Beegu by Alexis DeaconBeegu is not supposed to be on Earth. She is lost. This is a simple, bittersweet story telling a familiar tale of a childseparated from her parents who struggles to cope in an unfamiliar world. It deals with themes of hope, kindness,loneliness and being an outsider. Alexis Deacon's simple text and illustrations, with stark empty backgrounds allow theluminous Beegu to stand out. There is a childlike perspective to this touching tale.Overall aims of this teaching sequenceTo explore, interpret and respond to a picture bookTo explore narrative setting, plot and charactersTo broaden understanding and use of appropriate vocabularyTo write short recounts from fictional personal experiencesTo sequence events to write narrativesThis teaching sequence is designed for a Year 1 or Year 2 class.Overview of this teaching sequence.This teaching sequence is approximately 3 weeks long if spread out over 15 sessions.The book supports teachers to teach about character development and setting in narrative fiction. The characters arewell drawn and themes provoke an emotional response. This text offers young readers a good stimulus for a range offictional writing opportunities and a model for their own story writing.National Curriculum 2014 LinksReading: (Word reading / Comprehension)Writing: (Transcription / Composition)Increase familiarity with a range of books;Draft and write by composing and rehearsingsentences orally;Explain and discuss understanding of books;Sequence sentences to form short narratives;Discuss the sequence of events in books;In narrative create settings, characters and plot;Answer and ask questions;Write for different purposes including aboutPredict what might happen on the basis of whatfictional personal experiences and fictionalhas been read;narratives;Draw inferences on the basis of what is being saidRe-read writing to check it makes sense and makeand done.simple revisions;Discuss and evaluate what they have written withthe teacher or other pupils;Read aloud what they have written withappropriate intonation to make the meaning clear.Speaking and Listening:Participate in discussion about what is read, taking turns and listening to what others say;Ask relevant questions to extend their understanding and build vocabulary and knowledge;Listen and respond appropriately to adults and peers;Articulate and justify answers and opinions;Use spoken language to develop understanding;Speak audibly and fluently with an increasing command of Standard English;Use spoken language to develop understanding through imagining and exploring ideas in discussion, role-play anddrama.Cross Curricular LinksThis text might be linked to the wider theme of Earth and space. Develop the classroom environment (reading and writingareas) linked to a space theme. Make available a range of related story, information books and appropriate websites.Recreate the role-play area as Beegu's spaceship. Decide with the children what they would need to put into it and maketime for the children to make these.Within the writing area, provide additional prompts and writing materials to encourage independent and imaginativeresponses for example: drawing materials to make sketches of what Beegu can see on her planet; paper and envelopes to The Centre for Literacy in Primary Education.You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposeswithout the express permission of CLPE.
write letters to Beegu after her return home; coloured card to create signs and simple instructions for Beegu to help herunderstand Earth; star maps; a captain's logbook; a martian newspaper or letters from home. This area could includedigital sound recorders for children to record observations and respond to parts of the story etc.Create small world play opportunities in the classroom: strange landscapes with toy aliens, space ships and astronauts toencourage oral story making and retelling.ScienceKS1 programmes of study links: Year 1: Everyday materials and Light and Year 2: Uses of everyday materials.ComputingChildren can be encouraged to produce written outcomes using ICT (see teaching sessions for more detail).KS1 subject content: use technology purposefully to create, organise, store, manipulate and retrieve digital content.Art and designKS1 subject content: generate, develop, model and communicate ideas through talking, drawing, templates, mock-upsand, where appropriate, information and communication technology; select from and use a wide range of materials andcomponents, including construction materials, textiles and ingredients, according to their characteristics.Teaching ApproachesReading aloud and rereadingDrawing and annotating‘Tell me’Book makingDrama and role-playWriting in roleShared writingLinks to other texts and resourcesBaboon on the Moon - British Film InstituteBeegu – Alexis DeaconToys in Space - Mini GreyThe Way Back Home – Oliver JeffersWonderful Life – Helen WardDr Xargle's Book of Earthlings - Jeanne WillisLinks to other resources on the Power of Reading WebsiteCover ImagesET imagesWriting OutcomesLabelled drawingsCaptionsSpeech bubbles/ direct speechShort recount (post card) in role as fictional charactersNarrative based on known textSpace narrativeSetting the scene:Prior to starting the text, you may wish to stage a ‘UFO landing’ in your playground or outdoor area. Parts of the‘spacecraft’ can be scattered around an area cordoned off with warning tape. Children can be detectives on the scenewith magnifying glasses, cameras and clipboards and try and work out what they think has happened before beginningSession 1. The Centre for Literacy in Primary Education.You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposeswithout the express permission of CLPE.
Teaching SessionsSession 1: Reading, book talk, special questionsLearning Objectives:Children listen with sustained concentration.Children are able to make predictions.Children are able to compose sentences.Children reread writing to check it makes sense.Show the children the end papers then the front cover of the book on the interactive whiteboard (IWB). Ask thechildren to describe what they think they see. Read the title of the book and ask children to talk to the personnext to them about it for a few minutes. Alternatively you might give the end papers or cover (on large sheets ofpaper) to groups of children and ask them to annotate the images with their first thoughts.As a class, share these first impressions and any questions, listing them on a flipchart and discussing the children’sresponses and questions together. Explore the meaning of the title: children should be aware that Beegu is thecharacter’s name if they have not already decided this for themselves.EITHER Start reading the story out loud together OR explore the book together, covering the words andstorytelling the story from the pictures before reading through the book together.The pictures in this book are very communicative and you will want to set aside time for children to explore themeanings and feelings that they evoke.Ask children to expand on their thoughts by asking: tell me what did you think.Invite the children to draw and describe their favourite part of the story. Model how to do this, orally rehearsingbefore writing, considering spelling and punctuation.Encourage children to revisit writing to check that it makes sense, the meaning is clear and it is grammaticallycorrect.Session 2: Reading, book talk, shared writing, drawing and annotatingLearning Objectives:Children express simple views of a story, giving reasons for their answers.Children make simple inferences based on knowledge of the text.Ask the children to tell their partner something they know about Beegu. Share some responses.Reread the story.When you finish reading the story, ask children to work in groups and pairs to respond to it using the ‘Tell me’approach. In particular, encourage them to identify which parts they liked/ disliked and the connections theynoticed. You may wish to use a set of question cards hidden in a bag. Talk partners take a card and read thequestion. They then explore the answer. If possible, have copies of the book available to support pairs andencourage them to reread and use the text to help them consider their answers. Use sentence prompts tosupport the children in orally forming their answers into sentences for example, I liked it when. because.To support children in asking questions use a set of Where? What? When? Why? How? Who? question cardshidden in a bag. Pairs of children read the word and use it to formulate a question. Model this first.Session 3: Drawing and annotatingLearning Objectives:Children are able to retrieve information from the text to support understanding.Children are able to draw simple inferences about characters’ feelings.Provide the children with an outline of Beegu and in pairs invite them to write everything they know about heraround the outside.Reread the story and stop at key points asking the children to consider how Beegu feels. You may wish to providethe children with a range of adjectives to describe feelings for example: frustrated, kind, confused, tired,determined, bad tempered etc. The children select the most appropriate words which describe Beegu at thatpoint in the story. Expect the children to explain their choices and model this. I think Beegu feels. because.Support groups and individuals as required.Create a simple story map on the IWB and annotate it with Beegu's feelings across the story. Expect the childrenthem to write inside their outline of Beegu how they think she is feeling during the time she is on Earth. You couldtrack these as a graph of emotion to record the children’s ideas at the end of the session. The Centre for Literacy in Primary Education.You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposeswithout the express permission of CLPE.
Session 4: Visualising, drawing and annotating, shared writingLearning Objectives:Children use descriptive vocabulary to describe a scene.Children are able to compose sentences.Children reread writing to check it makes sense.Project the end papers and ask the children to shut their eyes and imagine the world where Beegu comes from.Ask children to describe the scene to their partner. Give children time to think and respond. You may wish toprovide the children with prompts: what would the sky look like? What will the landscape be? What might yousee? What might you hear? What colours would there be? Encourage use of descriptive vocabulary.Select individuals to provide ideas and encourage oral expansion for example, "You might see some mountains,"child. "Would they be huge mountains or enormous sharp mountains?" teacher.Invite the children to draw and describe this scene. Model how to do this, orally rehearsing before writing,considering spelling and punctuation. Demonstrate how to use some of the descriptive vocabulary the childrenhave selected in their oral descriptions.Session 5: Reading, drama and role-playLearning Objective:Children make simple inferences of characters' feelings and behaviour.Retell the story with you as narrator. Allocate children parts so that the retelling is practical. Now put thechildren into groups to replay the playground scene with children in role as teacher, Sneak, Beegu and the otherschool children.Ask each group to freeze frame the moment when the teacher seizes Beegu and consider what their character isthinking at this point. Tap individuals on the shoulder and encourage them to share their thought. Make a noteof interesting ideas in thought bubbles and display. You may wish to take digital images of children in role toplace in the writing area.Children could create a caption to title their freeze frame and these could be displayed or made into a list poem.Session 6: Drama and role-play, writing in roleLearning Objectives:Children make inferences about characters.Children are able to plan and rehearse a sentence orally before writing.Children compose sentences using inverted commas to mark direct speech.Discuss with the children whether the little girl was right to fetch the teacher and what they think the teachershould have done.Tell the children that they are going to create a TV talk show to find out more about the characters and theiractions during this event. Support children in composing questions to find out more about the characters'actions and motives by modelling your thoughts and orally rehearsing your questions before writing them for theclass to see. Invite children to compose a question for the character. Encourage them in orally rehearsing theirquestion with a partner before writing on mini-whiteboards.Initially, work in role as one of the characters. Invite children to ask questions and answer. As children'sconfidence grows, develop the activity with children working in role. The children ask questions as the audiencewhile you facilitate as the talk show host. Make a note of interesting and thoughtful responses for use later inwriting.Put the children into threes to act out the end when Beegu is reunited with her mum and dad. Share the roleplay.Make notes of children's oral ideas. Explain to the children that they are going to write a short conversationbetween Beegu and her parents. Model transferring drama ideas into speech bubbles to demonstrate what thecharacters might say. Model verbalising sentences before writing. Expect the children to orally rehearse theirsentences before writing and support as appropriate.Give children time to write their own speech bubbles and pin these onto the image of Beegu and her parents.If appropriate you may wish to extend this activity so that the children write sentences using direct speech.Discuss how the speech might be said and ask children to role-play examples. Jot down suitable speech verbsand through modelled and shared writing create sentences which include direct speech marked with invertedcommas. Engage children in punctuating the speech using large versions of inverted commas.Encourage children to write their sentences using speech marks. The Centre for Literacy in Primary Education.You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposeswithout the express permission of CLPE.
Sessions 7-8: Shared writing, writing in roleLearning Objectives:Children will be able to plan and rehearse a sentence orally before writing.Children can write a recount based on a fictional first person experience.Children will reread writing to check it makes sense.Reread the end of the narrative. Ask the children what they think of the ending. Show examples of picturepostcards or blogs from holiday destinations and explain to the class that they are going to send a picturepostcard from Beegu back to ‘the small ones’ after she returns home. What illustration might Beegu's postcardshow?Give each child a blank postcard to illustrate and label.Through modelled and shared writing, write a short recount as Beegu. Discuss what information the class mightinclude on a postcard; what might Beegu want to tell 'the small ones'? Collect the children's ideas. Demonstratehow to use some of the children's descriptive vocabulary when drawing and labelling the setting.Through paired and independent writing, each child composes a short recount in the form of a postcard. Atregular intervals encourage children to reread sections of their text to check it makes sense and make simplerevisions. Expect children to apply phonics skills and knowledge and punctuate sentences. Support them in doingthis and ask children to work in pairs to read their finished draft to a partner. They can then revise and edit these.Don’t forget the planet stamps!Sessions 9-11: Drama and role-play, story mapping, shared writingLearning Objectives:Children are able to write a narrative following a chronological structure.Children draft and write by composing and rehearsing sentences orally.Children reread writing to check it makes sense and make simple revisions.Children read writing aloud with appropriate intonation to make the meaning clear.Explain that the children will be retelling the story through freeze frames. Emphasise the need for the children touse facial expression and body posture to show the reader or viewer what they are thinking - withoutwords.Take digital images of the children in the freeze frame poses and ask children to accompany the frame withcaptions to retell the events of the story.Play the children a slide show of the photographs taken in the correct order to retell the story. Introduce thewriting task: the children will write the story in role as Beegu.Model story mapping the sequence of the story. Encourage the children in offering ideas and suggestions andannotate the story map. Add examples of work from earlier in the teaching sequence for example, speechbubbles, descriptive language, Beegu's feelings.Orally draft your narrative, demonstrating how to use sequential vocabulary: one dark, cold morning, later thatday, then, as soon as, afterwards, eventually etc.As a class, retell the story together using the story language and story map.Invite the children to draw their own story maps, eventually retelling the story to their talk partners or to theteacher to check that they are sequential and make sense. Support children as necessary.Supported through modelled, shared and guided writing the children write their narrative using their story maps.Model how to transfer orally rehearsed sentences into writing making key teaching points such as application ofphonic skills and knowledge; rereading of the sentence after each word is added to make sure the sentencemakes sense explicit to the writers.At regular intervals encourage children to reread sections of their text to check it makes sense and make simplerevisions. Support them in doing this and ask children to work in pairs to read their finished draft to a partner.They can then revise and edit these drafts. After deciding how to illustrate it as a class, individuals go onto drawor paint them.Sessions 12-15: Book talk, re-enactment through play, story mapping, shared writingLearning Objectives:Children explore familiar themes through improvisation and role-play.Children are able to orally compose short narratives, describing incidents in sequence.Children write down key words and use story language to help plan writing.Children are able to compose narratives with settings, characters and plot. The Centre for Literacy in Primary Education.You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposeswithout the express permission of CLPE.
Children speak audibly and fluently to retell composed stories in sequence.Consider with children, do they know any other stories like this? The children might suggest a variety of ‘alien’stories that they know from TV and film as well as books. You may have chosen to watch or read some of theseover the course of the teaching sequence and made time for children to share them and talk about them witheach other.Watch ET, or perhaps some of it such as the beginning when ET is first discovered, and near the end when heleaves. Talk about similarities and differences between ET's situation and Beegu's.Make group space storyboxes. Fill the boxes with a collection of appropriate models and props: spaceships, nonterrestrial inhabitants. You might use mod-roc to make the surface of the planet and incorporate photographs orother images into the design. Introduce the
before writing, considering spelling and punctuation. Encourage children to revisit writing to check that it makes sense, the meaning is clear and it is grammatically correct. Session 2: Reading, book talk, shared writing, drawing and annotating Learning Objectives: Children express s