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Home , Revolting Rhymes, Roald Dahl, The Witches (novel)

LESSON PLANS

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is a proud partner of education EXPLORE resources. MARVELLOUS THEMES INCLUDING: •THE POWER OF WORDS • EXCITING WRITING • MIXED FEELINGS These read-along resources include extracts, and PSHE learning objectives, lesson plans and fun activity sheets!

In association with @roald_dahl www.roalddahl.com

Illustrations © QuentinIllustrations Blake © RDNL 2017. For educational use only. Not to be reproduced for commercial purposes. Illustrations © the Medicine’. EXTRACT USED:from ‘Grandma Gets stories tolife. Understanding howdramatic bring techniques similes usingRoald Dahl’sworkasastimulus. text styles togenerate excitement. Writing Roald language,punctuation Dahluses and LITERACY Identifyinghow OBJECTIVE: THEME:ExcitingBOOK writing LESSON PLAN3: to Make ‘. theMedicine EXTRACT Begins USED:from ‘George can damagehealth. availablecommonly substances anddrugs UnderstandingthatPSHE OBJECTIVE: Using persuasive language. Using alliteration andadverbs effectively. LITERACY OBJECTIVE: THEME:MastersofInventionBOOK LESSON PLAN2: EXTRACT up’. USED:from ‘TheCook listening toothers. appropriate takingturnsand comments, bymaking constructively indiscussions ParticipatingPSHE OBJECTIVE: usingRoald Dahl’sworkasamodel. poem, their effect onthereader. Writinganoriginal patterns andexploring inRoald Dahl’spoetry alliteration, andrhyming onomatopoeia LITERACY Identifying OBJECTIVE: ofwords THEME:Thepower BOOK LESSON PLAN1: www.roalddahl.com @roald_dahl CONTENTS EXTRACT USED:from ‘Grandma’. and learningfrom others’experience. recognising toconstructive feedback, responding and Providing, receiving PSHE OBJECTIVE: Medicine. structure Marvellous ofGeorge’s thevocabulary upon and ofwritingbased piece exciting verbs, adverbs andadjectives. Planninga LITERACY OBJECTIVE: THEME:SensationalBOOK stories LESSON PLAN5: EXTRACT USED:from ‘Grandma’ andthevictim. perpetrator revenge hasanegative the impactonboth UnderstandingthatPSHE OBJECTIVE: Grandma. George’s upon character profile based character ofGrandma andcreating anoriginal understandingofthe Demonstrating adeep from thetext. and justifyingthemwithevidence LITERACY Drawing OBJECTIVE: inferences THEME:RevengeneBOOK LESSON PLAN4: LESSONPLANS • • • • EXTRACT USED:from ‘Grandma’. try toovercome them. emotionsandwhento Identifying whentoheed (or ‘mixed’)meant byhaving emotions conflicting Understanding what PSHE OBJECTIVE: is from thestory. withevidence inferences about justifyingtheir characters’ feelings, LITERACY Drawing OBJECTIVE: inferences THEME:Mixed feelings BOOK LESSON PLAN6: THINGS YOUMAY NEED FORTHESE INVENTOR’SLOG ACTIVITYSHEETSX3 GEORGE’SMARVELLOUS MEDICINEPOSTER In associationwith Identifying andusing 2 Illustrations © Quentin Blake Continued . Continued new rhyming wordsfor Roald Dahl’spoem. thishavedoes onthe reader? RESOURCE1: Children REVOLTING shoulduse RHYMEStogenerate What rhyming Why couplets? effectwritten inrhyming dochildren couplets. thinkDahlused Which wordsrhyme? Isthere any that Prompt rhyming themtonotice pattern it’s tothepoem? Activity one:Children read extract oneindependently, then invite oneortwotoread italoud. Roald Dahlskilfullymanipulates wordstoachieve extraordinary effects. children intogroups. inwhichchildrenDivide ofactivities Setupacarousel investigate how MAIN TASK: WONDROUSWORDS readers? What oftheingredients? adjectives have effect some dothese onusas todescribe Roald Dahlused Read extract Whichadjectives has one.Askchildren isputting what intohis medicine. George STARTER ACTIVITY: snake, ajarofslime(there available are plentyofrecipes onthe internet),etc. arubber ofrevolting -asmellysock, ingredients andaselection spoon awooden a saucepan, tonguetwisterandeachgroup with ofacommon toprovide eachchildwithacopy you willneed For extracts resources. two, andofeachthethree ofboth activity acopy Each childwillneed PREPARATION: Poetry writing resources and rhyme games. See page47 andrhyme games.See writingresources Poetry THINGS YOUMAY NEEDFORTHISLESSON: takingturnsandlisteningtoothers comments, • • andexploringtheireffectRoald onthereader Dahl’spoetry • LESSON OBJECTIVES: • BOOK THEMES: Participating bymakingappropriate constructively indiscussions using Roald Dahl’sworkasamodel Writinganoriginalpoem, Identifyingalliteration, andrhyming patterns onomatopoeia in ofwords Thepower www.roalddahl.com @roald_dahl LESSON PLAN1 In associationwith 3 Illustrations © Quentin Blake what will be the same and what will need to be adapted given that theirs is an enchanted recipe book. book. given adapted that recipe tobe theirsisanenchanted what thesameandwhat willbe willneed covers. Discuss Startbyanalysing the features book. ofordinarycookbook recipe ‘magic medicine’ aDT/ likeYou may also tointroduce Computing element,askingchildren todesigncovers for aclass EXTENSION: whatPOTION; theyshoulduse they’ve oneandtwotohelpthem. writtenonresources onRESOURCE 3:MYPERILOUS poem Invite children towritetheirownmagicmedicine class. Dotheythinkthat byWilliamShakespeare? Roald Why orwhy Dahlwasinfluenced not? and thesubject matter itself. tothe backtheirdiscoveries Afterafewminutes askchildren tofeed adifferentcompare literary feature: alliteration, rhyming pattern, onomatopoeia, ofrepetition use themintosmallgroupsdivide andgive ofextracts eachgroup oneandtwo.Askeachgroup acopy to toRoald Dahl’s.Inordertodothis, language. Children thispoem andcontrast should compare thewitcheshave whichingredients thrown Discuss tricky intotheircauldron, deciphering that iftheyare togetherso children unfamiliarwiththeplay. understand thecontext the poem Read extract two,WilliamShakespeare’s ‘Double, double toilandtrouble’ Examine from Macbeth. DEVELOPING THEACTIVITY: PERILOUSPOTIONS noisy wordsastheycanthinkoftomatch the pictures onRESOURCE 2:SOUNDSCORCERY. children wordsinextract tohighlightallthe noisy(onomatopoeic) one,thentowritedownasmany the word‘onomatopoeia’. Ask inhispoem? onomatopoeia Why dotheythinkRoald Dahlhasused theterm‘onomatopoeia’Activity Introduce three: ifchildren don’t knowit.Askchildren todefine asking themfor twoalliterative adjectives, for example:‘slippery, sludgyslime’. say togetherwithanalliterative thenameoftheiringredient adjective: ‘mouldymud’. Extendby Astheystir todrop intothesaucepan. something Eachchildchooses andaspoon. saucepan of mud, ajarofslime,revolting on–togetherwitha hairyandso picture ofaslug,something arubber snake, pretendSet out worms,atray –asmellysock, ofingredients arevolting selection ‘alliteration’. it’scalled letter orsound Why dochildren think that alliteration? Roald Dahlused withthetongue-twisters?Clarifythat togetherstartwiththesame compare whenwordsclose pepper’. theextract ofpickled tongue-twisters?Howdoes Why picked called apeck arePiper these shore’, shellsonthesea like sea ‘Shesells ‘Red lorry, yellow lorry, lorry, red yellow lorry’and‘Peter Activity two: Give well-knowntonguetwisters ofextract children onealongwithsome copies as well as ways in which the actors engaged with the audience, bringing the poem tolife. bringing thepoem as wellways withtheaudience, inwhichtheactorsengaged usingtermssuchas‘alliteration’,enjoyed ‘onomatopoeia’, ‘rhyme’, ‘repetition’ and‘adjectives’, what themtotalkabout encouraging positively upon theyhave whatcomment they seen, to asktheaudience Aftereachperformance Children take turnstoperform theirpoems. YouTube dramatization of‘Double, double toilandtrouble’ asinspiration. playing a perhaps perform. Give performing theirownpoems, themtimetopractise from thegroup to onepoem children intosmallgroupsDivide andaskthemtochoose PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN1 In associationwith 4 Illustrations © Quentin Blake Grandma betterstarttopray.’ Hear ithissing,squishing,spissing Watch itsloshing,swashing,sploshing Fizzle swizzleshouthooray Fume andspumespoondriftspray Foamy frothandrichesblue ‘Fiery brothandwitch’s brew from (p.34) ‘TheCook-up’ EXTRACT ONE www.roalddahl.com

@roald_dahl EXTRACT FROM In associationwith 5 Illustrations © Quentin Blake Then thecharmisfirmandgood. Cool itwithababoon’s blood, Fire burnandcaldronbubble. Double, doubletoilandtrouble; Like ahell-brothboilandbubble. For acharmofpowerfultrouble, Lizard’s legandhowlet’s wing, Adder’s forkandblind-worm’s sting, Wool ofbatandtonguedog, Eye ofnewtandtoefrog, In thecaldronboilandbake; Fillet ofafennysnake, Fire burnandcaldronbubble. Double, doubletoilandtrouble; Double, double toil trouble, and Shakespeare William Macbeth, EXTRACT TWO www.roalddahl.com

@roald_dahl EXTRACT FROM In associationwith 6 Illustrations © Quentin Blake STRONG more rhymes, then take a bow and accept yourmore crown rhymes, asthenewkingorqueen! thentake andaccept abow challenge: follow thesmokylinesandrhyme thewordsbelow. Ifyou canthinkofeven Roald Dahlwastherulerofrhyme. Hashemethismatch inyou Here’s today? your GOES FEAR www.roalddahl.com @roald_dahl SMELL KNEW In associationwith WORM SEE SMOKE 7 Illustrations © Quentin Blake Try what you)? Let’s saying cando! see it:on-oh-mat-oh-pea-yah are you at. generating knownasonomatopoeia loudlanguage(also bubblingboils. Howgood fizzesandcrackles brew asit pops, George’s www.roalddahl.com @roald_dahl SCORCERY SOUND In associationwith 8 Illustrations © Quentin Blake what special powerwhat special willhave. your arevolting magicmedicine you Then recipe. need attheready,Saucepans make decide it’stimeto to your own Firstyou need magicmedicine. can be assillyyou like!can be bubble’? saucepan You instead? ‘Hubble, stubble, What you write could double toilandtrouble’. theline‘Double,repeated required. Shakespeare A splashofrepetitionas slug…’ ‘Now aslimy, slithering, A dashofalliteration – there’s plentythere. whizz’. 2 Resource See ‘Pop’, ‘bang’, ‘sizzle’, ‘ onomatopoeia of A sprinkling stuck. Youcandoit! plenty ofideasifyou are 1shouldgiveResource you your tummy squirm’. worm. That shouldmake in For example:‘Throw rhyming couplets A generous of helping INGREDIENTS: for potion’s powers special a wiggly, squiggly www.roalddahl.com MY PERILOUS @roald_dahl REVOLTING RECIPE: POTION In associationwith ’s perilous potion ’sperilouspotion 9 Illustrations © Quentin Blake for alliteration! Roaldnouns andadjectives toinject Dahlhumourintoeveryday given Extra products. points Using RESOURCEmedicine? 1:INCREDIBLEINGREDIENTS,children generating practise proper intohis ishepouring 3. Children in?Whichproducts read extract isGeorge two.Whichroom ofrhythm. has onthereader i.e.itaddshumourandapleasingsense likely alliteration touse naturally at ofthetime;whentheydo,eliciteffect that leastsome it Children ofapostrophes. are use nounsandadjectives aswellthecorrect functions ofproper shampoo’adjective tothefront. Make e.g.‘Sharon’s sure that shocking children understandthe ‘shaving foam’. oneitemfrom nounandan thelistandtoaddaproper Askchildren tochoose list themintheirsimplestform Astheynameproducts, e.g.‘shampoo’,medicine. cream’, ‘face inhismagic 2. Askchildren ofthebathroom used tohelpyou that products listsome George else. for somebody prescribed never takingout-of-date whichhasbeen andmedicine medicine dosageinstructions, of correct following theimportance Brieflydiscuss under adultsupervision. at home?Why not?Ensure theyunderstandthat are onlysafeiftaken medicines and responsibly How ishismessagerelevant tothestory?Are tohelpthemselves tomedicines children allowed 1. Read extract one. Ask children what they think Roald Dahl is trying to teach us about medicines. STARTER ACTIVITY: AMAZINGADJECTIVESANDARTFUL ALLITERATION children hasabankofwords ontheirtable inasaucepan. RESOURCE 3:WORDSTO cuttask three, upandphotocopy PERSUADE that so eachgroup of and kitchen.For laundry room bathroom, rooms: bedroom, intofour ofGeorge’s can divided that so theclassroom products ofhousehold aselection need INGREDIENTS. Youwillalso extract twofor eachofRESOURCE 1:INCREDIBLE eachchildandacopy Photocopy PREPARATION: See page47 See SPAGWhiteboards, upandcamcorder. pop THINGS YOUMAY NEEDFORTHISLESSON: substances anddrugscandamagehealth • Understandingthat available commonly • Using persuasive language • Using alliteration andadverbs effectively LESSON OBJECTIVES: • MastersofInvention BOOK THEMES: www.roalddahl.com @roald_dahl LESSON PLAN2 In associationwith 10 Illustrations © Quentin Blake products thatproducts they’ve created. Alternatively, designandmake theycould packagingfor theirproduct. advertisement atelevision Children mightlike perform for andrecord to storyboard, oneofthe EXTENSION ACTIVITIES: radiant hairwithanunbeatable shine’. theirideasonpaper. Children record forBefore e.g.‘Sharon’s theactivity shimmeringshampoo, model children shockingly begin, that and use asloganfor wordtomake ontheirwhiteboard. eachoftheproducts upandrecord Using theirideasfrom theprevious activity, children atable, visit take awordfrom thesaucepan, wordsthat containing you’ve asaucepan cutplace from RESOURCE 3:WORDSTO PERSUADE . thechildren intofouridentify sloganswithinthetext.Divide orfive groups. Oneachgroup’s table ifyou buythat better Give product. will be ofextract children twoand,inpairs,askthemto copies withtheaimofmakingmoney;clever slogansmakepersuasive device you believe that your life ofadvertising thepurpose slogans,elicitingthat theyarea sloganandaskthemtodeduce a smellsfor tokeep away awholeday’. unpleasantbody ‘guaranteed Tell children that thisiscalled TO KEEPAWAY BODY UNPLEASANT SMELLSFORAWHOLEDAY’. Highlighttheslogan Display extract one.Read SPRAY, out: ‘NEVERMOREPONKING DEODORANT GUARANTEED… DEVELOPING THEACTIVITY: THEPOWEROFPERSUASION ideasnext! these They willneed they go.Attheend,askchildren oftheirfavourite tokeep justthree ideasandrub off therest. alliterationto use iftheycan.Children move as around addingtotheirwhiteboards the‘rooms’ shampoo’. shimmering adjective tothefront ofthenamee.g.‘Sharon’s Challengethem shockingly item from noun,anadverb thetable, andthentoaddaproper writeitontheirwhiteboard andan information twoasaprompt, toadjectives. Using an resource explainthat children shouldchoose Every wordendsin‘ly’!Clarifythat are adverbs, these andthat onejobofadverbs istoaddmore RESOURCE 2:ABSOLUTELY AWFUL ADVERBS. What words? about dochildren these notice not toread theirbrand wrap names-you itemsorstickblanklabels over could them.Display thatproducts are appropriate able but tobe toidentifytheproducts tothat Children room. need andkitchen.Oneachtable laundryroom, place enters:bathroom, thatrooms bedroom, George your tables classroom Divide intofour that groups so there’s onelargetable for eachofthefour MAIN ACTIVITY: the product based upon the seller’s persuasive language! the seller’s upon based the product than anotheroneonthe market?’ whetherthey wouldbuy Thecustomershouldthendecide fashionable?’, that ‘What isinthisproduct makes ithealthy?’, isyour better ‘Why product claimsusingthequestion words‘how?’,seller’s ‘what?’, ‘why?’ e.g.‘Howwill itmake memore Thechildwhoisthe‘customer’another childtobuytheirproduct. shouldchallengethe andtotrypersuade today oneofthesloganstheyhaveAsk children recorded tochoose PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN2 In associationwith 11 Illustrations © Quentin Blake canful intothesaucepan.“ A WHOLE DAY. ‘Shecoulduseplentyofthat,’ George saidas he sprayedtheentire GUARANTEED, itsaid, TO KEEP AWAY UNPLEASANT BODY SMELLSFOR a whitepowder. Inthatwent,too. DANDRUFF CURE.Initwent. tipped itallintothesaucepan. YOUR LEGS,itsaid, AND ALLOW TO REMAINFORFIVEMINUTES.George teeth,’ George said,‘thenthiswillpaintthemasredroses.’ CREAM. saucepan. until therewasnothingleft. A wonderfulmountainofwhitefoambuiltupinthegiant George lovedplayingwithaerosols.Hepressedthebuttonandkepthisfingeronit worm. ‘Maybethatwillbrightenupthosehorridbrownteethofhers,’ hesaid. it intothepan.‘Thatoughttowashhertummyniceandclean,’ hesaid. want adeadbodyonhishands.George putthesaucepanonfloor andwenttowork. person, andalthoughhewasouttogiveGrandmaaprettyfierymouthful,didn’t really break them. There werethingsinthere,theyhadtoldhim,thatcouldactuallykilla touch. Hehadmadesolemnpromisestohisparentsaboutthisandhewasn’t goingto But hedidn’t gonearit.Itwastheonlythinginentirehouseheforbiddento from ‘George Begins to Make the Medicine’ (pp. 17-21) the to Make Medicine’ Begins from ‘George EXTRACT ONE He foundanotheraerosolcan,NEVERMOREPONKINGDEODORANT SPRAY, There wassomethingcalledBRILLIDENT FORCLEANINGFALSE TEETH. Itwas There wasabottlewithyellowstuff insideitcalledDISHWORTH’S FAMOUS He foundanotherjarofcreamystuff labelledHAIRREMOVER.SMEARIT ON In wentasmallbottleofscarletNAIL VARNISH. ‘Ifthetoothpastedoesn’t cleanher With hisfingers,hescoopedoutthecontentsofajar VITAMIN ENRICHED FACE There wasanaerosolcanofSUPERFOAMSHAVING SOAP belongingtohisfather. He tookafulltubeof TOOTHPASTE andsqueezedoutthewholelotofitinonelong Number onewasabottlelabelledGOLDENGLOSSHAIRSHAMPOO.Heemptied “In thebathroom,hegazedlonginglyatfamousanddreadedmedicinecupboard. www.roalddahl.com

@roald_dahl EXTRACT FROM In associationwith 12 Illustrations © Quentin Blake the saucepan.” EATEN, WILL MAKE THE DOGEXPLODE.‘Good,’ saidGeorge, pouringitallinto WELL AWAY FROM THE DOG’SFOOD,itsaid,BECAUSE THIS POWDER,IF plonked itintothepan. BRIGHT, itsaid.George scoopedtheorange-colouredwaxystuff outofthetinand AND FOUL MESSESFROM YOUR FLOOR AND LEAVES EVERYTHING SHINY woman. ‘Soshe’dbetterhaveitall,’ hesaid,tippinginthewholeboxful. didn’t knowwhetherGrandmawasautomaticornot,butshecertainlyadirtyold WASHING-MACHINES. DIRT, itsaid, WILL DISAPPEARLIKEMAGIC.George kinds ofhouse-holditems. downstairs againandtrottedintothelaundry-roomwhereshelveswerefullofall cases andaddedthemtothemixture. There wasapowder-puff ontopandhethrewthatinaswellforluck. cheese. Initwent. saucepan. Hedidenjoysquirtingtheseaerosols. FORM THE HAIR AND SPRAY LIGHTLY. Hesquirtedthewholelotinto aerosol can.ItwascalledHELGA’S HAIRSET. HOLD TWELVE INCHES AWAY from ‘George Begins to Make the Medicine’ (pp. 21-24) the to Make Medicine’ Begins from ‘George EXTRACT TWO There wasaroundcardboardcartonlabelledFLEA POWDERFORDOGS.KEEP Then therewasabigtinof WAXWELL FLOORPOLISH.IT REMOVESFILTH The firstonehetookdownwasalarge boxofSUPERWHITE FOR AUTOMATIC The bedroomhadnothingmoretooffer, soGeorge carriedtheenormoussaucepan He foundacoupleofLIPSTICKS.pulledthegreasyredthingsouttheirlittle And in,too,wentalarge roundboxofPOWDER.ItwascalledPINKPLASTER. There wasabottleofperfumecalledFLOWERSOF TURNIPS. Itsmelled ofold “On hismother’s dressing-tableinthebedroom,George foundyetanotherlovely www.roalddahl.com

@roald_dahl EXTRACT FROM In associationwith 13 Illustrations © Quentin Blake alliteration then even better for producing a perfectly potent potion! aperfectly forproducing thenevenalliteration better proper adjective. Ifyou nounandanatrocious withaperfect ingredient canuse each Fill George’s asyou saucepanwithasmany ingredients canimagine.Describe incredible EXAMPLE: Hilda’s horriblehairspray www.roalddahl.com INGREDIENTS @roald_dahl INCREDIBLE In associationwith flea powderflea polish floor washing powder lipstick powder perfume 14 Illustrations © Quentin Blake WONDERFULLY SMOOTHLY delightfully powerfully BREATHLESSLY LAVISHLY tantalisingly GENERALLY QUICKLY scintillatingly HORRIBLY obviously properly mightily AWFUL ADVERBS www.roalddahl.com ABSOLUTELY @roald_dahl LUSCIOUSLY OUTSTANDINGLY demonstrably BRILLIANTLY GREATLY massively shockingly hideously effortlessly SHARPLY fetchingly perfectly simply really In associationwith PRACTICALLY FABULOUSLY monstrously DANGEROUSLY effectively ravishingly viciously HIGHLY certainly daringly boldly terribly BADLY slowly 15 Illustrations © Quentin Blake WONDERFULLY revolutionary OUTSTANDING INCREDIBLE extremely explosive TRULY PROVEN www.roalddahl.com PERSUASION @roald_dahl OUTSTANDINGLY astonishing magnificent guaranteed SURE-FIRE SWEET superior radiant results In associationwith STUNNING REMARKABLE tremendous effectively astounding FASTEST miracle amazing 16 Illustrations © Quentin Blake Continued . Continued exciting passageusingRESOURCE 2:EXCITING WRITING. children toworkinpairsfindandidentifyexamplestheextract. Theythenwrite theirown andask ontheboard panic even you Listthetechniques have more pronounced. discussed iscalmwhichmakes behaviour Grandma’s thatbut George’s . Helpchildren Grandma yelled tosee said George excitement. for at Look theverbs Grandma andGeorge: thedifferences used between create elicitthatmarks andonomatopoeia, a‘heart-beat’ shortersentences effect whichgenerates Aswellasdrawing exclamationitalics andonomatopoeia. theirattention ofellipses, totheuse writing?’ Share ideas,ensuringchildren have madenoteofRoald ofpunctuation, Dahl’suse Read theextract together. Roald Display thequestion: ‘Howdoes Dahlbuildexcitement inhis MAIN ACTIVITY: EXCITINGWRITING Grandma. RESOURCE 1:SASSYSIMILES,children shouldthinkof originalsimilestodescribe like ajack-in-a-box’.) thissimile?What ithave? effect Why dotheythinkDahlused does Using think ofany themselves? Read theextract together. thesimile?(‘Upshewent children spot Can examples e.g.‘hewasasbrave asalion’, ‘shewasaswhiteaghost’, ‘hesleptlike alog’. children Can What isasimile?Clarifythat twothingsusingthewords‘as’ asimilecompares or‘like’. Give some STARTER ACTIVITY: SASSYSIMILIES props for and equipment children’scollect Marvellous dramatic Medicine. ofGeorge’s performances to need Youwillalso oftheextract resources. andeachofthethree acopy Each childwillneed PREPARATION: Spelling board games, copier paper and handwriting pens. See page47 See andhandwritingpens. paper games,copier board Spelling THINGS YOUMAY NEEDFORTHISLESSON: • • styles togenerate excitement • LESSON OBJECTIVES: • BOOK THEMES: Understandinghowdramatic bringstoriestolife techniques WritingsimilesusingRoald Dahl’swork as astimulus IdentifyinghowRoald language,punctuation Dahluses andtext Exciting writing www.roalddahl.com @roald_dahl LESSON PLAN3 In associationwith 17 Illustrations © Quentin Blake to guide them, and then practise theirperformance. PERFORMANCES toguidethem,andthenpractise Marvellous Theyshouldplanareading usingRESOURCE Medicine. 3:POWERFUL anexcitingInvite extract, children about tochoose orfour three pageslong,from George’s story tolife?(Consider facialexpressions, effects.) funny andsound voices, props, costume tobringthe How wasitdifferent used have Whichtechniques toyour performance? been example andisavailable onYouTube). Askfor children’s opinionsabout theperformance. Marvellous isanexcellentof Dahl’sstories(RikMayall’s Medicine reading ofGeorge’s reading? What ithave effect does onthelistener?Nowshowaclipofreading ofone Read theextract monotonevoice. What tothechildren inaboring dotheythinkofyour DEVELOPING THEACTIVITY: STICKYSITUATIONS George’s Marvellous Medicine. Marvellous ofGeorge’s performance successful inpairstheelementsthatclass todiscuss toa theybelieve contribute allthechildren have Once their performance. hadaturn,askthe rather thanalargergroupa fewpeople which,inturn,willenhance Many more childrenaudience. comfortable willbe reading infront of their dramatic Medicine before asmall reading Marvellous ofGeorge’s that toperform theclassintogroups, so Divide eachchildhasachance PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN3 In associationwith 18 Illustrations © Quentin Blake I’ll beboiledlikeabeetroot!’ out ofhernoseandblowingaroundtheroom. coming outofhermouthandnostrils. Cloudsofblacksmokewerecoming something quick!’ chair. tremendous. standing straightuponend. a sittingposition…butrigidnow…frozen…quivering…theeyesbulging…thehair come down…shestayedthere…suspendedinmid-air…abouttwofeetup…still chair andswitchedonthecurrent.Upshewentlikeajack-in-the-box…anddidn’ exactly asthoughsomeonehadpushedanelectricwirethroughtheunderneathofher mouth andtippedthemixturedownherthroat. Then hesteppedbacktowatchtheresult. mention thepowerfulanimalpillsandpowdersliquids…andbrownpaint. the shoe-polish,blackpepper, thehorseradishsauceandallrestofthem,notto dandruff cure,theautomaticwashing-machinepowder, thefleapowderfordogs, had goneintothemakingofthiscrazystuff –theshavingsoap,hairremover, the the spoon,hecouldn’t helpthinkingbackuponallthemadandmarvellousthingsthat from ‘Grandma Gets the Medicine’ (pp. 38-41) the Medicine’ from Gets ‘Grandma EXTRACT ONE ‘Of courseI’monfire!’ sheyelled.‘I’llbeburnedtoacrisp!I’llfriedfrizzle! ‘By golly, youreallyareonfire,’ George said. ‘Cool it,Grandma,’ George said.But hegotabitofshockwhensawthesmoke ‘Fire!’ theoldwomanyelled. ‘Fireinthebasement!Getabucket!Manhoses!Do ‘It’s justthemedicine,Grandma,’ George said.‘It’s goodstrongstuff.’ ‘Call thefirebrigade!’ sheshoutedsuddenly. ‘Mystomach’s onfire!’ Then downshecameagainwitha You’d havethought she’dswallowedared-hotpokerthewayshetookoff fromthat The shockthatGeorge’s marvellousmixturehadgivenhermusthavebeen Suspended upthereinspace,theoldgirlwasbeyondspeaking. ‘Is somethingwrong,Grandma?’ George askedherpolitely. ‘Areyouallright?’ Grandma yelled‘ It wasworthwatching. ‘Here wego!’ George criedout.‘Swallowitdown!’ Hepushedthespoonwellintoher The oldhagopenedhersmallwrinkledmouth,showingdisgustingpalebrownteeth. ‘Open yourmouthwide,Grandma,’ hesaid,‘andI’llpopitin.’ As George removedthecorkandbeganveryslowlytopourthickbrownstuff into ‘What Idoisnoneofyourbusiness,’ theoldwomansaid.‘Fillspoon.’ ‘Are yougoingtogulpitalldowninonego?’ George askedher. ‘Orwillyousipit?’ Oweeeee! www.roalddahl.com @roald_dahl ’ andherwholebodyshotup EXTRACT FROM plop, backintoherseat. In associationwith whoosh intotheair. Itwas t 19 Illustrations © Quentin Blake Now offyou go-invent himself! asGeorge asingeniously e.g.‘Grandmaappearance as/as was asbitter as…’, spiteful were brown ‘Herteeth like…’ ‘as’ or‘like’ inyour You sentences. couldthinkabout Grandma’s traits orher personality thinkofyour ownIt’s timeto sillysimilesforGrandma. thewords Remember use to Grandma as was asshocked Grandma’s like exploded stomach below?Can you finishthesimiles jack-in-the-box’ like and‘sheshotoutoftheroof arocket!’ makesimiles to funny, pop-uppictures:‘Upshewent like a atusing Dahlwas Roald very good pictures inourheads. thatthey paint thismeans imagery; instant Similes create www.roalddahl.com @roald_dahl SIMILES SASSY In associationwith 20 Illustrations © Quentin Blake Chapter 7: Billy the Bully Gets the Medicine Gets the Bully 7:Billy Chapter the storm seem allthestronger. seem thestorm • FAST-PACED, EXCITING calmmakes ACTION The calmerbits. inwithsome mixed • ONOMATOPOEIA theirpower thisreduces –abitlike having Christmasevery day) • EXCITING PUNCTUATION like orexclamation ellipses many as marks(but nottoo SPEECH.“‘Fire!’theold woman• DIRECT yelled,” (rather than“theold woman was onfire”) To make your exciting, writing italive bring remember to by some: adding Can you deliver excitement ofskin-tingling below? a dose theidea to medicine has on Billy is surprisingly different to the effect thatithadonGrandma. different theeffect issurprisingly to hasonBilly medicine theBully. give Billy to itto Hedecides that the effect The left inthecupboard. hasdiscovered thatthere’s ofGrandma’sGeorge some still Marvellous Medicine from theirlunchboxes. oftheyounger food childrenandtaking some punching isaproblemThere theBullyhasbeen intheplayground Billy atGeorge’s school. THE IDEA: www.roalddahl.com @roald_dahl WRITING! EXCITING In associationwith 21 Illustrations © Quentin Blake Here aremy props: My costumeis: extractMy chosen is:Page (the room inGeorge’s (theroom house) presents George’spresents Marvellous Medicine! PERFORMANCES www.roalddahl.com @roald_dahl POWERFUL This isthesetting: This Other techniques Iwilluse: techniques Other voice or a different expression, for example): expression, oradifferent voice you mightuseafunny where use (consider In associationwith to Page to 22 Illustrations © Quentin Blake Continued . Continued that important. deal withouremotionsand manageourbehaviour is so so). Explainthatbehave enoughtodo weall they are badly confident at times–it’slearning howto made thembehave thisway? withapartner(or Askchildren withtheclassif toshare experiences children have mean?Selfish?Lazy? Inwhat badly?Have behaved What circumstances? theybeen Explain that what theydon’t tellusiswhy and addthenewadjectives tothe list. What negative doallthese adjectives tellusabout Grandma? from that evidence extract. upon Draw theclasstogether Grandma based that theybelieve describe the otherhalfextract Askchildren three. toexaminethetextclosely, thinkingofany newadjectives theclassinhalf. asaclass.Nextdivide partner before asharing some Give onehalfextract twoand parents haveuntil George’s goneout before shemistreats him’. theirideasbacktoa Children feed shewaits because cowardly thisideae.g. from‘Grandma is thetexttosupport to findevidence lazy, selfish, cowardly.adjectives on theboard: adjectives and Askchildren topickoneofthese Read extract onetogether. What thisextract tellusabout does Grandma? Listthefollowing STARTER ACTIVITY: GRUESOMEGRANDMA dayslocal out timetables. aswelltransport oftouristinformationtwo andextract for three halftheclass.Provide aselection leafletsdetailing tomake ofextract enoughcopies need Youwillalso ofeachresource. acopy Each childwillneed PREPARATION: See page47 See andemotionscards. andfeelings Exercise books THINGS YOUMAY NEEDFORTHISLESSON: andthevictim theperpetrator both • Understandingthat revenge hasanegative impacton Grandma George’s upon based Grandma andcreating anoriginalcharacter profile understandingofthe character• Demonstrating adeep from thetext • Drawing andjustifyingthemwithevidence inferences LESSON OBJECTIVES: • Revenge BOOK THEMES: www.roalddahl.com @roald_dahl LESSON PLAN4 shebehaves thisway. Have timeswhenthe there been In associationwith 23 Illustrations © Quentin Blake might apologise to George, explain her behaviour andsay infuture. howshewillbehave explainherbehaviour better toGeorge, might apologise thankinghimforIn role asGrandma, organisingaday children out. writea lettertoGeorge Grandma EXTENSION ACTIVITY: AND GRANDMA’S DAY OUTasaplanningsheet. day outchildren RESOURCE withGrandma. Children canplanGeorge’s 3:GEORGE shoulduse totheInternet,touristinformationProvide access timetablesso that leafletsandtransport day out. Askthemtotalkinpairsaboutspecial thekindofday out that Grandma mightlike. Tell children planningatreat that theyare George for a goingtopretend tobe Grandma; itwillbe satisfyingcan be at first,but afterawhileitcan make bad and sorry. you feel about yourself very a timewhentheyhave Howdiditmake Elicitthat taken themfeel? it revenge somebody? upon do theythinkthat children thinkabout hedidthis?Howdotheythinkfeltafterwards? Can Why didtherightthingbymakinghismagicmedicine. Ask themwhethertheythinkGeorge Now that children have Grandma’s explored any background differently dotheyfeel about her? DEVELOPING THEACTIVITY: entry onRESOURCE 2:THESECRETDIARY AGED OFGRANDMA 93/4. adiary before completing They shouldworkwithapartnertojotdownnotesonwhiteboard profiles, whatbe doingonatypicalSaturday? kindsofthingsdotheythink young Grandma might Ask children toimagineaday inthelifeofGrandma asagirl.Thinkingabout theircharacter friends, likes ortogetheronthistask. anddislikes workindividually andhobbies.Theycould everything toherfamily,as alittlegirl.Theyshouldconsider from hernameandappearance pets, Using RESOURCE 1:GROWING, children GRANDMA shouldbuildacharacter profile ofGrandma brieflyinsmallgroups andshare ideas. Discuss children thinkthat like? have Grandma wasahappychild?What been mightherchildhood Tell children that theyare goingtojourneybackatimewhenGrandma wasalittlegirl.Do MAIN ACTIVITY: GRANDMAASAGIRL antonyms to describe thenewGrandma? Compare thenewto old! antonyms todescribe to thelistofadjectives from thestarteractivity. children findtheir Can day out andthat herways.their special Grandma haschanged Refer back andGrandma haveImagine that theirdifferences resolved George on PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN4 In associationwith 24 Illustrations © Quentin Blake treating himbadly. had himonherownthat she began about likethis.Itwasonlywhenshe home, GrandmaneverorderedGeorge When George’s motherorfatherwere George fetchedherateaspoon. much,’ shesaid.‘Fetchmeateaspoon.’ ‘I’ll stirmyowntea,thankyouvery I stirreditwell.’ ‘I’ve stirreditforyou,Grandma. if youplease?’ ‘And whataboutateaspoon, George fetchedherasaucer. ‘Where’s thesaucer?’ shesaid.‘Iwon’t haveacupwithoutsaucer.’ it againandcarriedcarefullyintoGrandma. George tookthecupbacktokitchen andaddedanotherspoonfulofsugar. Hestirred Grandma sippedthetea.‘It’s notsweetenough,’ shesaid.‘Putmoresugarin.’ living-room. spoon ofsugarinitandnomilk.Hestirredthewellcarriedcupinto George wentintothekitchenandmade Grandmaacupofteawithteabag.Heputone miserable oldgrouch. school today?’ Shedidn’t seemtocareaboutotherpeople,onlyherself. Shewasa George?’ or‘Whydon’t youandIhaveagameofSnakesLadders?Or‘Howwas on herbestdays,hadshesmiledatGeorge andsaid,‘Well, howareyouthismorning, grousing, grouching,grumbling,gripingaboutsomethingorother. Neveronce,even day andeverysittinginherchairbythewindow, andshewasalwayscomplaining, Most grandmothersarelovely, kind,helpfuloldladies,butnotthisone.Shespentall ‘One spoon,’ shesaid.‘Andnomilk.’ ‘How muchsugarinyourteatoday, Grandma?’ George askedher. had palebrownteethandasmallpuckered-upmouthlikedog’s bottom. George couldn’t helpdislikingGrandma.Shewasaselfishgrumpyold woman. She ‘Yes, Grandma,’ George said. you outofmischiefforafewminutes.’ ‘You canmakemeanicecupofteaforstart,’ GrandmasaidtoGeorge. ‘That’llkeep spend aSaturdaymorning. of aGrandma.Lookingafterherallbyhimselfwashardlythemostexcitingwayto “He wasespeciallytiredofhavingtoliveinthesamehouseasthatgrizzlyoldgrunion (pp.1-4)from ‘Grandma’ EXTRACT ONE www.roalddahl.com @roald_dahl EXTRACT FROM In associationwith 25 Illustrations © Quentin Blake ‘Always down.” ‘Never growup,’ shesaid. stoodbeforeher. took hereyesfromthelittleboywho Grandma sippedsometeabutnever shesnapped.‘Upinsteadofdown.’ ‘It makesyougrowthewrong way,’ ‘Does chocolatemakeyougrow?’ ‘Eat lesschocolate,’ Grandmasaid. ‘But howdoIstopmyselfgrowing?’ George askedher. ‘Don’t listentoyourdaddy,’ Grandmasaid.‘Listentome.’ ‘Daddy saysit’s fineforaman tobetall,’ George said. halfway upthebackofarmchair. were soshortshehadtohaveafootstoolputherfeeton,andheadonlycame George tookagoodlookatGrandma. Shecertainlywasaverytinyperson.Herlegs ‘It’s ridiculous,’ shewenton.‘You’re nearlyastallmealready.’ ‘Too lateforwhat,Grandma?’ stop growingsoon,it’llbetoolate.’ ‘You’re eightyears old,’ shesnorted.‘That’s oldenoughtoknowbetter. Ifyoudon’t ‘I’m stillonlyalittleboy, Grandma.’ things, haveyou?’ greed andsloppinessuntidinessstupidity. You haven’t givenupanyofthese small, alongwithalltheothernastychildishhabitslikelazinessanddisobedience ‘Only verylittle,’ theoldwomananswered.‘IgaveupgrowingwhenIwasextremely ‘But youdidonce,Grandma.’ ‘Rubbish, , rubbish,’ shesaid.‘Lookatme. Am Igrowing?Certainlynot.’ ‘But wehavetogrow, Grandma.Ifwedidn’t grow, we’dneverbegrown-ups.’ ‘Of courseyoucan,’ shesnapped.‘Growing’s anastychildishhabit.’ ‘But Ican’t helpitifI’mgrowingfastGrandma,’ George said. who growtoofastbecomestupidandlazy.’ rim oftheteacupwiththosebrightwickedlittleeyes.‘You’re growing toofast.Boys “You knowwhat’s thematterwithyou?’ theoldwomansaid,staringatGeorge overthe (pp.4-6)from ‘Grandma’ EXTRACT TWO www.roalddahl.com @roald_dahl EXTRACT FROM In associationwith 26 Illustrations © Quentin Blake ‘You’re tryingto getawayfromme,aren’t you?’ this filthyoldwoman. George startededgingtowardsthedoor. Hewantedtogetasfarawaypossiblefrom you’ve gottobitetheearwigfirst,chop,beforeitbitesyou.’ nippers onitsbackendandifitgrabsyourtonguewiththose,neverletsgo.So very quick,mydear, whenyouputoneof thoseinyourmouth.Ithasapairofsharp ‘A bigfatearwigisverytasty,’ Grandmasaid,lickingherlips.‘Butyou’vegottobe ‘I don’t wanttohearaboutit!’ criedGeorge. ‘Sometimes it’s earwigs.’ ‘You findallsorts ofnicethingsinsticksrawcelery,’ theoldwomanwenton. ‘Grandma! Howcouldyou?’ said, ‘yougetabeetleinsidethestemofstickcelery. That’s whatIlike.’ The oldhaggrinned,showingthosepalebrownteeth.‘Sometimes,ifyou’relucky,’ she ‘Grandma! That’sbeastly!’ ‘I neverjoke,’ shesaid.‘Beetlesare perhapsbestofall. They gocrunch!’ ‘You’re joking,Grandma.’ bugs. You don’t knowwhat’s goodforyou.’ became atinywrinkledhole.‘Delicious’,shesaidagain.‘Worms andslugsbeetley before itcrawlsaway. Delicious.’ Shesqueezedherlipstogethertightsothatmouth ‘Whenever Iseealiveslugonpieceoflettuce,’ Grandmasaid,‘Igobbleitupquick (pp.from 7-8) ‘Grandma’ EXTRACT THREE www.roalddahl.com @roald_dahl EXTRACT FROM In associationwith 27 Illustrations © Quentin Blake Draw apictureofGrandma asagirl: ofthis bottom mystery.to the to get profilecharacter willhelpus Perhaps your reason. some mustbe There miserable, old cruel batthatsheistoday? right!Butwhatwasonce. That’s Grandma like the asagirl?How didshebecome girl. Even grumpy old hagswithmouthspuckered were uplike young dog’sbottoms Your imagineGeorge’s Grandma acceptit,isto asalittle to mission,shouldyou choose What my bedroom looks like: looks What my bedroom The placewhereIlive:The (write Grandma’s(write name) real My nameis: www.roalddahl.com @roald_dahl GRANDMA GROWING My biggestfear: My best toys: My best My favourite food: My hobbies: My friends: My family: In associationwith My pets: 28 Illustrations © Quentin Blake THE SECRETDIARY www.roalddahl.com OF GRANDMA, @roald_dahl AGED 93/4

In associationwith

Saturday 6th January 1934 January 6th Saturday

use the first person (‘I’) and describe your feelings as well as what you have been up to. to. up been have you what as well as feelings your describe and (‘I’) person first the use Write a diary extract based upon your ideas about Grandma as a little girl. Remember to to Remember girl. little a as Grandma about ideas your upon based extract diary a Write 29 Illustrations © Quentin Blake the perfect outing forGrandma? outing the perfect considerafew plan Canyou things. to helphimto he needs old armchair, canprizeGrandma outofherflea-bitten George happy. herupandremindhow be wants cheer to to Before take He to heroutfortheday instead. hasdecided George Grandma withmagicmedicine, poison to oftrying Instead

Where are we going?

When are we going?

How will we travel there and back?

How much will the day cost?

What will we do in the morning?

What will we do in the afternoon?

What will we do for lunch?

What happens if the weather causes trouble?

When and where will Grandma be able to rest? GRANDMA’S DAY OUT www.roalddahl.com GEORGE AND @roald_dahl In associationwith 30 Illustrations © Quentin Blake Continued . Continued one ortwoofthesentences. withanotherpairwhotrytoimprove When they’ve theyswaptheirwhiteboards upon finished ’. through handreached herwristtightly thedarknessandgrabbed asthecold scream a piercing Draw out that adjectives andadverbs cangive that extra sparkle.For ‘Thegirlletout instance: Before askthemwhatan exciting theybegin, theythinkmakes sentence. anexciting sentence. children workinpairstoputOn whiteboards, intheextract twooftheverbs into theydiscovered to read extract one andhighlightalltheverbs, togethertoshare asaclass. thencome ‘toshout’ therefore (whichmakes sense), verb ‘shout’ becomes e.g.‘shouted’ isaverb. Askchildren thenitisa andaddtheword‘to’tofront. Ifthewordstillmakes tense into thepresent sense What isaverb? Clarifythat verbs are ‘doing’ way toidentifyverbs words.Auseful istoput them STARTER ACTIVITY: oftheextract. aphotocopy every need child.Eachchildwillalso ofRESOURCE 2:MYMAGICALinteractive andaphotocopy MASTERPIECEfor whiteboard, annotated ofRESOURCE onthe 1:AMASTERPLANwhichcanbe copy ashared You willneed PREPARATION: Smart board, pens and highlighters. See page 47 andhighlighters.See pens Smart board, THINGS YOUMAY NEEDFORTHISLESSON: andadjectives • learningexperience fromothers’ and recognising constructive feedback, • Medicine Marvellous thevocabulary andstructure ofGeorge’s • LESSON OBJECTIVES: • Sensational stories BOOK THEMES: Identifyingandusingexciting verbs, adverbs to andresponding Providing, receiving upon ofwritingbased Planningapiece www.roalddahl.com @roald_dahl LESSON PLAN5 In associationwith 31 Illustrations © Quentin Blake write blurbsfor like theirstories.Theymightalso todesignafront cover! Medicinetellus?What itnottellus?Invite children to does Marvellous theblurbofGeorge’s does gives enoughinformation thestory. but towhetthereader’s notenoughtospoil appetite What Highlightthefactthat theblurb books? cover istosell Do theyknowthat thefunctionofabook Medicine . Whichfeatures Marvellous the blurbonbackcover ofGeorge’s dochildren notice? ofablurb.WhatAsk children toremind makes you ofthepurpose aneffective blurb? Consider EXTENSION: stories! intheirfinished exciting sentences out for looking andtell themyou examplesof willbe at ofthelesson thebeginning completed theplantowritetheirownstories.RemindChildren workthey use themoftheexciting sentence DEVELOPING THEACTIVITY: writingtheirplan. ideas withapartnerbefore theybegin their andaskchildren todiscuss theplanningsheet lamp for Explainhowtocomplete instance). (atreasure asword,cloakorshiny chest,amagiccarpet, theirownstoryexperiences upon andaskthemwhat theycanthinkofbydrawingis themedicine, otherkindsofmagicalobjects forplanning sheet theirownstory. Medicine Marvellous Explainthat inGeorge’s themagicalobject ofastory.beginning Give of RESOURCE 2:MYMAGICAL eachchildacopy MASTERPIECE;a in themiddleofstoryandresolution at theend?Askthemtoexplainfunctionof childrenMedicine asaclassontheinteractive identifythat Can theproblem whiteboard. belongs Using RESOURCE 1:AMASTERPLAN,invite children Marvellous tomaptheplotof George’s MAIN ACTIVITY: PLANNINGAMASTERPIECE pointer for pointer improvement. The listenermust say twothingswhichworked wellandgive one In pairs,askchildren toshare theirstorieswithoneanother. PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN5 In associationwith 32 Illustrations © Quentin Blake full ofbugsandbogles!’ the bedroom. downstairs intheliving-roombutherheadwasmovingquicklytowardsceilingof mouth. Oh well,hethought,whynot?Hepouredoutaseconddoseandpoppeditintoher from ‘Grandma’ (p.from 47) ‘Grandma’ EXTRACT ONE Crash! The oldgirl’s headwentthroughtheceilingasthoughitwerebutter. ‘That’s theatticaboveyou,Grandma!’ George calledout.‘I’dkeepoutofthere!It’s ‘I’m onmywaynow, boy!’ shecalleddown toGeorge. ‘Justwatchmego!’ ‘Oweee!’ shescreamedandupwentagain.Herfeetwerestillonthefloor George wasstillclutchingthemedicinebottleinonehandand spoonintheother. ‘Come on,boy!Givemesomemore!’ sheyelled.‘Dishitout!’ I’mslowingdown!’ She’s dottyasadoughnut,George thought. ‘Terrific medicine!’ shecried.‘Givemesomemore!’ This ismyroom,’ George said.‘Lookatthemessyou’remaking.’ ‘With aheigh-nonny-noandupwego!’ sheshouted.‘Justwatchmegrow!’ ‘Steady on,Grandma,’ George said. www.roalddahl.com

@roald_dahl EXTRACT FROM In associationwith 33 Illustrations © Quentin Blake The main character iscalled: maincharacter The He looks likeHe looks this: The problem: www.roalddahl.com @roald_dahl A MASTER PLAN What does: themagicalobject In associationwith The magical object is: The magicalobject resolution: The 34 Illustrations © Quentin Blake The title of my story is: titleofmyThe story My maincharacter iscalled: He looks likeHe looks this: The problem inmy story: www.roalddahl.com MASTERPIECE MY MAGICAL @roald_dahl In associationwith What does: my magicalobject My magical object is: My magicalobject the problem inmy story isresolved: This ishow 35 Illustrations © Quentin Blake for one per pair. Each child will also need a copy ofRESOURCE 2:WHEREISHETODAY? acopy for pair. oneper need Eachchildwillalso cardsfrom toprepare RESOURCE 1:ATRIFLEMIXEDUP enoughscenario need You willalso ofthesameextract for ofextract adisplay eachchild. oneandphotocopies copy You willneed PREPARATION: Continued . Continued parents’ him? reactions toGrandma’s influence George’s disappearance Howmight twodifferent thisconflict? andsayGeorge’s experiencing why feelings hemight be that are whenyou mixed feelings have two different at theyidentify feelings thesametime.Can about toGrandma. Helpchildren has‘mixed tounderstand what feelings’ hashappened George text styles children’s toportray emotions. Comebacktogetherasaclasstodiscuss ideas. Elicitthat likeas theways inwhichRoald punctuation, devices Dahluses sentence/paragraph lengthsand at looking whatideas withevidence, thecharacters are saying andhowtheyare actingaswell inthisextract howtheircharacter andwhy. isfeeling discuss themtoback up their Encourage groups: agroup for MrKranky, agroup for MrsKranky Askthemto andagroup for George. Read extract onetothechildren and then give eachchildacopy. thechildren intothree Divide STARTER ACTIVITY: See page47 See boards. Feelings andemotionscardsdrywipe THINGS YOUMAY NEEDFORTHISLESSON: whentotryovercome them emotionsand • Identifyingwhentoheed (or ‘mixed’) emotions conflicting • Understandingwhat ismeantbyhaving thestory from withevidence justifyingtheirinferences • Drawing about inferences characters’ feelings, LESSON OBJECTIVES: feelings • Mixed BOOK THEMES: www.roalddahl.com @roald_dahl LESSON PLAN6 In associationwith 36 Illustrations © Quentin Blake Encourage children to ask one or two questions of their own as well as those scribed together. childrenEncourage scribed toaskoneortwoquestions oftheirownaswellthose children intopairs–onechildisMrsKranky Divide andtheotherisinterviewer.has been. what ofamotherGrandma Children todiscover mighttake sort MrsKranky backtoherchildhood think that emotions? shehasconflicting some interview questions for MrsKranky.scribe Together How dochildren Why knowthis?Elicitthat, dothechildren shehasmixed feelings. like George, As aclass,read about MrsKranky theextract hermother’sdisappearance? feel again.How does EXTENSION ACTIVITY: answers. George’s to be RESOURCE 2:WHEREISHETODAY?complete theirquestions andwhat withboth theyimagine children Children listat3. Onwhiteboards, shouldthen questions leastthree toaskGeorge. www.roalddahl.com/create-and-learn/write/roald-dahl-on-writing.) withRoald themselves withtheQ&Aformat:to aninterview Dahlinordertofamiliarise http:// alittleinspiration, questions listen children toask.(Iftheyneed tothinkofsome could they need andthat George magazinejournalistsinterviewing They willbe toschool. heiscoming because Tellunder theskin’ George. oftoday’s children toimaginethat George theyare goingtomeet asachildandhismixed emotions,andreally ‘get hisexperience childrenEncourage toconsider orhave andmedicines nothingtodowiththem? mastermind? Wouldheworkwithpotions Acriminal Adoctor? for Isheascientist? does aliving? What dotheythinktheadultGeorge Dotheythinkhewasgladthat ofhismagicmedicine. hemadeitornot? the consequences feltabout askchildren howtheythinkGeorge discussions, 2. Drawing their‘mixed feelings’ upon andhowtheyfeltabout theoutcome. took ofactionthey what toafriendwhat course happened, andtodescribe mixed feelings experienced ofaction?Isiteasytotake therightpath?course Askchildren tothinkofatimethat they’ve andidentifythedifferent thescenario emotionsinvolved.Ask themtodiscuss What istheright cardfrom RESOURCE1. Give. CARDS 1:ATRIFLEMIXEDUP–SCENARIO pairsascenario MAIN ACTIVITY: ATRIFLEMIXEDUP versions of George? versions ofGeorge? Which are themostinsightfulquestions? Dochildren imaginesimilar their questions. andotherstopose Invite children to‘hotseat’ asGeorge PLENARY: www.roalddahl.com @roald_dahl LESSON PLAN6 In associationwith 37 Illustrations © Quentin Blake her inhandsandshecried,‘HowdoIstop gettingsmallerstill?’ minute agoandsuddenlyyou’reamiserablemidget?’ yelled. ‘Howd’youthink eyes, nobiggernowthanlittlekeyholes,wereblazingwithanger. ‘HowdoIfeel another halfminuteshewasnobiggerthanabottleoflemonade. arms. ‘Watch whathappenswhensomeone’s hadfiftyspoonfulsinsteadofone!’ as theroofofhouse,butnowshewascomingdownfast. That waswhenGrandmabegantogetsmaller. Shehadstartedoff withherhead ashigh head underthewater!’ shrill ithurttheears. steam keptsquirtingoutoftheskinnyoldhag’s head,andthewhistlingwassohigh from ‘Grandma’ (pp.from 98-104) ‘Grandma’ EXTRACT ONE Then apumpkinseed… A momentlater, shewasnobiggerthanapin… By then,Grandmawasthesizeofamatchstickand stillshrinkingfast. ‘Catch holdofeachendandpull,’ MrKrankysaid. ‘I muststopher!’ MrsKrankywailed. ‘Icanhardlyseeherasitis!’ ‘You can’t,’ saidMrKranky. ‘She’s hadfiftytimestherightamount.’ When shewasnobiggerthanacigarette,MrsKranky madeagrabforher. Sheheld And bygolly, shewas. ‘She’s stillgettingsmaller!’ ‘She’s stillgoing!’ shoutedMrKrankygleefully. Grandma’s tinyfacestillborethesamefoulandfuriousexpressionitalwayshad.Her ‘How d’youfeel,Mother?’ askedMrsKrankyanxiously. But shedidn’t stop.Smallerandsmallershegot…downdownwent.In ‘Stop!’ criedMrsKranky. ‘That’s justright.’ Very soon,Grandmawasbacktonormalheight. ‘Watch this,George!’ MrKrankyshouted,hoppingaroundtheyardandflappinghis But evenasshespoke,thewhistlingsuddenlystoppedandsteamdisappeared. ‘Grandma!’ shrieked MrsKranky. ‘Mother!Runtothedrinking-troughandputyour ‘Too late,’ saidMrKranky, lookingpleased. ‘Call thefire-brigade!’ criedMrsKranky. ‘Callthepolice!Manhose-pipes!’ George wasquitealarmed.Hestoodupandranbackafewpaces. The jetsofwhite ‘Stand clear,’ MrKrankysaid. ‘Her boiler’s goingtoburst!’ ‘She’s goingtoblowup!’ MrsKrankywailed. www.roalddahl.com

Ifeel?Howwouldyoufeelifyou’dbeenagloriousgiant @roald_dahl EXTRACT FROM In associationwith ?’ she 38 Illustrations © Quentin Blake wasn’t she?’ well, Isupposeit’s allforthebest,really. Shewasabitofnuisancearoundthehouse, find you?’ Butshecalmeddownquitequickly. Andbylunchtime,shewassaying,‘Ah saying, ‘Mother, where areyou? Where’ve yougone? Where’ve yougotto?HowcanI ‘Great medicineofyours,George.’ Continued... EXTRACT ONE For afewminutes,MrsKrankykeptwanderingroundwithpuzzledlookonherface, George didn’t knowwhattothink. ‘That’s whathappenstoyouifyou’regrumpyandbad-tempered,’ saidMrKranky. ‘She’s gone!She’s disappearedcompletely!’ criedMrsKranky. ‘Hooray,’ saidMrKranky. ‘Where isshe?’ criedMrsKranky. ‘I’velosther!’ Then… Then… www.roalddahl.com

@roald_dahl EXTRACT FROM In associationwith 39 Illustrations © Quentin Blake yourself tomoresweetsbut your pocketmoneystraight have hadmorethanyou’re away butyou’resavingup You reallywanttospend usually allowedalready. to yourmumandupset You reallywanttohelp children beinghorrible her butyoustillthink You havebeenrude You seesomeolder she’s beenunfair. They lookscary! to yourfriend. for abike. www.roalddahl.com @roald_dahl MIXED UP A TRIFLE SCENARIO CARDS SCENARIO winning goalatamatchand won’t stopgoingonaboutit know you’llgetintotrouble. Your bestfriendisn’t usually You shouldconfessbutyou and haveabrokenvase. sporty buttheyscorethe sporty You weremessingabout In associationwith tidy herroombutthen you sohithimbut she getsallthecredit. You helpyoursister is reallyannoying Your littlebrother then hecries. 40 Illustrations © Quentin Blake (insert a photograph ordraw apicture) aphotograph (insert George Kranky today: George famous for: Kranky,A young George Write the name of your magazine here: thenameofyour magazine Write www.roalddahl.com @roald_dahl HE TODAY? Answer: Question: Answer: Question: Answer: Question: Answer: Question: WHERE IS ’s exclusive Kranky! interview withGeorge In associationwith 41

Release your

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Roald Dahl’s stories are filled with marvellous inventors, from and his everlasting gobstoppers to and her ingenious plan to topple , but this year is all about one major mischief maker: GEORGE KRANKY!

You definitely can’t makeGeorge’s Marvellous Medicine at home but thanks to George’s Marvellous Experiments you can mix up slime and build a volcano – plus, rather fortuitously, everything’s publishing just in time for Science Week around the world, including British Science Week (10–19 March) and Australian Science Week (12–20 August).

So don your white coat, polish your goggles and cook up some science surprises – just make sure you don’t blow up any senior citizens, goats or chickens! Here are some ideas about how you can make science and magic happen in your classroom. • IDEAS FOR RUNNING YOUR OWN INVENTOR’S LABORATORY! Photocopy the medicine bottle and challenge young scientists to create their own Marvellous Medicine – use their creations to create your very own Science Fair. The theme of British Science Week is ‘Changes’ so they could even act out what happens when they taste their medicine . . . • MARVELLOUS INGREDIENTS HUNT Shampoo bottles, boot polish and paint pots! George’s infamous concoction involves a mixture of everyday objects. Hide these around your classroom and see how many the children can find. • RUN A SPLENDIFEROUS STORYTELLING SESSION Gather the chiddlers around for a storytelling session – you could even use some of the real experiments to bring it to life.

Share your marvellous inventions online using #MarvellousScience to @PuffinBooks and @Roald_Dahl and remember there’s only one rule: Whatever he saw, if it was runny or powdery or gooey, in it went.

P.S. Don’t forget to save the date for Roald Dahl Day on Wednesday 13 September 2017! George’s marvellous medicine ingredients search Can you find ALL the INGREDIENTS that George puts in his MARVELLOUS MEDICINE?

N A I L V A R N I S H D R L F T A B D E O D O R A N T B S T N C T C L K U M A P G N J V H O B A S H A M P O O S T G Q W O O G N V G S F A C E C R E A M R T S A G R E A S E C X Z J M A S H B R H P P Y L M P O L I S H E P Z Y P Q P W U I X C Y R O I R A Q S A E K Q H E P B O D M U A S N E Z H R Y L M U S T A R D D T L E F B U F W Y S P T J F K I E C D E I O C U R R Y O I X V S I H J Y S F Z F M I D Q D C I H E I K C O N E N H E M N Z A K L C L E H A W T G R W K T D X H S R L A U P O F L E A P O W D E R J I X

Shampoo Nail varnish Polish Curry Toothpaste Deodorant Flea powder Chilli Soap Perfume Canary seed Horseradish Face cream Lipsticks Mustard Grease

www.roalddahl.com invent your own marvellous medicine DRAW the INGREDIENTS you’d use in the bottle and write a WARNING! label describing what happens if you drink your new invention!

“THE RULE WOULD BE THIS: WHATEVER he saw, if it was

runnyor powdery or gooey, IT WENT IN” CUT OUT and KEEP! WARNING! DO NOT DRINK ‘s MARVELLOUS MEDICINE BECAUSE IT WILL

! FREE Wondercrump NEW DOOR HANGER inside every book Packed full of It’s time to meet experiments you Roald Dahl’s most can try at home! www.roalddahl.com inventive hero!

Illustrations © Quentin Blake The YPO prices quoted above are valid from 1 January to31December2017andareexclusive ofVATThe YPOpricesquotedabovearevalid from1January whichwillbechargedattheprevailing rate.

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