Curr. Ref. Objectives APP Assessment Focus

RS8 Readingrespond appropriatelyto books, consideringcontent, ideas,presentation, organisationand the language used

AF2 (Level 1)• some simple points from

familiar texts recalled• some pages/sections of

interest located

OS12 Speaking and Listeningadopt a role, making useof movement, gesture andspeech using languageappropriate to a role orsituation

AF1 (Level 1)• show some awareness

of the listener by making changes to language …

WS8 Writingorganise and presentwriting in different ways …incorporating some of thedifferent characteristics offorms that are used

AF6 (Level 1)• mostly grammatically

accurate clauses• some awareness

of use of full stops and capital letters

SummaryA group of people are waiting for Mrs Brown’s shop to open. Dad needs flour for the twins’ birthday cake, the Teenager needs butter and eggs and Mr and Mrs Figgs want to buy potatoes. After a while, they realise that they can just swap what they’ve got at home so they don’t need Mrs Brown after all.

Where, Oh Where is Mrs Brown?

PCM

Book Band TurquoiseRR Level 17, 18Genre Play: Story in a familiar settingLength 20 pages (476 words)Letters and Sounds Phase 6

NC Level 1AAPP Level 1, HighPhonics Bug Up to Unit 30Interest words potatoes, bought, thought, swap

Session 1: Reading & Speaking and Listening

Before Reading

Reading playsCheck that children can recall the features of a play and how to read a play script. Look for examples in the play you are reading.Scene: look at the pictures to identify where the play takes place.Characters: find the list of characters and decide who will play each part. (Note that the character with the most speeches is at the top or left of page 2, and the others are laid out in descending order.)Lines: identify which character is speaking and what is to be read out loud.Stage directions: look for instructions in italic print that describe actions but are not read out loud (page 16).

• Read the title and blurb. Ask children whether they have ever seen a notice in a shop window saying ‘Back in five minutes’. Talk about why a shopkeeper might do that.

• Look at the character list on pages 2–3. Explain that Grandpa Figgs is a bit deaf and sometimes hears the wrong words, e.g. missed instead of list. Ask children to look out for other words that muddle him.

• Check that they can read particular words: flour, potatoes.• Remind children to apply their phonic knowledge and skills as

they decode words when they are reading the play.

During First Reading• Read the play together with each child reading the line for

their character out loud when it is their turn, whilst the others follow in their own books.

• Pause after page 12 and ask children if they spotted any more of Grandpa Figgs’ word muddles.

Main question: Can you explain why each of the customers stopped waiting for Mrs Brown to open the shop? (Reading AF2)

After First Reading (collecting evidence for Reading AF2)• Re-read Grandma’s and Jax’s lines on page 19. Challenge

each child to explain why their character decided they didn’t need Mrs Brown anymore. Support them by providing the following sentence structure, if needed: I came to the shop to buy … but then I found out that … had some, so then ...

• Encourage children to look back through the play, identifying the information that they need from the text.

• Listen to each child explaining in role as their character.

During Second Reading (collecting evidence for Speaking and Listening AF1) • Look back at the character list and talk about what they

know about each character. Encourage children to draw on information from the dialogue, the illustrations and their own experience.

• Ask children to practise a distinctive voice for their character, using the information they have talked about, e.g. Grandpa Figgs is likely to talk loudly because he is deaf; teenagers often mumble.

• Challenge children to use the voice they have practised for the second reading.

Main question: What sort of voice does your character have?

After Second Reading• Talk as a group about which voices sounded best and ways

that they could improve for a performance of the play.

T 0845 630 33 33F 0845 630 77 77

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Session 2: Writing

Main focus: Writing a note for Mrs Brown in complete sentences to explain what has happened. (Writing AF6)

Before Writing• Look at the illustration on page 20 and talk about what Mrs Brown

might have been thinking. Draw out the idea that she would be confused about why all the customers left.

• Remind children that Mrs Brown left a note on the door, so perhaps the customers could write her notes to explain why they left.

• Ask children to talk in pairs about what their own character would write. Include what they came to buy, who helped them out and where they are going.

During Writing (collecting evidence for Writing AF6) • Ask children to write their own note for Mrs Brown on the PCM. • Remind them to rehearse each sentence orally before they write and

to keep reading through their writing to check for sense and accuracy.• Remind children to use full stops and capital letters in their note.

After Writing• Stick each finished note up on the wall and ask children to pretend

they are Mrs Brown as they read them. Ask if the note explains things clearly and if they understand why that customer left.

Extension: Ideas for Performance• Children could create simple costumes using hats, coats and basic

props, e.g. bracelets, wristbands, shopping bag, to help them look like the character they are playing.

• They could practise reading the play in costume and try learning some of their lines off by heart.

• Children could perform the play to the rest of the class.