11th December - Whiffy Wilson: The Wolf Who Wouldn't go to Bed

Our new English lesson plan is based on Whiffy Wilson: The Wolf Who Wouldn't go to Bed by Caryl Hart. You can buy the book for your class here

Many thanks to Maddy Barnes, Assistant Head Teacher at Sacred Heart Catholic School and English Consultant.

English Grid

Objective to be taught



By the end of year 2, pupils should be familiar with the terminology: noun; adjective and verb

This text tells the story of Whiffy Wilson who believes that bedtimes are boring. There are a wealth of opportunities for reading, writing and drama within this book. Teachers could ask a range of comprehension and inference questions; provide plenty of writing opportunities and also explore drama techniques such as ‘conscience alley’ where pupils make an alley and Whiffy Wilson walks down the middle. Pupils on one side encourage him to go to sleep and those on the other give reasons for staying up.

This high quality text can also be used as a vehicle to teach the year 2 grammar appendix – nouns, adjectives and verbs.

How to teach grammar in a context:

There was a young wolf called Wilson
Who stayed up late at night.
He played with all his toys
Until the early morning light.

Teachers could display this opening paragraph and ask pupils to identify the verbs on flipchart paper.  As the teacher continues to read this book, pupils could add verbs to their flipchart. Depending on the ability of the pupils, teachers could allocate some pupils to collect verbs and others to collect nouns.

It would be interesting to focus on some verbs that can also be nouns – for example ‘play’. Teachers could ask pupils to use ‘play’ in a sentence as a verb and then as a noun. This could be repeated with other verbs/nouns: thought; walk; love; kiss; sleep; laugh; grin and dream.

Teachers could model: I went for a walk. I can walk to the shop.

NC objectives:

Y1 pupils should be taught to:

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

  • discuss what they have written with the teacher or other pupils

  • read aloud their writing clearly enough to be heard by their peers and the teacher. 

Pupils are expected to plan- write-draft their writing. At year 1, the planning process should involve pupils saying their sentence out loud before they write it. Once they have written their sentence, they should re-read it to check that it makes sense. Y1 pupils need to develop positive habits when writing. This text will be an excellent stimulus for Y1 pupils as there are many events to sequence and pupils will ‘know Whiffy Wilson’ after reading the book.

After they have written their sentences, Y1 pupils should be encouraged to read their sentences out loud to their teachers and their peers.

Teachers could provide pupils with some pictures from the book to remind them of the main events. Y1 pupils should be able to write some independent sentences about this text.

Less able pupils could have a series of sentences to sequence:

Whiffy did not want to go to bed.
Dotty helped Whiffy tidy up.
Whiffy had a warm bath.
Whiffy dreamt about space.
Whiffy made Dotty some breakfast.



Assessment, Computing and ICT, Geography, History, Mathematics

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