YPO Lesson Plans

LESSON PLANS

is a proud partner of Roald Dahl education EXPLORE resources. MARVELLOUS THEMES INCLUDING: •DESCRIPTIONS •COLOURFUL CHARACTERS • INFORMATION GATHERING These read-along resources include extracts, Literacy and PSHE learning objectives, lesson plans and fun activity sheets!

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Illustrations © QuentinIllustrations Blake © RDNL 2017. For educational use only. Not to be reproduced for commercial purposes. Illustrations © Quentin Blake ‘Captain Hardcastle’ ‘Captain and from andtheSweet-shop’ ‘TheBicycle EXTRACT USED: Listening carefully toothers. PSHE OBJECTIVE: and adjectives towriteengagingdescriptions. nounphrases Identifying andusingexpanded LITERACY OBJECTIVE: THEME:ColourfulCharacters BOOK LESSON PLAN3: from ‘FirstDay’ EXTRACT USED: Understanding theprinciplesofhealthy eating. PSHE OBJECTIVE: sentences. andcomplex create compound Using toidentifyand arange ofconjunctions LITERACY OBJECTIVE: THEME:TuckBOOK LESSON PLAN2: Home’ from ‘Writing EXTRACT USED: Developing self-awareness andlisteningskills. PSHE OBJECTIVE: tostructure text. devices Using organisationalstructure andpurpose. Understanding theterm‘autobiography’, its LITERACY OBJECTIVE: THEME:InformationBOOK Gathering LESSON PLAN1:

www.roalddahl.com @roald_dahl CONTENTS LESSON PLAN5: from ‘TheGreat Plot’and‘MrCoombes’ Mouse EXTRACT USED: constructive feedback. Giving choices. andmakinggood Understanding consequence PSHE OBJECTIVE: and consistently. andusing itcorrectly Identifying thepasttense LITERACY OBJECTIVE: THEME:MakersBOOK ofMischief LESSON PLAN4: YPO PAGE from ‘Chocolates’ EXTRACT USED: Working co-operatively asagroup. PSHE OBJECTIVE: Identifying themesandsummarisingkey ideas. LITERACY OBJECTIVE: THEME:InspirationBOOK LESSON PLAN6: for School’ from theBig ‘Getting Dressed EXTRACT USED: Developing listeningskills. PSHE OBJECTIVE: Writing aneffective description. LITERACY OBJECTIVE: THEME:Descriptions BOOK In associationwith

2 Illustrations © Quentin Blake Continued... and othersare funny –but theywere alltrue! order that events SomeofDahl’stalesare exciting happen. are andstrange, frightening some his life,writteninchronological order. Reinforce that chronology isthepassingoftimein asanautobiography,him. However, thebook of otherswoulddescribe account anindividual’s but tohimthat anumberhimself ofthingsthat madeatremendous impression happened on details.’ ofboring are usually‘fullofallsorts books ontosay that Hegoes thisisnotahistoryof Confusingly, anautobiography ‘Boy’asnotbeing Roald ashesays Dahldescribes that these autobiography• Whose wouldyou like toread? • Have you read any otherautobiographies? • Why doyou thinkRoald Dahlwrote thisbook? • Isthisaworkoffictionornon-fiction? Read thefollowing theextract togetheranddiscuss questions. lifewrittenbythat ofaperson’s person. +bios(life)grapheautos (write).Itisanaccount (self) Explain that of thewordautobiography from languageandisacompound theGreek comes STARTER ACTIVITY: each individual. pairs andenoughofRESOURCE 2:NOTES ABOUTMEandRESOURCE 3:THESTORY OFME for ofRESOURCE 1:SOURCES enoughcopies OFINFORMATIONPhotocopy for children toworkin PREPARATION: See page38. See Display paper, glueandwhiteboards. THINGS YOUMAY NEEDFORTHISLESSON: • • its structure andpurpose • LESSON OBJECTIVES: • BOOK THEMES: Developingself-awareness andlisteningskills Using tostructure organisational text devices Understandingtheterm‘autobiography’, Information gathering www.roalddahl.com @roald_dahl LESSON PLAN1

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3 Illustrations © Quentin Blake Continued... ofautobiographical writing? final piece author have todomake positive improvements andthena andnextstepse.g.re-writing, editing Highlight key facts,exciting orinteresting ofchronology. events andtheevidence What the does awell-thoughtout andshare originaldraft2. Select itwiththewholeclassusingavisualiser. sheet themtoquestionEncourage eachotherandsuggestimprovements. at andinvite thechildren displaya temporary tolook ofthe sheets eachother’sdraft sheets. oftheirinformation around ofsome theborder.add photocopies/digital copies sources Create and ofpaper ontheirspiderdiagrams. ofalargersheet inthecentre Gluetheirdraftlisted sheets further information1. Challengethechildren that tocollect over usingthemethods they aweek DEVELOPING THEACTIVITY: chronological orderusing RESOURCE 3:THESTORY OFME. theyhave memoriesandevents3. Once those into madetheirnotes,askthechildren tosort Askthechildren:lives outside ofschool.) reassured thatshould be thiswillnotinvolve difficult recalling orchallengingevents intheir children andthey tosome thisactivity tointroducing whenitcomes exercised sensitivity some andthat interesting toareader. wouldbe happened that noted there shouldbe (NBItshouldbe their memoriesabout Remind theirlifeat events thechildren touse that school. actually NOTES ABOUTMEonwhichtheyshouldmake anoteofkey events andinformation from children toRESOURCEideas for doingthesame.Introduce 2: theirwriting–andtheywillbe Mostauthors starttheirworkwithadraft –aninitialattemptschool. at writingdownthebasic 2. Explainthat planninganautobiography in children willbe oftheirownlifeandexperiences orIWB. spiderdiagram theirideasonacentral onaflipchart rest oftheclassandrecord using RESOURCE 1:SOURCES OFINFORMATION theirideastothe . Askeachpairtofeedback his autobiography many years so later? Children shouldworkinpairstonotedowntheirideas ofinformationfrom hismother?Whichothersources tohelphimwrite mighthehave used Dahlwritethatwas published) towriteit.Why allhislettersback does hewaslucky toreceive tobefore 1984(theyear thebook hehadaccess theresources a young man.Roald Dahlused events inRoald1. Read describes Dahl’slifeuptobecoming through theextract again.Thebook MAIN ACTIVITY: event orplaying sport. • What are theirbiggestachievements? E.g.learningtoread, actinginaplay, organisingan • Shouldtheyincludesadorchallengingevents? • Shouldtheyincludehumorous events, andwhy? • What mightinterest thereaders oftheirautobiography? www.roalddahl.com @roald_dahl LESSON PLAN1 In associationwith 4 Illustrations © Quentin Blake they have completed. Children may like togoon towritetheirautobiography usingthenotesandplanningsheets EXTENSION: with therest oftheclass. know. Theninvite eachchildtoshare theirpartner’s factoranecdote they thinktheclasswillfindinteresting orfunny but don’t already aboutInvite children themselves that totelltheirpartnersomething PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN1 In associationwith 5 Illustrations © Quentin Blake in myoldage. lucky tohavesomethinglikethisrefer with theoldstampsstillonthem.Iamawfully from 1925to1945,eachoneinitsoriginalenvelope all soneatlyboundwithgreentape,morethansix hundredofthemaltogether she knewallrightandwantedtoreachout speaktomeforthelasttime. get bettersoonandsentmeherlove.Ihadnoidea thatshewoulddiethenextday serious conditionmyselfatthetime.ShesimplyaskedmehowIwasandhopedwould didn’t tellmeshewasdyingnordidanyoneelseforthatmatterbecauseIinafairly installed besideherbedinorderthatshemighthaveonelastconversationwithme.She operation onmyspineandIwasunabletowriteher. Soshehadatelephonespecially In 1957,whensheknewwasdying,IinhospitalOxfordhavingaserious bundles withgreentape,butthiswasherownsecret.Shenevertoldmeshedoingit. I wasflyingwiththeRAF. during thewarfromKenyaandIraqEgyptwhen my firstjobafterleavingschool,andtheneveryweek week fromDaresSalaaminEast Africa, whereIwenton and everyweekfrommynextschool,Repton, home. IwrotetohereveryweekfromStPeter’s (Ihadto), week, sometimesmoreoften,wheneverIwasawayfrom mother diedthirty-twoyearslater, Iwrotetoheroncea Here istheveryfirstletterIwrotehomeFromStPeter’s. writing did. we didn’t getbackuntillunchtime.Church-goingneverbecameahabitwithme.Letter- crocodile andmarchedacoupleofmilesdowninto Weston-super-Mare forchurch,and At ten-fifteenweputonourcapsandcoatsformedupoutsidetheschoolinalong school hadtogotheirdesksandspendonehourwritingaletterhomeparents. from ‘Writing Home’, pp. 92-94 from ‘Writing EXTRACT ONE My mother, forherpart, kepteveryoneoftheseletters,bindingthemcarefullyinneat From thatveryfirstSundayatStPeter’s untilthedaymy At StPeter’s, Sundaymorningwasletter-writing time. At nineo’clockthewhole When Irecoveredandwenthome,wasgiventhis vastcollectionofmyletters, www.roalddahl.com @roald_dahl EXTRACT FROM In associationwith , dating , but 6 Illustrations © Quentin Blake Where couldyou life? school findinformation your about Imagine you your arewriting own autobiography. Note at least one possible source ofinformationNote at source ineachbox. leastonepossible www.roalddahl.com @roald_dahl TEMPLATE WRITING In associationwith 7 Illustrations © Quentin Blake Achievements happening in Friendships Challenges your school of school? memories moments life now? What’s Funny First www.roalddahl.com @roald_dahl ABOUT ME NOTES In associationwith 8 Illustrations © Quentin Blake 7 5 3 1 Now events putyour memoriesandschool into www.roalddahl.com chronological order. @roald_dahl ABOUT ME NOTES 8 6 4 2 In associationwith 9 Illustrations © Quentin Blake Continued... powder withwater tomakecoloured their ownbymixinghighly sugaryandartificially adrink.) flavouredso widely drinks,wereavailableso children not wouldmake during Roald Dahl’schildhood lemonadepowder.(NB Anitemthechildren familiar withistheBassett’s may Fizzy, not be or Invite theirideastoaclassmindmaponflipchart. eachpairtocontribute conclusions? upwithsimilarordifferent theycome theirideasinpairs.Did Ask thechildren todiscuss be? • Whatflybiscuits mightthesquashed • What Why insuchdetail? do you isatuck-box? his tuck-box thinkRoald Dahlrecalled • Have you ever stayed away from homeandcanyou remember how you felt? • Howdoyou thinkRoald Dahlmighthave feltleaving homefor the firsttime? questions: years thefollowing old.Read andconsider theextract, eithertogetherorindependently arethat for private prep children schools uptoeithereleven schools fee-paying orthirteen so explain for thefirsttime.Somechildrenschools, mayschool of nothave types heardofthese Roald hisfirstgreat Dahlwasdescribing adventure boarding at theage ofnine:hewasgoingto STARTER ACTIVITY: (wrapping fabric, paper, comics, stickybackplastic). sequins, range ofdecorative coverings materials, glue,scissors, recycled tape, such ascard,plasticsheet, and, box makingmaterialswant asupplyofhighlightersandflipchart for theextensiontask, laminate ofRESOURCE for WORDCARDS 3:CONJUNCTION aset groups offour. Youmay also toprintand 1: TUCKINandRESOURCE 2:COMPOUNDORCOMPLEXandyou willneed oftheextract forPrint copies ofRESOURCE eachchildorpair. acopy Eachchildwillneed PREPARATION: See page38. See Healthy eating stickers, andA4paper. poster THINGS YOUMAY NEEDFORTHISLESSON: • Understanding theprinciplesof healthy eating sentences andcomplex create compound • Using toidentifyand arange ofconjunctions LESSON OBJECTIVES: • Tuck BOOK THEMES: www.roalddahl.com @roald_dahl LESSON PLAN2 In associationwith 10 Illustrations © Quentin Blake to look atto look theirconstruction. theirmathematical ready-made use boxes also skillsofmaking netsordeconstruct They could orjunkmodelling. from card,plasticsheet constructed be could and air-tight. Thebox secure howtomake ideasandconsider theirboxesthe children content torefer backto theirtuck-box what otherdesignersandmanufacturers oftuck-boxes tosee havesearch upwith.Ask come Children shoulddesignandmake toholdtheirhealthy snacks.Conductaweb asimpletuck-box CROSS-CURRICULAR EXTENSIONACTIVITY: onpaper, oreven these mini-whiteboards asanaudio-recording. record snackusingthat about Theycould theirtuck-box conjunction. upwithasentence and come downonthetable. face Thechildren take turned itinturnstotake tobe WORD CARDS acard theclassintosmallgroups andgiveDivide ofRESOURCE eachgroup 3:CONJUNCTION aset DEVELOPING THEACTIVITY: children theiranswers. toexchange withapartnerandcompare theirsheet Askthe sentence. orcomplex ifitisacompound withhighlightersanddecide the conjunctions ofRESOURCEProvide 2:COMPOUNDORCOMPLEX?Askthemtomark eachchildwithacopy trunkwhichisvery strongly made. isasmallpinewood b) Atuckbox a) Theownerhasakey andthat inhispocket iswhere itstays. iswhich. sentences the children whichofthese Roald arange Ask ofsubordinate Dahluses including,therefore, conjunctions whichandbecause. but sentences thesubordinate byitself willnot.Inthecomplex willmake clause clause sense Themain toasubordinate withaconjunction. isjoined clause iswhere amainclause sentence orbut. Acomplex suchasand,so byconjunctions are iswhere joined twomainclauses sentence Acompound his ideastothereader. sentences. andcomplex awiderange ofcompound Heuses 2. Nowexplaintochildren that theyare goingtoexaminethelanguageRoald toconvey Dahluses children listswiththeclass.Are tuck-boxes? toshare there theirtuck-box inboth healthy choices make comparative listsfrom Roald toonethat Invite Dahl’stuck-box theywouldlike inschool. Then,usingtheextract andRESOURCEflipchart. 1:TUCKIN,children to willworkindividually ahealthy1. Askthechildren snackandlisttheirsuggestionsonthe what tobe theyconsider MAIN ACTIVITY mini-whiteboards andrevealingmini-whiteboards their answersat agiven moment. bywriting whichitison sentence orcomplex are listeningtoacompound say itclearly totheclass.Askrest oftheclasstoidentifywhetherthey from theirgroup andto activity onesentence Ask eachgroup tochoose PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN2 In associationwith 11 Illustrations © Quentin Blake once aweekifyouwish…Ofcoursehe’llbe have large appetitesdotheynot,ha-ha-ha…Yes, yes,asoftenyoulike.Morethan expensive –‘andanicecurrantcake,large currantcakeperhaps becausesmallboys again,’ hewouldsay. ‘Perhapsafeworangesandapplesonceweek’ –fruitwasvery parcel-post fromhome. himself andtoencouragetheparentsinvariouscunningwaysfeedtheirof by theHeadmaster. Itsuited him, therefore,togivetheboysaslittlefoodpossible English schoolinthosedayswaspurelyamoney-makingbusinessownedandoperated bar ofchocolate,abagLiquorice Allsorts anda tinofBassett’s lemonadepowder. An biscuits, acoupleoforanges,anapple,banana,potstrawberryjamorMarmite, contain, atalmostanytime,halfahome-madecurrantcake,packetofsquashedfly anxious motherstotheirravenouslittlesons,andanaveragetuck-boxwouldprobably your tuck. At PrepSchoolinthosedays,aparceloftuckwassentonceweekby hung yourgamesclothes. A tuck-box,asthenameimplies,isaboxinwhich tostore the changing-roomandyourowntuck-boxstooddirectlybelowpegonwhichyou Peter’s, thetuck-boxeswererangedshouldertoallaroundfourwallsof your tuck-box. The ownerhasthekeyinhispocketandthatiswhereitstays. At St no teacher, noteventheHeadmasterhimselfhasrighttopryintocontentsof store-house, assecretalady’s handbag,andthereisanunwrittenlawthatnoboy, ever goneasaboardertoanyEnglishPrepSchoolwithoutone.Itishisownsecret in black. brand newtrunkandmytuck-box,bothhadR.DAHL paintedonthem same crestjustabovethepeak.Intotaxithatwastakingustodockswentmy blazer withtheblueschoolcrestonbreastpocketandagreycap stockings withblueturnovers,greyflannelshorts,ashirt,redtie, clothing Iworewasbrandnewandhadmynameinit.blackshoes,greywoollen catch thepaddle-steamerfromCardiff Docksto Weston-super-Mare. Everypieceof from Day’, ‘First pp. 86-88 EXTRACT ONE get alovelyparcelfromhomeeachweek.’ want himtobetheonlyonewhodoesn’t cooking, doesit?I’msureyouwouldn’t is, butitnevertastesquitethesameashome getting plentyofgoodfoodhere,thebestthere A tuck-boxisasmallpinewoodtrunkwhichverystronglymade,andnoboyhas On thefirstdayofmytermIsetoutbytaxiinafternoonwithmotherto ‘By allmeans,mydearMrsDahl,dosendyourboysomelittletreatsnowand www.roalddahl.com @roald_dahl EXTRACT FROM In associationwith fspring by 12 Illustrations © Quentin Blake is ahealthy snack. showH oratickto thatit Mark your choices withan Roald Dahl’sTuckRoald Box www.roalddahl.com @roald_dahl TUCK IN In associationwith My Tuck Box 13 Illustrations © Quentin Blake four walls of the changing-room and your own tuck-box stood directly below below directly four stood andyour wallsofthechanging-room owntuck-box At StPeter’s, thetuck-boxes were shouldertoallaround ranged the It suited him, therefore, to give the boys as little food as possible himself and him,therefore, himself It suited aspossible togive aslittlefood theboys to encourage theparentsto encourage invarious theiroffspring cunningways by tofeed Into thetaxithat wentmy brand wastakingustothedocks newtrunkand my brand new tuck-box, and both had R. DAHL painted ontheminblack. hadR.DAHLmy painted andboth brand newtuck-box, Every piece ofmy clothing IworeEvery wasbrand piece newandhadmy nameinit. he’ll be getting plenty of good food here, the best there here, is,but thebest food it getting plentyofgood he’llbe Of course Can you underline the conjunctions in each sentence andthenidentify ineachsentence you underlinetheconjunctions Can Roald Dahl used a range of sentences inhis arange ofsentences Dahlused Roald writing – both compoundandcomplex. –both writing never tastes quite the same as home cooking, does it? does never tastesquite thesameashomecooking, whether it is a compound or a complex sentence? oracomplex whether itisacompound the peg onwhichyou hungyourthe peg gamesclothes. www.roalddahl.com COMPOUND OR @roald_dahl COMPLEX? Compound /Complex Compound /Complex Compound /Complex Compound /Complex Compound /Complex parcel-post from home. parcel-post In associationwith 14 Illustrations © Quentin Blake AFTER when though WHICH and AS www.roalddahl.com where CONJUNCTION although WORD CARDS while @roald_dahl that but even because wherever unless who In associationwith so if UNTIL whether before WHY SINCE or 15 Illustrations © Quentin Blake Continued... dothey thinkthisisinwriting? Howimportant describing? helpthereader toformthe descriptions picture aclearvisual ofthecharacters Roald Dahlwas Did the samenounsandadjectives? Again,share ideas,notingthemontheIWBorflipchart. theymark eachother’swork.Did andcheck withtheirneighbour children toswaptheirsheets individually, children Askthe should underlinethenounsinblueandadjectives inred. Captain. Working to extract, inwhichweare introduced second Next read the or flipchart. nounstomake those themreally engaging.Share ideas,notingthemon theIWBor enhanced shopowner.sweet for looking nounsandhowtheauthor Thechildren hasexpanded, shouldbe 1. his later writing,using arange adjectives andsimiles tocreate ofnounphrases, descriptions. vivid very closely,Roald people even observations Dahlobserved asayoung these in boy. Heoften used MAIN ACTIVITY underline nounsinblueandadjectives inred. and Askthechildren toidentifythenounsandadjectives inthedescriptions them ontheboard. examplesanddisplay good some Select them for therest oftheclassto identifytheperson. who itis?Givebefore thegroups five presenting come upwiththeirdescriptions minutes to What oftheirchoosing. that information toshare so theclasscanguess person willtheyneed theclassintosmallgroups. ofafamous Challengeeachgroup Divide towriteabriefdescription STARTER ACTIVITY: andaflipchart. orpencils pens BLAKE’S ILLUSTRATIONS coloured need . Youwillalso , CARDS ADJECTIVE RESOURCE ofthetwoextracts resources: 1:NOUNAND and allthree copies Children willneed PREPARATION: Ask thechildren toread thefirstextract inwhich MrsPratchett,Roald Dahlisdescribing the writing resources. See page38. See writing resources. A3drawing andstory Colouring pencils, paper THINGS YOUMAY NEEDF0RTHISLESSON: • Listening carefully toothers and adjectives towriteengagingdescriptions nounphrases • Identifying andusingexpanded LESSON OBJECTIVES: • Colourfulcharacters BOOK THEMES: RESOURCE 2:COLOURFUL CHARACTERS andRESOURCE 3:QUENTIN www.roalddahl.com @roald_dahl LESSON PLAN3 In associationwith 16 Illustrations © Quentin Blake expanded noun phrases tomatch nounphrases theircharacters.expanded andswaproles forthe sheet andwritesome Challengepairstonowrecall theotherportrait. willdraw aloudastheirpartnerdraws read onedescription them.Thentheyexchangeperson onRESOURCEportraits 2:CHARACTER PORTRAITS. Thechildren shouldworkinpairs.One ofMrsPratchett Hardcastletocreate thedescriptions Invite children andCaptain touse two DEVELOPING THEACTIVITY: improve, ready toshare withtheclass. toimproveprevious activity and Theyshouldworkingroups toedit theiroriginaldescriptions? what andtheirworkinthe theyuse theyhave inDahl’sdescriptions Can observed lesson. ofthe from thebeginning 3. Nowaskchildren offamouspeople toreturn totheirdescriptions combinations. Whichmake orsilly? andwhichare interesting boring descriptions table. Theyshouldthentake turnsinpickingpickanounandtwoadjectives toacreate avariety of onthe inpilesface-down these thenounsfrom theadjectives andthentoplace work inpairstosort RESOURCE. Children CARDS should 1:NOUNANDADJECTIVE Introduce engaging descriptions! likeand ofthem.Let’s be powerful Dahlandput both wedon’t togethersome synonyms so also need andunimaginative!unnecessary Weknowthat Coldandicyare giantsare hugeandsnowiscold! Theyareand askthechildren descriptions. what adjectives inthese iswrong withthese THE COLDICYSNOW THE HUGE GIANT ontheboard: phrases 2. Display these to draw thecharacters? Which ofRoald were Dahl’sphrases themosteffective inhelpingthem intheirdrawings? included that most people characteristicsaround Were theclassroom. facialorbodily there certain Make exhibitionbyhangingthechildren’s atemporary drawings PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN3 In associationwith 17 Illustrations © Quentin Blake want youin‘erejusttolookaround!Either like,‘I’m watchin’ yousokeepyourthievin’ fingersoff themchocolates!’ Or‘Idon’t welcomed uswhenwewentin,andtheonlytimesshespokeweresaidthings her upperlipandamouthassourgreengooseberry. Sheneversmiled. owned itwasahorror. We hatedherandwehadgoodreason for doingso. been littletolivefor. Butithadoneterribledrawback,thissweet-shop. The womanwho it waswhatabaristodrunk,orchurchBishop. Without it,therewouldhave fingers. silence whilethisdisgustingoldwomanstirredaroundinsidethejarswithherfoul put upwithfarworsethanthattogetthem.Sowesimplystoodandwatchedinsullen to gorunningfromtheshop.Butnotus.Sweetswereourlife-blood. digging anounceofChocolateFudgeoutthejarswouldhavecausedastarvingtramp as theydotoday. The meresightofhergrimyrighthandwithitsblackfingernails least ofallMrsPratchett,everthoughtusingasmallshovelforgettingoutthesweets Clusters orwhatever. There werepreciousfewhealthlawsinthosedays,and nobody, sweet-jars whenweaskedforapennyworthof Treacle Toffee or Wine GumsorNut do notforget pleasethatitwastheseveryhandsandfingerssheplungedintothe They lookedasthoughtheyhadbeenputtinglumpsofcoalonthefirealldaylong. that disturbedusthemost. They weredisgusting. They wereblackwithdirtandgrime. toast-crumbs andteastainssplotchesofdriedegg-yolk.Itwasherhands,however around her. Herapronwasgreyandgreasy. Herblousehadbitsofbreakfastalloverit, ‘The Bicycle and pp.Sweet-shop’, the 32-33 Bicycle ‘The EXTRACT Her namewasMrsPratchett.Sheasmallskinnyoldhagwithmoustacheon The sweet-shopinLlandaff intheyear1923wasverycentreofourlives. To us, But byfarthemostloathsomethingaboutMrsPratchettwasfilththatclung www.roalddahl.com @roald_dahl EXTRACT FROM forks outoryougetsout!’ In associationwith We would have And , 18 Illustrations © Quentin Blake and squashthemhard.’ enemies andsmallboysareinsectsthatwillturnbiteyouifdon’ corrugated browseemedtobesaying,‘andtheworldisadangerousplace. All menare corrugated browthatindicatedaverylimitedintelligence.‘Lifeispuzzlement,’ front ofthelooking-glasseverymorning. effect, weboysdecided,wasbyprolongedupwardbrushingwithahardtoothbrushin tiny flameofmethylatedspirits. Theonlyotherwayhecouldhaveachievedthiscurling a permanentwaveputintoitorpossiblycurlingtongsheatedinthemorningsover style. Instead,itwascurledmostsplendidlyupwardsallthewayalongasthoughhad moustaches, allshortandclippedbristly. Norwasitlonganddroopyinthewalrus middle ofonecheektotheother. Butthiswasnotoneofthosenailbrush and flourishedbetweenhisnoseupperlipranclearacrossfacefromthe what amoustacheitwas! A trulyterrifyingsight,athickorangehedgethatsprouted orange hairlikelittletram-lines. either sideofthepartingyoucouldseecombtracksrunningbackthroughgreasy down themiddleofscalp,sostraightitcouldonlyhavebeenmadewitharuler same fashionastheHeadmaster’s. The partinginhishairwasawhitelinestraight a ripeorange,anditwasplasteredbackwithimmensequantitiesofbrilliantineinthe mutton fat. The haironhisheadwasnotginger. Itwasbrilliantdarkvermilion,like and thinasram’s legsandtheskinaroundhiscalveswasalmostexactlycolourof white runningshortsandgymshoesshortsocks.Hislegswereashard most ofall,apartfromtheHeadmaster, wasCaptainHardcastle. from ‘Captain Hardcastle’,from ‘Captain pp. 129-131 EXTRACT ‘Captain’ wasthebottoms. to keepcallingyourself‘Major’ afteritwasallover, but about wouldhangontoitincivilianlife.Itwasbad enough very exaltedrankandonlyamanwithlittleelse to boast But evensmallinsectslikeusknewthat‘Captain’ wasnota Great War andthat,ofcourse,washowhereceived histitle. that cameoutofhisnostrils.Hehadbeenasoldier inthe fashion, andeachtwitchwasaccompaniedbyalittle grunt and jerkedperpetuallyfromsidetointhemost alarming Captain Hardcastlewasneverstill.Hisorangehead twitched Behind themoustachetherelivedaninflamedandsavagefacewithadeeply Captain Hardcastlesportedamoustachethatwasthesamecolourashishair, andoh This manwasslimandwiryheplayedfootball.Onthefootballfieldwore We calledthemmastersinthosedays,notteachers,andatStPeter’s theoneIfeared www.roalddahl.com @roald_dahl EXTRACT FROM In associationwith t getthemfirst the . On 19 Illustrations © Quentin Blake moustache APRON sweets fingernails HANDS fingers HEAD BROW mouth hair legs ADJECTIVE CARDS ADJECTIVE www.roalddahl.com @roald_dahl NOUNS AND disgusting skinny orange small droopy filthy curly grimy grey thick slim In associationwith corrugated mutton vermilion dirty WIRY greasy black FOUL SOUR thin THIN 20 Illustrations © Quentin Blake phrases about MrsPratchett. phrases expanded noun Now some write Mrs Pratchett www.roalddahl.com CHARACTERS @roald_dahl COLOURFUL for Captain Hardcastle too. for CaptainHardcastletoo. expanded nounphrases And some In associationwith Captain Hardcastle 21 Illustrations © Quentin Blake Hardcastle Captain QUENTIN BLAKE’S www.roalddahl.com ILLUSTRATIONS @roald_dahl In associationwith Pratchett Mrs 22 Illustrations © Quentin Blake Continued... improved. and suggestingoneway be inwhichtheplay could positive aspects toreview it,highlightingallthe encouraged theirplayshould present totheclasswhoshouldbe theblankcardsfor cardsoruse their ownideas.Groups thesuggestionsoncompleted use orbad).Children may (whethergood should have arole), theactionand consequences creating characters astorymap onA3paper, (each setting, member ofthegroup considering RESOURCE tothe class.Use 2:PLOTperformed the groups toprompt CARDS in andsupport Children upwiththeirownplotfor shouldworkinsmallgroups tocome ashortdrama tobe idea or not?What suchaplot? motivated good themtodevise The five friendsthoughttheywere gettingback at MrsPratchett. WastheGreat Plot a Mouse MAIN ACTIVITY WereShare there anddiscuss. any verbs whichwere hardertoconvert? to underlinetheverbs andthenre-write theparagraph inthepasttense inthesimplepresent. written inandwhy. RESOURCE 1:PRESENTTO Introduce PAST, inwhichchildren are asked GiveSchool. children theextract theextract toread. is Askthem toidentifywhichtense theages ofseven andnine,RoaldExplain that, Dahl attended Llandaff between Cathedral STARTER ACTIVITY: ofA3paper. sheets some need PAST ofcardsfrom RESOURCE aset 2:PLOT. Eachgroup willneed . Youwillalso CARDS ofRESOURCE extracts 1:PRESENTTO andcopies ofboth acopy Each childwillneed PREPARATION: See page38. See A3drawing andthesaurus. Handwriting pens, paper THINGS YOUMAY NEEDF0RTHISLESSON: constructive feedback • Giving choices andmakinggood • Understandingconsequence andconsistently andusing itcorrectly • Identifyingthepasttense LESSON OBJECTIVES: • Makers ofMischief BOOK THEMES: www.roalddahl.com @roald_dahl LESSON PLAN4 In associationwith 23 Illustrations © Quentin Blake ending totheirshortplay. theydevelop apositive andanegative Can both ending? theonethat theyliketo choose upwithanalternative themost.Challengechildren tocome conclusions toastoryandgive theopportunity Some filmandplay writerswritetwo theaudience EXTENSION ACTIVITY: consistently. is used that thepasttense apartner’sownwritingtosee Challengethemtocheck has already happened. asit writteninthepasttense willbe theaccount theirplays tense, they performed inthepresent oftheirplot.RemindExplain that children children that, shouldnowwriteanaccount although DEVELOPING THEACTIVITY: decision about the best course ofaction. course about thebest decision the twosidesshout theiradvice. WhenRoald totheend,heshouldmake comes a oneanothertoformopposite an‘alley’. ‘Roald’ thenwalksslowlydownthealleyas intotwo,halffor plotandhalfagainstit.Thetwosides lineupdivides themouse Alley’,Set upa‘Conscience where onechildplays Roald andtherest oftheclass a nastycharacter like MrsPratchett? children strategies thinkofthree Can that todealwith theboys wouldhave helped inplanningtheirplot? orbadchoices theymake oftheiractions?Did outcome good the asaresult oftheplot.Hadtheyconsidered negativethere willbe consequences then read EXTRACTTWO, inwhichRoald to suspect Dahlandhisfriendsbegin What and dochildren oftheGreat thinkwastheoutcome Plot?Discuss Mouse PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN4 In associationwith 24 Illustrations © Quentin Blake heart wasthumpinglikemadandmyhandshadgone allsweaty. Gobstopper jaranddroppedthemousein. Then Ireplacedthelidassilentlypossible. My couple ofsecondstofishaSherbetSuckeroutthe box,Iliftedtheheavyglasslidof small malignantpig-eyeswatchedussuspiciouslyaswecameforward. the victorsnowandMrsPratchettwasvictim.Shestoodbehindcounter, andher And whilesheturnsawaytogetthem,youslipthemouseinquicklywithGobstoppers.’ sheriff’s office. jazzed up. We feltlikeagangofdesperadoessettingouttorobtrainorblow upthe the school,crossedvillagegreenandheadedforsweet-shop. We weretremendously the idea,’ theysaidtome,‘soyoucanbetheoneputmouseinjar.’ around theclassroom.‘We’ll doittoday!’ theycried.‘We’ll doitonthewayhome! You had in, theyallstartedgrinning. They slappedmeontheback. They cheeredmeanddanced puts herdirtyhandintograbahandful,she’llstinkydeadmouseinstead.’ and daringMousePlot. We allhaveourmomentsofbrillianceandglory, andthiswasmine. modesty. Imusttellyou,therefore,thatitwasandalonewhohadtheideaforgreat shall wedowithit?’ hecried. exciting discovery. Thwaites tookitoutbyitstailandwavedinfrontofourfaces.‘What fromGreat ‘The Plot’, Mouse pp. 35-37 EXTRACT ONE out the Bootlace in her filthy fingers. out theBootlaceinherfilthyfingers. When Iturnedround,sawMrsPratchettholding ‘And oneBootlace,please,’ Iheard Thwaites saying. I kepttotherearofgroup,andwhensawMrs Pratchett turnherheadawayfora ‘One SherbetSucker, please,’ Thwaites saidtoher, holdingouthispenny. Thus everythingwasarranged. We werestruttingalittleasweenteredtheshop. We were ‘I’ve gotapenny,’ Thwaites said, ‘soI’llaskforoneSherbetSuckerandBootlace. ‘I’m puttingitinGobstoppers,’ Isaid.‘TheGobstopperjarisneverbehindthecounter.’ ‘Make sureyouputitintoajarwhichisusedoften,’ somebodysaid. Thwaites handedmethemouse.Iputitintomytrouserpocket. Then thefiveofusleft The otherfourstaredatmeinwonder. Then, asthesheergeniusofplotbegantosink ‘Why don’t we,’ Isaid,‘slipitintooneofMrsPratchett’s jarsofsweets? Then whenshe When writingaboutoneself,onemuststrivetobetruthful. Truth ismoreimportantthan Thwaites hesitated. They alllookedatme. One daywhenwelifteditup,foundadeadmouselyingamongourtreasures.Itwasan ‘Hold onatick,’ Isaid.‘Don’t throwitaway.’ ‘It stinks!’ someoneshouted.‘Throwitoutofthewindow, quick!’ www.roalddahl.com @roald_dahl EXTRACT FROM In associationwith 25 Illustrations © Quentin Blake Alarm bellswerebeginningtoringfaintlyinour ears. There wasafaintscentofdangerintheairnow. Eachoneofushadcaughtawhiff ofit. closed. Even Thwaites wasunabletooffer areasonableexplanation. We becamesilent. slightly uncomfortable. There wassomethingnotquiterightabouttheshopbeing somebody wassaying. the wreckageandhundredsofmany-colouredGobstopperslitteringfloor. everywhere!’ used tobe! be seen. morning, evenonSundays. happened.’ all metagaintowalkschool. from ‘MrCoombes’, pp. 39-41 EXTRACT TWO We turned awayandwalkedtowardstheschool. All ofasuddenwebegantofeel Nobody answeredme. ‘But whydidn’t shesweepitallupandopentheshop?’ Iasked. ‘She gotsuchashockwhenshegrabbedholdofthemousethatshedroppedeverything,’ We could seeitall,thehugeglassjarsmashedtosmithereenswithdeadmouselyingin ‘There’s themouse!’ someoneshouted. ‘It’s onthefloor!’ someonesaid.‘It’s smashedtobitsandthere’s Gobstoppers ‘Look!’ Icried.‘TheGobstopperjar’s gone!It’s notontheshelf! There’s agapwhereit We pressed ourfacesagainstthewindowandlookedinside.MrsPratchettwasnowhereto ‘What’s happened?’ weaskedeachother. ‘What’s goingon?’ We stoppedandstared. We hadneverknownthesweet-shoptobeclosedatthistimein As wecamelevelwiththeshopsawacardboardnoticehangingondoor. ‘Don’t, ‘Thwaitessaidfirmly. ‘It’s toodangerous. Walk pastasthoughnothinghas ‘Let’s goinandseeifit’s stillinthejar,’ somebodysaidasweapproached thesweet-shop. The flushoftriumphoverthedeadmousewascarriedforwardtonextmorningaswe www.roalddahl.com @roald_dahl EXTRACT FROM In associationwith 26 Illustrations © Quentin Blake Underline theverbs andthenre-write theextract inthepasttense usingthesimple Here isashortextract ‘MrCoombes’. from thechapter feel slightly uncomfortable. There was something not quite right about theshop about quiteright not was something There uncomfortable. slightly feel being closed. Even Thwaites was unable to offer a reasonable explanation. We explanation. Even closed. Thwaites areasonable offer wasbeing to unable became silent. There was a faint scent of danger in theairnow. Eachoneofus ofdanger was afaintscent There silent. became We turned away to walked we and Allofasudden began towards theschool. We turned caught a whiff of it. Alarm bells were beginning to ring faintlyinourears. ring to beginning were caught awhiff ofit.Alarm bells present tense, e.g. We turned becomes Weturn becomes e.g.Weturned tense, present www.roalddahl.com @roald_dahl PRESENT TO PAST In associationwith 27 Illustrations © Quentin Blake CLASSROOM SCHOOL Location Location Location Location Location LUNCH SWEET HALL SHOP THE THE www.roalddahl.com HARDCASTLE CLASSMATE PRATCHETT THWAITES CAPTAIN @roald_dahl Victim Victim Victim Victim Victim MRS A CARDS PLOT In associationwith Action Action Action Action Action Consequence Consequence Consequence Consequence Consequence 28 Illustrations © Quentin Blake Continued... example.) ofAnneFrank isagood photographs andpassagesfrom lettersordiaries.(TheDiary theyhaveunderstanding. Challengethechildren read tothink ofotherbooks that include information ofvisual Quentin Blake. littlesnippets addanotherlayer These tothereaders’ alongsideillustrations throughout lettersappear bytheartist, thebook ofhischildhood copies akeen photographer whenhewasat photographsyears. Hebecame and Repton so School Roald Dahlwasfortunate tohave tohismotherover lettershesent many thesixhundred STARTER ACTIVITY: andglue. scissors pencils, coloured asupplyofA3andA4paper, drawing need pencils, . Youwillalso 2: INTHEPICTURE On theday, andRESOURCE ofRESOURCE 1:LOOKING acopy GOOD eachchildwill need them weartogoawedding! made uniform. even theoutfitformalsomeone orscout/brownie Itcould be like aschool afavouriteclassmates! be more pairofjeans,Tshirtandtrainers Itcould orsomething themselves inafavourite outfit oruniform, but they fromsecret their must ita keep Several days invite children toprovide priortothelesson, you withaphotograph of PREPARATION: See page38. See PVAScissors, glueandpencils. THINGS YOUMAY NEEDF0RTHISLESSON: • Developinglisteningskills • Writinganeffective description LESSON OBJECTIVES: • Descriptions BOOK THEMES: www.roalddahl.com @roald_dahl LESSON PLAN5 In associationwith 29 Illustrations © Quentin Blake what theyshouldbuy. them toincludedetailsabout features, fabrics on,togive andso parents avery clear picture of detailing therequirements. Willtheuniform street-style? Chic?Smartandsharp?Encourage be uniformInvite andtowritealeaflet children todesignanewschool for newparents school, at the EXTENSION ACTIVITY: the drawings match thephotographs? effective whichincludeasmuch Thepartnersthenswaproles. descriptions Did detailaspossible. Tell children that thisisn’t an amazingartistbut about itisabout being listening,andwriting RESOURCE. Thedrawing 2:INTHEPICTURE may have labels andacaptionto add extra detail. should listencarefully totheverbal andthenhave description agoat drawing theclotheson Now pairthechildren up.Onewillread totheirpartner. out theirclothesdescription Thepartner DEVELOPING THEACTIVITY: or uniform intheirphotograph. pictured Remind really clear! themthat hastobe thedescription oftheoutfit2. Using, challengethechildren RESOURCE towriteadescription 1:LOOKING GOOD any elementsoftheyoung Dahl’suniform whichare similartothechildren’s uniform? ownschool to picture howtheyfeltabout theuniform? theyrecall wearinganewuniform? Can Are there enoughtoenable clearandvivid Repton thechildren Are thedescriptions whenhewasthirteen. 1. Askthechildren toread theextract, whichisabout thenewuniform Dahlhadtoweargo MAIN ACTIVITY: skill inwriting? clear ideasabout waswearing?Why isthisanimportant what someone upWere writingthat there examplesof vivid conjured any really good the drawing. were theeasiesttomatch Whichdescriptions upandwhy? andchallengetheotherstomatch to their descriptions thedescription Tack thedrawings orwall.Invite children toread upontheboard out PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN5 In associationwith 30 Illustrations © Quentin Blake fell allovertheroomlaughing. blue andblackbandaroundit.Iputitondid mybesttolookdignified. cried. ‘He’llbearrestedbythepolice.’ apprentice inafuneralparlour, Icreptdownstairs. your legs.Iputthethingonanddidupfront button. Feelinglikeanundertaker These tailswereseparatedbyaslitandwhenyou walkedabouttheyflappedagainst the wearerandcametogetheragainatbacks of theknees,formingapair‘tails’. button downwards,thelinesofcoatseparatedandcurvedawaybehindlegs the waistcoat.Heretherewasasinglebuttonandthishadtobedoneup.From front itwascutawaysothatthetwosidesmetonlyatonepoint,abouthalfwaydown had everseen. jacket, itwasasortoftail-coat,andwithoutdoubtthemostridiculousgarmentI than apairofshortsandblazer. Butthejacketputlidonit.Itwasn’t exactlya of thosebutton-holestogetthebuttonsthroughthem. the buttons,startingattopandworkingdown.Iwasgladdidn’ and twolittle waistcoat pockets oneither side, oneabove the other. Iputit on anddidup brass clipsupanddown. all, thenIputonthetrousersandadjustedbracestocorrectlengthbyslidingtwo grey linesrunningdownthem.Ibuttonedthebracesontotrousers,sixbuttonsin ordinary tie-knot. through thecollar-slits. taste ofanything.Iputtheshirtbackonagainandatlastwasabletogetfrontstud of thefrontslitsinmymouthandchewedthemuntiltheyweresoft. and stiff andstarchythatnothingwouldgothroughit.Itooktheshirtoff andputboth the firstoftwoslitsinfrontcollar. Itwouldn’t go. Theslitwassosmall head. With thehelpofamirror, Inowsetaboutpushingthetopoffrontstudthrough from ‘Getting Dressed for School’,from the Big ‘Getting pp. 167-170 EXTRACT ‘Put yourhaton,’ mymothersaid,handingmeastiff wide-brimmed straw-hatwitha My sistersshriekedwithlaughterwhenIappeared. ‘Hecan’t gooutinthose!’ they Like thewaistcoat,itwasjetblackandmadefromaheavyserge-like material.Inthe All this was bad enough for a boy who had never before worn anything more elaborate Now forthewaistcoat. This wasalsoblackandithadtwelvebuttonsdownthefront I putonabrandnewpairofblackshoesandlacedthemup. Then camethetrousersandbraces. The trouserswereblackwiththinpinstriped Around thecollarbutunderneathbutterflywings,Itiedablacktie,usingan I insertedthefrontstudintoonesideofshirtandslippedovermy www.roalddahl.com @roald_dahl EXTRACT FROM In associationwith t havetocheweach The starchdidn’t The sisters ’s 31 Illustrations © Quentin Blake Write a description of yourself wearing theclothesinyour wearing ofyourself photograph. adescription Write Remember wordstowowandensure your touse reader getsavery clearpicture ofyour outfit. www.roalddahl.com @roald_dahl LOOKING GOOD In associationwith 32 Illustrations © Quentin Blake www.roalddahl.com @roald_dahl PICTURE IN THE In associationwith 33 Illustrations © Quentin Blake Continued... ornot. whether theywere correct appropriate andreveal here! from Challenge thechildren theadjectives used toguess thesweet mightbe onthesenses Arecap allergies anddietaryrestrictions are notcompromised). smellsandthenthetaste(ensuring how itlooks, blindfolded. Theyshoulddescribe sweets, ofthechildren totastethe samplesandinvite some ofsmallsweet 2. Display your selection Make alistofideasontheinteractive orflipchart. whiteboard opinions? intheboys’ interested be manufacturingcompany • Why wouldaconfectionery wheneating orsweets? howyou feel chocolate you describe • Can testersofchocolate? wouldmake good • Why didhethinkschoolboys • What testingchocolate? hisfeelings about toreflect vocabulary theauthor use does how Roald Dahlfeltabout testerat hisrole asachocolate school: 1. Askthechildren toread through theextract. Whilsttheyare reading askthemtothinkabout MAIN ACTIVITY made suchanimpression on Roald Dahl? . Why dothechildren taster thinkthat achocolate being Factory theChocolate and Charlie his book, ontoexplainthat,He goes thirty-five years, later dreams were those theinspiration for theplot for writes withwarmthabout andhisdreams sweets. ofinventing chocolate ofchocolate newtypes were funny orexciting. experiences However, Notallhisboyhood experiences. inthisextract, he Share theextract withthechildren. many Throughout ofhischildhood , Roald Boy Dahldescribes STARTER ACTIVITY: andablindfold. andchocolates sweets ordisguised ofunwrapped a selection ofRESOURCE 1:THEBESTSWEETEVER ! forone copy need eachpupil.Youwillalso oftheextract forPrint enoughcopies orpairsofreaders. individuals Youwillneed PREPARATION: about how we feel set. See page38. See set. about howwefeel andtalk pencils Sticky notes,colouring THINGS YOUMAY NEEDF0RTHISLESSON: • Writingtopersuade • Using descriptive language LESSON OBJECTIVES: • Inspiration BOOK THEMES: www.roalddahl.com @roald_dahl LESSON PLAN6 In associationwith 34 Illustrations © Quentin Blake this particular sweet? this particularsweet? What otherchildren to buy aspossible? willpersuade asappealing they make product theirsound accurately andcapturingbuyers’ imaginations istrickyinamulti-million market! pound Howwill Explainthat aproduct describing andidentifythekindoflanguageused. andsweets chocolate (They may workindividually, inpairsorsmallgroups.) at advertisements Look some for product. The children campaigntomarket are goingtoworkonaposter anewconfectionery DEVELOPING THEACTIVITY: itcorrectly.5. Askeachchildtoreveal ifanyone guessed theirfavourite andsee sweet sticky note,attaching sheet. ittothedescription Invite thechildren adisplay andwritetheirguessona toread board. possibly thedescriptions 4. Create display atemporary them, ofthechildren’s where theclasscanaccess descriptions verbs andadjectives. really powerful andtoincludesome prompts theirsweet children toanswerquestions todescribe itssmell,tasteandtexture.to thinkabout RESOURCE howitlooks, 1:THEBESTSWEETEVER! withguessingitsidentity. challenged the nameofit,asrest oftheclasswillbe Theywillneed 3. Invite thechildren tothinkabout but theirfavourite nottoactuallyreveal orsweet, chocolate to goandbuy. whichonethechildren wouldmostlikepresentations take tosee apoll totheclass.Atendofall Children theirposter shouldpresent PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN6 In associationwith 35 Illustrations © Quentin Blake front ofhim.‘It’s fantastic!It’s fabulous!It’s marvellous!It’s irresistible!’ of thegreatMrCadburyhimself.‘I’vegotit,sir!’ Iwouldshout,puttingthechocolatein grab itinmyhandandgorushingoutofthelab alongthecorridorandrighttooffice suddenly Iwouldcomeupwithsomethingsoabsolutelyunbearablydeliciousthat their wonderfulnewinventions.Iusedtoimaginemyselfworkinginoneoftheselabsand women inwhitecoatsmovedbetweenthebubblingpots,tastingandmixingandconcocting fudge andallsortsofotherdeliciousfillingsbubblingawayonstoves,whilemen seriously. Iusedtopicturealongwhiteroomlikelaboratorywithpotsofchocolateand companies actuallydidpossessinventingroomsandtheytooktheirvery note Irememberwritingdown. giving ourmarksandmakingcomments.‘Too subtleforthecommonpalate,’ wasone with greatgusto,sittinginourstudiesandnibblingeachbartheairofconnoisseurs, obviously ouropinionsonanythingnewwouldbevaluable. All ofusenteredintothisgame every chocolatebarinexistence,fromtheMilkFlaketoLemonMarshmallow. Quite experts intheworldtotestouttheirnewinventions. disliked it. each barofchocolate,giveitmarksandmakeanintelligentcommentonwhywelikedor one forgivingmarkstoeachchocolatefromnoughtten,andtheothercomments. box wasasheetofpaperwiththenumbersonetotwelveonitswellastwoblankcolumns, ‘control’ bar, onethatweallknewwell,usuallyaCadbury’s Coffee Creambar. Also inthe underneath. Elevenofthesebarswerenewinventionsfromthefactory. The twelfthwasa with different fillingsandallwithnumbersfromonetotwelvestamped on thechocolate Cadbury. Insidetheboxthereweretwelvebarsofchocolate,alldifferent shapes,all House, andthis,believe,itornot,wasapresentfromthegreatchocolatemanufacturers, from ‘Chocolates’, pp. 181-184 EXTRACT

that the large chocolate For me,theimportanceofallthiswasthatIbegantorealizelarge chocolate We were ofasensibleage,betweenthirteenandeighteen,weknewintimately It wasacleverstunt.Cadbury’s wereusingsomeofthegreatestchocolate-bar All wewererequiredtodoinreturnforthissplendidgiftwastasteverycarefully Every nowandthen,aplaingreycardboardboxwasdishedouttoeachboyinour www.roalddahl.com @roald_dahl EXTRACT FROM In associationwith 36 Illustrations © Quentin Blake How could you persuade someone to try your favourite sweet? What is it about itthatissoamazing? Whatisitabout sweet? your favourite try to someone you persuade Howcould attributes. different describe range to awide but usesimilaradjectives to not Remember food. ofother thetaste to Make comparisons bitter. be can plainchocolate but sweet, is very ofseveral ofthese?Somechocolate oracombination orbitter sour,Is itsweet, salty know. already they something to make aconnection help people some itto compare Youcould insidethesweet? itgive whatmightbe any cluesto does and Is thesmellimportant ortexture. asisany pattern is always Colour useful, size. and Think oftheshape 4. Why is this the best sweet, ever? sweet, 4. Why isthisthebest taste like?3. What your sweet does smell like?2. What your sweet does like? look 1. What your sweet does Describe your favourite but sweet, Describe don’t name! reveal its The answerThe is:ACrunchie. sugar. burnt aromaofslightly smellthemouth-watering and thehardcentre Crunch ofair. bubbles crystallised alltiny centre, golden abrittle, meet to chocolate the soft into your teeth Sink smellofmilkchocolate. asweet thefoil itreleases asyou tear soon As rectangle. narrow Itisalong, writing. isshiny with goldfoil covered The packaging Here’s anexample: Which powerful verbs upan toconjure Which powerful andadjectives canyou use image, a taste a smell and a texture in somebody else’s head? else’s image, atastesmellandtexture insomebody www.roalddahl.com SWEET EVER! @roald_dahl THE BEST In associationwith thing else to thing elseto 37 DID YOU KNOW THAT in 2017, YPO gave back over £1.3m to customers through IS A PROUD PARTNER OF ROALD DAHL their loyalty scheme? EDUCATION RESOURCES www.ypo.co.uk

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