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by Mick Jackson, illustrated by John Broadley

Resource Pack for Book Groups

& Key Stage 1 Teachers

For any child who has ever wondered what's happening in the world while they’re asleep in their bed… There's a whole world of activity out there – from bakers preparing bread and cakes for our tables and firefighters waiting patiently for a call, to hospitals helping people have babies and caring for those who are ill. There are lorry drivers making deliveries of food, toys and more, and postal workers sorting our mail. There is also wildlife such as foxes foraging, bats flying, and owls hunting for prey. And then around the world there are children who are playing, learning, eating and reading while others are tucked up fast asleep. While You’re Sleeping, opens up a whole world of wonder and imagination for children and provides food for the imagination if they wake in those early hours. Questions for Guided Reading or Whole Class Discussion

• Do the cover and the title give you any clues about the type of story this might be?

• Have you ever been scared of the dark? • What were you scared of when you were little? • Talk about the differences between day and night. What do you like most about

daytime? And night-time? • What did you like about the book? • Was there anything that surprised or puzzled you? • Does it remind you of any other books you have read? • Was there a character or job in the book that you would like to find out more

about? • How well do the illustrations and text work together in this book? What would

happen if you took one of them away? • Do you think there are any important messages in this book? • Would you recommend this book to a friend? Why or why not?

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Activity: Pick a character from the book and find out more about their job and what they do. Write a story about them or from their point of view. Activities and National Curriculum Links Science During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

- asking simple questions and recognising that they can be answered in different ways

- observing closely, using simple equipment - performing simple tests - using their observations and ideas to suggest answers to questions

1. Show the children a selection of equipment to make a circuit: wires, bulbs,

batteries of different sizes, battery holders, switches. What questions would you like to ask about this equipment? How could we find the answers? Children make circuits to light the bulb, and make observations about what they find out.

Pupils should be taught to:

- identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

- describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

1. Talk about animals that you might see in a city and which ones come out at

night. What might these animals eat? What would a fox eat if it didn’t live in the city? Which other animals live ‘out of town’? Sort animals into daytime and night-time animals. Teach the word ‘nocturnal’. Make simple food chains for a nocturnal animal eg owl, fox.

Geography Pupils should be taught to:

- use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

- name and locate the world’s seven continents and five oceans

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1. Compare the town pictures to the countryside pictures. Name the features of each setting and talk about which ones are physical and which ones are human. Hunt for features on different pages and see how many you can spot.

2. Look at the page where the rain feeds the streams and rivers. Discuss the water

cycle. Locate rivers, seas and oceans on a map/ atlas. What is the different between them? Learn the world’s five oceans.

Art Pupils should be taught:

- to use a range of materials creatively to design and make products

- to use drawing and painting to develop and share their ideas, experiences and imagination

- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

1. Explore the use of colour in the book. Which colours have been used in the

book? What effect/ impact does this have? Compare pictures of daytime and night-time. What do you notice?

2. What types of lines, shapes and dots have been used to build up the pictures?

Give children in pairs a different picture and ask them how many they can find. What pictures can you make using lines and dots?

3. Children experiment with different media eg pens, drawing pencils, charcoal etc

and practice making different lines, shapes and dots. Choose an object/ scene to draw and draw it using this technique. Add colour to your picture.

DT Pupils should be taught: Design

- to design purposeful, functional, appealing products for themselves and other users based on design criteria

- to generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups

Make

- to select from and use a range of tools and equipment to perform practical tasks

- to select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

- to explore and evaluate a range of existing products

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- to evaluate their ideas and products against design criteria

1. Make a class mini village. What equipment could we use? Learn how to join

materials. Work as a group to design your house. Write a list (link to English) of all the resources you will need. Make the house and write instructions (link to English) of how to make it.

PSHE Pupils should be taught:

- the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs

- the conventions of courtesy and manners - that in school and in wider society they can expect to be treated with respect by

others, and that in turn they should show due respect to others, including those in positions of authority

1. Talk about people who help us and different jobs people have. Make a list of all the jobs that are mentioned in the book. Can you think of any other people who work at night? Do you know anyone who works at night? How do you think it feels to work when it is dark and everyone else is in bed? How can we show gratitude and respect to the people who look after us and help us?

Notes prepared by Nicola Bragger BEd (Hons) & Laura Keatley BSc (Hons), PGCE