Journey

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Start this activity with some guided visualisation. Give each child a coloured crayon or pencil. Use a variety of colours – one colour per child. To begin, have them hold the coloured pencil and think about the things that colour reminds them of. Now invite them to imagine in their ‘mind’s-eye’ (like television pictures running in their head) that they are at home in their room. It’s a dull day. Everyone else is busy doing their own thing. Imagine that you look down at your crayon. You have an idea! You go over to the wall and draw a door with your crayon. You open the door and step through into another world. Divide the book into sections and split the readers into as many groups. Example sections might be: This is a wordless book told beautifully through the illustrations. A girl sits forlornly in a sepia world, ignored by her busy family. Spying a spot of colour in the shape of a red crayon, she draws a door through which she escapes to a green forest, illuminated by sparkling lights and blue lanterns, threaded through with a stream which leads her to the next stage of her journey, once she has drawn a red boat. She sails into the centre of a huge castle and, from there, draws new forms of transport so that she can explore this fantastic world. Then – disaster – she loses the red crayon. Will she be able to return home or even continue her journey?

Write a prequel to this story that explains where the magic red pen came from. Who owned it before the girl? Who made it? Why does it have special powers? The challenge is to arrange them into one big triangle, so that the numbers that touch add up to 10. Thanks to all of you who managed to send some of your wonderful learning to your profile once again before half term. You are producing some amazing things and it looks like you’re having lots of fun in the process.Distribute large sheets of paper and some coloured pencils and ask the children to draw a scene from their world When a young girl draws a magic door on her bedroom wall and goes through it with her red marker, she leaves a drab-colored world and enters a magical world filled with color and adventure. Using a colored marker, she creates ways to navigate this unknown place: a boat, a balloon, a flying carpet, and a tandem bike. Amongst the world’s beauty, there is also danger, and an evil emperor captures the girl. How will she escape? How will she return home? trying to save a vibrant lilac bird which has been imprisoned. Disaster strikes when, having freed the bird, she is caught by angry guards who throw away her

I also have two Q&A’s that might get your students wondering about being authors themselves one day(!): Stop reading when the girl first arrives at the city. Should she go in? Why (not)? Share your thoughts with others and vote on what you think should happen next. This week, we are going to start on our new topic of Journeys, a topic that the whole school will be working on together. This term KS1 planning will be much more closely aligned. If you also have a child in Year 1 you will notice that the tasks are often the same, just slightly differentiated to suit the different year groups.After reading you might ask them to jot down their initial responses: what did they like or dislike about the book? Did it remind them of any other books that they have read, or perhaps films that they have seen? Was there anything that they found puzzling, strange, confusing? Did they have any questions when they had finished the book? In class, ask the children to use their notes to help them share their ideas in small groups. A little girl, bored of the monotonous and lonely routine of everyday life, seeks refuge and excitement in a world created entirely by her imagination. By drawing a Why not record the stories that emerge and make a collection of books to accompany them? These can be shared with another class or added to your own reading corner. Or you can record descriptions of single spreads and ask children to listen before matching each description to its picture. Extension Challenge: Children could be asked whether they can find more than one solution. How will they know whether another solution is the same or different to any they have already got? How will they know that they have found all the solutions? Imagine that you could draw a magic door from your classroom / bedroom wall into another world. Draw the view to the other side.

We meet a girl who wants to have fun and play with her parents or sibling. They are all busy and complicated at the moment so she retreats to her room. She watches her cat get up and leave the floor and next to her where the cat was laying is red chalk. The girl grabs it and immediately draws a door which opens to this magical world. magical door from her bedroom wall, she finds herself transported into enthralling new lands – vividly colourful and alive with adventure. Navigating her way through Then she sees a beautiful purple bird getting captured by some samurai-type soldiers. She wants to save the bird. She frees the bird, but ends up imprisoned in a cage herself. The bird frees her by bringing her the red chalk. She draws a red magic carpet and flies away. The purple bird leads her to a purple door. When she goes through it, she discovers the bird's creator - a boy with a purple piece of chalk. Now she is friends with the boy and they will go on many adventures together. Learners could also use the cards to make a shape (not necessarily a triangle) where the touching numbers add to 9 (or 8 or 11). Alternatively, they could add their own choice of numbers to these blank triangles to create their own activity.Taken as a whole, his illustrations provide a rich and memorable reading experience that will inspire much in the way of thinking and talking, and make a wonderful starting point for creative projects of all kinds. 1 | Playing picture detectives Ask an open question, ‘what’s happening in this picture?’ After the children have shared their responses, you may want to prompt them to think more deeply about the picture: Provide some text on laminated cards and ask the children to match the text to the image. This can be done in pairs if working in school. Make explicit the point that artists and writers often make references to other works of art and cultural influences in their work. Here’s a list of some of the things you might find you might discover more: The illustrations were created using watercolour paints. Can you try to paint using a similar style? glistening rivers, dramatic moats and dizzying waterfalls with a few artful strokes of her crayon, she is soon soaring above the clouds in a bright red hot-air balloon,

Use what you have discovered to create a fact file about an explorer you found interesting (there is a fact file template or feel free to create your own). Draw a picture of the explorer and write their name at the top. Include information such as where they were from, when the expedition or journey took place, where did the expedition or journey happen, what mode of transport was used or an interesting fact. Learning Objective: Recall number bonds to 10 and and use these to calculate and reason with bonds to 100. This book isn't an entirely original idea, but it is very well executed. The scenes are vibrant. The full spread, and sometimes double spread illustrations are highly detailed. And yet, the funny thing is, much of this is in drab colors. A vivid red is used to indicate the magic items the girl has drawn. Otherwise nothing more than a touch of gold here or a highlighted gleam of light there are used to transform the dull landscape into something living and vaguely mysterious.Create a video that shows the illustrations in the book and is accompanied by your own narration / speech. Let your imagination lead the way and begin your journey. Think of names for the places and things you draw. Bring a red rug into school (the sort you can roll up and carry under one arm) and use it for story sharing in small groups with an adult helper (perhaps in secret locations around the school). Invite children to sit on the rug and talk about the special places they would like to go.