In the back of many books, there are often adverts for other stories.Tell them that he normally sits in his space (point to the empty chair) and that he was there yesterday, but he isn't there today. Hopefully someone will make up a reason why "Paul" isn't in today. Continue like this for a while, with the children explaining where he is.Argue with them, saying that you have heard differently. Finally, say that as Paul is missing, we will have to make some missing person posters, explaining who Paul is (with a picture so others can identify him!Before the lesson, put a chair in an empty space in the classroom.For the purposes of the lesson, pretend that this space is where "Paul" normally sits. They will probably look at you as though you are mad, but continually ask them where "Paul" is today.I suggest trying different approaches throughout the year to help the children discover what methods work best for them. Read "The True Story of the Three Little Pigs" (by Jon Scieszka) with the children.While they are looking after the mascot, they should write a short story in the book outlining what the mascot has done during its stay with them. When the mascot returns to school, spend some time discussing what it has done and where it has been. A good way of asking children to use their descriptive writing skills is to ask them to invent a new animal.This can be true or the children can make up events (e.g. The class could make a book describing the mascot's travels. The children could then write: Can the children think of a story which describes how the elephant got its trunk? Ask them to describe what it looks like, where it lives, what it does, what it eats etc.), where he was last seen and who to contact if he is found.When these are made, you could post them around the school. Discuss the main characters (Supermoo, Calf Crypton, the BOTS, Miss Pimple's class), and ask the children to produce a new adventure for a series of new Supermoo books.