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Don't let he pigeon stay up late

For last couple of weeks, we have been looking at the story 'Don't let the pigeon stay up late' by Mo Williems. First, we thought and wrote some sentences to persuade a grownup to let us stay up a bit longer such as, we want to watch TV, we want a snack, we are not tired yet etc.

We then read the story and looked at how some of the text was written e.g. capital letters, use of exclamation marks and so on. We had a go at writing a ‘shouting sentence’ where some or even all the words are written using capital letters. These sentences could include some of those excuses made up in our previous lesson.  

We then talked about how the title 'Don't let the pigeon stay up late' is like an instruction. The pigeon owners was asking us all to not let the pigeon go to bed late, so we played a few games of 'Simon Says...'. We called these 'bossy' verbs, because they are telling us to do something. We chose some of these bossy verbs to put into a sentence, e.g. Hop to your table. Skip across the classroom, jump up and down etc.

In the next session, we looked at the poem 'Ladybird,  Ladybird turn around'. We made up our own version of the poem by using some of those bossy verb sentences. 

Continuing with the idea of instructions, we had a go at drawing the pigeon from the story. We listened to the instructions first and drew the pigeon on our whiteboards for practise. Then we listened to the instructions again, this time drawing the pigeon for 'real' on a piece of paper.

The next day, we made paper plate pigeons. We had to listen to the instructions given to us by the adult and make our pigeon step by step. We were then ready to write the instructions ourselves. We focussed on using 'instruction' words, e.g. first, then, next, after that, and finally. Some of us used other words like, first, second, third...

We then watched 'Don't let the pigeon get on the bus'. We had to try to explain reasons why it is not a good idea to let the pigeon drive the bus. We did this in a role-play scenario.