Activity 1€¦ · Web viewIntroduction to witches- Research Project By the end of this lesson:...

The Witches by Roald Dahl Scheme of work for year 7Lesson 1 Introduction to witches- Research ProjectBy the end of this lesson:Pupils will have gained some insight into the role of a witch.

Resources: Witch wear, witch facts, high jinks (worksheets)Starter:Introduce the book Witches and explain the scheme of work for the next term. Before reading begins, pupils need to know all about witches.

Main:Each table/group or pair has information (a worksheet), describing a various aspect of a witch’s life: (These sheets have not been included in this scheme as they are hand written, although the brief description will give you an idea of what they are about. Please see ‘Teacher Notes’ below for more ideas.)

Witch wear: what witches wear Witch facts: random ideas about witches High Jinks: what kind of spells they create

Each group has to write down 10 interesting ideas they can find on the worksheet.

Plenary:Pupils then share the information they have gathered with the rest of the class and predict what kind of witches will be in the novel. Teacher must focus on the witch stereotype, broomsticks, Halloween, black cats, etc.

Extension:Pupils can draw and label a stereotypical witch in their books.

AFL:This will be done during class discussion of witches.

Homework:Draw and label a ‘typical’ witch in your book if you have not finished it in class.

Teacher Notes:This research can be done like this or on the internet, having pupils find out facts about witches such as clothes, Halloween, etc. However, there are many modern sights that do not adhere to the stereotype focused in this lesson.

Lesson 2 Chapter 1: A note about witchesBy the end of this lesson:Pupils will have practiced their dictionary skills.Pupils will have further knowledge of the characters in the novel.

Resources: Copies of the book, Chapter 1 question sheet, M Mulligan September 2006 FPHS

The Witches by Roald Dahl Scheme of work for year 7dictionariesStarter:Of your own choice.Main:Read Chapter 1

Discuss how their perceptions of witches are not like that of the book.

Answer the questions from activity sheet; Witches Chapter 1.

Plenary:Gather feedback from pupils and check that they have the right answers.

Extension:This is on the question sheet.

AFL:Whilst pupils answer the questions in their books and then through class discussion.Homework:None

Teacher Notes:

The WitchesChapter 1

Using the book, answer these questions in full sentences, don’t forget capital letters, full stops and correct spellings:

M Mulligan September 2006 FPHS

The Witches by Roald Dahl Scheme of work for year 7a. What is a motto? b. What is the motto of all witches?c. What happens when a witch ‘swoops’ to get a child?d. What does a witch look like?e. Look up these words in the dictionary and write down

their meanings in your books: Scheming Plotting Churning Burning Whizzing Fizzing

f. Now write sentences that include each of the words that you have just looked up in the dictionary. This will show your understanding of them.

g. What might be some of the strange/unusual habits or appearances that a witch might have as she tries to keep a disguise in public? You can draw a picture and label it if you like.

h.Once you have completed the questions, get out your own reading book and do some quiet reading.

Lesson 3 Chapter 2: My GrandmotherBy the end of this lesson:Pupils will have further knowledge of the characters in the novel.Pupils will begin to have some awareness of the author’s craft.Resources: Copies of the book,


The Witches by Roald Dahl Scheme of work for year 7Starter:Of your own choice, possible brainstorm higher level words to describe a Grandma using a thesaurus.Main:Read Chapter 2 Discuss how you would normally expect a grandma to act, how is

Roald Dahl’s version different? Then discuss the strange way in which the children disappear,

explain how Dahl has chosen to describe these events for the audience to be fearful of the witches.

Complete the activities below: (For weaker) Draw a picture of Grandma and label her

distinguishing features. (For higher) find quotes to describe grandma and her distinguishing features

Model a missing poster for one of the children who are taken by the witches. Teacher is to show how they need to read the chapter to get facts and ideas.

Plenary:Pupils can stand up and present their posters to the rest of the class.

Extension:Pupils can complete another wanted poster based on another of the missing children.AFL:During class discussion and teacher can circulate during main task to ensure pupils are inserting the correct information into their wanted posters.Homework:

Teacher Notes:


The Witches by Roald Dahl Scheme of work for year 7

The Witches Homework


Lesson 3 The Grand High WitchBy the end of this lesson:Pupils will have further knowledge of the characters in the novel.Pupils will be able to write for a purpose.Resources: Starter:Of your choice, could be focused on the features of a diary.Main:1. Complete the following activities:

a.Pupils are to create a character profile of a witch, draw and label the distinguishing features of a witch or find quotes to show her character.

b. Prepare for homework: Writing a diary of grandma, when I lost my thumb. Hand out Homework sheet there is a differentiated one for weaker pupils. Brainstorm how Grandma might have lost her thumb Pupils are to then recap the rules they have previously

learned upon diary writing:o First person pronouno Past tenseo Feelings, thoughts and worrieso What time of day did it happen? What was the date?o Descriptive language

Remember that Grandma is from Norway, so the weather may be different and there obviously wouldn’t be PlayStations or mobiles!

Remember that Grandma would not have called this when they are writing the diary; she would have been a little girl! And she wouldn’t smoke cigars!

Plenary:Ensure that all pupils have there homework written in their diaries.Extension:Pupils can begin to plan their homework, and decide how Grandma has lost her thumb.AFL:Pupils will show their knowledge and understanding through class discussion and by referring back to their previous work.Homework:Complete the diary of Grandma.Teacher Notes:If you have not introduced diary writing to your pupils yet, you may want to introduce the five rules above as a starter.


“When I lost my Thumb…”Before completing this homework, you will need to make notes about the things that we know about Grandma already, like where she lived; these notes will be made in class. If you have any more questions about this work ask your teacher as there are no excuses for it not to be done!

The task:Using the skills you have learned from previous lessons, you are going to write a diary of Grandma; the title of your work will be “When I lost my Thumb…”

Remember the five rules of diary writing:

o What time of day did it happen? What was the date?

o First person pronoun o Past tenseo Feelings, thoughts and worrieso Descriptive language

You will have to do at least one page in your English book! No less.

The Witches Homework

“When I lost my Thumb…”M Mulligan September 2006 FPHS


Before completing this homework, you will need to make notes about the things that we know about Grandma already, like where she lived; these notes will be made in class. If you have any more questions about this work ask your teacher as there are no excuses for it not to be done!

The task:Using the skills you have learned from previous lessons, you are going to write a diary of Grandma; the title of your work will be “When I lost my Thumb…”

Remember the five rules of diary writing:

o What time of day did it happen? What was the date?

o First person pronoun (I, me, us, we) o Past tense (I did this, she said that)o Feelings, thoughts and worries o Descriptive language

You will do at least one page of writing in your English book!

Use the writing guide on the other side of this page to write your diary.

Date:Today, I went outside to play with my friend_________ and something happened that changed my life forever. When we were__________ down the street, we came across a __________ lady who asked us what the __________ was. As she said this, she ___________ out her hand and __________ my arm to look at my __________. When this happened, I felt a ________ feeling run all over my body. My _______ stood up on the back of my neck like the cat next door that arches its back and ________ when a dog goes near it.


Please turn over


walking pretty time reached grabbed watch hisses Joe hair strange

Feeling really ________, I looked at her hand to see that she had _______ on! It was _________, I just knew she was an evil, cruel _________ who was ready to do anything to get rid of me! Her big, _________feet moved in closer towards me and Joe. With all my ________, I pulled back my arm and she lost her grip on me. My _________ was beating so fast that I felt like it was going to _________ inside my chest!

frightenedgloves shocked awful witch ugly strength heart burst

Joe, who is a little _________ than me, was just standing there in shock. Her mouth was wide open, like the dead _________ that you see on display at the __________. I was ready to run, but she just wouldn’t move. I ________ and _______ on her arm to get her going but there was nothing I could do as she was frozen, like a statue.

Smaller fish market pulled tugged

By this time, the _______ had her gloved ________ on my friend. I saw the evil creature’s eyes turn ________ as she called out some kind of spell. Her tongue was ________ as she spat those horrid, disgusting words. All of a sudden, a white spark come flying from her ________; my friend had disappeared, so had my ________ as I had been holding her arm when it happened. For a second, I looked at the space where it had been on my hand, then I turned and ________as fast I could. I never even looked back once, all I wanted to do was get home and see my _______and ______.

witch hands purple blue eyes thumb ran mum dad

Lesson 4By the end of this lesson:Pupils will understand the term Acronym and use it as a spelling aid.Pupils will be able to practice their thesaurus skills.Resources:


The Witches by Roald Dahl Scheme of work for year 7Starter:Based on acronymsMain:1. Read Chapter 42. Looking at the NSPCC:

What does NSPCC stand for? What is the job of the NSPCC? (Note the similar name of the NSPCC with that of the

RSPCC) What do you think the ladies will be like? Use your thesaurus to find at least eight different words to describe them.

Answer the questions of events so far.

Plenary:Ask pupils if they can create spelling acronyms for the following words in pairs: ceiling, beautiful, special, knee, friend, diary.

Extension:Questions of events so far should cover the rest of the lesson

AFL:Pupils will show their knowledge and understanding during discussion throughout the lesson and then during the plenary.Homework:

Teacher Notes:

The WitchesUsing the book, answer these questions in full sentences, don’t

forget capital letters, full stops and correct spellings:

1. What were the boy and his Grandma’s plans for the summer? P47

2. Why do Norwegians use for bait when catching fish? P47

3. What was the best way to eat shrimps? P48

4. Why was pneumonia dangerous for the grandmother? P48


The Witches by Roald Dahl Scheme of work for year 75. Who was Mrs Spring? P49

6. What did the doctor suggest for the boy and his Grandma’s

holiday? P50/51

7. Where did Grandma and the boy go to stay? P51

8. Who were William and Mary? P52

9. What upset the chambermaid? P52

10. How did grandmother convince Mr Stringer to let the mice stay?

P52/53

11. Why did the boy go into the ballroom? P54/55

12. What does RSPCC stand for? P57

13. What trick was the boy going to teach William and Mary? P57

14. What was the boy’s “blinding ambition”? p59

15. What interrupted his training? P60

Extension Task:Find 10 higher level words, using a thesaurus, to describe the ladies who are a part of the RSPCC. Remember what the name RSPCC sounds like!

Lesson 5 Chapter 6: Frizzled like a fritter andChapter 7: Formula 86 Delayed Action Mouse-Maker

By the end of this lesson:Pupils will have further knowledge of the characters in the novel.Pupils will be able to use similes to describe.Resources:


The Witches by Roald Dahl Scheme of work for year 7Starter:Based on Similes

Main: Read chapter 6 Grand High Witch character profiles.Ask pupils to look at both pictures of the Grand High Witch, when she is in disguise and went she isn’t. Brainstorm some descriptions of her before completing the activity sheet on her.

Plenary:Get feedback from pupils; share some of the similes within the class group.Extension:This is on the activity sheet.

AFL:During class discussion and teacher can circulate during main task to ensure pupils are creating similes for the Grand High Witch.Homework:Grand High Witch character profile.

Teacher Notes:

The Witches Chapter 6

The Grand High WitchThe Grand High Witch is so ugly that she has to disguise herself when she goes outside in public. Look at the descriptions of the Grand High Witch, before and after she takes off her disguise.


The Witches by Roald Dahl Scheme of work for year 7They are very different, almost opposites of each other, so this will mean that you will have to do two character profiles of the Grand

High Witch!

Copy out the table into your book; do not write on the sheet! You will need a thesaurus to complete the table, and I do not want any

old words! For each description you must think of a simile to describe that part of her body. Try to be as original as possible and I

would like full sentences for each one. Look at mine to get you started:

Body Part Disguised Witch Normal witchHair As long and as shiny as a

river, that flows effortlessly and sparkles when the sun hits the surface.

(She has none!) Her scalp is as rough as sandpaper, covered in rotten scabs that she picks off and crunches like crisp in her mouth when no one else is around.

EyesNoseMouthHandsFeetVoicePersonality

Extension Activity/Homework:Once you have finished the table, you will be able to create a

character profile of the Grand High Witch when she is disguised. You can label your drawing to show what she is hiding, like her wig hides

her bald head. This will be completed as homework.

Lesson 6 Chapter 8: The RecipeBy the end of this lesson:Incomplete, possible activities below.Resources:


The Witches by Roald Dahl Scheme of work for year 7Starter:Verbs (doing words)Main:Read chapter 8Mixing up words: think of an animal like a horse, what does it do? Trot, neigh, snorts, gallops. Now mix up two words from your list: Example: trot+gallop= trotalop.Writing instructions, what do we need when writing instructions? Look at recipe cards, etc. EAL pupils have verb and object on different cards. They put them together and then write them out in full sentences. Others: copy recipe from book. Read poem jabberwocky

They can make their own ingredients for a potion that makes you escape from bullies. What type of things would you need?Run faster (cheetah run sprint leg), be able to smell out danger (elephant dogs sniff nose), fight back (kangaroo), taller (giraffe), heavier (pig)Warning leaflet?

Plenary:

Extension:

AFL:

Homework:

Teacher Notes:

Lesson 6 Chapter 9: Bruno Jenkins disappears and Chapter 10: The Ancient Ones

By the end of this lesson:Incomplete, possible activities below including an activity sheet, homework and a differentiated diary for weaker pupils.


The Witches by Roald Dahl Scheme of work for year 7Resources: Starter:Of your choice

Main:Read chapter 9 and chapter 10Character profile Bruno Jenkins activity sheet.

Plenary:Prepare pupils for homework; read the introduction for Bruno’s diary and then ask pupils to add two of their own sentences to show the perspective of Bruno the mouse.

Extension:

AFL:

Homework:

Teacher Notes:

The WitchesChapters 9 and 10

We have a new character in the witches; Bruno Jenkins, so you will need to create a character profile for him.

However, there are some things that you must consider before you start.



Think about how he is seen by other characters in the book. We know what the witch and the boy think of Bruno, do you think

Bruno’s parents will think this way to or will they have a different perspective?

What is perspective or perception, as it is also know as?Perspective is when we see things from a different point of view.

Complete this table, it will help you build your character profile of Bruno:

Description Who said it? What does this say about Bruno?

“…Rrree-pulsive little brrrute gobbling up the sqvishy bar of chocolate…”“…six bars!… I’ll be there! You bet I’ll be there!”“…I like watching them burn…”

“…they owned three cars…”

“My father is going to get you for this!”

“Will one of you crazy punks kindly tell me what all this is about?”

Homework: Perspective

Now that Bruno has been turned into a mouse by the Grand High Witch, he will have a new perspective on life, or he will see things

differently.

Homework Preparation:M Mulligan September 2006 FPHS

Please turn over

The Witches by Roald Dahl Scheme of work for year 7Brainstorm as many things that you can think of that remind you of

or that you associate with mice:

Use a thesaurus to look up some interesting words that you may want to use in your diary:Word to look up:

Other words found in the thesaurus

SmallFrightenedScaredfast

The task:Your homework will be to write a diary from the perspective of Bruno the mouse. Imagine that it is a week after the Grand High witch turned you into a mouse and that you now live in the hotel.

As part of your task, you will also have to include at least three similes. This will make your writing interesting and descriptive. It will also give you higher marks!

Don’t forget the five rules of diary writing! Look back at your previous work if you cannot remember.

REMEMBER! AT LEAST THREE SIMILES!

Homework: PerspectiveNow that Bruno has been turned into a mouse by the Grand High Witch, he will have a new perspective on life, or he will see things

differently.Homework Preparation:

Brainstorm as many things that you can think of that remind you of or that you associate with mice, I have included some questions to

help you:


How do things look around you?

Are there any dangers that you have to look out for?How do you get to different places?

Where do you live?

What do your parents think of you?

What happens when people see you?

How would you feel if you were kept as a pet and was locked up in a cage?


Use a thesaurus to look up some interesting words that you may want to use in your diary:

Word to look up:

Other words found in the thesaurus

SmallFrightenedScaredfastThe task:Your homework will be to write a diary from the perspective of Bruno the mouse. Imagine that it is a week after the Grand High witch turned you into a mouse and that you now live in the hotel.

Don’t forget the five rules of diary writing! Look back at your previous work if you cannot remember.

OHT

The diary of Bruno the Mouse…

Date: Monday 11th July

Today, I was woken up by the smell of fresh bread cooking in the kitchens. As I was curled up inside the matchbox that I use for a bed, my long whiskers started twitching as the aroma drifted past my little pink nose. I was so hungry that I got up out of bed, and ran straight from the hole in the wall (where I live) into the kitchen. I didn’t have a wash of course, as they don’t have mouse baths in the hotel and I no longer have my parents nagging me about how mush dirt I have behind my ears. Besides, my ears are now as big as an elephants, can you


Do you have any friends?

The Witches by Roald Dahl Scheme of work for year 7imagine how long they would take to clean? Anyway, there I was, stood in the middle of the kitchen and thinking of a way to get up on the table (which was as high as the skyscrapers you find in America) when I realised that someone was watching me…

Year group:7

Topic: Mr and Mrs Jenkins

By the end of this lesson: Pupils will have practiced their dictionary/thesaurus skills to

improve their vocabulary. Pupils will have further knowledge of the characters in the

novel.Resources:Starter: In pairs, using a thesaurus, find three words to describe your parents.Then complete the brainstorm activity, by sharing your words with other people around you as well as gathering three further words to describe how parents should be towards their children. *EAL pupils will look up the words in their brainstorm and write down their definitions.

Main activities: Read chapters: Mr and Mrs Jenkins meet Bruno and The Plan Discuss what we know about Bruno’s parents through Roald

Dahl’s descriptions and through the way Bruno himself acts towards others.

*G&T pupils will refer to aspects of the text to reinforce their ideas. Pupils are to discuss the questions within their table groups to


The Witches by Roald Dahl Scheme of work for year 7explore the character’s motivations. Teacher will gain feedback from pupils during the activity.

Pupils are to then create character profiles for Mr and Mrs Jenkins.

Plenary:Find two words to describe Bruno’s parents and add them to your character profiles.

AFL:This will be done mainly through discussion.

Homework:None

Further Notes:

What job do you think Mr. Jenkins has?

What job does Mrs. Jenkins have?

Where do you think the Jenkins family live?

Why do you think Bruno acts the way he does?

Do you think Mr. and Mrs. Jenkins are good parents? Give reasons for your answers.

_____________________________________________________ What job do you think Mr. Jenkins has?





_____________________________________________________

What job do you think Mr. Jenkins has?M Mulligan September 2006 FPHS






______________________________________________________________


Characteristics of good parents.

Characteristics of good parents.


Unfortunately, there are no more lesson plans based on The Witches at the moment.

However, please keep an eye out for the whole scheme, including activities and

resources by visiting the site regularly as it will be arriving in the near future.

The following task is suitable for a final assessment and involves teamwork, eventually producing a magazine for

witches.

As part of your final assessment this term, you are going to create a mini magazine especially aimed at witches. You are going to work in groups for this project; each person will have some responsibility in creating at

least one page in your magazine.


The Witches by Roald Dahl Scheme of work for year 7Each team member will be given a role; witch each role comes a

responsibility:

1. Editor: An article based the events of the Grand High Witch’s annual

meeting2. Assistant Editor:

Horoscopes3. Psychologist:

An agony aunt/problem page4. Advertising:

Advertisement page for wigs and glove and another advertisement page for spells/potions

5. Art director: A front cover and contents page6. Journalist:

Witch of the week/a celebrity witch article

If you feel that you have enough time, you can also include an extra page of your choice, it can be based on one of the ideas above or your own.

Any extra features will mean extra marks for your group!

An article based the events of the Grand High Witch’s annual meeting

You will have already completed an article based upon some of the events at the Hotel Magnificent. However, you must remember who your audience is! The witches who read this magazine will want to know about things that interest them!

Use the checklist below to help you with your writing:



A headline using alliterationA short, shocking sentence beginning your article; this can be about the Grand High Witch.Where did the meeting take place?When did the meeting take place?Who took part in the meeting?Why did the GHW have the meeting?Who stopped the plans?How were the witches destroyed?You will need to include some comments or statements from witnesses who were there.What are the future plans for the witches? Who will be the new GHW?A photo or picture to go with your story

Horoscopes

Horoscopes predict the future based on the position of the planets and stars in the sky and your birthday; some people think they are true whilst

others don’t.

Your aim is to create a page of horoscopes for witches, but you need to think carefully about what would interest them. For example, a witch

wouldn’t be bothered if they won the lottery as they can make their own money, but it would make them happy if they found out their horoscope

told them that they would ‘get rid’ of lots of children that week.

Here are some things that would make a witch happy:‘Destroying of lots of childrenWorking closely with the GHW and being a part of her top secret plansReceiving a present, maybe a new soft, non scratching wig!Meeting a powerful wizard and falling in love

Here are some things that would upset a witch:M Mulligan September 2006 FPHS

The Witches by Roald Dahl Scheme of work for year 7The Grand High Witch ‘frying’ youNot ‘destroying’ any children for a whileYour wig setting alight whilst creating a potion over a fireGetting caught by a ‘witchophile’

These are just some things that you may want to include in your predictions for the witches who read your horoscopes. It is up to you

whether you want to make them happy or worry them!

Make sure you only write a short paragraph for each horoscope, and remember that there are 12 altogether!

Agony aunt/problem page:

Your job will include writing the letters or problems that some witches might have as well as the solution. Remember to use modal verbs when giving advice to your readers, check your book if you cannot remember

what these are.

If you are stuck on ideas for problems, ask other people in your group what ideas they had for the homework.

You will need to include the following things in your problem page:

1. A name for yourself, use alliteration, for example: Helpful HelenLovely Linda

2. A very brief introduction to your readers about who you are and what your job is, you will also need to include an email or postal address for people to contact you.

3. Four problems that the witches have sent to you, these will need to be displayed neatly on the page.


The Witches by Roald Dahl Scheme of work for year 74. A reply, giving advice or helping the witches with their problems.

Try to give at least two options or things they can do to solve their problem.

5. You will also need to sympathize with your witches or show them that you understand their problems, make them feel important and cared for.

Advertisements:

Your task will be to create two advertisement pages for your magazine. Remember! You are aiming to sell things to the people who read your

magazine, or your audience. You are aiming your adverts at witches so your product will need to interest them.

Advertisement page 1: for wigs and gloves Advertisement page 2: for spells/potions

1. You will want your product to sound interesting and be value for money.

2. Look at the brainstorm you made for advertising in your book and see if you can include some of those things for your own.

3. You can include pictures of the products you are selling; you may even want to show the Grand High Witch herself in a pair of your gloves or wearing a wig to show how great they are.

4. You may want to include some information about what your products are made of; you can use your imagination to create the ingredients and to describe how they are made. For example, your wigs may be made from the finest hair of a trottalop sunfrop from the forest of honey and diamonds. This makes your product sound shiny and exmpensive.



Witch of the week/a celebrity witch article:

Many magazines have a few pages dedicated to one celebrity or famous person, if you were a witch the most famous person you know would be the Grand High Witch. However, don’t forget the Grand High Witch was destroyed during dinner at the Hotel Magnificent, so your

job will include writing an article on the new Grand High witch. You will have the centre pages in your magazine as it is such an exclusive

article!

You can use your imagination to decide on what she looks like and what she is called. When you write out your article, you will need to

include the following things:1. I big catchy headline for your article2. What is her name?3. Where is she from?4. Why was she chosen to be the next Grand High Witch (GHW)?5. What horrible and disgusting things has she done to destroy

children?6. Some comments or quotes from the new GHW7. A large picture of the new GHW, remember, she has an

excellent disguise so she will be beautiful. You may decide to cut out a picture of a celebrity from a magazine or newspaper and use that as your photo.

8. Here are some ideas that you can use for your article:


The new Grand High witch is so dedicated to the task of destroying children that she has been working as a teacher in a school for the past two years, wiping them out one by one!

Our new Grand High without her disguise!

FACT FILE:Job before becoming the new GHW: Teacher

Fave food: Crabcruncher on toast

Fave film: 101 ways to kill children

Hobbies: killing children and watching soaps

Most famous for: destroying 30 children in an explosion during a science lesson.

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