SESSION 1
Learning objective
To understand who a baddie is in a story
Outcomes
Children describe characteristics of a baddie.
Key vocabulary
baddie, villain, features, personality, adjective
Activities
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Show video clip ‘Night Ninja’ in Disney’s PJ Masks https://www.youtube.com/watch?v=hTLc1BQCNE0
Discuss the following key questions together: What is a baddie/villain? What qualities/characteristics does a
‘baddie’ have? Can you think of any TV programmes/films/other stories that have a baddie in them?
Who is your favourite baddie? Why?
The children discuss their favourite baddie in pairs, bearing in mind the questions above, before feeding back.
Teacher to model drawing a picture of their ‘favourite’ baddie (could even dress up as one!) e.g. Night Ninja and label
their features and characteristics/personality e.g. wears a mask, dark colours, comes out at night, does mean things
(could explain what mean things), sneaky, unkind. Create working wall for vocabulary.
Children to draw a picture of their own favourite baddie and annotate with features and characteristics.
Plenary: Choose some children to share their drawings and notes with the rest of the class. What makes them a
baddie? Which features do these ‘baddies’ have in common? Do baddies always stay bad?
Teacher guidance
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Be aware that some children may have watched age inappropriate films/TV programmes with superheroes/villains.
● Some children may need help in choosing a ‘baddie’ or villain to write about, guide them towards books/fairy tales
that have been read/shared in the classroom.
Resources needed
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Curriculum coverage
Reading
● 1a draw on knowledge of vocabulary to understand texts
Video clip ‘Night Ninja’ in Disney’s PJ Masks https://www.youtube.com/watch?v=hTLc1BQCNE0
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1b identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
● 1d make inferences from the text
● 1e predict what might happen on the basis of what has been read so far
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Writing
● Re-read what they have written to check that it makes sense.
● Discuss what they have written with the teacher or other pupils.
GPS
● Use a capital letter for names of people.
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SESSION 2
Learning objective
To form an opinion of a character and justify it
Outcomes
Children use the text to make inferences and predictions about Manfred’s character, and justify their opinions.
Key vocabulary
baddie, villain, goodie, features, personality, adjective, full stop, capital letter, suffix
Activities
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Show the children the picture of Manfred the Baddie from page 1 of the book. (Do not yet show the text.) – see
Teaching slides or use the book.
Ask: What does the character look like? Do you think he is a good/nice man? Why/why not? Discuss in pairs words
to describe the character.
Invite children to share their ideas and teacher to annotate the copy on the board with some of their ideas.
Give the children their own copy to annotate.
Display the questions Do you think he is a goodie or a baddie? Why do you think this? and read together (see
Teaching slide). Ask the children to give reasons for their opinions and model writing as a sentence, reminding the
children of the need for capital letters and full stops, on the board e.g. ‘I think he is a ‘baddie’ because he has sharp
teeth.’ Children to write their own sentence(s) stating their opinion.
Plenary: Reveal the lines of text ‘Manfred the Baddie was the baddest baddie of all.’ that appear underneath the
illustration and read together. Ask Is this what you expected? What does the use of the word ‘baddest’ suggest?
Show the children the front cover of the book. Ask: Why do you think the ‘T’ is being lifted? Who are the people on
the bike? What are they doing? What do you think might happen in the story? Children can Think, Pair and Share
ideas. Record predictions as a class on the working wall to revisit at the end of the unit should you wish to.
Teacher guidance
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Do not worry if children suggest at this stage that Manfred may in fact be a goodie, as it is more important that they
are able to justify their ideas and opinions and make predictions.
Resources needed
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Teaching slide 2: Illustration of Manfred the Baddie from page 1 of the book (without text)
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Teaching slide 3: Questions
● Teaching slide 4: page 1 of the book including text
● Teaching slide 5: front cover of the book
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Curriculum coverage
Reading
● 1a draw on knowledge of vocabulary to understand texts
● 1b identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
● 1d make inferences from the text
● 1e predict what might happen on the basis of what has been read so far
Writing
● Pupils should be taught to write sentences by saying out loud what they are going to write about.
GPS
● Leave spaces between words.
● Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.
● Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’.
● Understand that Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g.
helping, helped, helper).
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SESSION 3
Learning objective
To describe a character in a story
Outcomes
Children write a WANTED poster for Manfred the Baddie, to inform the public of his features, characteristics and
actions.
Key vocabulary
henchmen: helper or supporter of a villain; inventor; diabolical: bad or unpleasant; art gallery; piracy: robbery by boat
Activities
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Teacher guidance
Read page 1–10 of the story. What bad things does Manfred do?
On page 2 stop and ask What is happening here? What time of day is it? How do you know?
On page 4 stop and ask: Why does a baddie need a hideout? Why would this be a good hideout for Manfred?
On page.6 stop and ask: Do the henchman look happy? How are the pilots feeling?
On page 8 stop and ask: What do you notice about the faces on the paintings?
On page 10 stop and ask: What are the people on the boat doing? (having a party), What is Manfred taking from
them?
Revisit annotations made in the previous lesson. What picture do we get of Manfred?
Hot-seating – invite a child or teacher/TA to take the ‘hot-seat’ in character as a person who witnessed the crime.
Children take turns being the policeman, and ask them questions e.g. Where did the theft happen? What did the
thief look like? What time was it? What do you think he took?
Teacher model writing a WANTED poster for their favourite baddie from session 1 (see Teaching slides).
Based on the information they have, the children use the WANTED poster template (see Pupil resources) to create
their own WANTED posters based on Manfred, to inform the public of who he is and what has happened.
The words and phrases - ‘henchman’, diabolical’, ‘raided’, ‘conducted acts of piracy’ will probably need explaining to
most children.
● Extracurricular opportunity – art, art galleries, portraits, famous artists.
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Resources needed
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Session 3 Pupil resource: WANTED poster template for writing
● Teaching slide 6: a copy of the WANTED poster
● Teaching slide 7: model WANTED poster based on ‘The Big Bad Wolf’
● Teaching slide 8: Success Criteria for a WANTED poster
Curriculum coverage
Reading
● 1a draw on knowledge of vocabulary to understand texts
● 1b identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
● 1c identify and explain the sequence of events in texts
● 1d make inferences from the text
● 1e predict what might happen on the basis of what has been read so far
Writing
● Write sentences by:
● saying out loud what they are going to write about
● composing a sentence orally before writing it
● sequencing sentences to form short narratives
● re-reading what they have written to check that it makes sense
● discussing what they have written with the teacher or other pupils
● reading aloud their writing clearly enough to be heard by their peers and the teacher.
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SESSION 4
Learning objective
To develop an understanding for the motives of a character
Outcomes
To develop an understanding, through simple debate, of why people might steal things.
Key vocabulary
baddie, villain, stealing, robbing
Activities
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Display the sentence ‘He would ______ them away to his hideout’ (see Teaching slide). Can you remember what
word went here? What do the children think it means in this context? Show the children ‘whisk’. What other words
can you think of that start with the ‘wh’ phoneme? Use the slide to complete the quick activity to find the real and
nonsense ‘wh’ words.
Look at the ‘blueprint’ illustrations from the beginning of the story alongside the actual illustrations of the inventions
in the book. Children to match each blueprint design with the real picture. What job does each machine do? What
are the different parts for? Annotate the pictures on the board.
What is it called when we take something that doesn’t belong to you? Why do people steal things? Is it ever ok to
steal? How would you feel if someone stole something from you?
Ask the children to be honest and think about whether they have ever stolen something, however small, e.g. a sweet
from their brother/sister/friend, taken a pen or pencil that somebody was using. Have you ever borrowed something
without asking? Is this stealing? Why do people steal?
Hot-seating – invite a child or teacher/TA to take the ‘hotseat’ in character as Manfred (could dress up to add
authenticity!). Children take turns to ask ‘him’ questions e.g. What else might you rob? Why? How will you do it?
In pairs discuss all the different reasons why Manfred the Baddie might have wanted to steal things.
Ask the children: Is it ever ok to steal? Stand in different places in the classroom to indicate ‘yes’, ‘no’ or ‘unsure’.
Invite children in each section to give their opinion. Model structuring answers e.g. I think… because… I disagree
with…
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After the discussion, ask if anyone has changed their opinion and wants to move places. Refer back to Manfred and
his motivation now. Have the children changed how they feel about him or not?
Teacher guidance
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Teacher to assist/moderate the debate to maintain a structure and a constructive argument.
● Cross-curricular link DT: children could design and make their inventions for helping Manfred to steal (or later, after
reading more of the story to help fix things/help people), using junk modelling materials, cardboard boxes/tubes etc.
in an art lesson and/or explore moving parts in a DT lesson.
● Cross-curricular link History: children could learn more about famous inventors and their inventions.
Resources needed
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Curriculum coverage
Reading
● 1a draw on knowledge of vocabulary to understand texts
● 1b identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
● 1c identify and explain the sequence of events in texts
● 1d make inferences from the text
● 1e predict what might happen on the basis of what has been read so far
Teaching slide 9: ‘wh’ words
● Teaching slide 10: illustrations of blue prints
● Teaching slide 11: opinion prompts
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SESSION 5
Learning objective
To explore the thoughts and feelings of characters in the story
Outcomes
To write speech bubbles, to record a character’s thoughts and feelings.
Key vocabulary
tourist: a person who is visiting a place of interest; speech bubble; caption; exclamation mark; sound effect
Activities
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Teacher guidance
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Starter: Circle all the words that need capital letters in the sentence below (see Teaching slide).
last monday, manfred raided an art gallery in london.
Afterwards, ask why do they need them? How do they help the reader? (they often show the most important or
prominent words for meaning in the sentence, which helps the reader understand)
Look at the illustrations page 3–8. Why are there pictures in smaller boxes on these pages? (to show time
progression/to move the story on).
Study the captions/speech bubbles. What are they for? How has the author shown how characters are
thinking/feeling? What types of punctuation can you see? Why is some of the text in capital letters? Why has the
author used sound effects?
Look at the expressions on the various people’s faces e.g. Manfred, the henchman, the pilot, tourists in the art
gallery, passengers on the ship. In small groups, create freeze frames for each of the scenes. Teacher to ask certain
people in the groups what they are thinking/feeling and scribe some of their thoughts and emotions.
Teacher to use the children’s thoughts to model writing speech bubbles for the victims of Manfred’s crimes/other
characters on copies of the text/illustration. Model use of exclamation marks. We would end with an exclamation
mark if somebody was shouting or to emphasise that somebody has strong feelings. E.g. Hold on to your glasses! He’s
stealing the party!
Give children one of the double page spreads from pages 3–8 for them to add their own speech bubbles.
Encourage children to write different thoughts and feelings for different characters e.g. not just ‘Help!’. The drama
work should help with this.
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Resources needed
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Copies of book pages 3–8 for the children.
● Teaching slide 12: Starter.
Curriculum coverage
Reading
● 1a draw on knowledge of vocabulary to understand texts
● 1b identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
● 1c identify and explain the sequence of events in texts
● 1d make inferences from the text
● 1e predict what might happen on the basis of what has been read so far
Writing
● Say out loud what they are going to write about.
● Compose a sentence orally before writing it.
● Discuss what they have written with the teacher or other pupils.
GPS
● Leave spaces between words.
● Join words and joining clauses using and.
● Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.
● Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’.
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