holes. 5 week’s short plans. Plus great stuff on getting pupils to construct aruments. Two terrific pdfs. Sample planning : Spelling rules. Modifying e. Cope … coping. In pairs write short speech for debate. Shared write persuasive language list. What connectives could be used to link ideas? What about repetition? WALT: organize views in a debate about homework. Debate “Should primary children have homework? All pairs to speak. Comment and question speakers. LA: TB to list points and useful language. HA: to lead arguments Add title paragraphs in example argument about Dogs in Parks. Review plan. Recap form. Read introduction through. Suggest strong openers for sentences and useful connective phrases from chart. Indiv write points for homework in Primary Schools. Paragraph – consider openings. WALT: write a balanced argument in a formal style. Mr Pratt Synonym Circus Recap plan and bullet points. Consider possible connectives to link to opposite view. (e.g. nevertheless) • All write points against - anticipating possible objections homework to balance argument. Use paragraphs and strong openers. Find passive voice in examples. Read example formal discussion regarding homework. Identify language. Useful terms. WALT: Write a formal letter of complaint. All children write complaining letter about a visit to a restaurant. LA: provide opening. Vocab list for feelings and connectives. Example balanced arguments. • the expression, sequence and linking of points • the provision of persuasive examples, illustrations and evidence • pre-empting or answering potential objections • appealing to the known views and feelings of the audience; T16 identify the features of balanced written arguments which: • summarise different sides of an argument • clarify the strengths and weaknesses of different positions • signal personal opinion clearly; T18 construct effective arguments: • developing a point logically and effectively • supporting and illustrating points persuasively • anticipating possible objections • harnessing the known views, interests and feelings of the audience • tailoring the writing to formal presentation where appropriate; T19 write a balanced report of a controversial issue: • summarising fairly the competing views • analysing strengths and weaknesses of different positions.

A big value set of planning. For year 4. Loads of material here. Give your planning a real boost. Excellent for filling in gaps in the curriculum and making your Sundays easier. Concentrates on Maths and English, but plenty of other subjects, especially R.E. in there. The zip contains loads of files. I’ve included a FEW in the general upload to give you and idea of the planning.

This concentrates on Maths and English. Lots of great teaching ideas. Mainly Maths and English. The zip file has the lot. I have put some in the general download to give a flavour. sample planning : LO: To use written methods of addition. Review written methods of addition carried from Friday’s lesson (column, number line and partitioning. Use numbers with up to 4 digits during teaching time. Review how to use written methods and inverse knowledge to identify missing digits within calculations. Move on to solving simple word problems by choosing the most appropriate methods for task. AG: Supports Circles during teaching time. RM: Abacus Y1 page LO: To use written methods of subtraction. Give the children the following calculation 98 – 47. How many different ways can they carry out this calculation? Focus on methodology used by class. As a class ensure understanding of the following methods, number line, partitioning and column. What happens with column subtraction if the calculation was 96 – 47? Model decomposition. What happens when we work with decimal numbers? Model the use of decomposition several times. Children to carry out a range of calculations – AG: Supports Circles during teaching time. RM: Abacus Y1 page LO: To use written methods of subtraction. Review subtraction calculations for number lines and column methods involving amounts of money. Ensure children are familiar with decomposition and have time to review as needed. Apply within calculations that involve single and multiple decomposition. APPLY TO WORD PROBLEMS RM: LO: To use written methods of multiplication. As before, review methods of multiplication with the class. Focus on the use of grid methods and compact methods to carry out calculations. MUST: Multiply TU x U SHOULD: Multiply HTU x U CHALLENGE: Multiply (H)TU x TU LO: To identify sequence rules. Review knowledge of sequences and rule identification with the class. Explore how sequences can involve numbers, shapes and letters. Children to continue sequences. When exploring number sequences, make link to times table groups. E.g. 3, 6, 9, 12… Next number is… Focus on continuing and completing sequences, by identifying the difference between known numbers and using this to identify missing values. AG: Supports circles / RM: Completes sequences involving shapes or colours. INDEPENDENT

Spread out over the three terms, some nice lesson planning, worksheets, powerpoints. It concentrates on Literacy but there is far more. Numeracy, linked to the Abacus system, is useful even if you do noit have abacus. Just condense and adapt them You get a chunk of Science RE PE Soda activities Geography I’ve also included some nice year 2 stuff that you can use. The zip file has the lot. I’ve included a few examples in the ordinary download. Sample : Introduction Recap idea of creating atmosphere in setting: happy, calm, peaceful, angry, afraid, busy etc. Read ‘Mousehole Cat’ extract. S&L Children discuss with response partner first impressions about the setting and the atmosphere. Which senses have been used in the description? Activity Create list of settings the children are most familiar with in their own lives:home, school, playground, seaside, countryside, park etc. Teacher model writing powerful descriptive sentence. Make changes, improve, edit etc. Word/Sentence Activities (see groups)Use IWB store ideas. Can children classify word types: nouns, adjectives, adverbs etc. YEAR 3 LITERACY LESSON PLAN TUESDAY Whole Class Shared Learning Introduction Read opening extract ‘The Mousehole Cat’. Ask the children if they think the atmosphere is calm, threatening, angry or peaceful. Display the text and highlight the words and phrases that give a) a threatening feeling and b) a calm feeling, using different colours. Activity Children work with a partner and plan a short mime of this scene from The Mousehole Cat. One child takes the role of The Great Storm Cat and the other the role of Mowzer. Show characters’ feelings through mime. Explain going to change atmosphere to a calm one. How? The Great Storm Cat is a metaphor for the wind. Explain term and revise simile also. Model own sentence, discuss effect and technique. Word/Sentence Activities Challenge children to find words for the Dustbin and Wow areas from the text. Guided and Independent Activities Work with a partner and discuss an event. It might be something Charlie sees happening, or does himself. Independent Group to start After Activity Decide on a problem for Charlie to solve, and write it down. Work with a partner and discuss an event. It might be something Charlie sees happening, or does himself. Teacher to start After Activity Decide on a problem for Charlie to solve, and write it down. Work with group and discuss an event. It might be something Charlie sees happening, or does himself. AR (TA) Support Group After Activity As a group decide on a problem for Charlie to solve, and write it down.

Gathered my lessons for year 3 together. Mainly Literacy and Maths plus bits and bobs. In the zip you find the lot. Included some examples in general upload. Sample planning : Introduction Explain will be looking at different ways of writing poetry using special words and shapes as stimulus. ‘calligram’ means beautiful writing. Show examples. S&L Children discuss with response partner why they think words are presented in these ways. Teacher draw children back together. After discussion, ask children to choose most effective calligram, justifying choice. Draw out understanding that the meaning of words inspires the shapes in a calligram. Teacher demonstrate use of ICT programs to produce calligrams and own drawing as alternative. Draw up a list of suitable words for choices. Word/Sentence Activities Use IWB store range of suitable words for calligrams. Can children classify word types: nouns, adjectives, adverbs etc. YEAR 3 LITERACY LESSON PLAN 16th Monday Whole Class Shared Learning Before reading; ask the children what they think ‘Autumn’ poem will look like. Show poem. Ask them to decide where you should begin reading and then read the poem. Read two more examples of shape poems. Add appropriate actions. Class repeat. S&L Encourage the children to say how similar and different the three poems are. Invite them to say which poem is most effective visually. Which poem do they prefer? Discuss why the poets have chosen these shapes, and how the shape affects the content of the poems. Practice with RP saying preferred poem aloud. Word/Sentence Activities Rehearse spellings for Word Wall words. Challenge children to find other words with same phonemes

Give yourself a break. Help yourself to plans that you can adapt and free up your Sundays. For year 6, first half Autumn term. Planning for : English Maths Geography Homework P.E. Reading Science SODA Zip has the lot. I’ve put sample ones in ordinary download. sample : Main input:Main Teaching 1 10 minutes (10.50am – 11am) Share LO and S/C. TTYP – why do authors use descriptive vocabulary? Take feedback and jot down ideas for the working wall – elicit the idea that, as a writer, it is our job to create an image in the reader’s mind. Show the part of ‘Matilda’ where the main character approaches Crunchem Hall for the first time. 22 min 30 to 24 min 30. Take part in ‘Book Talk’ on this visual text: How did we feel about Matilda when we watched her walk into the school under the arch? How did we feel about the school buildings and environment? What impressions have we made about Miss Trunchbull? How were we made to feel like that? How did the director manipulate our emotions? Show the ‘Likes, dislikes, patterns and puzzles’ board and explain the task . Task 1 11am-11.10am Engaging with the visual text. A – Australia group (Level 3a/4c): Children to fill in an individual ‘like/dislikes’ board. Children to focus particularly on the ‘patterns and puzzles’ sections. Working independently. Extension task – children to annotate a still from the film with adjectives to describe the setting. BA – Brazil group (Level 3b/c): TA to support and extend. Children to fill in an individual ‘like/dislikes’ board. SEN/BA – Mexico group (Level 2): Working with teacher on a guided like/dislikes board. Extending children to talking about the atmosphere. Main Teaching 2 10 minutes (11.10am – 11.20am) Share some ideas from the task and explain that now we are fully immersed in the text, we are going to start to transfer the clip into a written text. TTYP – what does ‘atmosphere’ mean? Talk and agree that it means: a feeling or mood created by a particular place. I am going to attempt to describe the setting AND the atmosphere to the reader. I am going to write in third person and past tense. Elicit the use of the senses for a setting description. Model write with reference to s/c and sentence trick cards.

Gathered together a lot of my teaching material. Packed full of stuff that you can use for Spag, Grammar, homework =, reading session etc. Everthing is in the zip. I have put a few examples in the general upload. Sample ideas : • Pick a descriptive word from the text, write it down and, using a thesaurus, write down five synonyms and antonyms for that word. • Re-read a chapter – pick out X number of words that you feel are powerful words and that you could use in your own writing • How does the story hook you in at the beginning? Make a list of words and phrases that you feel are effective in making you want to read on. • Draw and label a character or a setting from a description in the book. • Choose a descriptive passage and make a list of examples of vivid imagery – similes, metaphors, alliteration, noun phrases etc. • Choose a key moment in the book and change the event. Re-write the following chapter… • Rewrite a chapter as a playscript. • Think of 5 questions you would like to ask one of the characters. Swap these with someone else in your group and write the answers as if you were that character. • List the words and phrases used to create an atmosphere, such as ‘scary’ or ‘spookiness’ ‘tension’ ‘relaxed’ • Write about what a character might be thinking or feeling at different stages of the story. You could write it in the first person, or in a speech bubble. • Predict what might happen when you are about halfway through a book. Write your prediction in the form of a story plan in boxes

Two great powerpoints and some planning. Nice powerpoint on Epiphany. Sample : Share the new targets with the children and explain that this is a short unit – two double lessons. Read the story of Jesus’ birth from Matthew’s Gospel – Mt 1: 18-2: 23. Who are the main characters in this story? Concentrate on Mary, Joseph and King Herod. Talk through the story. God had promised a saviour to free us all from our sins and he sent His only son into the world for us. Talk about the priorities for any family when a baby is expected. (safety and comfort of the mother) . Activity One Come back together and watch scene featuring King Herod. Fear gripped King Herod, his mighty power was threatened. He gathered all the chief priests and scribes to see what they knew – they confirmed that Bethlehem had been foretold by the prophets. Herod launched his plan to locate the baby so that he could destroy him. What was Herod’s mistake? (look for the children to understand that Herod thought that Jesus would be an earthly King with a throne and a crown who was overthrow Herod). What were Mary and Joseph’s feelings about the birth of the baby? Do you think they were scared? Happy? Relieved? Children to TTYP and discuss – What does the birth of Jesus mean for us? Jesus truly God and truly human has come down to Earth. He brings peace, love and true freedom to those who seek him. He opens the way to heaven for us. He has come to save all people. What does the birth of Jesus teach us? God seeks those with an open heart to receive him. If you truly seek God, He will find you. It’s not money, wealth or knowledge that matters because God seeks the lowly and the humble who are looking for Him.

4 planning sheets. Plenty of ideas. Year 6. Literacy. Sample : Set up plenary clip at beginning of lesson to be played in plenary Imagination starter: display front cover of the Iron man on IWB – Tell pupils that we have a new topic surrounding the novel The Iron Man, and tell them we will find out more about the author and the story as the unit continues. Round Robin: Can you write down describing words about the character you see? Place pupils into A/B and give 2 minutes to write down ideas on wipeboards in pairs. Feedback with lollypop sticks to follow. Draw out discussion as to what genre the book might be/ if the character is good/evil. Read the first two pages to the class: Hands up: Does the opening make them want to read on? Why? Collect ideas on IWB- What is the effect of opening the story with questions? Explain that the author Ted Hughes was primarily a poet rather than author-so he plays with his words/sentence length a lot more. Note any important features of the text, which build up atmosphere and note on IWB. Choose an OPENERS card and set the class a challenge. As core, but once they have completed highlighting, pupils are to label similes, metaphors, alliteration, repetition, rhetorical questions, short sentences… Can I analyse the features of a good story opening and find poetic devices? Children are given a copy of the first 2 pages of The Iron Man to annotate. They highlight what parts of the text build up the atmosphere to make a good opening –and how this contributes to he overall style. Can I analyse the features of a good story opening? Support lower going over each section of the text together. Read through again if necessary. Can I analyse the features of a good story opening, with support?

You get 48 files. Include a dozen powerpoints. All in zip. Some in the genr=eral upload. Some nice free bonus stuff on History, jewellery and ship making. Sample L.O. To use knowledge of quest myths and the Vikings to create a character profile for the main character and hero of our own Viking quest myth story. I can use my knowledge of quest myths and the Vikings to create a character profile for the main character and hero for my own Viking quest myth story. Beowulf Lesson 4 STARTER – adjectives Look at text and highlight in pairs adjectives that describe Beowulf, then using post –it notes in pairs, begin to generate more words form pictures displayed on the IWB of Beowulf in various positions/battles and write some of their own powerful adjectives. These can then be ‘magpied’ by the children during the independent work. Main activity Hot seating – Beowulf and the King Use the questions generated on Wednesday as interview questions. Choose children that would like to play those parts – use a sword and shield if we have one This will hopefully give the children an idea as to what these main characters are like, their personality and how they think and react to different situations that happen in the story. Teacher to explain/demonstrate how the profile needs to be complete. Discuss what the words – appearance and personality mean and how they are different. Independent work Character profile – Beowulf the hero of their quest myths Using ‘My Viking Quest Myth Ideas Planning Booklet’ create a character profile for their Beowulf hero by labeling the picture, answering the questions in detail and adding descriptive words and phrases to describe his personality and appearance. Plenary Discuss the difference between appearance and personality of a character and what does it mean by special qualities? Because he isn’t a super hero!

About a months work of year 5 Literacy planning. Some nice Roald Dahl stuff in there. sample : Recap on the children’s knowledge of poetry i.e. alliteration, similes, metaphors and onomatopoeia as the Iron Man is rich in poetic features. Introduce the book to the children. Highlight the cover of the book. What do you think the book will be about? Discuss with partners, share ideas with the class. Read the blurb. Why do you think the book is described as a modern fairy tale? Introduce that the author of the book is also a poet. Share that there are many poetic features in the text that are used to describe the characters and setting e.g. similes, metaphors and onomatopoeia. The children will have to take notes of these features. Read chapter 1 to the children. Ask the children to jot descriptions of Iron Man on their whiteboards while listening to the story. Use a PowerPoint to highlight the description of Iron Man on page 1-2.The children will create a mind maps on Iron Man. They will create a description his movements, his features and his personality. Focus: Characters WALT : To create a description of a character from a text. WILF: Use of adjectives, verbs and poetic features (i.e. similes, alliteration and onomatopoeia). Use neat handwriting. Share sentences with the class and discuss the descriptions they have created. What type of character is he? What similes are used in the text?

Planning and worksheets. Read chapter 3 and 4. Discuss the characters of Ruskin and Elvis. Do you like these characters? Explain. What do they look like? How do they move? Do they have friends/ family? What clothes do they wear? Discuss. Draw up a list of ideas. Task: To compare the characters of Ruskin and Elvis supporting your description with evidence from the text. Children to describe each character and complete an illustration. Children to check over their work and improve it. Discuss the comparisons they have made. Which character is the most interesting? Which do you like? Why? Highlight the WALT. Read p.27 ‘The playground was made of asphalt that sparkled in the sunlight like crushed diamonds on black velvet.’ Describe your school using images like this. The hall was… My classroom was… My teacher is… Task: Write a character description of Ruskin using the three shot camera frame. Model how to write the character description using the frame (use Elvis). Long shot, mid shot, close up and reveal.

Did a lot of work in my career with year 5 and 6 in the aspect of PSHE SEAL etc. Gathered together my planning. Some good powerpoints in here. There’s planning for a Multi Faith week that covers the whole school. Well being week covers the whole school too. Topics tackeld include : healthy eating feelings new beginnings getting on and falling out going for goals relationships problem solving going for goals sample planning Objectives • I know that my relationships are all different and that different ways of behaving are appropriate to different types of relationships. • I can accept and appreciate people’s friendship and try not to demand more than they are able or wish to give. Activities Ask the children to think of as many different friends as they can (in and out of school), then to think about the following questions for a few moments, then to share their thoughts in pairs for 2 minutes. Do you like all your friends in the same way? • Do you like doing the same thing with all of your friends? • Do you tend to see some friends only in certain situations? • Would you want to see all of your friends all the time? Take feedback, and hold these ideas. Teacher to demonstrate Levels of Friendship circles on the board, starting in the centre with close friends and family, second circle –good friends/cousins etc, third circle, third circle –people in school/relatives you see rarely, fourth circle –people who are acquaintances or know slightly –postman, doctor etc. Give out copies of the Levels of friendship resource sheet and ask children to complete the sheet for themselves. They will not need to share it with anyone. Plenary When the children have finished, or the allocated time has elapsed, facilitate a brief discussion as a class, drawing out the point that we all tend to have friendships at different levels, and this is OK. We do not want to be best friends with all of our friends. Some of us have many friends, some prefer to have one close friend. Outcomes Children will recognise the different relationships that they have with people that they know, and recognise that these differing relationships are fine to have.

480 page pdf. Lots of little ideas for lessons. Saves a load of planning. sample : Listen to stories with increasing attention and recall. [L&A] Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. [L&A] Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. [L&A] Read and understand simple sentences. [R] Remind chn about traditional tales: these were not written in books, they were TOLD. People remembered them and parents told them to their chn. Show/tell chn the story of The Gingerbread Man (see resources). Encourage chn to join in with repeating line, ‘Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man.’ At the end of the story, write these sentences on f/c and then read them through together, matching words pointed to and said. Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. [L&A] Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. [L&A] Use language to imagine and recreate roles and experiences in play situations. [S] Express themselves effectively, showing awareness of listeners’ needs. [S] Have pictures of the characters in The Gingerbread Man (see resources). Choose diff chn to be the diff characters in the story as you act it out from start to finish. Note 3 stages of the story: Start: Mum makes gingerbread man & he runs away Middle: Mum/dad/cow/horse chase gingerbread man to river End: Fox carries gingerbread man over river and tricks him! Remind chn of the repeating phrase ‘Run, run, as fast as you can! You can’t catch me, I’m the Gingerbread Man.’ Use this phrase as you act out the story.

Some nice planning. Plenty of questions on this great book. sample Look carefully at the book cover, what do you think this book is going to be about? What kind of story do you expect it to be (i.e. crime, fantasy, sci-fi)? Why do you think this? Look back over the chapter you are reading. Can you select five powerful words that you could use in your own writing? Write them down. At the beginning of ‘Chilblains and Semolina Pudding’, the narrator talks of the Butterfly Lion. Draw a picture of what you imagine him to look like.

Planning from an academy. Spread over the three terms. Lots of planning. Worksheets. Powerpoints. Mainly English and Maths. Zip has the lot. ive included plenty in the general download to give you an idea of content. sample : Explore children’s understanding of the term angle and record on working wall. Where have they seen angles? What do angles look like? What are they measured in? Following knowledge harvest, explain that this term will focus on measuring, drawing, classifying angles. Ensure children can identify the key features of a protractor. Use enlarged version and annotate key features on WW. Ensure that the children can explain angle types and their properties. This will be useful when checking measurements. Explore strategies for measuring angles using enlarged models and enlarged protractor. Have the children measure angles to the nearest 10, 5 and degree. Identify difficulties when alignment is inaccurate. Model the use of known angle types to check accuracy of measurement. Discuss with pupils what they now know about the structure and style of a haiku poem. Model for pupils a haiku poem based upon the topic of water (links to Rivers topic, Finding Nemo setting and this week’s setting work) Then re write after making changes. Pupils to share their completed work Steps to Success Mild- to record ideas for a Haiku poem about water Spicy- present poem in the form of a Haiku Hot- to read over my own work and propose changes to grammar and vocabulary, spelling and punctuation ( CAGS 3 / 4) Extra Hot- selecting appropriate grammar and vocabulary and understand how such choices can change and enhance meaning. ( CAG 5/6)

Lots of planning for Maths and English year 3 sample: Text: ARCHIES WAR – Marcia Williams Genres covered in this unit: 2 weeks - character descriptions – to include descriptive settings Letter writing, information texts and propaganda posters. (Propaganda posters are covered in the topic books) Children have white boards. I will describe a person and you must draw them From the twits Roald dahl(Mr Twits). Children share ideas from the first opening paragraph. What made this so visual. LANGUAGE Look at a series of images. Witch, doctor, pirate. Look at the features, are there similarities. Elaborated pictures of people. Famous and non famous. Discussion and focal point. Play head band with the children. They have to describe the person they are holding and the partner has to guess who it is. Expanding on words to describe Resources: prefixes http://www.bigbrownbear.co.uk/demo/prefix.htm Starter - Use facial pictures for images. What may they be thinking? Do they look different now you out them in the picture. What about when they are wearing a certain clothing. Build the character in stages. Describe the physical appearance and the mental one. What may they be thinking? We can see their face and if they are smiling. Do they look different in different surroundings?

English and maths planning. 39 files Text: ARCHIES WAR – Marcia Williams Genres covered in this unit: 2 weeks - character descriptions – to include descriptive settings Letter writing, information texts and propaganda posters. Children have white boards. I will describe a person and you must draw them From the twits Roald dahl(Mr Twits). Children share ideas from the first opening paragraph. What made this so visual. LANGUAGE Look at a series of images. Witch, doctor, pirate. Look at the features, are there similarities. Elaborated pictures of people. Famous and non famous. Discussion and focal point. Play head band with the children. They have to describe the person they are holding and the partner has to guess who it is. Expanding on words to describe Steps to Success Mild: To review characters Spicy: To recognise features of a character Hot: To describe your character Extra Hot: How could you describe yourself? Tell me.

Lots of planning for all three terms. Maths and English mainly but arts stuff and History too. sampl: Text: The Gunpowder Plot Genres covered in this unit: • Predictions • Inference (How? Why?) • Newspaper features • Journalistic writing • Letter writing Key teaching input/texts/questions/ clips etc BOOKS Display an image from the front cover of the book and discuss what children already know. What does it look? What do you think will happen? What can you see in the picture? Share and discuss, make notes for working wall. Show children the entire cover of the book. Identify the 5Ws; who? What? Where? When? Why? What is the title? What do you think will happen? Note 5ws for working wall. Show children the grid for likes, similarities and puzzles, Identify one for each section and explain why I chose it. Whole class discussion of extra hot challenge. Resources: Book cover Images from book cover Grid sheet JOTTERS Review previous learning – refer to working wall. What do you think will happen? Who will be involved? Where will it happen? Why does it happen? When does it take place? Share predictions. Introduce the text to the children. Read first 4 pages and ask questions linked to the text. Children to read through/skim read to identify the 5Ws – record for the working wall and compare with predictions. Was anyone close with their prediction? Why might this be? Share video with children: https://www.youtube.com/watch?v=YptNONmnXH0 Discuss key events. What do you think will happen next? Make predictions in jotters and share.

sample planning Introduce the section of work. Explain that we are going to use a very interesting focus text to complete some narrative writing, art work and drama. Have a photocopy of the front cover and blurb for ‘The Savage’ by David Almond. TTYP and discuss “What are your initial responses?” (Ask children who may have read the book, not to give it away). Come back together and discuss children’s ideas from the blurb and front cover. What sort of story is it going to be? What genre? What age group/gender do you think it may be aimed at? Does anyone know anything about David Almond? His style of writing? His previous work? Share that he was born into a large family in Newcastle; his books are very popular and critically acclaimed (what does this mean?). His books are very philosophical (meaning) and often appeal to both adults and children. Share with children that ‘The Savage’ deals with issues of loss, sadness, bullying and love. Read the first two chapters of the focus text. Come back together and discuss. What does the use of two different fonts tell us? Discuss how this is a story within another story. Why is Blue writing about ‘The Savage’? What is it helping him to do? Might there be something of Blue in ‘The Savage’? Might he be expressing his anger at what has happened to his family?