Teacher to:

• remind students about the ‘Creating a play’ sequence
• lead a discussion on the idea of working together
• create a class adjective/adverb word wall using the question “What words could describe working well together?”

Students to:

• join up with a peer and share their character and their journey
• use the two stars and wish protocol to provide peer feedback
• work together to combine their journeys into one journey that both characters will go on together
• use words from the word wall work together to write a new text describing their combined journey
• digitally record this combined journey and add the file to both student’s folders.

In the video the creators of the book reflect on the process of drafting, re‐drafting and receiving feedback from editors. The aim of this lesson is to give students an opportunity to reflect on the value of feedback, about their own and others work, and then work together to create a collaborative work which will form the basis of their play. Their finished product must combine elements from each student’s suggested locations.

You may need to think carefully about which students are assigned to work together as they will need to continue working as partners from this point on.

The ‘Assessment for learning’ website contains key information on using peer feedback strategies with young children. Encourage the use of drafting by your students with this video about Austin’s butterfly.

Completing this activity affords students the opportunity to:

• plan, compose and review a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers (EN1-2A)
• identify and discuss aspects of their own and others’ learning (EN1-12E)
• develop positive relationships with peers and other people (INS1.3)
• identify the ways in which they communicate, cooperate and care for others (IRS1.11).