iPRIMARY ENGLISH Year 1 Term: 2 Weeks: 11 and 12 Duration: 3 weeks

Unit 1.5: Fiction: Eco Apes Use Rubbish

About this unit: Students make predictions about a text based on the initial information given. They retell the story in their own words, and notice how information
must be sequenced correctly. They look at nouns, spelling and plural endings. They look closely at the text to make sensible inferences about how characters feel.
They ask and answer questions about the text, and using their grammatical knowledge, correct mistakes in a text.

Stimulus synopsis:
Eco Apes Use Rubbish – Ragbag loves rubbish, but the other Eco Apes aren't so keen. Ragbag teaches Bob and Dot that recycling rubbish can be fun when he
shows them how to turn some everyday items of rubbish into some of their favourite things - a ship, a rocket and a hat.

The eBook version of the recommended text is available via a Bug Club subscription on ActiveLearn Primary. Talk to your local Pearson representative for details.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Comprehension 1 Comprehension 2: Comprehension 3 Depth focus 1: Grammar 1
Predictions Retell the story in their own Sequencing the story Exploring sequences Revision of nouns
words
Link what they have read to
their own experiences
Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10
Spelling practise Grammar 2 Comprehension 4 Comprehension 5 Short composition 1
Plural endings – adding an s Inference: Characters’ Asking questions Correcting mistakes
feelings

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Year 1 Unit 5: Eco Apes Use Rubbish Lesson 1
Main Focus Prior Knowledge Key Curriculum Objectives
Vocabulary
Predictions Students understand that pictures predict, R1.8A: Use pictures in texts (including IT texts) to understand and explain what they are
can help us understand the text. prediction about.
Link what they
read to their Students can make reasonable R1.8C: Read and talk about simple sequences that give information or recount what
own predictions about what will someone has done.
experiences. happen next in a story.

Teaching Summary
Starter
● Show the cover or title page of the stimulus text Eco Apes Use Rubbish.
● Introduce the three characters Bob, Dot and Ragbag.
● Ask: What do you think will happen in the story? Have you ever used rubbish for anything? Share experiences.
Teaching
● Turn to pages 2−3 and look at the illustrations.
● Ask: What do you think Ragbag is doing? [Looks like he is going to make something.]
● Ask: What are Bob and Dot thinking? [They don’t want to be involved.]
● Repeat the activity at looking at artwork on each page and talking about what it shows.
● Then read the story, using expression to engage interest and bring out meaning. Encourage enjoyment and sharing reactions. Were the students’
predictions accurate?
● Introduce and complete the main activity.
Main Activity
Core: The students Babble Gabble the story. In pairs, they retell the story in their own words as quickly and with as much detail as possible. The first child speaks
for a minute, then their partner continues.

Support: Students could work in pairs or small groups to retell the events of the book, with support if necessary.

Extend: Students work in pairs to retell the events, and read the text to one another.

Additional Activity
n/a

Resources
Physical Resources Photocopiable resources
Eco Apes Use Rubbish n/a

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Year 1 Unit 5: Eco Apes Use Rubbish Lesson 2
Main Focus Prior Knowledge Key Curriculum Objectives
Vocabulary
Retell the story Students can use their own words retell R1.3A: Match a picture to a word they have read.
in their own to simply retell a story.
words. R1.8C: Read and talk about simple sequences that give information or recount what
Students can remember the main someone has done.
events of a story.

Teaching Summary
Starter
● Reread the story, encouraging the students to join in.
● Discuss unfamiliar vocabulary.
Teaching
● Select and share some pages from the story with the students, while hiding the page numbers. Show these pages out of order. Involve the students in
discussing the correct story sequence. Model how to retell the story in a simple way.
● Introduce and complete the main activity.
● Talk about what the students think of the story. Did they enjoy it?

Main Activity
Core: Students work in pairs to retell the story simply and to draw four or five pictures in the correct order that support the retelling.

Support: With adult support, students retell the story simply and draw a simple picture for each stage.

Extend: The students retell the story to each other, adding one extra detail to each scene.

Additional Activity
n/a

Resources
Physical Resources Photocopiable resources
Eco Apes Use Rubbish n/a

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Year 1 Unit 5: Eco Apes Use Rubbish Lesson 3
Main Focus Prior Knowledge Key Curriculum Objectives
Vocabulary
Sequencing Students can use their own words story map R1.3A: Match a picture to a word they have read.
the story to simply retell a story.
R1.3B: Sequence three pictures to retell a familiar story or sequence of events.
Students can remember the main
events of a story. SL1.1A: Follow short, basic classroom instructions supported by pictures or gestures.

Teaching Summary
Starter
● Introduce story maps to the students. Explain how in the last lesson the students used pictures to place the story events in the correct order. Tell students
that they could do their own simple drawings of the key events to remind them what order things happened in. This would help them to retell a story.
● Model how to do a simple drawing to act as a reminder. Firstly, ask the students to tell you the first key event of the story. [Ragbag wants to make things
out of rubbish.]
● Ask: How could we show this in a very simple drawing? What could you draw? [For example, Ragbag as a stick figure next to a pile of rubbish.]
Teaching
● Introduce and complete the main activity.
● Bring the class back together. Invite the storytellers to the front of the class. Ask the rest of the class to sit down and be the audience.
● Ask the audience to help you arrange the storytellers into the correct order to be able to retell the story.
● Invite the storytellers to retell the story.
● How did they do? Were the events in the correct order?

Main Activity
Put the students into small groups and give each group a section of Eco Apes Use Rubbish to focus on. Ask them to produce a very simple drawing on a
whiteboard that acts as a reminder for the scene(s).
Then ask one or two students from the group to be the storyteller and practise retelling their section of the book. As a class, arrange the storytellers from each
group into the correct order and ask them to retell the story.

Additional Activity
n/a

Resources
Physical Resources Photocopiable resources
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Year 1 Unit 5: Eco Apes Use Rubbish Lesson 4
Main Focus Prior Knowledge Key Curriculum Objectives
Vocabulary
Exploring Students can use their own words story map, R1.5C: Read and talk about simple sequences that give information or recount what
sequences to simply retell a story. sequence someone has done.

Students can remember the main SL1.1A: Follow short, basic classroom instructions supported by pictures or gestures.
events of a story.
Teaching Summary
Starter
● Before the lesson, assemble some (clean) rubbish that the students can use to recreate some of the junk models in the book. [For example, drinks bottles,
paper cups, and tape to make a rocket.]
Teaching
● Working in groups, allow the students time to experiment in how to make their own junk models.
● Ask them to think about the order in which they are doing things. They could make notes.
● Bring the class back together and talk about the order in which they made their models. Did they copy a picture? Or did they come up with their own idea?
Did they think of a design first? Did they just see what would fit together?
● Ask: How would you tell someone else how to make a junk model? Would it have been easier if they had a set of instructions? What is an important
feature of instructions? [Instructions must tell you what to do in the correct order.]
● Introduce and complete the main activity.
● Talk about how the order of events in a story are important, just like the order of instructions. What would happen if the story was told in a different order?
● Look at page 3 of the stimulus text. What would happen if this appeared instead of pages 10 and 11? [The story would be changed. The characters would
not like the models.]
● Keep hold of the students’ models for the Lesson 5.
Main Activity
Core: Talk through PCM 1.5.2 to ensure the students understand each instruction. Then, in pairs, ask the students to put the instructions into the correct order.
Encourage them to look out for clues with sequencing words such as ‘first’, ‘next’, ‘then’ and ‘finally’.

Support: Help the students to identify which instruction is the first, and which is the last. Encourage them to read out the instructions to check which order makes
the most sense.

Extend: In pairs, students retell the instructions to one another.

Additional Activity
n/a
Resources
Physical Resources Photocopiable resources
Eco Apes Use Rubbish PCM 1.5.2
Clean rubbish for junk modelling

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Year 1 Unit 5: Eco Apes Use Rubbish Lesson 5
Main Focus Prior Knowledge Key Curriculum Objectives
Vocabulary
Revision of Students know what nouns are. noun, common SL1.2D: Recite simple sentences by heart, including rhymes and poems.
nouns nouns, proper
Students recall the difference nouns R1.6A: Read simple everyday nouns and verbs as labels.
between common nouns and
proper nouns. W1.5A: Write labels of one or two words, leaving spaces between words.
Teaching Summary
Starter
● Ask the students to chant/sing the nouns jingle. [‘Every person place or thing needs a name and so we sing names means nouns.’]
● Remind them that some nouns are the names of everyday things, and that these are called ‘common nouns’ because there are lots of them. Other nouns
are the special names of people, places and things, and these are called ‘proper nouns’.
Teaching
● Challenge the students to be noun detectives. Working in pairs or small groups, ask the students to look through Eco Apes Use Rubbish, and find two
common nouns and two proper nouns. [For example: rubbish, Ragbag, tub, ship, Bob, tin, cup, rocket, Dot.]
● Snowball this activity to see how many different nouns the students can find.
● Discuss the nouns the students have found. Ensure all the words found are nouns. Talk about how the proper nouns all start with a capital letter.
● Introduce and complete the main activity.
● You could make a note of the nouns found for the Learning Wall.

Main Activity
Core: Ask the students to create labels for the junk models they made in the previous session. Remind them to leave spaces between words and that if it is a
proper noun, the word should start with a capital letter. You could add the items to a Noun Museum.

Support: The students can work in pairs or small groups to complete their labels. Encourage them to talk about what they have made and ensure they know what
it is called. If necessary, help them to spell out the label.

Extend: Challenge students to add an adjective to the noun label.

Additional Activity
n/a
Resources
Physical Resources Photocopiable resources
Eco Apes Use Rubbish n/a
Paper or sticky notes for the Learning Wall

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Year 1 Unit 5: Eco Apes Use Rubbish Lesson 6
Main Focus Prior Knowledge Key Curriculum Objectives
Vocabulary
Spelling Students know what nouns are. noun, W1.1A: Say and write the sounds in words they wish to spell, where each sound is
practice segment, represented by a single letter.
Students can segment, sound out sound out,
and blend to spell words. blend W1.1B: Spell 15 basic everyday words (up to 4 letters in length).

W1.3A: Write short words that have been learned or sounded out, including own name.

Teaching Summary
Starter
● Invite the students to practise spelling nouns linked to this unit.
Teaching
● Display PCM 1.5.3. Talk through each word to ensure the students understand what each one means. Sound out each word to help segment it for
spelling.
● Ask the students to use the words in context. [For example: ‘My name is...’, ‘Today is Wednesday.’]
● Talk about how the days of the week are proper nouns and need to start with a capital letter.
● Ask the students to practise writing each word.
● The students can peer-assess each other’s work and make a note of words that they need more practise with.

Main Activity
Core: Using PCM 1.5.3, encourage the students to practise spelling common nouns and proper nouns. If necessary, explain the ‘Look-Cover-Write-Check method
where they say the word in context before covering the words and writing them out. (You may prefer to use a different spelling strategy.)

Support: Using PCM 1.5.3, encourage the students to focus on three- and four-letter words.

Extend: Challenge the students to create a diary page with days of the week and their name.

Additional Activity
n/a

Resources
Physical Resources Photocopiable resources
PCM 1.5.3

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Year 1 Unit 5: Eco Apes Use Rubbish Lesson 7
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Look at regular plural noun suffixes Students know what adjectives singular, plural SL1.2D: Recite simple sentences by heart, including rhymes
(‘–s’ and ‘–es’) are. and poems.

Introduce the terms singular and Students can segment, sound out
plural and the concepts behind and blend to spell words.
them and explain the spelling rule
for regular plural noun endings.

Teaching Summary
Starter
● Introduce the singular and plural chant on PCM 1.5.4 to help students remember the difference between singular and plural.
● Use the pictures of the monsters to talk about the meanings of the terms singular and plural. Ask the students to sing and clap along with the chant to
familiarise them with this terminology.
Teaching
● Show PCM 1.5.5 and help the students to decode the names of the monsters. Explain that these are the names of singular monsters. What would we do
to their names to make them plural? Model how we add an ‘-s’ to each monster to turn each singular name into a plural.
● Repeat this activity with the names of items in the classroom, e.g. pencil, chair, table. Remind the students to use the terms ‘singular’ and ‘plural’ as often
as possible. If there is more than one student in the class with the same name, e.g. ‘Mark’, bring them out to the front and talk about ‘plural Marks’.
● Once you are confident that the students understand the concepts of singular and plural, show PCM 1.5.6. Help the students to decode the monsters’
names. Try adding an ‘s’ to one or more of these names orally, demonstrating that this is very difficult to pronounce. Explain that on these occasions, we
add ‘–es’.
● Top Tip: If the ending sounds like /s/ or /z/, it is spelled ‘-s’. If the ending sounds like /ɪz/ and forms an extra syllable or ‘beat’ in the word, it is spelled ‘-es’.
● Introduce and complete the main activity.
● The students could create a poster to add to the Learning Wall to remind them of the spelling rule.
Main Activity
Core: Show PCM 1.5.7 ‘Plural -s or plural -es?’.Help the students to decode each word. Then for each word, decide whether the plural word will end in ‘-s’ or ‘-es’.

Support: The students can work in pairs or small groups.

Extend: Ask the students to create a poster for the Learning Wall to remind others of the spelling rule.
Additional Activity
n/a
Resources
Physical Resources Photocopiable resources
n/a PCM 1.5.4
PCM 1.5.5
PCM 1.5.6
PCM 1.5.7
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Year 1 Unit 5: Eco Apes Use Rubbish Lesson 8
Main Focus Prior Knowledge Key Curriculum Objectives
Vocabulary
Use pictures to Students know that the pictures character, R1.4B: With support, use pictures to infer how characters are feeling.
infer how can help us to understand the feeling, infer,
characters are text. body language
feeling.

Teaching Summary
Starter
 Tell the students that they will be focusing on the characters from Eco Apes Use Rubbish in this session.
 Reread the story. Ask the students to look for visual clues in the pictures that tell us what each character might be feeling.
Teaching
● Talk about each character in turn. Discuss the body language each picture shows and explain that it gives us clues to how the characters are feeling.
Model the different body language poses as you discuss each character.
● Ask: What is Ragbag like? [For example: page 2: thoughtful; pages 4, 6 and 8: inventive, because he can turn rubbish into models; pages 10 and 11: kind,
because he gives his models to his friends.]
● Ask: What is Dot like? [For example: page 3: doubtful, and doesn’t want to be involved, thinks the junk modelling is ‘yucky’; page 7: interested, impressed;
page 9: unsure; page 11: happy/pleased.]
● Ask: What is Bob like? [For example: page 3: doubtful; page 5: interested, impressed; page 9: unsure; page 10: happy/pleased.]
● Introduce and complete the main activity.
● Bring the class back together. Ask each group to show their Freeze Frame scene. Can the rest of the class guess what scene it is?

Main Activity
Put the students into small groups and give each group a scene from Eco Apes Use Rubbish to focus on. Ask them to Freeze Frame their scene to show how
each character feels.
Additional Activity
n/a
Resources
Physical Resources Photocopiable resources
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Year 1 Unit 5: Eco Apes Use Rubbish Lesson 9
Main Focus Prior Knowledge Key Curriculum Objectives
Vocabulary
Inference and Students know how to ask character, R1.5A: Use pictures in texts (including IT texts) to understand and explain what they are
asking questions and to listen to the question, hot- about.
questions answers. seat
R1.5C: Read and talk about simple sequences that give information or recount what
Students know the ‘question someone has done.
words’ such as: how, why, when,
where and so on. SL1.2C: Answer short, simple questions using a word or basic phrase.

Teaching Summary
Starter
 Tell students that, in this session, they will be practising asking questions.
 Reread the story Eco Apes Use Rubbish.
Teaching
● Focus on the character of Dot. Look through the story and ask the students to spot Dot. Talk about her part in the story.
● Ask: If you could ask Dot a question what would it be? Allow students time to talk to their Talk Partners and think of a question. Make a note of some of
the students’ ideas.
● As Teacher in Role pretend to be Dot and sit in the hot seat to answer further questions from the students.
● Introduce and complete the main activity.
● Come back as a whole class and invite the students to participate in Hot-Seating, each taking on the role of the Ragbag in turn and answering other
students’ questions.
Main Activity
Core: In groups, the students discuss questions they would like to ask Ragbag at key points in the story.

Support: Provide the students with suggestions of questions they could ask. For example: What are you going to do with all that rubbish? Do you like ships? How
are you going to make a rocket?

Extend: Challenge students to use a range of question words.

Additional Activity
n/a

Resources
Physical Resources Photocopiable resources
Eco Apes Use Rubbish n/a

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Year 1 Unit 5: Eco Apes Use Rubbish Lesson 10
Main Focus Prior Knowledge Key Curriculum Objectives
Vocabulary
Correcting Students know that stories need mistakes, R1.1B: Blend to read words in which letters of the alphabet are associated with known
mistakes to be told in the correct order to corrections, sounds.
make sense. sentence,
proper noun W1.5A: Write labels of one or two words, leaving spaces between words.
Students know that proper nouns
begin with a capital letter. W1.3A: Write short words that have been learned or sounded out, including own name.

Students know that sentences

must start with a capital letter and
end with a full stop.

Students know where to use

question marks.

Teaching Summary
Starter
 Explain to the students that Ragbag’s story has got all jumbled up and needs checking for mistakes.
Teaching
 Display PCM 1.5.9. Ask for suggestions of what to check for. [For example: capital letters for proper nouns, the correct plural endings, correct spelling,
correct punctuation marks.]
 Read through the first sentence, modelling how you look for possible mistakes. Ring any mistakes you find, asking the students for help. Model how to
write it out correctly on the board, pointing out where you are correcting mistakes.

Main Activity
Core: Give all students a copy of PCM 1.5.9. Ask them to spot all the mistakes first and then write out a correct sentence on the writing lines.

Support: The students can work in pairs or small groups to spot the mistakes. Encourage them to work individually to write out a correct version.

Additional Activity
n/a

Resources
Physical Resources Photocopiable resources
Eco Apes Use Rubbish PCM 1.5.9

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