Ug: Boy Genius of the Stone Age by Raymond Briggs (Red Fox)

copyThe 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 purposes without the express permission of CLPE

Ug Boy Genius of the Stone Age by Raymond Briggs (Red Fox) In this multi-layered graphic text the concept of a lsquostone agersquo is taken to extremes with everything including trousers made of stone The story follows the quest of a Stone Age boy Ug in his search for softer trousers With ideas beyond his time his questioning and inventive mind proves exasperating at times for his parents This book provides many opportunities for discussion and lots of humour at different levels from the illustrations to the footnotes Overall aims of this teaching sequence

To engage children with a story told through a mixture of speech and visual imagery

To explore themes and issues and develop and sustain ideas through discussion

To develop creative responses to the text through drama storytelling and artwork

To compose writing for a wide variety of purposes

To write in role in order to explore and develop empathy for characters

This teaching sequence is designed for a Year 3 or Year 4 class

Overview of this teaching sequence

This teaching sequence is approximately 4 weeks long if spread out over 20 sessions If each writing opportunity is fully developed from inception to publication sessions will need to be extended over more hours or more days to allow for this thereby extending the number of weeks required to complete The teaching sequence provides opportunity to explore the interrelationship between words and illustrations in a comic book and how the design and layout of panels on each page support narrative progression It immerses the children in a fictionalized version of a Stone Age community in which the author plays with our expectations of the era to create humour in both the text and the images There is much valuable opportunity to extend the sessions through cross curricular learning A wider study of the history of the Stone Age and the history of inventions and inventors will provide children with a rich bank of knowledge and understanding to draw from in understanding the text

National Curriculum objectives covered by this sequence

Reading (Word reading Comprehension)

Maintain positive attitudes to reading and

understanding of what they read by

continuing to read and discuss an

increasingly wide range of fiction

identifying and discussing themes and

conventions in and across a wide range of

writing

making comparisons within and across

books

Writing (Transcription Composition)

Children should plan their writing by

identifying the audience for and purpose of

the writing selecting the appropriate form

and using other similar writing as models for

their own

noting and developing initial ideas drawing

on reading and research where necessary

in writing narratives considering how

authors have developed characters and

settings in what pupils have read listened to




Understand what they read by

checking that the book makes sense to

them discussing their understanding and

exploring the meaning of words in context

asking questions to improve their

understanding

drawing inferences such as inferring

charactersrsquo feelings thoughts and motives

from their actions and justifying inferences

with evidence

predicting what might happen from details

stated and implied

identifying how language structure and

presentation contribute to meaning

discussing and evaluating how authors use

language including figurative language

considering the impact on the reader

participating in discussions about books that

are read to them and those they can read

for themselves building on their own and

othersrsquo ideas and challenging views

courteously

providing reasoned justifications for their

views

or seen performed

Draft and write by

selecting appropriate grammar and

vocabulary understanding how such choices

can change and enhance meaning in

narratives describing settings characters

and atmosphere and integrating dialogue to

convey character and advance the action

using a wide range of devices to build

cohesion within and across paragraphs

using further organisational and

presentational devices to structure text and

to guide the reader

Evaluate and edit by

assessing the effectiveness of their own and

othersrsquo writing

proposing changes to vocabulary grammar

and punctuation to enhance effects and

clarify meaning

ensuring the consistent and correct use of

tense throughout a piece of writing

ensuring correct subject and verb

agreement when using singular and plural

distinguishing between the language of

speech and writing and choosing the

appropriate register

proofreading for spelling and punctuation

errors

Speaking and Listening

Listen and respond appropriately to adults and their peers

Participate actively in collaborative conversations

Use spoken language to develop understanding through imagining and exploring ideas

Select and use appropriate registers for effective communication

Ask relevant questions to extend their understanding and knowledge

Use relevant strategies to build their vocabulary

Articulate and justify answers arguments and opinions

Give well-structured descriptions explanations and narratives for different purposes including for

expressing feelings

Maintain attention and participate actively in collaborative conversations staying on topic and

initiating and responding to comments

Use spoken language to develop understanding through speculating hypothesising imagining and




exploring ideas

Participate in discussions performances role play improvisations and debates

Consider and evaluate different viewpoints attending to and building on the contributions of

others

Cross Curricular Links

Computing

Children can be encouraged to use ICT to enhance learning recording storytelling filming role-

play using digital photographs to make books or present ideas internet research combining

images narration and music to create a book trailer

Personal Social and Emotional

Children can explore themes such as determination and perseverance Through their study of Ug

children might explore issues around how the community judges him and his ground-breaking

ideas

Geography

Children might develop their knowledge and understanding of physical geography by considering

what features a Stone Age community might look for in choosing a place to settle Can we locate

known places where Stone Age artefacts have been recovered using atlases or online maps Can

we identify features of those locations Children could then use this knowledge to work in role as

a village leader persuading their community to settle in a chosen place perhaps within the locality

of the school

History

This book lends itself ideally to a closely linked study of the Stone Age as well as an understanding

of the chronology of human history and invention References are made to this throughout the

sequence however any additional study experiences or school visits would support childrenrsquos

developing understanding of the text of how Raymond Briggs plays with historical fact and

anachronism as well as their growing knowledge and appreciation of world history

Some useful online resources include a series of animated videos produced by BBC for their lsquoStory

of Britainrsquo (httpswwwbbccoukprogrammesp01z2nn3clips) and classroom and gallery

resources produced by the Museum of London

o httpswwwmuseumoflondonorgukschoolslearning-

resourcess=trueampfoundationAndPrimary=1ampsecondary=ampspecialSchoolAndSEN=ampint

ernationalAndESOL=ampsupplementary=ampages=amphistoricPeriod=|Stone_Age_to_Iron_A

geamptopic=amptype=amptextSearch

Art and Design

Inspired by their cross curricular work in History children might experiment with creating their

own cave paintings perhaps to represent more modern concerns

As part of their exploration of stones and rocks in Science children could look at the growing

sculptural fascination with the natural world such as the work of Michael Grab and Manu Topic

who are expert stone stackers There is even a European Stone Stacking Championship Example

video links to support childrenrsquos own stone stacking attempts include




o httpwwwbbccouknewsuk-scotland-edinburgh-east-fife-39711866

o Manu Topic httpswwwyoutubecomwatchv=v3zcL3bOiuM

o Michael Grab httpswwwyoutubecomwatchv=caiAzVzX7N4

httpswwwyoutubecomwatchv=TFZdZ5igtwI

Design and Technology

Ugrsquos fascination with inventing could spur many opportunities for the class to design and construct

their own inventions Children will be encouraged to consider the given properties of various

materials starting of course with the varied but limited options of using only stone as a material

You will find many resources to support STEM learning including the history of invention and

challenges for children to undertake at httpswwwstemorguk

Children might be inspired to design an appropriate pair of trousers for Ug that meet his

requirements and even consider the limited materials that were available to him Having worked

up a design children could develop sewing skills by mocking up a pair of trousers for Ug As well

as the materials they use children can consider the different kinds of stitches their relative

strengths and ease of application

Science

Childrenrsquos exploration of both the text and the Stone Age more generally lends itself ideally to the

elements of the Year 3 programme of study relating to rocks (as does the Power of Reading

sequence for the information book Pebble in my Pocket by Meredith Hooper illustrated by Chris

Coady Frances Lincoln Childrenrsquos Books)

Children should also consider the properties of different materials in relation to those they might

find within Ugrsquos environment and also those that are most suitable for different inventing

purposes

Ugrsquos attempted inventions include a stone wheel and a stone boat which will support discussions

around childrenrsquos understanding of forces and resistance

Music

As well as using music to support their other areas of learning children might be excited to learn

the Stone Age song written for the Horrible Histories television show - The Ages of Stone ndash which

summarises some of the key features of the period and contextualises some of the subject specific

vocabulary - httpswwwyoutubecomwatchv=D5kpmnbS_4M

Teaching Approaches

Responding to Illustration

Reading Aloud

Role on the Wall

Collaborative Writing

Book Making

Double Bubble

Developing Enquiry

Role Play

Writing in Role

Conscience Alley

Writing Outcomes

Procedural Script

Instructions

Postcard

Information Writing

Recount

Comic Strip

Persuasive Speech

Advertisement

Note

Poetry




Book Talk Persuasive Presentation

Non-Chronological Report

Links to other texts and resources

Stone Age Boy by Satoshi Kitamura (Walker)

Littlenose Collection The Explorer by John Grant illustrated by Ross Collins (Simon and Schuster)

Stone Age Tales The Great Cave by Terry Deary (Bloomsbury)

Cave Baby by Julia Donaldson and Emily Gravett (Macmillan)

Daversquos Cave by Frann Preston-Gannon (Nosy Crow)

Glog by Pippa Goodhart illustrated by Nick Maland (Walker)

Audrey the Amazing Inventor by Rachel Valentine amp Katie Weymouth (Words amp Pictures)

Rosie Revere Engineer by Andrea Beaty and David Roberts (Abrams)

What do you do with an idea by Kobi Yamada illustrated by Mae Besom (Compendium Inc)

Other books by Raymond Briggs

The Snowman by Raymond Briggs (Puffin)

Father Christmas by Raymond Briggs (Puffin)

Fungus the Bogeyman by Raymond Briggs (Puffin)

Jim and the Beanstalk by Raymond Briggs (Puffin)

The Bear by Raymond Briggs (Puffin)

Linked Non-Fiction Texts The Stone Age

The First Drawing by Mordecai Gerstein (Little Brown)

Savage Stone Age (Horrible Histories) by Terry Deary illustrated by Martin Brown (Scholastic)

Stone Age Bone Age by Mick Manning and Brita Granstroumlm (Franklin Watts)

The Stone Age Hunters Gathers and Woolly Mammoths by Marcia Williams (Walker)

Writing History Stone Age by Anita Ganeri (Franklin Watts)

A Cartoon History of the Earth Volume 4 The Stick and Stone Age by Jacqui Bailey and Matthew

Lilly (AampC Black)

The History Detective Investigates Stone Age to Iron Age by Clare Hibbert (Wayland)

Britain in the Past The Stone Age by Moira Butterfield (Franklin Watts)

Stone Age History in Infographics by Jon Richards and Jonathon Vipond (Wayland)

Linked Non-Fiction Texts Inventors

Inventions by Adam Hart-Davis illustrated by Nishant Choksi (Walker)

Three Cheers for Inventors by Marcia Williams (Walker)

Brilliant Women Pioneers of Science and Technology by Georgia Amson-Bradshaw illustrated by

Rita Petruccioli (Wayland)

Impossible Inventions by Matgorzata Mycielska Aleksandra Mizielińska and Daniel Mizielińska

(Gecko Press)




Invent It by Rob Beattie (QED Publishing)

Women in Science by Rachel Ignotofsky (Wren amp Rook)

Related films The Croods Early Man The Flintstones

Links to other resources on the Power of Reading Website

lsquoTell Mersquo grid and questions httpswwwclpeorgukpowerofreadingteaching-approachestell-

me-booktalk

Book making guidance httpswwwclpeorgukpowerofreadingteaching-

approachesbookmaking-journals

Weblinks

Two websites offering support and strategies for creating your own comics or organising a lsquocomic

jamrsquo (both written by Sarah McIntyre)

o httpwwwjampirescomactivitiesset-up-your-own-comics-jam

o httpjabberworkslivejournalcom742643html

A guide listing episodes of the Horrible Histories TV shows which feature the Stone Age

httpshorriblehistoriestvwordpresscomsavage-stone-age

A useful website to support education in science technology engineering and mathematics

httpswwwstemorguk

BBC Bitesize resources to support learning about Prehistoric Britain

httpswwwbbccomeducationtopicsz82hsbk




Teaching Sessions

Before Reading

Before starting work on the book create a space in the classroom for a working wall to enable you to

pin examples of responses reflections notes and language generated from each session If you do not

have the space for a working wall you could create a class lsquoreading journalrsquo using large pieces of sugar

paper and use the pages of the journal to capture responses It would also be helpful to create space

for a class timeline that could be developed and added to throughout the sequence

It would be highly beneficial to create a display as part of your class reading environment of related

texts ndash fiction and non-fiction ndash that would allow children to read and research more widely about

Stone Age settlements (see related texts) These texts might also form part of your read aloud

programme thereby supporting the class in making connections with a wide range of material

Session 1 Response to Illustration

Print a copy of the inside cover illustration which depicts the key characters Ug Dugs Dug and Ag

Arrange the children in small groups and give each group a copy of this illustration perhaps pasted

into the middle of a larger sheet of paper in order for them to be able to scribe their ideas around

the edge of it

What is the first thing you notice about the illustration What can you tell about these characters

What assumptions might we make about them based on their appearance their dress their facial

expressions etc

What clues are there that might allow us to starting predicting what this story might be about

Who is the main character Where might it be set What could happen What position might the

character be in at the start of the story and how might this have changed by the end Allow each

group to make predictions as to what they are expecting from this story annotating these on their

handouts

Allow each group to share their thoughts with the class collecting these early views in your class

journal or on the working wall

Once children have offered their initial suggestions about the book share the front cover with

them perhaps as another handout or displayed on the IWB What do they notice What more

can we tell from the cover of the book Does it confirm our original thoughts about the story or




provide new possibilities What questions or puzzles do we have about the story What do we

want to find out Do our early impressions of this story remind us of anything else that wersquove

readseenexperienced

The subtitle displayed on the cover might confirm some early predictions that the story is set in

the Stone Age What do we already know about the Stone Age Allow children to talk in groups

for a little and then share this grid to allow children to capture their shared knowledge as well as

any questions they might have If children have tentative thoughts about the era but are unsure

whether or not they are true support them in recasting these as questions

What we know about the

Stone Age

What we would like to

know

What we have found out

Children might complete their grids independently in pairs or small groups or as a whole class

you might consider displaying an enlarged grid somewhere in the classroom that children can

easily access and encourage them to add further questions or facts that they have discovered

throughout their independent study both at home and at school

Support the children in understanding how long ago the Stone Age took place For example you

might take the children to an outdoor space where there is plenty of space (the playground an

athletics field football pitch etc) If we visualise time as a 2D line where each year is 1cm apart

then you can demonstrate that from a given spot in the playground the time in which the children

were born was 7-9cm away from todayrsquos date You might measure and draw this in chalk as you

continue to explore different dates and distances starting with eras and events that children are

confident in talking about possibly based on prior historical studies or their own interests You

might measure and mark down the dates of your own birthday your grandparentsrsquo birthdays

World War 2 the reign of Queen Victoria the Tudor period the English Civil War the Medieval

era the Roman invasion of Britain By now your timeline might be as much as 20+ metres long

Discuss how at this scale it will be difficult (depending on the size of space available to you) to add

events such as the Iron Age the Bronze Age or the Stone Age because they happened so long ago

Back in the classroom you could demonstrate this using an online resource such as Google Maps

If you right click on the map perhaps in the locality of your school you have the option to

lsquomeasure distancersquo Demonstrate scale by zooming in and showing 28 metres (the distance in

time to the start of the Iron Age 800BC) 45 metres (the start of the Bronze Age 2500BC) 320

metres (the time at which Neanderthals are thought to have died out 30000 BC) 1220 metres




(the appearance of Homo Sapiens modern humans 120000 BC) 2520 metres (the first evidence

of Neanderthals 250000 BC) and 5 kilometres (the Stone Age begins 500000 BC) [All distances

and dates approximate you might want to use dates given in classroom books and resources]

How might life have been different for those early humans Allow groups to refer back to their

grids and continue to add ideas and questions

It would be useful to create a class timeline depicting major events that can be referred to and

added to throughout the reading of the book and any cross curricular study opportunities

Providing time and resources for ongoing independent study as well as guidedshared research

opportunities outside of the English lesson linked with History sessions will benefit childrenrsquos

understanding of the period and support their appreciation of the text

Session 2 Response to Illustration Reading Aloud

Display the final panel of page 1 without the speech bubble depicting Ug and his father What are

our initial impressions of these characters and their relationship What do we know about them

What would we like to know

Read aloud the first page of the story and then refer back to those questions and our initial

responses As the story is told in comic strip format it would support childrenrsquos understanding if

they are able to follow the panels as you read you might want to use a visualiser or similar

technology to allow you to share and discuss the illustrations with the class In discussing their

understanding of the story and the characters it will be as important to draw on the layout and

illustration as the text Look at how the text is depicted ndash the size and style of the writing the

choice of speech or thought bubble and how it is outlined for example what assumptions can we

make about the mumrsquos tone of voice from the jagged edges of her speech bubbles The use of

punctuation is important in establishing tone of voice hesitancy etc How much does each panel

show us of the characters the location the space (or lack of space) given between or around the

depicted characters How do facial expressions or body language inform us of the charactersrsquo

thoughts motivations responses emotions etc

Refer back to the grid started in the previous session and any early knowledge the class has

acquired through cross curricular work What does Stone Age really mean What were the key

features of the Stone Age

Ugrsquos dad says ldquoNowadays everything is made of stone This is why nowadays is called the Stone

Agerdquo Is this true Was everything made of stone in the Stone Age

Explore how Raymond Briggs uses exaggeration or taking a supposition about an era to its logical

(and illogical at times) limit in order to create humour for the book Would Stone Age humans

have worn stone trousers lain on stone beds under stone blankets and with stone pillows Do you

think the book will be a factually accurate representation of the era Whywhy not Consider

some of the differences between a book like this and a non-fiction text ndash perhaps something like

Marcia Williamsrsquo book The Stone Age which still uses comic book formats and invented characters

but for the purposes of communicating information

Allow time for children to share any other responses to the first page perhaps any further

questions that have been set up or how what theyrsquove found out reinforces their early predictions

about character or plot They might pick out other uses of language and illustration that provide

humour such as the modern concept of lsquoairing the bedsrsquo within this Stone Age world Then go on




to read aloud page 2 in which Dug demonstrates writing Support the children in reading the

footnotes and discuss how they add to the story ndash on the surface they appear to be providing us

with facts to support our understanding Is that their purpose or are they there to underscore the

humour of the situation Itrsquos a rarely used feature in fiction texts in which the author gets to

speak directly to the reader How do the class feel about that Do they like or dislike the use of

footnotes Is the information given in the footnotes true How might we find out

What is writing Who were the first people to use writing to communicate Children might

research and explore this outside of the English lesson and add their findings to the timeline and

to their enquiry grids

This quote might be helpful and is from page 18 of Writing History Stone Age by Anita Ganeri

(Franklin Watts)

ldquoThe walls of the Pech Merle Cave in France are decorated with bison mammoths

horses and handprints as well as symbols such as triangles circles crosses and

branch-like shapes They date from around 30000 years ago Archaeologists

think that the symbols are arranged in patterns like a code and that they may

have been a very early form of writingrdquo

Allow the children opportunity to note and discuss any words or phrases that they donrsquot

understand For example does everybody know what is meant by the term lsquoanachronismrsquo Can

they deduce any possibilities using the context The idea of anachronism is very important to the

humour of the book ndash children might give some examples from popular culture such as the

Horrible Histories TV series or films like Early Man which use anachronism as a device for humour

If possible you might want to share the Stone Age page from Spot the Mistake Lands of Long Ago

(by AJ Wood Mike Jolley and Frances Castle Wide Eyed Editions) which asks children to spot the

anachronisms hidden within each illustration of a given era

Two suggested web links to articles about Stone Age writing for the class teacher

httpswwwtheguardiancomscience2012mar11cave-painting-symbols-language-

evolution

httpswwwnewscientistcomarticlemg23230990-700-in-search-of-the-very-first-coded-

symbols

Session 3 Role on the Wall Read aloud share and discuss the next page of the story What have they noticed What more

have we learnt about Ug his family and his community through the text and illustrations Where

is the humour in this page How is it created

Children might consider Ugrsquos body language for example the difference between panel 2 as he

looks down at his meal and panel 4 as he recounts Ogrsquos lsquohotrsquo food experience What impact does

it have that mumrsquos speech bubbles in panel 3 and 8 are so much larger than Ugrsquos Why might

Raymond Briggs have used Dugsrsquo body to block Ug in the final panel What is the impact of

combining the image of mum chewing the blood-covered bone with her speech bubble

ldquoDisgustinrsquordquo

Why does Ug says lsquowhen the trees went hotrsquo What might have happened Do Ug and his family




know what fire is What does this tell us about their community Is this historically accurate or is

it another of Briggsrsquo exaggerations - when did humans invent fire

Continue to draw on childrenrsquos growing knowledge of the era what would Stone Age people have

eaten

Allow children to continue to add to their grids and add our class knowledge about when and how

fire was used and what food would have been eaten to the class timeline

Reflect on what we know so far about the family What words would they use to describe each

family member and what behaviour action or speech have they seen in the story that has led

them to that perception

Complete Role on the Wall posters for the whole family On 3 large sheets of paper draw a simple

outline to represent Ug Dug and Dugs You could give 3 sheets to each group for them to

complete or you might divide the class into 3 groups and give them one character each for which

to complete their Role on the Wall

If the class have not completed a Role on the Wall activity previously you might need to model

the process for them before they begin Explain that around the outside of the outline they

should write words which describe the characterrsquos external characteristics eg words that might

be used to describe their appearance phrases to describe interests or talents things that they do

or the clothing they wear (they could also write down the type of things that they say or how they

say them) On the inside of the outline explain that they will write words to describe internal

characteristics ndash words to describe the personality as well as thoughts and feelings

Ask each group to use a specific colour felt tip pen or pencil to annotate their role on the wall as

these will be revisited later in our study of the book as we learn more about the family Explicitly

make links between external and internal consider what a specific aspect of appearance might tell

us about someonersquos personality or how the personality makes a specific action seem likely (ie for

an action to be lsquoin characterrsquo or characteristic)

Display the role on the wall diagrams on the working wall or around the classroom Encourage

children to respond to them when writing and discussing the family throughout the sequence

Use these Role on the Wall records from todayrsquos session to begin to explore different reactions

towards lsquochangersquo How does Ug feel about the way things are ndash in relation so far to his clothing

and his food How does Dug respond How does Dugs feel about change Start to support the

children in understanding some of the subtle differences in the parentrsquos responses to Ugrsquos ideas ndash

his dad seems to be resigned to things the way that they are whereas mum seems more anxious

about his lsquoradicalrsquo ideas and language

Session 4 Procedural Language

Revisit page 3 What could Ug do to convince his community to try cooked food What resources

would they need How could he persuade them

Ask children to work together in small groups and to imagine that they are Ug and his friends In

order to demonstrate the benefits of a wider variety of menu options for their meals they are

going to produce their own cookery demonstration for the tribe demonstrating the very best in

Stone Age dining

Ask the class if they have seen any cooking shows or they are aware of any chefs You might




watch some famous chefs who have particularly distinctive delivery styles eg Ainsley Harriott

Lorraine Pascale Jamie Oliver etc You might share shows that are aimed specifically at a primary

age group eg

CITVrsquos lsquoThe Munch Boxrsquo (httpswwwyoutubecomwatchv=w6GuJhD1wFE)

Matilda Ramsay (httpswwwyoutubecomwatchv=f91Mxutc1UM) from CBBCrsquos

lsquoMatilda and the Ramsay Bunchrsquo (full episodes are available from BBC iPlayer)

CBeebiersquos lsquoMy World Kitchenrsquo (httpswwwyoutubecomwatchv=YMs0mlno-LI)

presented by Ainsley Harriott (httpswwwbbccoukcbeebiesshowsmy-world-kitchen)

Choose a short video either one of the above or another that is appropriate for the class and

allow children to reflect on what they found effective about the language and style of delivery

What words or phrases helped you to understand what to do And what words or phrases kept

you engaged wanting to watch and potentially try the recipe for yourself It will probably be

necessary for children to watch the video more than once to refine their thoughts about the exact

language and phrasing used Jot down the childrenrsquos ideas for them on the flip chart or working

wall or provide them time in groups to discuss their notes and combine these together to create a

set of advice for creating a clear and engaging cookery demonstration

Now children need some time to consider what their cookery performance might demonstrate

Explain that like Raymond Briggs we can be a little anachronistic in our suggestions we could

take a modern day food item and give it a Stone Age twist ham and pineapple pizza could become

mammoth and apple pizza Draw on childrenrsquos research from previous sessions and cross-

curricular lessons to decide what food might be included as ingredients but children neednrsquot feel

restricted by these lists if they have an alternate idea that they are excited about Similarly

children could decide on invented Stone Age implements to help them prepare the food a sharp

stone instead of a knife a stone chopping board rocks to bash rather than chop the vegetables a

stone pestle and mortar a hot rock rather than a frying pan etc

If children need further inspiration for their anachronistic cookery show they might watch a short

lsquoHistorical Masterchefrsquo sketch from a Horrible Histories episode This link

(httpshorriblehistoriestvwordpresscomhistorical-masterchef) lists all of the episodes which

include a Masterchef sketch The best place to find a full episode to share with the class is BBC

iPlayer or DVDs are available to purchase

Allow each group time to discuss and jot down their ideas for what they are going to cook and

what implements they might need to cook it Share these ideas around the class allowing the

children to support each other in clarifying and developing their initial thoughts and ideas

Once each group has settled on their idea ask them to work together to write the script for their

demonstration deciding on what combination of presenter(s) chefs tasters etc they might use

Remind them of the language features which supported their understanding and engaged their

interest in any of the videos or texts explored earlier in the session and remind them that they are

able to draw on these words phrases or models of language as needed (eg carefully chosen and

precise verbs noun phrases that stimulate the taste buds adverbs that clarify and define the

action required prepositional phrases so that the listenerviewer knows exactly how when or

where something should be done figurative language (alliteration similes personification) to

engage the audience and tempt them to take part)

As children write as well as after they have finished their first draft encourage them to read aloud

and perform their text refining it to ensure that it meets the requirements of purpose and




audience ndash will it support Ugrsquos Stone Age tribe to move beyond raw dead animal bits and instead

try a richer variety of cooked foods

Before sharing with a wider audience each group could partner with another to try out their

presentation and get some feedback on how well it meets its aims The completed presentations

could be shared in assemblies or videoed to share digitally with a wider audience Filmed

presentations could even have music text or voiceover added to more closely resemble a

professional cookery show or a food vlog

Session 5 and 6 Procedural Texts Book Making Reread the book from the beginning and read on to the end of page 5 (ldquoYoursquore a Neanderthal

Ugrdquo)

As previously spend some time discussing what we have found out and what we have noticed in

the text and illustrations How does Raymond Briggs play with anachronisms again Would they

have played football tennis or cricket in the Stone Age How does it help us to better understand

Ugrsquos frustrations

Allow the children to develop their own anachronistic ideas around Ugrsquos recreational activities

What other popular modern games might he and the other children try and play How might only

using stone spoil them

Based on what we know so far about actual Stone Age communities what other materials might

be available to them and could be more appropriate in making balls nets racquets bats etc

Children would benefit from extending their thinking around this subject within other curricular

areas such as Science or Design and Technology What are the different properties of the

available materials and why might that make them more suitable What are the properties of

stone What does that make it most and least useful for

Challenge the children to invent some games that could be played within Ugrsquos community Ask

them to work in small groups to devise appropriate games using only the resources that might be

available They could decide whether they are going to limit themselves to only using stones or

whether they will include other items that might be available in the Stone Age (plants wood

bones animal skin fur water) You might choose to take the children outside to develop their

games providing them with a small number of stones to play with although clear guidelines and

discussions about using these within safe parameters would be needed first

Once each group has had the chance to devise and ideally try out their game ask them how they

could go about sharing that game with another group

Work with the class to clarify the audience and purpose for their task Who are they trying to

communicate the rules of the game to How will that affect the language and layout used

Would photographs video or audio recordings support somebody in understanding how their

game works If so how might these be incorporated

Before children start collaborating on any written instructions or taking photographs to guide and

support their communication each group would benefit from orally explaining their game

Provide sufficient time for groups to teach each other their game and then reflect on which

aspects of the game were easily understood any language (words phrases or sentences) that was

used which was particularly effective in explaining rules strategies or sequences of activity any

aspects of the game that needed to be physically demonstrated and how that physical




demonstration might be recreated in their finished text ndash would diagrams or photographs support

their explanation

After each group has completed a first draft of the guide to their game ask them to partner with a

response group to see if there are any aspects of their instructions that do not meet the aims and

purpose of their task Does the response group understand how to play the game and as a

secondary consideration want to play the game

The group can then use the response from their peers to refine the content and layout of their

instructions before producing a final draft

These instructions can then be collected together into a class compendium of Stone Age games

which could be shared with other classes throughout the school or sent home to be tried out by

the childrenrsquos families and friends

Session 7 Double Bubble

To support the children in developing an understanding of how the book is structured (for

example how the page turns work and how body language and panel layouts are echoed

throughout the text) reread the book from the start this time up to the end of the sixth page

(which ends with the lsquoStone Agersquo footnote)

As before allow children to discuss anything new that they have noticed or discovered about Ug

his family and his community as well as share any questions they might have Children might

observe for example that all of Ugrsquos speech bubbles on this page are questions How often does

he ask questions Why do you think that might be What does it tell us about his character

What assumptions might we make about people who ask a lot of questions How does dad

respond to him when he asks questions What about the other characters

What do they think of dadrsquos view about Neanderthals

Spend some time unpicking the footnote which says that people living in the Stone Age would

have considered it a modern age just as we believe we are living in a modern age too ndash adding a

hesitant lsquoTime will tellrsquo at the end

In comparing this Stone Age community with our own lsquomodern agersquo how might we see ourselves

reflected in the attitudes and behaviours of this Stone Age tribe What might future societies call

the age that we are living in How might the world change What features of our daily lives

might a time traveller from the future find surprising or strange Will they still eat food the way

we do Will they acquire information the way we do ndash internet book TV Will schools be the

same How might travel change

Use a Double Bubble handout (see resources) to support children in exploring some of the

differences and similarities between the depiction of Ugrsquos world compared with our own based

on what we know so far




Ask children to feedback to the class using the notes on their handout as a prompt What sort of

things have changed Start discussing the impact that inventors (known and unknown) have had

on the progress of human civilisation since it began back in the Stone Age Is there a particular

development that they think is more important than the others Key breakthroughs under

consideration might include the use of fire (for warmth cooking and as a tool for constructing

other items) the development of writing domestication of animals the use of medicine (from

early herbal remedies to the development of antibiotics) the printing press electricity the

telephone steel the internal combustion engine etc To stimulate the initial conversation you

could watch an extract from the London 2012 Opening Ceremony which took the viewer through

some major developments in British history including the Industrial Revolution

(httpswwwyoutubecomwatchv=4As0e4de-rI ndash the section depicting the Industrial

Revolution starts at about 1700 and lasts until about 3330)

On the flipchart whiteboard or working wall keep a note of the developments and inventions

that children mention for use in future sessions Invite children to undertake their own

independent research into important inventions and innovations in human history to use in future

sessions

Support the children in preparing to write a short paragraph reflecting how the world has changed

and how it might change in the future Explain that we are going to engage in some time travel

activities ndash this could be undertaken in the classroom or you might decide to take the children into

a different space ndash the hall or the playground Ask them to stand in a space on their own and

explain how this time travel will work Unfortunately it doesnrsquot allow us to interact with the past

only to view it (you might give them a device to look through to see the past ndash special glasses or

plastic binoculars) On a given signal they will have access to the past and will be able to look

around and see a Stone Age settlement (you can base this on the Stone Age generally if children

have had sufficient opportunity to explore this in their wider curricular studies or you could base

it solely on childrenrsquos knowledge of Ugrsquos world) Narrate some of the things that they might be

able to see challenge them to spot things in the distance etc Then ask them to talk in small

groups of 3 or 4 What can they see that surprises them What makes it surprising How is it

different from our own lives

For children who struggle to visualise the environment ensure access to illustrations and




photographs that they could describe to their partner Alternatively you could share videos for

children to respond to or use VR headsets and online content to bring the Stone Age environment

to life for them New VR content is being produced all the time by companies such as Google

Expedition or Discovery VR The British Museum recently developed some VR resources linked to

artefacts and Class VR have some resources at the following link related to Stone Age

environments httpwwwclassvrcomschool-curriculum-content-subjectshistorical-times-

lessonshistory-virtual-reality-studentscountry=GBampid=1034883194

Once children have returned to the present ask them to write a lsquopostcard from the pastrsquo drawing

what they saw in the past and writing a short paragraph describing what they visualised and

explaining what they thought of it They could also consider how things might continue to alter in

the future as new inventors promote progress and change

Some children might benefit from a simple writing frame such as the sentence starters shown

below while other will prefer to write more freely

In the Stone Age theyhellip Now wehellip

In the future perhaps theyrsquollhellip

Session 8 and 9 Developing Historical Enquiry Writing for Information

Following yesterdayrsquos session and the initial discussion about breakthroughs in technology and

inventions through the ages note these key moments on the class timeline Are there any further

inventions or inventors that children have discovered that they would like to add to the list

In small groups ask children to choose one invention or inventor that they would like to find out

more about (for example Thomas Edison Marie Curie Louis Braille Hertha Ayrton Stephanie

Kwolek who saved many lives by inventing Kevlar Garrett Morgan who amongst other items

invented a reliable gas mask and a traffic light warning system Lewis Latimer who worked closely

with both Edison and Bell and whose own inventions including the carbon filament were

invaluable to the achievements of others Also worth exploring would be recent young inventors

such as Deepika Kurup who won an award for invention a system for cleaning water using solar

energy when she was 14 years old Azza Abdel Hamid Faiad who was 16 when she won an award

for her invention which transformed plastic waste into biofuel)

Children could start by making some notes on a small version of the enquiry grid from the first

session What do they already know about the inventioninventor What would they like to find

out

Creating a list of questions (and then refining these by considering which will provide them with

the richest responses) is a useful way of ensuring that independent research when it happens is

more focused and productive If children are not used to undertaking independent research they

might require aspects of the process to be modelled first such as effective use of a search engine

skim reading for useful information annotation of key quotes and language rather than entire

paragraphs etc As part of their research they might consider why the technology or invention

was created Who were the key people in creating it Does history remember them or is there no

way of finding out who they were What was the impetus behind the invention ndash why was the

inventor driven to pursue their goal What was the impact of the invention What effect did it (or

could it) have on societyprogress




Once children have had sufficient time to make notes and discuss their project focus (which may

take more than one day and could be extended as a cross-curricular or homework activity) ask

them to prepare a presentation of their findings You might decide to allow the children an

element of choice in how they do this They could

o create a small book on the subject (for book making techniques see

httpswwwclpeorgukpowerofreadingteaching-approachesbookmaking-journals

or refer to Making Books by Paul Johnson AampC Black Publishers)

o make a poster combining text and illustration

o make a digital text using PowerPoint Publisher Prezi Comic Life etc

o prepare a spoken presentation for the class which might include some illustrated and

written elements

Giving children an element of choice in what and how they write is an effective way of supporting

engagement and inclusion However the range of choice provided may be limited by childrenrsquos

prior experiences

Regardless of the form chosen once children have had the chance to draft review refine and

publish their work find an opportunity for them to share their work more widely Books could be

presented to other classes posters displayed in hallways or shared spaces digital texts could be

placed on the school website or presentations could be filmed or shared in an assembly

Complete these sessions about inventors and inventions by creating a class Role on the Wall

poster for an inventor What characteristics and behaviours would we expect to see in a successful

inventor Compare the conclusions reached by the class with the Role on the Wall created for Ug

Session 10 Role Play

Share the illustration from page 7 with the class either as a handout or on the whiteboard

blanking out the speech bubbles so that children canrsquot see what the two parents are discussing

What can we tell from the characters based on the illustration Judging by their facial expressions

and what we know about the characters so far (refer back to the role on the wall work) what

might they be thinking or feeling If we could eavesdrop in on this moment what might we hear

Discuss and annotate the illustration with some of the things that they might be saying Then

working in pairs ask children to rehearse a possible conversation between Dug and Dugs What

has Ug been doing today and how might they be recalling it How did they feel about it They

might refer to his lack of satisfaction in his trousers or his food about his attempt at playing

games with the other children or his questions about Neanderthals They might invent other

questions or ideas that Ug has raised throughout the day

Once children have had a little time to rehearse their conversation tell them that soon we will be

listening in on some of these conversations We wonrsquot be listening to very much of it and they

will have a choice of whether they continue to make up the conversation from wherever they

have got up to or whether they will repeat something that they have already rehearsed Give

children a little longer to practise in case they choose to share some rehearsed dialogue

After the rehearsalpractise time has elapsed ask children to stay sitting in their pairs and then

when your hand points to them that means that we can now hear their conversation but once

your hand moves on we canrsquot hear anymore Wersquore just going to listen in on a tiny bit of their




ongoing conversation about Ug

Listen to a few of the groups There is no need to listen to every group although if lots of groups

would like to share their rehearsed dialogue you could pair them up to perform for each other

You might choose to record their ideas either in digital or written format They could be recorded

on mp3 devices or children might complete their own speech bubbles for the illustration using

their ideas or they could write out the dialogue as a short play script so that it could be performed

by another class

Now read aloud page 7 and allow children to compare the actual text with their predictions What

do you notice about the parentsrsquo responses to Ugrsquos way of speaking Does it reflect your

expectations of that character

Explore some of the phrases with the class Dugs says that Ug ldquolives in another worldrdquo and one of

the children on page 5 said Ug doesnrsquot ldquolive in the real worldrdquo ndash what do they mean what impact

does it have that it come straight after the footnote ldquoToday we believe we are living in the modern

age Time will tellrdquo ndash is Ug not living in his world or his time a positive or negative statement

Discuss the anachronistic use of the phrase ldquoyouth culturerdquo (a term that reached prominent use

during the 20th Century) and how ironically Dug talks about them having their own ldquolingordquo ndash both

terms being ones that appear out of keeping with the Stone Age setting

Based on what we know of the Stone Age why is Dugs prediction of Ugrsquos future a humorous thing

to say

Dug doesnrsquot understand the idea of fruit juice what other concepts might Dug and Dugs find

difficult to understand Create a list using ideas from the class that could span from the basic

(fire potato book) to the high-tech (smartphone tablet satellite) How would you explain it

Ask children to choose one word from the list and create a definition that Dug and Dugs might

begin to understand

Once children have written down their definitions you might play a game where children offer to

read out their definition and the class tries to work out which item from the class list has been

described

Afterwards you might look at some of the definitions in the class dictionary and decide how

helpful they would be to Dug and Dugs in properly understanding the word or phrase How do you

think Dug and Dugs would react to your definition Based on our current understanding of the

character do you think they would react in the same way or would their responses differ What

do we look for in an effective definition or explanation

Vocabulary and Spelling This section of the text provides further opportunities for word investigations and spelling strategies

Discuss how language changes naturally over time and how people might respond to those

changes

Investigate some of the new words added to the dictionary since 2010 Some examples of recent

additions to the Merriam-Webster (US) or Oxford English (UK) Dictionaries include

cryptocurrency chiweenie harissa schnoodle glamping case-sensitive life hack bandwidth

subtweet mansplain hangry binge-watch humblebrag ransomware bestie face-palm

photobomb ping listicle embiggen What words do children use with their peers which they feel could be added in the future or might




already have been recently added

As well as the addition of new words to the language you might also choose to investigate the

gradual removal of words ndash something that evolves gradually as words are used less and less and

also at an official level as they are removed from published dictionaries etc In her introduction to

Adder Bluebell Lobster (illustrated by Paul Bommer Otter-Barry Books) poet Chrissie Gittins

explains how she came to write the poems in the collection in an attempt to recapture words

linked with nature that had been removed from published dictionaries ndash ldquothe words that were

taken out of the dictionary have been replaced by technological wordshellip These are all useful words

and I wouldnrsquot want to argue that one set of words is more necessary than another but Irsquom sad

that the words about nature have been elbowed outrdquo More recently Robert Macfarlane and

Jackie Morris have collaborated on The Lost Words (Hamish Hamilton) which similarly celebrates

words linked to the natural world that are in danger of disappearing through Robertrsquos acrostic

poems and Jackiersquos paintings See Jackie Morrisrsquo blog for more details

httpwwwjackiemorriscoukblogbook-listthe-lost-words-a-spell-of-words-by-robert-

macfarlane Is it right for us to remove or erase words if they are not being used Should we for example

remove the names of animals or plants if they become extinct What might the consequences be

of such an action

Weblinks featuring videos and articles about how language has changed over time which

might be of interest to the class teacher

o httpswwwtedcomplaylists228how_language_changes_over_time

o httpsedtedcomlessonshow-languages-evolve-alex-gendler

o httpwwwbluklearninglanglitsoundschanging-voices

o httpwwwbbccouknewsnewsbeat-43298229 (news article about a term

invented for a Simpsons episode in 1996 which was eventually added to the

Merriam-Webster dictionary in 2018)

On this page Dugs tries to familiarise herself with a new word by breaking it down into its

syllables ldquoterr-if-icrdquo Recognising syllables in words is an important element of early phonological

awareness ndash hearing the lsquobeatsrsquo or different elements within a word is an important step on the

way to supporting the child in identifying the different sounds and engaging in segmenting for

spelling Later syllabification can be one of many independent strategies that a child (or adult)

might draw on to support themselves in spelling less familiar vocabulary You might provide children with the chance to investigate and explore the syllabification of words

In pairs they could choose a word (from this text or perhaps from a spelling log or vocabulary

book if they keep one) and write it out on to a large card cutting it up to represent its separate

syllables How will they decide where to cut They will need to read the word aloud carefully

trying to hear where one syllable finishes and the next starts to decide where to cut They might

then choose one of those syllables and try and find other words that feature the same syllable

After writing out as many of those words as possible they could investigate a range of spelling

patterns ndash does the syllable always occur in the same place within the word Is it always spelt the




same way or might a syllable that sounds the same be spelt differently Might the spelling by

more subtly different ndash perhaps a single consonant in one word but a double in another Can they

develop their own hypotheses around a chosen syllable

Sessions 11 Role on the Wall Writing in Role Reread from the beginning and up to page 9 (Ug finds a baby woolly mammoth skin and has some

ideas for how he could use this new resource Dug and Dugs continue to share their responses to

their sonrsquos ideas)

Are his ideas so far-fetched Why do you think they struggle to understand his motivations

Compare Briggsrsquo depictions of Ug and his parents in terms of how they use language and how they

appear in the panels Ugrsquos eagerness and politeness Dugrsquos confusion and lack of understanding

Dugsrsquo anger and repulsion

Revisit the Role on the Wall posters created for each of the family members What more have we

learnt about each of them Use a different colour felt tip pen to add new observations and

discuss any early assumptions to see if these have been reinforced or overturned

Explain that twice now in our reading of the book Raymond Briggs has allowed us to be privy to

the thoughts of Ugrsquos parents by relating their night time conversations What might Ug be

thinking and feeling as he goes to sleep What are his reflections on the dayrsquos events

In small groups ask children to map out the main events of the story so far for Ug (his

conversation with his dad about getting soft trousers then with mum about eating hot food

trying to join his friends for different games helping dad find food while talking about

Neanderthals and living in caves and finding the baby woolly mammoth skin They might also

include his conversation with dad about fruit juice even though we as readers did not get to see

this directly but has it reported to us by dad)

Once each group has made a note of the main events that they wish to explore ask them to try

and imagine each experience from Ugrsquos point of view What was he thinking and feeling initially

as he expressed the idea or potential inventioninnovation and then after his friends and family

responded to his thoughts and ideas

Children could use a graph of emotion to map these events and Ugrsquos emotional response noting

the key events under the horizontal x axis and Ugrsquos range of potential emotions next to the

vertical y axis Children might need to consider that for some events Ug experiences a whole

sequence of emotions ndash first in relation to a struggle or a difficulty then a different emotion as

inspiration strikes and he shares his thoughts then a third after seeing or hearing someonersquos

response to his ideas




Provide an opportunity for the groups to come back together as a class and share what they know

about Ug so far What more would they like to find out

Use Teacher in Role to allow children to interact with Ug and ask him any questions they might

have about his life and place within the community It is helpful to use lsquoteacher in rolersquo rather

than pupil for this hot seating activity initially so that the Ugrsquos sensitive position within his society

can be explored more deeply However once you have modelled the lsquoin-rolersquo language and point

of view children may be eager to take on the role themselves A simple prop that denotes when

an adult or pupil is being Ug can be a useful signifier for the conversations

Give children a chance to prepare questions in advance allowing them to work together to hone

their questions to create those that are going to provide them with the most relevant information

Afterwards reflect on what children have discovered from the activity They may wish to add

further to the lsquorole on the wallrsquo posters in response to this If you have another adult in the room

they might scribe relevant quotes during the lsquoteacher in rolersquo activity for the children to return to

and utilise in their writing

Now that children have a better understanding of his situation ask them to utilise this by writing a

short first person account as Ug reflecting on the events of the day This could be in the form of

a diary or journal entry

Children may add authenticity to their recount by drawing on their expanding knowledge of the

Stone Age when adding detail to their account

Session 12 Comic Book Writing

Read aloud the next two pages of the book (in which Ug tries to give his mum a bunch of flowers

and then tries to carve a boat out of stone)

As always allow time for children to respond to what they have seen and heard Why might Dugs

be smiling in the final panel of page 10 Does her response in this moment allow us to draw any

further conclusions about why she behaves the way that she does What does she want for Ug

On page 11 you might reflect on how the design of the panels not only depict the action so that

even with no speech bubbles we would know what was happening but also demonstrates the

relationship between Ug and Ag ndash After they push the object into the water (or on the water as

Ug clarifies) in each panel Ag is drawn further and further away from Ug until eventually Ug is left

alone again What might the composition of those panels tell us about the charactersrsquo




relationship

This latest attempt at invention and innovation might prompt childrenrsquos own investigations into

what materials sink or float or how the design of those objects supports flotation Is it possible to

design something that floats out of a lsquoheavyrsquo material

In Raymond Briggsrsquo version of the Stone Age everything is made from stone We know from our

cross-curricular study that this isnrsquot historically accurate ndash why might he have made that decision

What challenges and complications does it create for Ug

Give children some time in small groups to consider some activities that Ug might engage in that

could prove challenging within Briggsrsquo Stone Age world They might have fun creating some

anachronistic suggestions For further inspiration they could watch and read Michael Rosenrsquos

poem lsquoI Was Born in the Stone Agersquo (httpswwwyoutubecomwatchv=tq3Q85aA_0k) or look

at examples of Stone Age anachronism from popular culture such as The Flintstones cartoon and

films which feature an array of inventions which primarily use only stone and animal power

Inspired by these struggles what other things might Ug try and invent What other items being

made from stone would be unsuccessful due to the nature of stone Will he try and make them

from stone or will he attempt to convince other people to let him use different materials that we

know were available during the Stone Age

Explain that the children should use their favourite idea to create a comic strip spread depicting

the event What might they include so that the reader understands Ugrsquos inspiration as well as the

outcome Will they show the reader Ug facing whatever difficulty or challenge prompts his

attempted invention as Briggs does on the sports page Will they show him attempting to build

something like on the page where he is carving the lsquoboatrsquo How will they show the outcome of his

attempts Will we see another characterrsquos response to his ideas or Ugrsquos response to his own

failure

Allow children to sketch out in rough the number of panels they think they might need to tell their

story Inspired by the variety of panel designs which Raymond Briggs employs the children might

consider how they could use different sizes and shapes of panels and different layout options to

support the reader in understanding their story They will also need to think about where they are

going to leave space in their illustrations for any speech or thought bubbles that are required

Some children might prefer to produce a script before starting their design whilst others will be

happy to rough out their ideas directly into the panels

Further support on making comic books can be found on Sarah McIntyrersquos blog

(httpwwwjampirescomactivitiesset-up-your-own-comics-jam) or in Neill Cameronrsquos How to

Make Awesome Comics (David Fickling Books)

Session 13 Working in Role

Read aloud the next two double spreads which depict Ug engaged in three lengthy conversations

two with his dad about trees and fire and one with his mum about diverting the river

What more do we learn about Ug and his family on these pages Why do we think his parents

might be resistant to his ideas What are some of the benefits and challenges of change Is

change always good ndash do you think his parents are right to be resistant




Ask children to work with a partner in order to rehearse a performance of one of these

conversations First they should choose which conversation they are most interested in

exploring Then they will need to text mark it to support their performance For this you might

provide them with a transcribed version of the dialogue or a photocopy of the relevant page ndash it

would be helpful if possible for children to be able to refer to the illustrations to support their

reading performance choices

They might annotate their copy of the text with notes about how the character might be feeling at

this moment and how they might best communicate this Will they alter their volume or their tone

of voice Will they use body language or eye contact to demonstrate their feelings and thought

process What other clues are there in the text that can help us to infer feelings and thoughts

We might consider the manner in which they have been illustrated the shape of the speech

bubble the language choices the use of typography and the choice of punctuation How might

we adapt our performance because of ellipsis a dash an exclamation mark a comma

If they have chosen to perform Ugrsquos conversation with his mum they will also need to consider

how best to perform the two thought bubbles

After children have had sufficient opportunity to rehearse allow them to perform their

conversations either to each other or to the whole class

Reflect on what we have learnt from listening to each other and from rehearsing and text marking

our own scenes How do we think his parentsrsquo resistance to his ideas makes Ug feel How does

the lack of suitable languagevocabulary to express new ideas cause difficulties

Session 14 Persuasive Speech

Read the first 5 panels of the next spread (until Dug says ldquoYou canrsquot stop animals from running

away Theyrsquore frightened They donrsquot want to be killed and eatenrdquo)

What could Ug suggest to overcome this problem If Ug could solve this problem for his whole

tribe how might that change his position within the community

Make a list of any initial suggestions children might have for how these Stone Age people could

make capturing and eating the animals easier Some children might even suggest that they could

stop eating animals and move towards a more vegetarian diet instead

Ask children to work in small groups to select one idea that they can develop further

What makes that the most effective solution Is it the ease with which it could be accomplished

Is it the range of resources or the time required to set it up Is it the plan with the most likely

possibility of success etc

Explain that as a group they are going to need to present their idea to the class (who will

represent the wider community to which Ug and his family belong) They will need to try and

persuade the class that their idea is the best (if possible you might provide the class with a more

neutral audience by presenting the ideas to another year group ndash perhaps a KS1 or Upper KS2

class would be willing to judge the presentations)

If children havenrsquot had much experience in writing or speaking persuasively they will benefit from

listening and responding to some different models For example this presentation by young

inventor and scientist Deepika Kurup who children may have discussed in Session 8

httpswwwyoutubecomwatchv=b7zLelyelBA

What techniques does she use to persuade her audience that her ideas are worthwhile practical




achievable etc Consider how she uses logic and facts how she makes herself a credible expert

how she paints a clear picture of the current situation as well as a potential better future

Support the class in considering other grammatical aspects of persuasive speeches that might

contribute to their effectiveness such as complex sentences and connectives which expand upon

or join ideas together (therefore so) emotive language rhetorical questions facts as well as

opinions and repetition and alliteration to make the speech memorable For performance

purposes they might also consider the impact of tone and delivery eye contact etc

When they have had a chance to write a first draft of their presentation children can partner with

other groups for response purposes and to try out their chosen approaches After receiving some

feedback groups can return to their drafts in order to make refinements to ensure that it clearly

communicates the idea and would be persuasive in convincing a group to try it

Once children have had a chance to refine and rehearse their presentations provide them with an

opportunity to share them with the chosen audience

Complete reading the double page spread What do children think of Ugrsquos potential solution Is

he able to communicate his idea clearly to Dug Whywhy not

Session 15 Persuasive Writing Read aloud the next double page spread in which Ug starts to consider other options beyond living

in caves How is Dugs increasing frustration with Ug depicted What clues are we given in both

the images and the text to show us how Ug might be affected by his mumrsquos response Why do you

think that Dug might have sat down in the circle of stones that Ug had built What might Ug have

been trying to do Do they agree with Dugs that he lsquocould have been eaten aliversquo

Based on our research and study of Stone Age society is it true that Stone Age people only lived in

caves What type of materials did Stone Age people make their homes from

Share some images of Stone Age houses these might include wooden frames covered in earth or

animal skins homes made from stone with turf roofs (like those on Skara Brae) temporary homes

which utilise both wood and animal bone as structural materials as well as some communities

which did indeed reside mainly in caves

Allow children time to respond to each of the images jotting down any words or phrases that they

might use to describe these ndash precise nouns expanded noun phrases carefully chosen verbs

which support descriptions of what the building materials do comparative language including

similes

Explain that many Stone Age families would be nomadic and would change where they lived

depending on the season For this session they are going to imagine that they are a Stone Age

estate agent and they have been given the job of selling a familyrsquos home before they move on

Ask them to choose from the range of images explored earlier the property that they would most

like to sell

Drawing on the persuasive speeches prepared in the previous session what sort of words or

phrases or non-language features do they think they might need to include in an effective advert

Children might also look at some example texts and consider which words phrases or features are

most impactful and persuasive

After they have had the chance to discuss these support children in summarising which aspects of

the texts were most effective emotive language putting a positive spin on each feature of the




property consideration of the properties key selling points location condition views price etc

After children have written their first draft provide them with the opportunity to work with a

response partner Give children prompts to support them in talking about the impact of the

writing related to audience and purpose What were the aims of the writing In what ways did it

meet these aims Did it make you intrigued enough to visitconsider the property Were there

any passagessentencesphrases that were unclear or that might put you off Is there any way in

which the text could be made more persuasive

After children have had the chance to respond and make any refinements they might be given the

opportunity to work up their copy for publication Perhaps an estate agentrsquos display board could

be made somewhere in the school or on the school website Which property attracts the most

attention

Session 16 Conscience Alley

Read aloud and share the next double page spread in which Ug invents the stone wheel What do

they notice like or dislike in this spread

The wheel is often listed as one of most important inventions in human history why do they think

Ugrsquos elation doesnrsquot last What do they notice about the structure of the dialogue on this page

compared with the rest of the book How does the final illustration make them feel Why do you

think Raymond Briggs might have chosen to draw Ag and Ug in separate panels at the bottom of

the page rather than one continuous panel

What do we know about the invention of the wheel What were the earliest uses of the wheel

When did the wheel start to be used for transportation What materials were they commonly

made from Add information to the class timeline of invention

Ug has been repeatedly frustrated in his attempts at inventing throughout the book either being

unable to access materials or breakthrough his communityrsquos traditions to try out ideas or

inventing things that donrsquot work the way he envisaged (like his stone boat) or creating something

that works like his wheel but that he has no practical application for How could he build on what

hersquos found out How could it be helpful Do you think he should give up on his invention or keep

working on it

Look at the lsquoGraph of Emotionrsquo and the lsquoRole on the Wallrsquo posters that you started for Ug Based

on our understanding of his character and the emotional impact of his efforts do you think that he

should continue inventing or revert to his communityrsquos traditional approach

Display a decision line across the classroom (or in a larger space such as the hall or a playground)

Tell children to position themselves on the line depending on how much they agree or disagree

that Ug should continue following his passion for inventing If they definitely think he should

continue (regardless of any negative emotional impact and the response of his community) then

they would stand at one extreme of the line or if they believe the opposite (that he should

definitely stop pursuing invention and change and instead accept things the way that they are)

they would stand at the opposite end of the line with all scales of emotionalintellectual response

in between

Talk to children about their reasoning Why have they chosen to stand there After listening to a

few of their peersrsquo reasons do any of the children want to change their positions Why What

have they heard to change their mind




Use lsquoconscience alleyrsquo to help the class reach a consensus on what Ug should do Ask the class to

form two lines facing each other with a gap between the two lines Ask one child to take on the

role of Ug and slowly walk between the lines listening carefully as each member of the group

speaks their advice ndash one line encouraging him to continue with inventing the other encouraging

him to accept the status quo When the child in role has heard all of the suggested reasons they

can make their decision explaining what they heard that persuaded them

Having had the opportunity to reflect on Ugrsquos options and a variety of reasons for and against him

continuing as an inventor ask children to decide for themselves what they think he should do

Then ask children to write a short note giving him advice What do they think he should do and

why Discuss how they might sensitively address any worries he might have Could they give him

some different options that will support him in making his own mind up

After the children have written their notes you might display them for others to read or you

could ask children to fold them in half and pass them around the classroom Children could then

read the note in role as Ug How do they think Ug would respond to the advice

Read aloud the next page which demonstrates how Dug and Dugs respond to Ugrsquos efforts with the

lsquoroundrsquo stone Children might need support unpicking the humour in the footnotes is this really

why so little progress was made Drawing on our growing knowledge of the era do we agree

about the lack of progress

If children are curious about the story of Sisyphus (referred to anachronistically by Dugs) you can

find a suitable retelling of the myth in The Orchard Book of Greek Gods and Goddesses by

Geraldine McCaughrean and illustrated by Emma Chichester Clark (Orchard Books)

Session 17 Reading Aloud

Read aloud the next 3 pages (up to the lsquoBootsrsquo footnote ldquoConsequently no Stone Age boot has

ever been found and of course never a pairrdquo) stopping when necessary to respond to the

illustration or the footnote asides How do you think Ug might feel in the last panel of page 23 as

he says ldquoOh I seehelliprdquo Why do you think he might feel that way Compare his body language and

the way he is illustrated in this panel to that on the preceding spread as he looks at his stone

wheel in the water

You might also want to reflect on the concept of time and how our understanding affects our

impressions of it do you need to know that minutes are there that they exist in order to feel time

passing When does time feel like itrsquos going by quickly and when does it seem to drag

Provide children with the opportunity to update their family lsquoRole on the Wallrsquo posters as they

approach the end of the story Have the characters changed over the course of the book Which

character do they think has changed the most Why

Do they think change is important Do they like change Whywhy not

Revisit the Dugs quote ldquoIf yoursquore a cave dweller in the Stone Age yoursquove got to be hard Hard as

nails There is no room for warm No room for soft And no stoning nicerdquo

To what extent do they agree or disagree with Dugs Does this help us understand why she

responds the way that she does to Ugrsquos questions ideas and innovations

Share the next double page with the children (in which Dug and Ug join forces to try and make

softer trousers)

How do they feel reading this spread Why do they think their design fails What would they like




to say to Ug and Dug Refer back to any work that has been undertaken on properties of

materials and their suitability for different purposes Was the mammoth skin a good choice for

this purpose Why might it be a good choice What more is needed for it to succeed

Add any developments and changes in clothing that have been researched outside of the English

lessons to the class timeline when for example might the needle (originally made from bone) first

have been used

Ask the class how they think the story might end There is only one more page left of the book

what do they think might happen What are they hoping for Is that the same as what they

expect Children might note down their thoughts on post-It notes to add to the working wall and

refer back to in the next session Alternatively children might be provided with a blank page to

sketch out their predicted ending to the story

Session 18 Poetry

Read aloud and share the final page How might you summarise the feelings and thoughts of adult

Ug Compare these with the Role on the Wall poster that has been created for him over the

course of the whole story Has he managed to fulfil his promise of being an inventor Have his

motherrsquos worst fears been realised Why do you think he might have struggled with being a

lsquochange makerrsquo What would happen if we all gave up when challenges are faced Is there

anything that you would say to him if you could

Discuss their reflections on how society has changed since then Do they feel that the modern

world is better What has stayed the same What is different What challenges do we face now

Ug wonders whether things are going to get better how would you explain an element of the

modern world to Ug who has never seen anything that isnrsquot made of stone

Imagine if Ug was able to communicate with his younger self send a message back in time with

advice What do you think he might say What advice would he give

Read aloud the following poem by Karl Nova (from his book Rhythm and Poetry)

Text message from the future

Theyrsquore going to tell you itrsquos corny

to dream of a better tomorrow

donrsquot believe them

just leave them alone

and continue along the road

You will hear them say

ldquoDonrsquot be naiumlve donrsquot be simple minded

Open your eyes and donrsquot be blindedrdquo

simply because theyrsquore tired with heavy eyelids

weighed down by the cares of this world

I know it sounds farfetched

but a time will come

when dreaming big and believing in possibilities

will appear dumb

not to everyone but to some




I mean those who are grumpy

with a mood so glum

Take these words

as a message from the future

a poetic text message

to wake you up and shake you up

Never stop dreaming

never stop believing

that you can do better

as you keep breathing

Another poem by Karl Nova ndash lsquoYounger Mersquo also from his collection Rhythm and Poetry (Caboodle

Books 2017) ndash would provide further inspiration for exploration and insight into these themes The

book won the 2018 CLiPPA award A teaching sequence supporting study of the whole collection

and aimed at Year 4 or Year 5 is available from the CLPE Poetryline website where you will also find

videos of the poet performing selected works from the collection

httpswwwclpeorgukpoetrylineresourcesteaching-sequencesrhythm-and-poetry

Allow children time to talk in groups about their initial impression do they like or dislike the

poem Why What questions do they have Were there any words or phrases that were

particularly impactful or memorable Why Does it remind them of anything

Provide groups with sufficient copies of the poem to allow them to reread it for themselves Do

they have a different response to the poem when they are looking at it on the page Allow

children to discuss the poem in greater depth and give a further response What have they

noticed about the use of language About how the poem is set out on the page Encourage them

to try reading the poem aloud themselves to consider the rhythm and the sound of the individual

words and syllables Tell the children to make a note of any words or phrases that they are unsure

of the meaning of and encourage them to discuss these within their groups or as a whole class so

that they can support each other with clarifications or definitions

If the children havenrsquot already done so support them in connecting the themes of the poem with

Ugrsquos experiences in the book What is there in the poem that they feel might reflect Ugrsquos

experiences within his community Are there any words or phrases that seems especially

pertinent Is there any advice here that they feel Ugrsquos younger self would have benefited from

hearing

Give children time within their groups to text mark and annotate any words phrases lines that

seem to relate to Ugrsquos story eg ldquoTheyrsquore going to tell you itrsquos corny to dream of a better

tomorrowhelliprdquo ndash who was Ug getting that message from Did he believe them

Return to your earlier questions what advice do they think Ug needed to achieve his goals Ask

them to work in small groups to jot down their ideas and advice After sufficient time to develop

some initial ideas get some feedback from each group and create a class list of ideas that

everyone can draw from during the composition process

Model the process of drawing on these ideas to draft a few lines of a poem which advises Ug




giving him some insights into the future as Karl Nova does (ldquohellipa time will comerdquo) Use this as an

opportunity to demonstrate explicitly aspects of the writing process trying out ideas by reading

them aloud experimenting with adjusting line breaks being precise and careful with vocabulary

choices reading aloud to hear the rhythm of the words and the lines demonstrating some aspects

of poetic language and structure eg assonance alliteration rhyme

Allow time for children to draft their own poem around the theme then allow them to read aloud

to a response partner to lift the words off the page hearing how they sound when performed

Give time for response partners to ask the writers questions discuss parts they arenrsquot sure are

working or make suggestions to improve the writing Think together about how the poem could be

presented on the page to enhance the meaning and the readerrsquos understanding

Give further time for children to redraft any parts of their poems that they discussed with their

response partner in the previous session or to work on their poems further if they need time to

do this

When you have a poem that you have read aloud to a partner discussed and explored changes

that you are happy to present to a wider audience start to think about how that poem could be

best presented How will it look on the page What form will it take How will you use line breaks

spacing on the page to enhance the meaning or emotions behind your poem Will you hand write

it Will you publish using ICT Will you make any specific decisions about the way certain words

look or are placed on the page Will you illustrate the poem If so how will the words and

illustration sit and work together

Allow plenty of time and space for the children to make a final draft and then publish their work

accordingly

When they are happy with the way their poem looks on the page think about how this could lift

off the page and be performed to an audience Give each child a photocopy of their finished poem

and allow them to mark this up with performance ideas Will you perform on your own Do you

need others to support you How will you use voice body movements and facial expression to

enhance the listenerrsquos engagement and understanding

Ensure time is given to try out ideas and rehearse performances of childrenrsquos own poems

Display the childrenrsquos own poems prominently in the library or a shared area so they can be read

by a wider audience

Further guidance and resources to support the teaching of poetry can be found on the CLPE Poetryline

website including the lsquoWhat We Know Worksrsquo booklet which was updated with new research in

January 2018 httpswwwclpeorguklibrary-and-resourcesresearchpoetry-what-we-know-works

Session 19 Book Talk

Allow children to reflect on the book as a whole by rereading the entire text

In small groups provide the class with an opportunity to discuss and reflect upon their response

to the book using Aidan Chambersrsquo basic questions from his book Tell Me (Children Reading and

Talk) with The Reading Environment (How Adults Help Children Enjoy Books) (Thimble Press) You

might give each group a copy of the grid to note down any of their initial responses to share with

the class later




Likes What do you like about the bookillustrations so far

Dislikes Was there anything you disliked about it

Puzzles Was there anything that puzzled you

Connections Patterns Does it remind you of anything

After they had the chance to talk in their groups ask the children to share some of their

responses valuing any personal connections they might have made with the text and opening up

their discussion to involve the whole class

They might also summarise their responses and thoughts about the text as a whole by completing

the graph of emotion that they started in session 11 and revisiting the role on the wall posters

that they created for each family member Did their initial impressions of the three characters

remain representative for the whole text or did the characters change Which character do they

feel changed the most Why do they think that might be

Do they feel the book has a message or a theme What did they take away from the book Who

do they think should read the book

Session 20 Persuasive Presentation

Challenge children to join Ug and become an inventor too Ug faced many challenges in his Stone

Age community and was always trying to think of ways to improve that existence either to make

it better more comfortable or more efficient Are there any aspects of modern life that can be

difficult or challenging that they would like to find a solution for

In small groups ask children to collaborate to make a list daily dilemmas that they face and some

potential inventions that might solve them (alternatively they might decide to work on a Stone

Age invention which solves one of Ugrsquos dilemmas limiting themselves to Stone Age materials and

technology)

For further inspiration you might choose to share the results of the lsquoInventorsrsquo project which

took place in Sunderland in 201516 httpinventorsprojectcoukinventions

Further sources of support might be the crazy ideas found in Impossible Inventions by Matgorzata

Mycielska Aleksandra Mizielińska and Daniel Mizielińska (Gecko Press) or the practical advice in

Invent It by Rob Beattie (QED Publishing) which suggests that young inventors might ldquomake a list

of the things you hate and then think of ways to stop them driving you crazyrdquo

Once children have a small selection of possible projects explain that they will need to choose one

of their inventions and then prepare a presentation that will convince a panel of investors that

their project has potential

Work together to generate some suggestions as to what they might need to consider when




presenting their ideas in order to be successful What might they produce A clear design a

working model diagrams demonstrating its use cost breakdowns viability profitability as well as

any opening speech that might need to be presented by one or more of the team

Draw on the work undertaken throughout the sequence on being persuasive ndash what was effective

when preparing Stone Age food designing games farming animals or selling houses

You might choose to watch some extracts from lsquoJuniorrsquo editions of Dragonsrsquo Den or CBBCrsquos Pocket

Money Pitch and then discuss what was or wasnrsquot effective in the presentations both in terms of

language and performance

o httpswwwyoutubecomwatchv=H0kbMpQ5Qc4 (Dragonsrsquo Den Children in Need

2007)

o httpswwwyoutubecomwatchv=GQC7BfIEi_4 (Dragonsrsquo Den RTE 2013 pitch starts at

330)

o httpswwwyoutubecomwatchv=p9Cw2Ben3nM (Pocket Money Pitch Series 1

Episode 3 Inventions)

After children have had sufficient time to allocate roles and responsibilities throughout the group

prepare any materials and draft the speech assign response partner groups to watch and reflect

on the impact of their presentation How does it effectively communicate the benefits and

purpose of the invention What does the presentation include which might persuade somebody to

invest or support the project

Allow further time for groups to refine and rehearse their presentation before allocating a time

and place for the pitch to happen If possible create a panel of experts to hear each group asking

them questions and giving advice on how they might pursue their invention This might include

the Headteacher a school governor a representative from the local community etc

The presentations might be given in the classroom or if children have had sufficient time to

prepare and refine their performances it could have a larger audience in front of parents or their

key stage

After completing the sequence children could work collaboratively to produce a class book about the

Stone Age drawing on all they have learnt alongside the text and across the curriculum Each group

might choose an aspect of the era that interests them before drafting revising refining and publishing

pages that can be compiled together to create the finished book




Understand what they read by

checking that the book makes sense to

them discussing their understanding and

exploring the meaning of words in context

asking questions to improve their

understanding

drawing inferences such as inferring

charactersrsquo feelings thoughts and motives

from their actions and justifying inferences

with evidence

predicting what might happen from details

stated and implied

identifying how language structure and

presentation contribute to meaning

discussing and evaluating how authors use

language including figurative language

considering the impact on the reader

participating in discussions about books that

are read to them and those they can read

for themselves building on their own and

othersrsquo ideas and challenging views

courteously

providing reasoned justifications for their

views

or seen performed

Draft and write by

selecting appropriate grammar and

vocabulary understanding how such choices

can change and enhance meaning in

narratives describing settings characters

and atmosphere and integrating dialogue to

convey character and advance the action

using a wide range of devices to build

cohesion within and across paragraphs

using further organisational and

presentational devices to structure text and

to guide the reader

Evaluate and edit by

assessing the effectiveness of their own and

othersrsquo writing

proposing changes to vocabulary grammar

and punctuation to enhance effects and

clarify meaning

ensuring the consistent and correct use of

tense throughout a piece of writing

ensuring correct subject and verb

agreement when using singular and plural

distinguishing between the language of

speech and writing and choosing the

appropriate register

proofreading for spelling and punctuation

errors

Speaking and Listening

Listen and respond appropriately to adults and their peers

Participate actively in collaborative conversations

Use spoken language to develop understanding through imagining and exploring ideas

Select and use appropriate registers for effective communication

Ask relevant questions to extend their understanding and knowledge

Use relevant strategies to build their vocabulary

Articulate and justify answers arguments and opinions

Give well-structured descriptions explanations and narratives for different purposes including for

expressing feelings

Maintain attention and participate actively in collaborative conversations staying on topic and

initiating and responding to comments

Use spoken language to develop understanding through speculating hypothesising imagining and




exploring ideas



others


Computing







ideas

Geography






of the school

History













Art and Design

























Science







purposes



Music





Teaching Approaches


Reading Aloud

Role on the Wall


Book Making

Double Bubble

Developing Enquiry

Role Play

Writing in Role

Conscience Alley

Writing Outcomes

Procedural Script

Instructions

Postcard

Information Writing

Recount

Comic Strip

Persuasive Speech

Advertisement

Note

Poetry





























Lilly (AampC Black)










(Gecko Press)









me-booktalk



Weblinks








httpswwwstemorguk






Teaching Sessions

Before Reading














the edge of it



expressions etc





handouts











readseenexperienced







Stone Age


know

















































































(Franklin Watts)
















evolution


symbols

















eaten




































Stone Age dining







age group eg





















































Ugrdquo)





































their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage








exploring ideas



others


Computing







ideas

Geography






of the school

History













Art and Design

























Science







purposes



Music





Teaching Approaches


Reading Aloud

Role on the Wall


Book Making

Double Bubble

Developing Enquiry

Role Play

Writing in Role

Conscience Alley

Writing Outcomes

Procedural Script

Instructions

Postcard

Information Writing

Recount

Comic Strip

Persuasive Speech

Advertisement

Note

Poetry





























Lilly (AampC Black)










(Gecko Press)









me-booktalk



Weblinks








httpswwwstemorguk






Teaching Sessions

Before Reading














the edge of it



expressions etc





handouts











readseenexperienced







Stone Age


know

















































































(Franklin Watts)
















evolution


symbols

















eaten




































Stone Age dining







age group eg





















































Ugrdquo)





































their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage























Science







purposes



Music





Teaching Approaches


Reading Aloud

Role on the Wall


Book Making

Double Bubble

Developing Enquiry

Role Play

Writing in Role

Conscience Alley

Writing Outcomes

Procedural Script

Instructions

Postcard

Information Writing

Recount

Comic Strip

Persuasive Speech

Advertisement

Note

Poetry





























Lilly (AampC Black)










(Gecko Press)









me-booktalk



Weblinks








httpswwwstemorguk






Teaching Sessions

Before Reading














the edge of it



expressions etc





handouts











readseenexperienced







Stone Age


know

















































































(Franklin Watts)
















evolution


symbols

















eaten




































Stone Age dining







age group eg





















































Ugrdquo)





































their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage

































Lilly (AampC Black)










(Gecko Press)









me-booktalk



Weblinks








httpswwwstemorguk






Teaching Sessions

Before Reading














the edge of it



expressions etc





handouts











readseenexperienced







Stone Age


know

















































































(Franklin Watts)
















evolution


symbols

















eaten




































Stone Age dining







age group eg





















































Ugrdquo)





































their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage













me-booktalk



Weblinks








httpswwwstemorguk






Teaching Sessions

Before Reading














the edge of it



expressions etc





handouts











readseenexperienced







Stone Age


know

















































































(Franklin Watts)
















evolution


symbols

















eaten




































Stone Age dining







age group eg





















































Ugrdquo)





































their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage








Teaching Sessions

Before Reading














the edge of it



expressions etc





handouts











readseenexperienced







Stone Age


know

















































































(Franklin Watts)
















evolution


symbols

















eaten




































Stone Age dining







age group eg





















































Ugrdquo)





































their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage










readseenexperienced







Stone Age


know

















































































(Franklin Watts)
















evolution


symbols

















eaten




































Stone Age dining







age group eg





















































Ugrdquo)





































their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage































































(Franklin Watts)
















evolution


symbols

















eaten




































Stone Age dining







age group eg





















































Ugrdquo)





































their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage











eaten




































Stone Age dining







age group eg





















































Ugrdquo)





































their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage










age group eg





















































Ugrdquo)





































their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage
















Ugrdquo)





































their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage









their explanation




















































sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage























sessions
















































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage






































out
























written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage


















written elements



prior experiences





































by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage














by another class












to say





begin to understand



described








changes

























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage
























of such an action





























































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage












































































relationship























failure






























































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage


















































































similes





like to sell




















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage


















attention

















working on it











in between


































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage



































wheel in the water













softer trousers)










have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage













have been used






Session 18 Poetry




























will appear dumb






with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage









with a mood so glum

Take these words




Never stop dreaming

























hearing
























do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage




















do this









accordingly








by a wider audience










the class later


























technology)























2007)


330)














key stage






























technology)























2007)


330)














key stage

















2007)


330)














key stage





Ug: Boy Genius of the Stone Age by Raymond Briggs (Red Fox)

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Transcript of Ug: Boy Genius of the Stone Age by Raymond Briggs (Red Fox)