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Teaching Sequence:

Familiarisation/ Immersion in text/Analysis

• Before watching film, and starting this block of work, (this could be the focus for a non-chronological unit of work
prior to this) activate children’s prior knowledge about chameleons. What do we know about them? Collect and
brainstorm images and facts; Eric Carle’s ‘Crafty Chameleon’; internet images that highlight differences between
the chameleon and the main character of the film (tongues; food; colour change; eyes; feet; ability to climb). Use
these facts from non-fiction texts and web pages for guided reading. ( this block can also precede unit of work on
author awareness and be based around Eric Carle). Ensure that ‘Elmer’ has been read during story time and
issues around being different and belonging have been discussed.
• Watch film and stop at points to discuss feelings, what might happen next; how do we know these things, begin to
‘read’ the text.
• What is this story about? Identify and unpick the theme of being different, belonging.
• Extend the theme of being different by identifying similarities and differences. Record in a variety of ways including
speaking and listening, charts and grids.
• Play the film without any sound and ask children to add running commentary to help embed the story structure and
sequence in their head. Consider the expressions and feelings of character to add detail to their commentary.
• Set up small world play opportunities where children can retell the story, (sand, water, rocks, stones)
• Children identify key moments, ensure the number of these is manageable and that differences are very explicit.
capture these as stills.
• Use drama and role play to explore these key events within the text. Freeze frame a moment and then ask children
to articulate what the characters are thinking, eg the moment at the beginning of the film where the main character
meets and greets the chameleons. Use a different technique for each event eg, conscious alley at the end of film
when there is a dilemma of whether the chameleons return to the nest and collect him.
• Use captured images from key events and sequence these. Consider feelings of the main character and the
chameleons throughout the story. Identifying here how feelings change throughout the film and for what reason.
One behaviour influencing another behaviour.
Capturing Ideas

• Vocab extension and gathering of words and phrases for feelings and related to facts about chameleons. Would
need to be displayed as a working wall.
• Read ‘Elmer’ with a focus on story language and time connectives, eg, one night, in the morning, after that, when,
after a while.
• Using still images of key events, find sentences from Elmer that can be reworked and used as a writing frame for
the children to develop story language. We model the opening page and one other event
• Children to identify the two key events they want to include in their writing ( will need to include open, conclusion,
and being snatched by the eagle)
• Retell story with emphasis upon story language and vocabulary, model this first of all for children. Circle story
telling. Record story telling with Dictaphone and listen to recording so children can evaluate whether sequence is
correct and if story language has been used.
• When retelling, give time connectives as sentence starters generated earlier in block.

Shared Writing
• Modelling the opening. Include time connective. Linking the opening page from Elmer to the opening of the film.
Rewatch the opening clip. Have text on screen and model how to change the text into text for their chameleon
• Second day - Model how to take the words and phrases gathered around still images from the key events and put
into sentences. Ensure sentences include precision and detail and are extended.
• Third and fourth days– shorter shared writing session. Children write independently and then gather together again
for another shared writing session where improving writing is modelled.
• Model the ending of their story. Rewatch the final clip. Include time connective.
• Possible scaffolds children may need to write independently: sentence starters; time connective cards; words and
phrases into word banks (colour coded or with images if appropriate)

Key learning Outcome

Y2 –to write extended story picture book individually.
Y1 – to collaboratively write stories as above.

Illustrations to be in style of Eric Carle