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Teaching Ideas for Literacy and Cross Curricular Learning

The Meadow Farm Band

EYFS

Teaching IDeas and Resources for Nursery or Reception

  THE MEADOW FARM BAND


These resources are free to download and can be adapted to suit the needs of your children. The links in the downloadable plan with take you to the free resources. In case of broken links, please download resources separately in the section below.

 I would love to see photos of your results! Please email them to me at elizabethprice@meadowfarmbooks.net




Meadow Farm has a secret. Behind the scenes, some of the animals are very musical. Robbie Robin wants them to form a band, but one animal feels so left out…How can Robbie put things right? The Meadow Farm Band’ teaches children the value of Inclusion and can be used as an early anti-bullying intervention at school, nursery and in the home. It is an ideal book for using as part of a ‘Farm’ topic.

Overall Learning Aims

· To respond to both illustrations and text and talk confidently about their ideas.

· To make predictions, ask questions and link story ideas to their own experiences.

· To develop empathy for story characters e.g. imagine how Felix Fox feels when he is left out of the band.

· To use role play and art to extend and explore story ideas.

· To become more aware of children around them e.g. Does anyone appear to be left out? How can they help to include others in their own play?

· To identify different farm animals, musical instruments and familiar wildflowers.

· To write for meaning and purpose in a variety of narrative and non-narrative forms.

  

Early Years Foundation Stage Statutory Framework

 

Communication and Language

Listening and Attention

· Listen attentively in a   range of situations.

· Listen to stories,   accurately anticipating key events and respond to what they hear with   relevant comments, questions or actions.

· Give their attention to   what others say and respond appropriately, while engaged in another activity.

Understanding

· Follow instructions   involving several ideas or actions.

· Answer ’how’ or ‘why’   questions about their experiences and in response to stories or events. 

Speaking

· Express themselves   effectively, showing awareness of listeners’ needs.

· Use past, present and   future forms accurately when talking about events that have happened or are   to happen in the future.

· Develop their own   narratives and explanations by connecting ideas or events.

Personal, Social and Emotional Development

Making Relationships

· Play co-operatively, taking turns with others.

· Take account of one another’s ideas about how to organise their activity.

· Show sensitivity to   others’ needs and feelings.

· Form positive relationships with adults and other children.

Self-confidence and self-awareness

· Be confident to speak   in a familiar group and talk about their ideas.

Managing feelings and behaviour

· Talk about how they and  others show feelings.

· Talk about their own   and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.


Literacy

Reading

· Read and understand   simple sentences.

· Use phonic knowledge to   decode regular words and read them aloud accurately.

· Read some common   irregular words.

· Demonstrate   understanding when talking with others about what they have read.

Writing

· Use phonic knowledge to   write words in ways which match their spoken sounds.

· Write some irregular   common words.

· Write simple sentences   which can be read by themselves and others.

· Spell some words   correctly and others are phonetically plausible.

Understanding the World

People and communities

· Know about similarities   and difference between themselves and others, and among families, communities   and traditions.

The World

· Make observations of   animals and plants and explain why some things occur and talk about changes.

Expressive Arts and Design

Exploring and using media and materials

· Sing songs, make music   and dance and experiment with ways of changing them.

Being imaginative

· Represent their own   ideas, thoughts and feelings through design and technology, art, music,   dance, role play and stories.

Ideas for the Classroom 

· Make a display of farm related books, both fiction and non-fiction.

· Include an interactive farm small world.

· Plan a trip to a local farm or a walk near fields and farming.

· Prepare a blank class farm journal out of sugar paper to collect examples of children’s work throughout the topic.

Ongoing Activities with Cross Curricular Links 

 Small World Play-children sort farm and zoo animals into sets: act out own farm story; match animal model to the correct animal name 

Role Play-Children use story character headbands and act out The Meadow Farm Band in their own way.       

 Farm Journal-Take photos of children at work, examples of drawing and writing and display in farm journal.     

 Music Making-Give children a range of percussion instruments. They make up their own band. Sing songs related to farms e.g. Old McDonald, The farmer’s in his den.  

Drawing-Show drawings of story characters. Show children how to do a step by step drawing, encourage gradual independence on this.     

Mark making/writing- Children use story related flashcards and name cards to practise their writing and label their drawings.    

Reading- Children match pictures of real animals or musical instruments/ to the correct animal/musical instrument name.  

 Phonics_ Children use phonic knowledge to read story character name labels using alliteration i.e. Felix Fox, Chuck Chick, Carlene Cow, Robbie Robin, Peter Pig.

Developing Reading Skills

Here are some suggestions for questions to prompt children to read the illustrations for extra story details. They are then encouraged to share their ideas linked both to the story and to their own life experiences. These questions should not all be asked during one reading, but over several readings, once children are familiar with the story.


Share ‘The Meadow Farm Band’ Kindle Edition with the children on the interactive whiteboard or paperback copy with small group of children. Encourage the children to read the illustrations for extra story detail e.g. 


What do they see that is unusual on the farm on the first double page spread? Do they recognise any instruments? Which farm animals can they identify?


Who is watching Chuck Chick behind the tree? What do you think the fox is thinking? How do you think Chuck Chick is feeling? Who else can we spot in the story? Why do you think the robin is wearing a tartan cap?


Why do you think Carlene Cow closes her curtains first before she practises her singing and dancing? Who is looking in through the window? How does the fox manage to get up to the high window in the barn? What do you think Robin is thinking? Have you ever pretended to have a microphone when you are singing? How do you feel when you sing in front of an audience? Link with the value of Confidence.


Peter Pig has found learning to play the banjo really difficult and at first, he made a terrible noise. His friends begged him to give up. Peter keeps going though and never gives up. Gradually he is getting better. Are any of the children learning a new skill? Do they ever feel like giving up? Encourage the children  to keep practising and look back on the progress they have already made. Link this with the value of Determination.


Who is watching Felix Fox play the violin? What do you think Felix’s wife and children are thinking as they listen to his wonderful music? What do you like about Felix’s home? Who is also listening to Felix Fox playing the violin? Talk about how good Felix Fox is on the violin. What do the children like about their own home? Do they have a favourite room?


Robbie Robin wants the animals to form a band. What can we tell about this meeting by looking at the picture? Why do you think Felix Fox is looking sad? Explain that the animals are visiting Bluebell Wood, but they do not smile at Felix and they do not say hello. They stay in their own friendship group and do not include Felix. Felix Fox feels awkward, left out and alone. Does anyone here ever feel left out at school? At home?


Carlene Cow, Chuck Chick and Peter Pig are happy to form a band, but they don’t want Felix Fox in the band. Why do you think the animals do not want Felix Fox in the band? How do you think Robbie Robin is feeling as he looks down from the tree?


Why does Felix Fox feel so sad? Who wants to help Felix Fox? What do you think Robbie Robin should do? What should Felix Fox do? Have you ever felt left out like this? Do you know anyone that sometimes looks as if they are left out?


Sometimes we need someone to tell us that we are doing the wrong thing. Everyone makes mistakes. Carlene Cow, Peter Pig and Chuck Chick thought the fox would be mean and they didn’t try to get to know him first. What can we do if we make a mistake? We can say sorry and start again.


How do you think Felix Fox feels when the animals say sorry to him? How do his children feel when they see their dad performing in front of others? Saying sorry can make such a difference. Is there anyone you need to say sorry to?


The animals soon became trusted friends. What does the word Trust mean? Who do you trust? Why do you trust them?


Ask the children to name all the characters in the final scene. What are the musical instruments called? What have you learned from the story?


Front end paper-example questions

Whose yellow hat is this? Who wears the bow tie? What is this flower called? Where can you find bluebells in the story?

Back end paper-example questions

What is this musical instrument called? Who plays the guitar in the story? Why do you think Robbie Robin is winking?


Teaching Ideas and Resources



· Adult uses step by step by step instructions to draw Felix Fox on whiteboard. Children share ideas for words that describe Felix Fox. Focus especially on feelings when he is left out and when he is accepted in the band. Write phrases to describe what Felix likes and dislikes. Children work in small groups to draw their own Felix Fox and write a simple description of him, using A3 sheet of paper with a picture of Felix Fox in the middle to support with drawing and ideas. 


·  In small groups, children put story sequence pictures in correct order. They retell the story in their own words as they do this.


· Talk about the different Meadow Farm story characters. Ask the children which is their favourite story character. Share reasons for choices. Complete the sentence together as a group. “ I like Chuck Chick best because…..” Children draw and label their favourite story character, using a writing frame.


· Children make their own story character headbands, using coloured card and templates. They imagine being that story character and take part in role play activities.

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Download your free Teaching Resources

This is the EYFS section for 'The Meadow Farm Band' written and illustrated by Elizabeth Price

Meadow Farm story character name labels (docx)

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how to draw felix fox (jpeg)

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Picture of Felix Fox (docx)

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story sequence pictures MF Band (docx)

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favourite MF character EYFS writing frame (docx)

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MF story character templates (docx)

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EYFS Teaching Ideas and Resources MF Band (docx)

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Year 1

TEACHING IDEAS and resources for Year 1

    THE MEADOW FARM BAND

Meadow Farm has a secret. Behind the scenes, some of the animals are very musical. Robbie Robin wants them to form a band, but one animal feels so left out…How can Robbie put things right? The Meadow Farm Band’ teaches children the value of Inclusion and can be used as an early anti-bullying intervention. It is an ideal book for using as part of an ‘Animals’ topic in Key Stage 1, with several possible cross-curricular links in Literacy, Music, Art, Science and PSHE. 

Share ‘The Meadow Farm Band’ Kindle Edition with the children on the interactive whiteboard. Buy paperback copies for children to read independently.

These resources are free to download and can be adapted to suit the needs of your children. Resources highlighted in RED are downloadable in the same section as the Teaching Resources.  


  

YEAR ONE LITERACY

                         

  

Overall  Learning Aims

· To   explore, interpret and respond to illustrations.

· To   use role play to develop empathy for empathize with story characters.

· To   write character descriptions.

· To   talk story ideas through confidently and effectively.

 

National Curriculum Links Year 1

Speaking and Listening

· Listen and respond   appropriately to adults and their peers.

· Use spoken language to   develop understanding through imagining and exploring ideas.

· Participate in   discussions and role play.

· Speak audibly with an   increasing command of Standard English.

 

Reading-Word reading/Comprehension

· Link what they read or   hear read to their own experiences.

· Make inferences on the   basis of what is said and done.

· Predict what might   happen on the basis of what has been read so far.

· Participate in   discussion about what is read to them, taking turns and listening to what   others say.

· Explain clearly their   understanding of what is read to them.


Writing-Transcription/Composition

· Compose a sentence   orally before writing it.

· Sequence sentences to   form short narratives.

· Re-read what they have   written to check that it makes sense.

· Discuss what they have   written with the teacher or other pupils.


     

Favourite Story Character

Share ‘The Meadow Farm Band’ as eBook on interactive   whiteboard. Children read the illustrations to gather more detail about the   story. See story question guide to prompt class or small group discussions.   Ask the children what they think the message of the story is. They discuss   their ideas with a talk partner and share back to the class. Write ideas up   on the whiteboard and then link this to real life experiences. Recap on the   five story characters: Chuck Chick, Carlene Cow, Robbie Robin, Peter Pig   and Felix Fox. What is their favourite   character and why?

Children draw a picture of their favourite character   using favourite character writing frame.

 

Character Description-Felix Fox

Children take turns to retell the story of The   Meadow Farm Band in their own words, considering both the text and the   illustrations. Focus on the feelings of Felix Fox. Do they think that the   farm animals realised that they were being mean to the fox? Talk about how we   sometimes do unkind things because we are not thinking about other people’s   feelings. Sometimes we judge others before getting to know them. Link to real   life examples.

Children take turns to imagine being Felix Fox for Hot   Seating activity. Use a Felix Fox head band for   this. As a class, draw a picture of Felix Fox on the whiteboard. Write words   and phrases to describe him, recapping on GPCs learnt so far in class for   spelling and rules of punctuation/handwriting.

Children write their own character description using   Felix Fox writing frame.

 

Character Description-Robbie Robin

Children read ‘The Meadow Farm Band’ text with actions using interactive whiteboard.

Look at overview of the farm on the first double   page spread. Who knows the secret on Meadow Farm? What do we know about   Robbie Robin? How does he help to make things better?

Children take turns to imagine being Robbie Robin   for Hot Seating activity. Use a Robbie Robin head   band for this. As a class, draw a picture of Robbie Robin on the   whiteboard. Write words and phrases to describe him, recapping on GPCs learnt   so far in class for spelling and rules of punctuation/handwriting.

Children write their own character description using   Robbie Robin writing frame.

 

Story Character Creation

Children read ‘The Meadow Farm Band’ text with actions using interactive whiteboard. See   if they can retell the story with actions from memory. Tell the children that   Robbie Robin is looking for another member to join The Meadow Farm Band.   Children share ideas with a talk partner about which animal would be good to   join the band. Write ideas on the whiteboard. Remind the children that it   must be an animal that is found on a farm. 

As a class, decide on a different farm animal e.g.   goat. What is our goat going to be called? Think of alliteration for this.   Explain what alliteration is e.g. Gregory Goat. What instrument is Gregory   going to play? What is he going to wear? Draw a picture of Gregory Goat on   whiteboard. Write word and phrases to describe him. Children work with a   partner [mixed ability] to create their own new Meadow Farm Band member.



  

ART AND DESIGN

National Curriculum Links Key Stage 1

· To use a range of materials creatively to design and make products.

· To use drawing and painting to develop and share their ideas, experiences and imagination. 

· To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

Children make Meadow Farm Lolly stick puppets or headbands using downloadable templates.

They use their puppets and headbands to act out the story in small groups or take part in hot seating activities.

They complete Step by step drawing instructions for Felix Fox and then practise drawing Felix doing lots of different everyday things in their sketch books. 

Using long strips of paper, orange , black and white paint, the children paint their own version of Felix Fox in small groups. Pictures of Felix Fox can be stuck in the middle for support.

Group collage -In groups, children complete a collage for all five Meadow Farm story characters. This can be used as a background for a Literacy, cross curricular display.


  

PSHE

Health and Wellbeing

· Learn about good and not so good feelings and develop a vocabulary to describe their feelings to others and simple strategies for managing feelings.

· Learn rules for and ways of keeping physically and emotionally safe.

Relationships

· To share their opinions on things that matter to them and explain their views through discussion with one other person and the whole class.

· Know that there are different types of teasing and bullying, that these are wrong and unacceptable.

· Learn how to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help.

https://www.anti-bullyingalliance.org.uk/anti-bullying-week/anti-bullying-week-2019-change-starts-us

Anti-Bullying Week takes place 11th-15th November 2019. The Anti-bullying Alliance website offers excellent resources and advice on what to do if you are being bullied or if you see any bullying take place. Click on the link below for Top Tips power points.

https://www.anti-bullyingalliance.org.uk/tools-information/if-youre-being-bullied/i-am-being-bullied

What is Bullying?

Ask the children what they think the word ‘bullying’ means. Write done children’s answers and ideas on the whiteboard. Watch the BBC Bitesize video clip below, during which children explain that there are two types of bullying-emotional bullying [excluding people and unkind remarks] and physical bullying[violence]. 

https://www.bbc.co.uk/bitesize/clips/zqypyrd

Talk about how Carlene Cow, Chuck Chick and Peter Pig exclude Felix Fox and how this is a form of bullying. Ask the children why they think that the farm animals didn’t want Felix Fox in the band. Were they afraid because they didn’t know him? Did they think make a judgement already about all foxes? Do we do this in real life too? What are the effects of bullying and how does it make people feel? Who can Felix Fox trust in this story? Robbie Robin. What did Robbie Robin do to help put things right? We all make mistakes and we can all be guilty of being unkind, leaving someone out. It is important that we face up to our mistakes, like the animals did, say sorry and then try to put things right.

Children share their response to the story with a talk partner. Discuss thoughts as a whole class. Develop strategies to support anyone in the class who is experiencing bullying in any way. See Anti-Bullying Alliance website and follow guidance in schools regarding any follow up action.


 

From Bully to Best Friend

Recap on what we have learned about the word bullying. Have there been any changes in behaviour since the previous lesson? Encourage the children to share how they have been able to learn from their mistakes.

Watch the BBC Bitesize video clip below, showing how a young girl eventually found enough courage to tell her teacher that she was being bullied.

https://www.bbc.co.uk/bitesize/clips/zkhmhyc

Children discuss the video with a talk partner first. How was the teacher able to help the young girl? Why was this also good for the bully? Remind the children of the importance to tell someone you trust if you are being bullied.

RESPECT

Ask the children what the word RESPECT means. Write their ideas on the whiteboard. Listen to the Sesame Street video about RESPECT.

https://www.youtube.com/watch?v=GOzrAK4gOSo

Recap on the meaning of Respect. Treating people how you would like to be treated. Make others feel important and show that you care. Be kind and appreciate others. If someone has a different opinion to you, you should still show respect for them.

Children learn and singalong to Respect song.

https://www.youtube.com/watch?v=ZgidfFs-j4M

How can we show Respect to one another? How does Respect help us to prevent bullying?

Make a class anti-bullying poster, using the children’s ideas and phrases.

Children work in small groups to design an Anti-bullying poster. 


MUSIC

  

National Curriculum Links Key Stage 1

· Use their voices expressively and creatively by singing songs.

· Play untuned instruments musically.

·  Experiment with, create, select and combine sounds using the inter-related dimensions of music.

Sing a collection of farm songs : Old MacDonald had a farm, Little Boy Blue, Five little ducks, The farmer’s in his den, Three blind mice, Little Bo Peep, Baa, Baa Black sheep.

Listen and sing along to a collection of farm songs

Rhythm game

Sit children in a circle. Clap out a very simple rhythm. Children pass on that rhythm. Increase the level of difficulty gradually. Once the children are used to this, play this as a competition. The person getting the rhythm wrong, sits with arms folded. The last child to play the game is the winner.

Class Farm Animal Sound Rap

Ask the children to think of the different sounds that farm animals make.

Write the animal name on the whiteboard with the animal sound next to it.

e.g. cow- moo, sheep -baa, pig- oink, chicken- cluck, duck-quack, horse -neigh, goat beh 

Make a class sound rap out of these sounds. 

e.g. Oink, oink, baa, baa, baa

Quack, quack, cluck, cluck, cluck

Neigh, Neigh, beh, beh, beh

Mooooooooooooooo!

Make different sound raps using the same farm animal sound words.

Choose different percussion instruments to represent the animal noises. Children practise and perform their composition.


  

SCIENCE YEAR 1

Animals, including humans

NFU Science Farm https://education.nfuonline.com/ScienceFarm

Life Cycles Lesson Plan

Working Scientifically 

Use observations and ideas to suggest answers to questions.

Animals, including humans-Year 1

· Be able to explain and order a simple life cycle.

· Identify and name a variety of common animals.

L.O. To recognise that the same animal can have several different names dependent on its age and gender.

Follow ideas in Life Cycles lesson plan.

Available resources: life cycle cards, animal and baby quiz, life cycle video clip

https://www.everyschool.co.uk/science-key-stage-1-life-cycles.html

Find out more about life cycles on this website.

Caterpillar to butterfly; tadpole to frog; life cycle of an oak tree

https://www.bbc.co.uk/bitesize/clips/zhrb4wx

Learn about the life cycle of a dandelion.

Plants-Year 1

Identify the different Spring flowers in The Meadow Farm Band- dandelion, daisy, bluebell, apple blossom, cow parsley. Go on a plant hunt in the school playground. Draw ,name and label a plant. 

Carrot Diary Lesson Plan

Working Scientifically 

· Observe closely

· Perform simple tests

· Use observations and ideas to suggest answers to questions.

· Gather and record data

Plants

· Identify and describe the basic structure of plants.

L.O. To have a go at growing a carrot and record my method.

Follow ideas in Carrot Diary lesson plan.

Available resources: carrot diary template, carrot diary video clip

https://www.everyschool.co.uk/science-key-stage-1-plants.html

Find more about plants on this website.

How to grow a bean plant; How to grow seeds; learn about Darwin’s discoveries; How to label a plant. 







 

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Download your free Teaching Resources

 This is the Year 1 section for 'The Meadow Farm Band' written and illustrated by Elizabeth Price 

Year 1 Teaching Ideas and Resources MF Band (docx)

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Story Question guide for The Meadow Farm Band (docx)

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favourite MF character Year 1 writing frame (docx)

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MF story character headbands (docx)

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Felix Fox Year 1 MA (docx)

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Felix Fox Year 1 LA (docx)

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Felix Fox Year 1 HA (docx)

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Meadow Farm Band story with actions (docx)

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Describing Robbie Robin Year 1 (docx)

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Carlene lollystick puppet (docx)

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Chuck Chick lollystick puppet (docx)

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Felix Fox lollystick puppet (docx)

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Robbie Robin lollystick puppet (docx)

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Peter Pig lollystick puppet (docx)

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how to draw felix fox (jpeg)

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Year 2

TEaching ideas and resources YEar 2

  THE MEADOW FARM BAND

Meadow Farm has a secret. Behind the scenes, some of the animals are very musical. Robbie Robin wants them to form a band, but one animal feels so left out…How can Robbie put things right? The Meadow Farm Band’ teaches children the value of Inclusion and can be used as an early anti-bullying intervention. It is an ideal book for using as part of an ‘Animals’ topic in Key Stage 1, with several possible cross-curricular links in Literacy, Music, Art, Science and PSHE.  Share ‘The Meadow Farm Band’ Kindle Edition with the children on the interactive whiteboard. Buy paperback copies for children to read independently. These resources are free to download and can be adapted to suit the needs of your children. Resources highlighted in RED are downloadable in the same section as the Teaching Resources. 


YEAR TWO LITERACY

                        

Overall   Learning Aims

· To   explore, interpret and respond to illustrations.

· To   use role play to develop empathy for empathize with story characters.

· To   write character descriptions.

· To   use drawing and story maps to develop story structure skills.

· To   talk story ideas through confidently and effectively.

 

National Curriculum Links Year 2

Speaking and Listening

· Listen and respond appropriately   to adults and their peers.

· Articulate and justify   answers, arguments and opinions.

· Use spoken language to   develop understanding through speculating, imagining and exploring ideas.

· Participate in   discussions, role play, performances and debates.

· Speak audibly and   fluently with an increasing command of Standard English.

 

Reading-Word reading/Comprehension

· Link what they read or   hear read to their own experiences.

· Make inferences on the   basis of what is said and done.

· Predict what might   happen on the basis of what has been read so far.

· Participate in   discussion about what is read to them, taking turns and listening to what   others say.

· Explain clearly their   understanding of what is read to them.


Writing-Transcription/Composition

· Plan or say out loud   what they are going to write about.

· Write down ideas and   key words, including new vocabulary.

· Re-read to check that   their writing makes sense and that verbs are used correctly and consistently,   including verbs in the continuous form.

· Read aloud what they   have written with appropriate intonation to make the meaning clear.  

 

Character Description

Read story-use illustrations to expand on details   e.g.  season, expressions, predictions.   See story question prompt sheet for ideas.

Ask the children what they think the message of the   story is. Write ideas up on the whiteboard and then link this to their own   life experiences. What is their favourite character and why? Choose a   character as a class. Children write words and phrases to describe that   character using a mini whiteboard and pen. Share ideas with the rest of the   class.

Children write a description of their favourite   Meadow Farm Band and give reasons for their choice.

 

Story Recount

Children read ‘The Meadow Farm Band’ text with actions using interactive whiteboard. As a   class, create a very quick story map using simple drawing and sentence   openers. Explain the role of a story map and how it is important to include   all elements for a good story structure.

Children draw   their own story map within a specific time e.g. 5 minutes. Have they included   all elements? 

Children write a story recount for The Meadow Farm   Band using differentiated story recount writing   frames.

 

Character Profiles

Children read ‘The Meadow Farm Band’ text with actions using interactive whiteboard and   then from memory.

Look at overview of the farm on the first double   page spread. Who knows the secret on Meadow Farm? What do we know about   Robbie Robin? How is Robbie a quiet leader?

Read Robbie Robin’s character profile. 

Children write a character profile for another   Meadow Farm story character using a blank character   profile writing frame.

 

Story Character Creation

Children recite ‘The Meadow Farm Band’ with actions   from memory.

Tell the children that Robbie Robin is looking out   for a new member for The Meadow Farm Band. Children suggest different farm   animals that could be part of the band. Write suggestions up on the board.   What instruments could they play?

Children work with a partner to create a new story   character for the band. They complete a character profile for the new member   using a blank character profile writing frame.

 

Creative Writing

Children recite ‘The Meadow Farm Band’ with actions   from memory.

They take turns to share their ideas for a new band   member. Discuss possible ideas for a story with the new story character.

Children draw a story map for their story and share   with a talk partner. Remind the children that a story has to have a   beginning, middle and end.

Children write their own story using their new story   character and at least two of the original Meadow Farm characters.


     

                        

ART   AND DESIGN

National Curriculum Links Key Stage 1

· To   use a range of materials creatively to design and make products.

· To   use drawing, painting and sculpture to develop and share their ideas,   experiences and imagination. 

· To   develop a wide range of art and design techniques in using colour, pattern,   texture, line, shape, form and space.

Children use   step by step instructions to draw a chosen   character for The Meadow Farm Band in their sketch books. Colour story   character in. They then draw the same Meadow Farm story character doing   different everyday things e.g. brushing its teeth, eating breakfast, playing   football. Encourage the children to do lots of sketches and not to worry   about making mistakes.

Look at 10 famous animal paintings using the   link below and read out information about the ten artists. Children their   response to the different famous paintings. How are they different from each   other? Which painting is their favourite and why?

https://www.zippi.co.uk/thestudio/10-famous-animal-paintings/

Give   children a choice of step by step instructions for drawing different farm   animals-goat, sheep, mallard duck or horse.

Children   practise drawing one of the above animals in a realistic way at first. They   then create their own funny farm animal story character. 

Possible   links with Literacy. 

· Write   a character profile for their new story character. 

· Plan   and write a story about that character. 

· Write   a set of step by step drawing instructions for their own story character.

         

PSHE

Health   and Wellbeing

· Learn   about good and not so good feelings and develop a vocabulary to describe   their feelings to others and simple strategies for managing feelings.

· Learn   rules for and ways of keeping physically and emotionally safe.

Relationships

· To   share their opinions on things that matter to them and explain their views   through discussion with one other person and the whole class.

· Know   that there are different types of teasing and bullying, that these are wrong   and unacceptable.

· Learn   how to resist teasing or bullying, if they experience or witness it, whom to   go to and how to get help.

https://www.anti-bullyingalliance.org.uk/anti-bullying-week/anti-bullying-week-2019-change-starts-us

Anti-Bullying   Week takes place 11th-15th November 2019. The   Anti-bullying Alliance website offers excellent resources and advice on what   to do if you are being bullied or if you see any bullying take place. Click   on the link below for Top Tips power points.

https://www.anti-bullyingalliance.org.uk/tools-information/if-youre-being-bullied/i-am-being-bullied

What is Bullying?

Ask the   children what they think the word ‘bullying’ means. Write done children’s   answers and ideas on the whiteboard. Watch the BBC Bitesize video clip below,   during which children explain that there are two types of bullying-emotional   bullying [excluding people and unkind remarks] and physical   bullying[violence]. 

https://www.bbc.co.uk/bitesize/clips/zqypyrd

Talk about   how Carlene Cow, Chuck Chick and Peter Pig exclude Felix Fox and how this is   a form of bullying. Ask the children why they think that the farm animals   didn’t want Felix Fox in the band. Were they afraid because they didn’t know   him? Did they think make a judgement already about all foxes? Do we do this   in real life too? What are the effects of bullying and how does it make   people feel? Who can Felix Fox trust in this story? Robbie Robin. What did   Robbie Robin do to help put things right? We all make mistakes and we can all   be guilty of being unkind, leaving someone out. It is important that we face   up to our mistakes, like the animals did, say sorry and then try to put   things right.

Children   share their response to the story with a talk partner. Discuss thoughts as a   whole class. Develop strategies to support anyone in the class who is experiencing   bullying in any way. See Anti-Bullying Alliance website and follow guidance   in schools regarding any follow up action.



  

From Bully to Best Friend

Recap on what we have learned about the word bullying. Have there been any changes in behaviour since the previous lesson? Encourage the children to share how they have been able to learn t=from their mistakes.

What the BBC Bitesize video clip below, showing how a young girl eventually found enough courage to tell her teacher that she was being bullied.

https://www.bbc.co.uk/bitesize/clips/zkhmhyc

Children discuss the video with a talk partner first. How was the teacher able to help the young girl? Why was this also good for the bully? Remind the children of the importance to tell someone you trust if you are being bullied.

RESPECT

Ask the children what the word RESPECT means. Write their ideas on the whiteboard. Listen to the Sesame Street video about RESPECT.

https://www.youtube.com/watch?v=GOzrAK4gOSo

Recap on the meaning of Respect. Treating people how you would like to be treated. Make others feel important and show that you care. Be kind and appreciate others. If someone has a different opinion to you, you should still show respect for them.

Children learn and singalong to Respect song.

https://www.youtube.com/watch?v=ZgidfFs-j4M

How can we show Respect to one another? How does Respect help us to prevent bullying?

Children work with a partner to design an Anti-bullying poster that includes the importance of showing Respect.

                          

MUSIC

National Curriculum Links Key Stage 1

· Use their voices expressively and creatively by singing songs.

· Play untuned instruments musically.

·  Experiment with, create, select and combine sounds using the inter-related dimensions of music.

Sing collection of farm songs.

Name different musical instruments-sort them into groups. Learn about string instruments, wind instruments and percussion instruments.

https://www.bbc.co.uk/bitesize/clips/zmqn34j

This is a fun, animated introduction to jazz music. Children learn to click out a steady pulse and add a word rhythm. They can sing along to the words of Slick City Spats and think of dance moves that could go along with the jazz feel of the music.

https://www.bbc.co.uk/bitesize/clips/zbv87ty

Once children have learned the jazz song ‘Slick City Spats, they can perform it to the animated clip shown in the link above.


  

SCIENCE YEAR TWO

NFU Science Farm  https://education.nfuonline.com/ScienceFarm

Hedgerow Habitats -lesson Plan

Working Scientifically 

· Observe closely, using simple equipment.

· Identify and classify.

· Use observations and ideas to suggest answers to questions.

Living things in their habitats-Year 2

· Explore and compare the differences between things that are living, dead and things that have never been alive.

· Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.

· Identify and name a variety of plants and animals in their habitats, including microhabitats. 

L.O. To be able to explain the definition of a habitat.

To investigate a habitat and identify different life forms within it.

Follow ideas in Hedgerow Habitats lesson plan.

Available resources: Look what I have found cards -Activity 1, I live in the hedgerow-Activity 2 Hedgerow habitats video clip

Food Chains-lesson Plan

Working Scientifically 

· Observe closely, using simple equipment.

· Identify and classify.

· Use observations and ideas to suggest answers to questions.

Living things in their habitats-Year 2

· Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. 

L.O. To independently create a simple food chain.

Follow ideas in Food Chains lesson plan.

Available resources: Guess the animal PowerPoint, Food chains video clip

https://www.everyschool.co.uk/science-key-stage-1-animals.html

Find out more about Living things in their habitats on this website. habitats game: animal photos.

https://www.bbc.co.uk/bitesize/topics/zx882hv

This website offers video clips a wide range of habitats. Compare and contrast with habitats on the farm. 

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Download your free teaching resources

Year 2 Teaching Ideas and Resources MF Band (docx)

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Story Question guide for The Meadow Farm Band (docx)

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Meadow Farm Band story with actions (docx)

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Character Profile-blank (docx)

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how to draw Carlene (jpg)

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how to draw chuck chick (jpeg)

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how to draw felix fox (jpeg)

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how to draw peter pig (jpeg)

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how to draw Robbie Robin (jpeg)

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how to draw a sheep (jpg)

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How-to-Draw-a-Goat-Step-by-Step (jpg)

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how-to-draw-a-mallard-step-by-step (png)

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