Then share the text with the class if you have it in print or online. The suggested text introduces seven different fruits (banana, guava, orange, mango, pineapple, avocado and passion fruit; tangerines are mentioned too) which Handa puts in her basket to take to her friend as a surprise, but on the way various animals are tempted by the fruit. This story works well alongside the recipe related to this lesson, Fruit Salad.


After reading: • Talk about each fruit with the children and ask which ones they have heard of or tasted. • Ask the children to help you to find the descriptive words. [e.g. soft, yellow banana, tangy purple passion fruit]. • Which fruits did each animal take? [e.g. monkey: banana, elephant: mango]. • Who got the biggest surprise at the end? [Handa, as her basket is full of tangerines].


Retell the story in different ways: • Role play. The children could make or download masks to help them play the different characters and animals.


• Get the children to create a series of pictures to sequence as an aid to retelling the story or to make their own story maps to reinforce the characters, sequence and events.


Reading – Word Reading


ENGLAND Read words of more than one syllable that contain taught GPCs.


SCOTLAND Explore sounds, letters and words, discovering how they work together.


WALES Respond appropriately to books, considering what they read in terms of content... and the language used.


NORTHERN IRELAND Recognise and notice how words are constructed and spelt.


• Read a suitable book that tells a story about fruit; e.g. Handa’s Surprise by Eileen Browne. • Prepare some picture cards linked to the story you chose.


• Have pictures of fruits from the story (in Handa’s Surprise these are banana, guava, orange, mango, pineapple, passion fruit, avocado and tangerine) in a basket or other container. A download is provided.


Invite one child at a time to pick a fruit picture from the basket: • Ask them to name the fruit. • Get all the children to say the name and clap it.


• The child holding the fruit needs to identify haw many syllables there are in the name of the fruit. [mango – 2; pineapple – 3; etc.]


• Continue until all the fruit names have been explored in terms of syllables. The cards could also be used for other games, such as ‘Snap’ and ‘Pelmanism’.


Reading – Word Reading


ENGLAND Write sentences by: • Saying out loud what they are going to write about. • Composing a sentence orally before writing it . Discuss what they have written with the teacher or other pupils.


SCOTLAND Students explore and play with the patterns and sounds of language and use what they learn.


WALES Begin to write in a conventional way, communicating by using words, phrases and short sentences, linked to familiar patterns.


NORTHERN IRELAND Talk about and plan what they are going to write; organise, structure and present ideas and information.


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