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A Spelling Seed for I Want My Hat Back


KS: R & KS1

Year Group: Year 1

Literary Theme: Heroes & Villains

Author(s): Jon Klassen


This is a three-session spelling seed for the book  I Want My Hat Back by Jon Klassen.  Below is the coverage from Appendix 1 of the National Curriculum 2014.

Spelling Seeds have been designed to complement the Literary Curriculum by providing weekly, contextualised sequences of sessions for the teaching of spelling that include open-ended investigations and opportunities to practise and apply within meaningful and purposeful contexts, linked (where relevant) to other areas of the curriculum and a suggestion of how to extend the investigation into home learning.

Spelling Seeds work alongside the texts within the Literary Curriculum and, as such, will also reflect the suggested number of weeks spent on a text, as well.


Common Exception Words

has, I, no, my, love

Spelling Rules and Patterns

The /v/ sound at the end of words

Adding the prefix –un


or, ore, aw, au,

air, ear(/ɛə/), ear, are(/ɛə/)

Revision of phase 5

A Planning Sequence is available for I Want My Hat Back.

Planning Sequence Overview:


Questions, speech bubbles, letters, lists

Main outcome:

Story sequel


15 sessions, 3 weeks

Overview and Outcomes:

This is a three-week planning sequence for I Want My Hat Back by John Klassen. After experiencing an engaging starting point of looking at and talking and making predictions about a range of hats, the children read the book. Through role-play, they explore a characters’ feelings. They create a short dialogue between the two main characters. The children write and perform a rap that gives the main character advice. Rabbit then appears in class - he hasn’t been eaten by Bear! The children then have the opportunity to hot seat Rabbit to find out what actually happened at the end of the story after formulating questions. They write a letter to Rabbit making suggestions about what he could do. After receiving a reply from Rabbit the children are asked to help Rabbit pack for the journey. Playing Kim’s Game with items in a suitcase, and then write a packing list. Finally, children plan a sequel called, ‘I Want My Friend Back’. The children create 3 new animals for Rabbit to ask if they have seen Bear. Colour used by the text’s author Jon Klassen to represent each animal speaking is explored and the children then apply this technique to their own writing. Through modelled and shared writing and peer and selfediting, the children write their sequel, ‘I Want My Friend Back’. This planning sequence can be linked to a topic on habitats and creatures inhabiting a forest. It can also be linked to PSHE to explore ideas around friendship, saying sorry and managing powerful emotions such a jealousy and anger.

Synopsis of Text:

The bear’s hat is gone, and he wants it back. Patiently and politely, he asks the animals he comes across, one by one, whether they have seen it. Each animal says no, some more elaborately than others. But just as it he begins to lose hope, lying flat on his back in despair, a deer comes by and asks a rather obvious question that suddenly sparks the bear’s memory and renews his search with a vengeance. Told completely in dialogue, this quirky take on the classic repetitive tale plays out in sly illustrations laced with visual humour and winks at the reader with a wry irreverence that will have kids of all ages thrilled to be in on the joke.


Hats, dressing-up, friendship

View I Want My Hat Back Planning Sequence
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