8-10 yrs old
Art and Design
Reading and Writing
The Roald Dahl Museum and Minecraft: Education Edition team up to bring you these classic stories into your classroom.
August 18, 2017
George's Marvelous Lesson Plan
Please download this PDF to access the full lesson.
MAIN TASK: WONDROUS WORDS
Divide children into groups. Set up a carousel of activities in which children investigate how Roald Dahl skilfully manipulates words to achieve extraordinary effects. Activity one: Children read extract one independently, then invite one or two to read it aloud. Which words rhyme? Is there any rhyming pattern to the poem? Prompt them to notice that it’s written in rhyming couplets. Why do children think Dahl used rhyming couplets? What effect does this have on the reader?
Children should use RESOURCE1: REVOLTING RHYMES to generate new rhyming words for Roald Dahl’s poem.
Activity two: Give children copies of extract one along with some well-known tongue twisters like ‘She sells sea shells on the sea shore’, ‘Red lorry, yellow lorry, red lorry, yellow lorry’ and ‘Peter Piper picked a peck of pickled pepper’. Why are these called tongue-twisters? How does the extract compare with the tongue-twisters? Clarify that when words close together start with the same letter or sound it’s called ‘alliteration’. Why do children think that Roald Dahl used alliteration? Set out a revolting selection of ingredients – a smelly sock, a rubber snake, pretend worms, a tray of mud, a jar of slime, a revolting picture of a slug, something hairy and so on – together with a saucepan and a spoon. Each child chooses something to drop into the saucepan. As they stir they say the name of their ingredient together with an alliterative adjective: ‘mouldy mud’. Extend by asking them for two alliterative adjectives, for example: ‘slippery, sludgy slime’.
Activity three: Introduce the term ‘onomatopoeia’ if children don’t know it. Ask children to define the word ‘onomatopoeia’. Why do they think Roald Dahl has used onomatopoeia in his poem? Ask children to highlight all the noisy (onomatopoeic) words in extract one, then to write down as many noisy words as they can think of to match the pictures on RESOURCE 2: SOUND SCORCERY.
DEVELOPING THE ACTIVITY: PERILOUS POTIONS
Read extract two, William Shakespeare’s ‘Double, double toil and trouble’ from Macbeth. Examine the poem together so that children understand the context if they are unfamiliar with the play. Discuss which ingredients the witches have thrown into their cauldron, deciphering tricky language. Children should compare and contrast this poem to Roald Dahl’s. In order to do this, divide them into small groups and give each group a copy of extracts one and two. Ask each group to compare a different literary feature: alliteration, onomatopoeia, rhyming pattern, use of repetition and the subject matter itself. After a few minutes ask children to feed back their discoveries to the class. Do they think that Roald Dahl was influenced by William Shakespeare? Why or why not?
Invite children to write their own magic medicine poem on RESOURCE 3: MY PERILOUS POTION; they should use what they’ve written on resources one and two to help them.
You may also like to introduce a DT/ Computing element, asking children to design covers for a class ‘magic medicine’ recipe book. Start by analysing the features of ordinary cookbook covers. Discuss what will be the same and what will need to be adapted given that theirs is an enchanted recipe book.
"For a few brief moments he had touched with the very tips of his fingers the edge of a magical world.” George Kranky’s medicine had a curious effect on his grandma
Ask your students to create a new potions recipe using potions with Minecraft to give them a unique and amazing ability. Now ask them to reflect and write about their choices -
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