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The Girl with the Parrot on her Head by Daisy Hirst (Walker) A picture book about friendship and fears that demonstrates subtle psychological awareness. Left bereft when her friend moves away, Isabel organises her life in boxes. ‘She had a system.’ However, not everything will fit in its box so she seeks a bigger one. The discovery of such a box and its contents brings the story full circle and gives it a satisfying shape. Throughout the book the red parrot that usually perches on Isabel’s head provides a stable and comforting component in her life. Splashes of red and shades of blue and brown are the strongest elements in Daisy Hirst's colour palette which, combined with creative use of whitespace and a deceptively child-like drawing style, give the illustrations a very distinctive feel. Overall learning aims of this teaching sequence: . To think and talk confidently about their response to the book, using prediction, asking questions, making connections with their own experience . To think about the story meanings conveyed in the illustrations . To enjoy listening to, responding to and using spoken and written language in play and learning . To explore the story through collaborative play, critical thinking, role-play and storytelling . To use language to imagine and recreate roles and experiences . To deepen understanding of the world through a fictional text . To develop sustained story making and storytelling . To write for meaning and purpose in a variety of narrative and non-narrative forms This teaching sequence is designed for a Nursery or Reception Class and was written specifically for CLPE’s Planning Creatively Around a Text in the Early Years course. Overview of this teaching sequence This teaching sequence is approximately 3 weeks long spread over 15 sessions. The children will have the opportunity to explore a wide range of reading and writing opportunities; making links with other known and familiar stories as well as reading and writing across fiction and non-fiction, including the use of film texts. The children have opportunity to respond imaginatively through the creative arts; drama, dance, music and art as well as drawing on the story’s rich use of language and vocabulary that will challenge thinking, enrich children’s own language and inspire the children’s own storymaking. The children can be encouraged to develop empathy for a character, discussing their own emotions, adventures and fears in relation to those of the main character. This sequence culminates in the children retelling their own version of the story, publishing this in their own picture book that can be shared with others. Teaching Approaches: Writing Outcomes: . Storytelling . Response to illustration . Response to Illustration . Thought bubbles ©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE. Role on the Wall . Advisory note or letter . Reading Aloud . Signs and captions . Role Play . Descriptive annotations . Freeze Frame . Information booklet . Revisiting and Re-reading . Collaborative free verse poetry . Book Talk . Poster for a friend . Shared Writing . Instructions . Looking at Language . A narrative text . Writing in Role . Storymapping Links to Supporting Books Books about sharing and friendship: . On Sudden Hill by Linda and Benji Davies (Simon and Schuster) . Melrose and Croc Friends for Life by Emma Chichester Clark (HarperCollins) . Sylvia and Bird by Catherine Rayner (Little Tiger Press) . Croc and Bird by Alexis Deacon (Red Fox) . Under the Same Sky by Britta Teckentrup (Little Tiger Press) Books about special toys: . That Rabbit belongs to Emily Brown by Cressida Cowell and Neal Layton (Hodder) . Dogger by Shirley Hughes (Red Fox) . Knuffle Bunny by Mo Willems (Walker) . I Love You, Blue Kangaroo by Emma Chichester Clark (HarperCollins) Books dealing with emotions: . Feelings by Aliki (Perfection Learning) . Feelings Inside my Heart and in my Head by Libby Walden (Caterpillar Books) . Lost and Found by Oliver Jeffers (HarperCollins) . Little Mouse’s Big Book of Fears by Emily Gravett (Macmillan) . Grumpy Frog by Ed Vere (Puffin) . Glad Monster, Sad Monster by Ed Emberley (Little, Brown) . Pom Pom Gets the Grumps by Sophy Henn (Puffin) . A Great Big Cuddle by Michael Rosen, illustrated by Chris Riddell (Walker) Information books about local wildlife: . A First Book of Nature by Nicola Davies and Mark Hearld (Walker) . Nature’s Day by Kay Maguire and Danielle Kroll (Wide Eyed Editions) . Growing Frogs by Vivian French and Alison Bartlett (Walker) . Yucky Worms by Vivian French and Jessica Ahlberg (Walker) ©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE. Blackbird, Blackbird, What Do You Do? by Kate McLelland (Hodder) . The Beeman by Laurie Krebs and Valeria Cis (Barefoot Books) Storybook Wolves: . Wolves by Emily Gravett,(Macmillan) . Beware of the Storybook Wolves by Lauren Child (Orchard) . The Wolf, The Duck and The Mouse by Marc Barnett and Jon Klassen (Walker) . And, of course, the plethora of Little Red Riding Hood stories, for which a CLPE booklist can be downloaded at: https://www.clpe.org.uk/clpe/library/booklists/rash-red-riding-hoods Imaginary Characters: . Lola’s Soren Lorenson in Lauren Child’s ‘Charlie and Lola’ series (Orchard and Puffin) . Imaginary Fred by Eoin Colfer and Oliver Jeffers (HarperCollins) . Where the Wild Things Are by Maurice Sendak (Red Fox) Books by Daisy Hirst: . Alphonse, That is Not OK to Do! (Walker) . Hilda and the Runaway Baby (Walker) . I Do Not Like Books Anymore (Walker) Websites: Storymaking: . Information about the work of Vivian Gussin Paley and ‘helicopter stories’ can be found here: http://www.makebelievearts.co.uk/helicopterstorieslettingimaginationfly/ Bookmaking: . Instructions for a log book: https://www.bbc.co.uk/cbeebies/makes/mr-blooms-log-book-make . How to make a simple origami book (see: https://www.clpe.org.uk/powerofpictures/creative- approaches/bookmaking). Newts: . Newts on BBC Springwatch 2017 (from 2:30): https://www.youtube.com/watch?v=kJPEKhuPOOE . Bill Oddie Goes Wild(BBC): http://www.bbc.co.uk/nature/life/Great_Crested_Newt#p0081d0v . The Minibeast that Lives Underwater (BBC): https://www.bbc.co.uk/cbeebies/watch/mini-beast- adventure-with-jess-water-boatman-adventure . How to look after amphibians and reptiles in your garden pond: https://www.youtube.com/watch?v=Uc98gSAaM6A Intertextual Links: ©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE. ‘I am angry’ by Michael Rosen featured on CLPE’s Poetryline: https://www.clpe.org.uk/poetryline/resources/teaching-sequences/great-big-cuddle . Little Red Riding Hood stories, for which a CLPE booklist can be downloaded at: https://www.clpe.org.uk/clpe/library/booklists/rash-red-riding-hoods ©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE. Ideas for Continuous and Enhanced Provision Role Play and Re-enactment . Give the children plenty of opportunity to re-enact and engage in the range of play experiences that Simon and Isabel experience. Make sure provision is linked to the children’s expressed preferences and interests and enables imaginative, collaborative and creative play to take place in an environment rich with deliberately ambiguous resources and loose parts. Ensure children are equally supported and challenged to learn through play activities even in the absence of an adult by linking continuous provision to observations, for example, carefully considering the tools available that will not only consolidate but develop motor skills in independent play. Help structure play experiences with enhancements linked to the themes of the book or play being observed, for instance exploring drawbridges or making traps that might take a chasing game into a more sustained quest narrative. Engage in play as adults and allow children to talk about their play at the end of sessions, helping them develop and sustain it into the next day by maintaining some elements of set-up resources that they may return the next day ready to continue and develop ideas. Provide small world resources and large-scale mark making materials and paper so that the children can create their own story worlds and storymaps akin to Isabel’s and Simon’s. Encourage children to work collaboratively, engaging in talk and negotiation around settings and events that might take place. Like their ‘helicopter stories’ they could invite other children to dramatise their adventures for them, lifting them from small world scene or map to stage. PSED: . Focus on friendship and how to make others feel better. You could create a friendship board where children draw, paint or photograph their siblings or friends and record why these people are important to them. You could also collect children’s ideas for a ‘feeling sad’ board with ideas for how to cheer themselves up or someone else who is sad. Have a basket of special friend cuddly toys that children can access and take on adventures in the setting. Reading Area: . Work with the children to create a reading area like Isabel’s bedroom, perhaps with books kept in cardboard boxes, categorised and labelled by the children. There might be a cuddly newt or parrot who suggests a book for the children to read each day. Stock a wide range of books about feelings, friendship, change and information books about newts, parrots ad wolves as well as stories and songs shared at home.

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