©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE.

Claude in the City by Alex T Smith

Claude is a small plump dog with a penchant for snazzy berets and a bent for problem solving. Accompanied by his

sidekick Sir Bobblysock, he ventures into the city in the first of two episodes, followed by a second involving a visit to the

hospital. These delightful stories are a fabulous introduction to longer illustrated stories; children will be able to enjoy a

wide range of adventures through the other books in the series

Overall learning aims of this teaching sequence.

To discuss themes and issues that arise, making connections with their own lives

To explore and develop ideas through talk and to listen to each other’s responses

To develop creative responses to the text through drama, play and artwork

To write in role in order to explore characters and events

To compose and perform own poetry

This teaching sequence is designed for a Year 1 or Year 2 class.

Overview of this teaching sequence.

This teaching sequence is approximately 4 weeks long if spread out over 20 sessions. The text offers opportunities to explore humorous, simply patterned stories that children can use as models for their own stories.

National Curriculum 2014

Reading (Comprehension):

Listen to, discuss and express views about books at a level beyond that which they can read independently;

discuss the significance of the title and events;

link what they hear or read to own experiences;

explain understanding of what is read;

discuss the sequence of events in books and how items of information are related;

discuss favourite words and phrases;

answer and ask questions;

predict what might happen on the basis of what has been read;

draw inferences on the basis of what is being said and done;

participate in discussion about what is read, taking turns and listening to others;

express views about reading.

Writing (Composition / Vocabulary, Grammar and Punctuation):

Draft and write by noting ideas, key phrases and vocabulary, and composing and rehearsing sentences orally;

sequence sentences to form short narratives;

write for different purposes including about fictional personal experiences, poetry, non-fiction and real events;

reread and evaluate writing to check it makes sense and make simple revisions;

read writing aloud with appropriate intonation to make the meaning clear;

use new and familiar punctuation correctly;

use sentences in different forms;

expand noun phrases to describe and specify;

use past and present tense correctly and consistently;

use simple conjunctions to link subordinate and co-ordinating clauses.

Speaking and Listening:

Listen and respond appropriately to adults and peers;

ask relevant questions to extend knowledge and understanding;

consider and evaluate viewpoints, attending to and building on the contributions of others;

participate in discussions, performances, role play, improvisations and debate about what has been read;

use spoken language to develop understanding through imagining and exploring ideas.

Cross Curricular Links Maths:

Telling the time

Measuring head circumference to fit berets

Counting in two’s using pairs of socks

Data Handling – shoe sizes for socks, favourite types of exercise

Measuring – standard and non-standard units of measure for things that are ‘enormous’ and ‘titchy’

©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE.

Art and Design:

Investigate a variety of Art and Artists that Claude may have seen at the Museum. You may wish to focus on: Sculptors: Classical, such as: Michelangelo, Donatello and Modern, such as: Giacometti, Barbara Hepworth, Henry Moore Portraiture: The National Portrait Gallery has lots of examples, for example classical portraits that depict power: http://www.npg.org.uk/whatson/display/2014/favourites-art-and-power-1600-1800.php You can also look at more modern and abstract pieces by Picasso, Van Gogh, Julian Opie

Use these to create your own inspired art for a class art gallery. Children can name and write description cards for their pieces.

Design and Technology: Design and make:

A sock friend for Claude

An alarm using circuits with buzzers to protect a sculpture at the museum

A trap for the robber

11 o’clock biscuits Music:

Create city Soundscapes using voice sounds, instruments and body percussion to encapsulate the busy city scene. Science:

Investigate the best materials for making socks and berets

Name and label parts of the body on a doctor’s diagram

Investigate basic needs of humans to stay healthy – healthy food, exercise etc.

Create a role play doctor surgery

Geography:

Discuss and name physical features of the city, how does it contrast to the countryside or seaside? You could explore other texts such as Claude in the Country and Claude on Holiday to compare and contrast features.

Make a map of Claude’s city. Use a key to demarcate buildings like the museum and hospital. P.E.:

Talk about and explore ways of keeping healthy and exercising to look after our bodies.

Investigate change in heart rate after exercising; use stethoscopes to listen to heart beats, take pulses.

Computing:

Take photos of children’s artwork to create an online Art collection as part of your school website.

Take a virtual tour of an art gallery

Personal, Social and Emotional:

Talk to the children about Claude’s ‘little white lie’ – Was he right to pretend to be the doctor? Discuss whether it is ever acceptable not to tell the truth.

Discuss medicines as part of health and safety awareness. Why do they have child-proof caps?

Teaching Approaches

Role on the Wall

Drama and Role Play

Storymapping

Visualising

Shared writing

Writing Outcomes

Character descriptions for sock friends and Claude

City Poems

Storymapping

Postcard in role

Guide Book for the Museum

Newspaper Reports

Doctor’s report

Own Claude story in an alternative setting

Links to other texts and resources: Other books by Alex T Smith: Claude at the Circus Claude in the Country Claude on Holiday Claude in the Spotlight

http://www.npg.org.uk/whatson/display/2014/favourites-art-and-power-1600-1800.php

©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE.

Claude on the Slopes Hector and the Big Bad Knight Home Ella Primrose Eliot, Midnight Superhero (with Anne Cottringer) Foxy and Egg Catch Us if You Can Can Foxy Tales: The Cunning Plan (with Caryl Hart) Foxy Tales: The Road to Fame and Fortune (with Caryl Hart)

Links to other resources on the Power of Reading Website

Claude profile sheet

City illustration

Postcard writing frame

Weblinks:

A city soundscape can be found at: http://www.youtube.com/watch?v=LZbEIxhiJRM

Video of a city such as London: http://www.youtube.com/watch?v=8QANU2VWNTQ

Alex T Smith’s Blog: http://alextsmith.blogspot.co.uk/ *All weblinks here and throughout the sequence were last accessed September 2014

Teaching Sessions

Prior to teaching this sequence:

Have a Big Book already made-up to use as a class reading journal. This should be added to as the story is read together. Use shared writing to write in children’s comments as well as adding individual responses.

Prepare a large wall display so that the story can be plotted on a ‘map’ as Claude makes his journey to and from his home; large sheets of squared paper would be ideal to make this more of a geographical map to plot Claude’s journey around the City. You could also make a model city from construction, small world or junk modelling materials.

Session 1: Response to Illustration, special questions and Role on the Wall Learning Objectives: Children draw inferences on the basis of what is being said and done Children consider and evaluate viewpoints, attending to and building on the contributions of others Children use spoken language to develop understanding through imagining and exploring ideas

On an interactive whiteboard (IWB), show the class an enlarged picture of the city scene at the beginning of the text. Ask them to look at the picture and talk about what they see, then encourage them to respond and predict with questions such as:

What is happening in this scene?

Who do we think this is? Who is with them?

Where is this character going? Why do you think they are going there?

If the character was speaking what might they be saying?

Use an outline of the character to record initial perceptions about the character and questions that they want to ask about them on a role on the wall activity.

Leave the inside of the character blank to build up our knowledge of them as the text is explored.

Read the text, up to Page 9. Come back to the role on the wall. What things that we thought are confirmed or questioned by what we have read.

Think about the other characters that are mentioned and how they are portrayed. Why do we only see Mr and Mrs Shinyshoes’ legs and feet? Do you think they are really called Mr and Mrs Shinyshoes? Explore the fact that because this is Claude’s story, we are going to view everything, including the other characters, from his point of view.

Complete own character profiles of Claude around an illustration of him (see resources).

http://www.youtube.com/watch?v=LZbEIxhiJRMhttp://www.youtube.com/watch?v=8QANU2VWNTQhttp://alextsmith.blogspot.co.uk/

©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE.

Session 2: Introducing the book, book talk, reading aloud and response to illustration Learning Objective: Children listen to, discuss and express views about books at a level beyond that which they can read independently Children ask relevant questions to extend knowledge and understanding Children draw inferences about a character on the basis of what is being said and done

Read up to page 9. Think about Claude’s best friend, Sir Bobblysock. Why might he be a good friend for Claude?

In a circle time activity, think about your good friends; what makes a good friend? What sorts of things are important to being a good friend?

Look at the illustration showing Claude’s daydream on page 11. What adventures do you think Claude and Sir Bobblysock will have? Where will they go? What will they do there? Use art materials to create a scene of Claude and Sir Bobblysock on one of their adventures. Where are they? What are they doing? Write about the adventure you have drawn, stick these in a scrapbook which can be displayed as Claude and Sir Bobblysock’s photo album cataloguing the adventures they have together.

Session 3: Learning Objectives: Children listen to, discuss and express views about books at a level beyond that which they can read independently Children ask relevant questions to extend knowledge and understanding Children draw inferences about a character on the basis of what is being said and done

Show the children the illustration on page 15, without exploring the text. Where are Claude and Sir Bobblysock going? How do you know? What do you think they will do there? What will it be like? What can you see, hear? How does it feel to be there? You could add audio whilst viewing the illustration to enhance thinking. A city soundscape can be found at: http://www.youtube.com/watch?v=LZbEIxhiJRM

Watch a video of a city such as London: http://www.youtube.com/watch?v=8QANU2VWNTQ

Have children record on strips of paper, something they could see, hear or how the city makes them feel. Pick some of the strips to arrange into a free verse to encapsulate the sense of the city, e.g. People rushing everywhere, Cars beeping, lights flashing. Buildings reaching to the sky, Such a lot to see and do!

Have the children use this as inspiration to write their own city verses. You may also wish to refer to the work of Kathy Henderson. Poems such as This is the city and Out in the city will also provide good models.

Sessions 4 & 5: Rereading, Storymapping, sequencing events, retelling and writing in role – postcard Learning Objectives: Children discuss the significance of the title and events Children discuss favourite words and phrases Children discuss the sequence of events in books and how items of information are related Children can retell a known story in sequence, using story language Children can write a recount based on a fictional first person experience

Read from page 12-29. Use large squared paper to draw a geographical map of the city Claude and Sir Bobblysock visit. Draw in the roads and then use a colour key to mark the buildings mentioned. Cut out character pictures of Claude and Sir Bobblysock to position on the map and track their journey so far. You could use the red dots used in the texts to show Sir Bobblysock’s movements to track their journey from place to place Discuss the different shops mentioned. What other shops might they see in the city?

Write a postcard back to Mr and Mrs Shinyshoes to tell them about your trip to the city so far. Where have you been? What have you been doing? What did you enjoy most? How will you describe it so that the person reading knows what it is like? Model the conventions and features of postcard writing through Shared Writing.

Talk about the writing process and explain that the children will be having a first go at their writing – a draft.

Model how to re-read writing aloud after finishing and see if there is anything that does not make sense, e.g. missing words or incomplete sentences or anything we can do to make the writing more informative or descriptive for the reader, e.g. adding adjectives for description or expanding sentences to give extra information.

You could either go back to the original piece of Shared Writing for this or, use a child’s work with their agreement – it is good if you have access to a visualise or a large copy for this so everyone can see the writing.

Explain and demonstrate how to revise work – this is not a complete re-write but may be adding words or changing

http://www.youtube.com/watch?v=LZbEIxhiJRMhttp://www.youtube.com/watch?v=8QANU2VWNTQ

©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE.

sentences in a different colour on or around the work.

Encourage the children to return to their own work to check that it makes sense, the meaning is clear and it is punctuated. Get them to follow the modelled session and see if there is anything they would like to revise, such as adding an adjective or making a sentence more detailed.

When the children are happy with their work they can present on a postcard writing frame (see resources) and display.

Sessions 6 & 7: Persuasive Writing Learning Objectives: Children listen to, discuss and express views about texts at a level beyond that which they can read independently Children explain understanding of what is read Children write for different purposes including about fictional personal experiences, poetry, non-fiction and real events Children reread and evaluate writing to check it makes sense and make simple revisions

Read to the end of page 39. Discuss what Claude has seen and done in the gallery. Ask the children about their experiences of visiting a gallery or special place. What can you do there? What do you need to know?

Talk about the guide book that was given to Claude by the helpful person at the reception desk. What might the guidebook tell him?

Think about headings that could be in the guidebook to sort information for Claude, such as: o Our Sculptures o Our Paintings o Map o Our Café o Facilities

Talk about what each of the headings mean. What could you write to share information about the gallery to visitors. Model how to write persuasively to entice visitors to see the collections of art and use the facilities, such as: Our café serves a wonderful range of delicious treats for you to enjoy. Come and sip on a cool glass of homemade lemonade and try our freshly baked cupcakes for a teatime treat!

Have children draft and edit their paragraphs, then write up into a folded paper visitors guide, using different folding techniques:

Session 8: Hot-seating, and composing Learning Objectives: Children consider and evaluate viewpoints, attending to and building on the contributions of others Children participate in discussions, performances, role play, improvisations and debate about what has been read Children ask relevant questions to extend knowledge and understanding, orally rehearsing and writing them as interview questions

Explore the illustration on pages 40 and 41. What do the children think is happening here? Who are these new characters? How could we describe the lady in the mask if we wanted to tell others about her?

Freeze frame the scene in groups of 4 with children on the role of Claude, the masked lady and the two guards.

Use thought tracking to elicit from the children what they think their character is thinking or saying at this moment.

Make wanted posters for the masked lady to describe her and tell the public what to do if they find her or the missing sculptures.

Present these for display.

Session 9: Hot-seating, composing questions Children consider and evaluate viewpoints, attending to and building on the contributions of others Children participate in discussions, performances, role play, improvisations and debate about what has been read Children ask relevant questions to extend knowledge and understanding, orally rehearsing and writing them as interview questions

Read to the end of the story. Tell the children that they will be taking part in a police press conference about the attempted robbery at the museum and Claude catching the robber. You could assign a police commissioner, the two security guards, the museum manager, the robber, the mayor and Claude.

Think of questions you would like to ask these people about the event that took place in the museum. You may need to scaffold these by asking some questions yourself, e.g. (To the museum manger) ‘How did you feel when you were

©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE.

told the robbery was taking place?’ (To the robber) ‘Why did you want to steal the sculptures?’

Have the children write out their best questions on sentence strips to take to the police conference and ask the people.

Have children working in role as the identified people, using props or simple costumes to assign roles and the others asking their questions that they have composed.

Summarise the information gleaned in simple notes for display.

Sessions 10-12: Shared reading and writing – front page newspaper article Learning Objectives: Children listen to, discuss and express views about texts at a level beyond that which they can read independently Children explain understanding of what is read Children write for different purposes including about fictional personal experiences, poetry, non-fiction and real events Children reread and evaluate writing to check it makes sense and make simple revisions Children use past and present tense correctly and consistently

Prior to these sessions, you will need to prepare a range of resources to support the children in formatting and presenting their front page newspaper articles. This might include large paper on which to stick large strips of paper for newspaper names and headlines, rectangles for illustrations/photographs with captions, a range of writing and drawing materials, digital cameras, word-processing or publishing software and printers. Ensure the children are able to access the information from yesterday’s press conference.

Look at a simple newspaper story, e.g. from First News and look at the basic features; headline, date, story, photograph, caption.

Discuss what the news story is about – Claude stopping the robber. Ask the children to work in pairs to orally compose their own headline that might summarise this on whiteboards.

Through shared writing, write a headline for your prepared front page report then discuss how the story will be reported to tell people:

o What happened o When it happened o Where it happened o Who was involved

Support the children in sequencing the events and recounting them in a newspaper report.

Through shared or group writing, go on to model the piece, possibly including a quotation from the Mayor expressing his thanks or the robber expressing remorse.

Children then draft their own versions of the story.

Help the children to revisit the writing with response partners to check that it makes sense, the meaning is clear and it is punctuated. Children can offer peer support in evaluating the compositions and suggesting simple revisions.

The children can then present this extended piece of writing on paper, or the whole process can be facilitated using word-processing or publishing software and digital media.

Finished newspaper reports can be published neatly and displayed.

Session 13: Reading Aloud, working in role, responding to illustration. Learning Objectives: Children are able to use appropriate vocabulary to describe a character. Children are able to write descriptions of a character.

Explain to the children that there is a second Claude adventure in the book which will take place somewhere else in the city. Invite children to predict where this might be and what might happen there.

Read from the start of Part 2 on page 48 to the illustration on pages 48-49.

Look carefully at the people in the waiting room; imagine you are the doctor and pick one character to say what you think is wrong with them and how you think it could be cured, you could have a stethoscope and doctor’s coat ready for children to come and talk in role about the patients.

Encourage children to write a diagnosis and treatment on the medical pad.

Session 14: Exploring dilemmas – Conscience Alley Learning Objectives: Children consider and evaluate viewpoints, attending to and building on the contributions of others

©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE.

Children participate in discussions, performances, role play, improvisations and debate about what has been read

Read up to page 71. Look at the illustration of Claude on this page. What is his expression telling us?

Discuss what the children think of Claude’s actions. What should he do now?

Ask the children whether they think Claude should tell the nurse that he isn’t really a doctor. What could happen if he does or doesn’t tell the truth?

Conduct a conscience alley with those children who think he should tell the truth on one side of the line and those who think he should keep pretending on the other side. Have a child in a white coat and stethoscope walk down the line, as Claude, listening to the reason why he should or shouldn’t confess. Claude then reveals his choice, recalling which statements were the most influential and why.

Write a note to Claude to say what you think he should do and why. If there is time, have the children swap notes and answer each other’s in role as Claude.

This could link to further PSHE sessions on drugs education and moral dilemmas such as telling a lie so as to escape punishment.

Sessions 15: Reading Aloud and Booktalk - Tell Me Learning Objectives: Children discuss the sequence of events in books and how items of information are related

Read the rest of the story. Do you think Claude did the right thing in the end? Why or why not?

Talk about the book as a whole; using the ‘Tell Me’ grid as a framework for discussion: - What did you like and/or dislike? - Did anything surprise you? Why? - Did you find anything particularly interesting? Why? - Did the story remind you of anything in real life or in other stories?

Through modelling, describe your favourite part of the story. Provide the children with an oral scaffold for example: the most memorable part of the story was... because...; my top moment in the story was... because... and in pairs ask them to identify their favourite part of the narrative. Encourage children to give reasons for their choices and invite some children to share these.

Come back to the role on the wall. What other words and phrases can we add to describe Claude now that we know more about him?

Invite the children to draw and describe their favourite part of the story. Model how to do this, orally rehearsing before writing, considering spelling and punctuation.

Encourage children to revisit writing with a partner to check that it makes sense, the meaning is clear and it is punctuated.

Publish the reviews in a class anthology and display prominently in school, alongside a display of Alex T Smith’s authored and illustrated books as an author recommendation display. Invite other children and class teachers to add to the reviews and recommendations.

Sessions 16 & 17: Storytelling and preparation for writing – a new Claude adventure. Learning Objectives: Children can retell a story in sequence, using story language. Children draft and write by noting ideas, key phrases and vocabulary, and composing and rehearsing sentences orally Children sequence sentences to form short narratives

Talk again about the two Claude adventures that have been explored. What was similar? Different?

Use storymapping to recall events in one of the adventures and have the children make their own storymap to summarise key events in the other adventure. Is there a pattern to these stories? (Claude and Sir Bobblysock sneak off somewhere while Mr and Mrs Shinyshoes are out, something bad happens, Claude saves the day and gets home in time for Mr and Mrs Shinyshoes coming back).

With the class, discuss where else Claude could go. Refer back to the daydream illustration on page 11 and to the ideas they had for Claude’s photo album. Take a shared setting such as ‘in Space’ or ‘at the seaside’ and share ideas for what disaster could happen in the setting and how Claude could save the day.

Children go on to work independently or in pairs to storymap ideas for their own Claude story in this setting, adding words and phrases to their maps to record ideas such as character names, setting descriptions, key events and speech bubbles.

©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE.

Session 18: Drafting writing Learning Objectives: Children write for different purposes including about fictional experiences, poetry, non-fiction and real events Children reread and evaluate writing to check it makes sense and make simple revisions

Through shared writing, model writing a sequel adventure using the storymap from the previous session. Think about good ways to begin the story, and develop the action by introducing the dilemma. Think carefully about how to end the story by Claude saving the day and getting home to Mr and Mrs Shinyshoes.

Talk about the writing process and explain that the children will be having a first go at their writing – a draft. Explain that this will not be the finished piece and they will be able to come back to it to change and improve parts.

Children draft their own Claude adventure.

Sessions 19 & 20: Re-Drafting and Publishing Writing Learning Objectives: Children reread writing to check it makes sense and make simple revisions. Children are able to write a published book.

Model how to re-read writing aloud after finishing and see if there is anything that does not make sense, e.g. missing words or incomplete sentences or anything we can do to make the writing more informative or descriptive for the reader, e.g. adding adjectives for description or expanding sentences to give extra information. You could either go back to the original piece of Shared Writing for this or, use a child’s work with their agreement – it is good if you have access to a visualise or a large copy for this so everyone can see the writing. Explain and demonstrate how to revise work – this is not a complete re-write but may be adding words or changing sentences in a different colour on or around the work. Encourage the children to return to their own work to check that it makes sense, the meaning is clear and it is punctuated. Get them to follow the modelled session and see if there is anything they would like to revise, such as adding an adjective or making a sentence more detailed.

Use bookmaking or an ICT publisher to create a final published piece. Ideas for different book making techniques can be found in Get Writing! (Ages 4-7) by Paul Johnson (A&C Black). Give time for children to present their writing and accompanying illustrations, in the style of Alex T Smith.

Display the books in the class reading area or another prominent community space so that they can be read by others.

Word Reading and Transcription (National Curriculum 2014)

Use and Application of Phonics and Spelling The following words could be used to exemplify learning at phonic phases: Phase 2: sock, dog, pot, bed, sad, sick, fuss, well, pins, ill, hot, fuss Phase 3: shops, chop, chip, cocktail, air, coat, art, room, job, soon, light, hung Phase 4: drop, plump, jumper, best, smells, lunch, bump, crash, milk, dunk, faint Phase 5: Alternative graphemes: /ai/ day, beret, amazed, safely, waiting, faint /ee/ taxi, friendly, he, noisy, clean, beady, grubby, gallery, tummy, bumpy /igh/ inside, eyes, guide, light /oa/ bones, window, so, groaning /oo/ juicy, shoe, loo, soon, room, tattoos /oo/ (Short) butchers, look /ur/ thirsty /or/ door, poorly /ow/ shouted, clouds /e/ bed, head, deaf, breath Alternative pronunciations: /c/ decided, city

©The Centre for Literacy in Primary Education. You may use this teaching sequence freely in your school but it cannot be commercially published or reproduced or used for anything other than educational purposes without the express permission of CLPE.

Storytelling Language: Every morning… As soon as… Then… One morning… First… Next… By eleven o’clock… Now… So… Suddenly… Soon… We’ll have to find out in the morning

High Frequency Words: a, was, in, the, he, not, go, by, with, who, were, nothing, one, them, so, like, is, some, such, much, up, are, any, they, than, their, through, there, could, would, don’t, from, people, have, of Compound words: guidebook, wheelchair, rollerskates, cupboard, everything, plywood, deckchair, clipboard, teapot, headlocks,

Spelling:

‘-ly’ suffix ‘-ed’ suffix ‘-ing’ suffix

simply + ‘ed’ double consonant then +‘-ed’

-e then + ‘-ed’

change y to i then + ‘-ed’

simply + ‘-ing’

double consonant then + ‘-ing’:

-e then +’-ing’

secretly walked planned decided hurried trying shopping dangling

shyly peeped spotted amazed carried saying setting

closely shouted prodded exploded decided feeling running

slightly stretched popped saved looking knitting

helpfully disappeared dropped snuggled standing

suddenly ordered closed pointing

importantly discovered poked carrying

poorly interested skated pretending

safely looked arrived rushing

haughtily collected grumbled flashing

apparently whisked wrinkled waiting

busily joined rummaged feeling

quickly sniffed solved hanging

wheeled behaved wearing

reached groaning

twirled fainting

rushed wondering

hauled starting

bumped talking

finished

clattered

helped

dunked

started