The Witches by Roald Dahl Scheme of work for year 7 Lesson 1 Introduction to witches- Research Project By 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: • Witch wear • Witch facts • High Jinks 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 witches
M Mulligan September 2006 FPHS

The Witches by Roald Dahl By the end of this lesson:

Scheme of work for year 7

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, dictionaries Starter: 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:

M Mulligan September 2006 FPHS

The WitchesChapter 1
Using the book, answer these questions in full sentences, don’t forget capital letters, full stops and correct spellings:
a. What is a motto? b. What is the motto of all witches?

The Witches by Roald Dahl

Scheme of work for year 7

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.

c. What happens when a witch ‘swoops’ to get a child?

M Mulligan September 2006 FPHS

The Witches by Roald Dahl Lesson 3 Chapter 2: My Grandmother By the end of this lesson:

Scheme of work for year 7

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, Starter: 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: • Draw a picture of Grandma and label 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:

M Mulligan September 2006 FPHS

The Witches by Roald Dahl Lesson 3 The Grand High Witch By the end of this lesson:

Scheme of work for year 7

Pupils will have further knowledge of the characters in the novel. Pupils will be able to write for a purpose. Resources: Starter: 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. b.Prepare for homework: Writing a diary of grandma, when I lost my thumb. Hand out Homework sheet. • 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 pronoun o Past tense o Feelings, thoughts and worries o 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! • Paragraphing, SPG. 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.

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

The Witches Homework
“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 o o o o What time of day did it happen? What was the date? First person pronoun Past tense Feelings, thoughts and worries Descriptive language

Scheme of work for year 7

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

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

The Witches Homework
“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 (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.

Please turn over

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

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. walking pretty time reached grabbed strange watch hisses Joe hair

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! frightened gloves shocked awful witch burst ugly strength heart

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 ______. M Mulligan September 2006 FPHS

The Witches by Roald Dahl witch hands purple blue eyes

Scheme of work for year 7 thumb ran mum dad

Lesson 4 By 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: Starter: Acronyms Main: 1. Read Chapter 4 2. 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:

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

The WitchesChapter 4, 5 and 6
Using the book, answer these questions in full sentences, don’t forget capital letters, full stops and correct spellings:
1. 2. 3. 4. 5. 6. 7. 8. 9. What were the boy and his gran’s plans for the summer? Why do Norwegians use mussels for bait? How do you eat shrimps? Why was pneumonia dangerous for the grandmother? Who was Mrs Spring? What did the doctor suggest for their holiday? Where did they go to stay? Who were William and Mary? What upset the chambermaid? 10. How did grandmother convince Mr Stringer to let the mice stay? 11. Why did the boy go into the ballroom? 12.Who was holding a meeting in the hotel? 13.What trick was the boy going to teach William and Mary? 14.How was he going to do this? 15.What was the boy’s “blinding ambition”? 16.What interrupted his training?

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

Lesson 5

Chapter 6: Frizzled like a fritter and Chapter 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: Starter: 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:

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

The Witches Chapter 6
The Grand High Witch
The 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. They 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 Hair

Disguised Witch
As long and as shiny as a river, that flows effortlessly and sparkles when the sun hits the surface.

Normal witch
(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.

Eyes Nose Mouth Hands Feet Voice Personality 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

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

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 Recipe By the end of this lesson: Resources: Starter: Verbs (doing words) Main: Read chapter 8 Mixing 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 Homework: Then 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:

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

The Witches Chapter 8
The Recipe
You are going to write your own magic recipe that gives you super powers to escape from bullies. In order to complete this task, you will need three things: 1. To know how to write recipe instructions. 2. Magic ingredients like the witch’s. 3. An imagination! Writing instructions: The Grand High Witch gives the witches the recipe for the Formula 86 Delayed Action Mouse-Maker. You must write it out in easy to follow instructions. I have started them for you: 1. kj 2. klpk 3. l;l;ll You must complete the rest of the instructions, this can be done by 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. Have you noticed how Roald Dahl sometimes uses words that don’t even exist? Can you find any in the recipe he uses? Roald Dahl doesn’t just make any words up! Look at the ‘nonsense’ words that you have found, what other things or words do they remind you of and why? Read poem jabberwocky Mixing 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: trotalop. Run faster (cheetah run sprint leg), be able to smell out

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

danger (elephant dogs sniff nose), fight back (kangaroo), taller (giraffe), heavier (pig)

Homework: Then they can make their own ingredients for a potion that makes you escape from bullies. What type of things would you need?

Lesson 6

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

By the end of this lesson: Resources: Starter: 1. 2. 3. 4. 5. 6. Hodders Read chapter 9 and chapter 10 Character profile Bruno Jenkins. Introduce alliteration with examples from the text. Perspective: seeing things from a different point of view. Complete the table:

Main:

Plenary: Extension:

AFL: Homework:

Teacher Notes:

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

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? “…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…”
M Mulligan September 2006 FPHS

What does this say about Bruno?

The Witches by Roald Dahl

Scheme of work for year 7

“My father is going to get you for this!” “Will one of you crazy punks kindly tell me what all this is about?”

Please turn over

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. Brainstorm as many things that you can think of that remind you of or that you associate with mice:

Homework Preparation:

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 Small Frightened Scared fast

The task:
M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

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!

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. 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? What happens when people see you?

Homework: Perspective
Homework Preparation:

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

What do your parents think of you? Do you have any friends?

Where do you live?

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:
M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

Word to look up: Small Frightened Scared fast

Other words found in the thesaurus

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. 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 imagine 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…

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

Year group: Topic: By the end of this lesson:

Lesson:

Resources: Starter: Activity 12: Chapter 11: Metamorphosis 1. Hodders paragraphs/metamorphosis, how many words can you get from that word? 2. Read chapter 11 3. What is metamorphosis? Before the reading. 4. List as many things as possible that go through metamorphosis: Butterfly, People, birds, swan? Trees, flowers, We have got a problem! How do we turn the mouse back into a boy? You are going to create a recipe for a magic potion that will turn the boy back into his original state. Have a look at the recipe you made for the bully and the witches’ recipe; what kind of ingredients will you need to change from a mouse into a boy? First brainstorm some of the activities or features of a young boy and then play around with words to create a recipe. Main: Extension activity: Plenary: M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

AFL:

Homework:

Further Notes:

Year group: Topic: By the end of this lesson:

Lesson:

Resources:

M Mulligan September 2006 FPHS

The Witches by Roald Dahl Scheme of work for year 7 Starter: Activity 13: 1. Hodders connecives 2. Read: Chapter 12: Bruno Connectives, the positives and negatives of being a mouse-boy. Create a table: one side positive, the other negative. We are going to debate mouse or boy? You will need an opening paragraph that stands out. Then we will use connectives: Being a mouse is good because… However, a mouse cannot….. where as a boy can…. Mice can also…. But then again…. Final paragraph: would you like to be a mouse or boy? Why? Main: Extension activity: Plenary: AFL:

Homework:

Further Notes:

Year group: Topic: By the end of this lesson:

Lesson:

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

Resources: Starter: Chapter 13: Hello, Grandmamma Activity 14: Chapter 14: The Mouse-Burglar 1. Hodders 2. Read chapter 14 Onomatopoeia and alliteration

Main:

Extension activity:

Plenary:

AFL:

Homework: Further Notes:

Year group: Topic: By the end of this lesson:

Lesson:

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

Resources: Starter: Activity 15: Chapter 15: Mr and Mrs Jenkins meet Bruno Script: Mr and Mrs Jenkins Character Profiles: What do we know about them already? What sort of parents are they with a son like Bruno? Hot seating: I am going to play the character of Mr and Mrs Jenkins, When I put on the moustache, I am Mr Jenkins. Looking at what I know about the book already, I am going to play his part and pretend that I am him. Your job is to ask me any questions to find out info on his background and why his son is a certain way. Once you have spent five minutes thinking of questions, I will give you the opportunity to think of Mrs Jenkins and create your own character profile for her. The table will help you to decide the questions you will need to ask: How did he get rich> What does he think of Bruno? Be careful here, you don’t want to offend him. What have they been doing whilst on holiday? Main: Extension activity: Plenary: AFL: Homework:

Further Notes:

Year group: Topic: By the end of this lesson:

Lesson:

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

Resources: Starter: Activity 16: Chapter 16: The Plan Chapter 17: In the Kitchen Writing skills, spelling, punctuation and grammar

Main: Extension activity: Plenary: AFL:

Homework:

Further Notes:

Year group: Topic: By the end of this lesson:

Lesson:

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

Resources: Starter: Activity 18: Chapter 18: Mr Jenkins and His son Chapter 19: The Triumph

Main:

Extension activity:

Plenary:

AFL:

Homework:

Further Notes:

What a shocking series of events! Can you imagine if this were real life what a newspaper story it would make: screaming headlines, lurid reporting and M Mulligan September 2006 FPHS

The Witches by Roald Dahl Scheme of work for year 7 sensational photographs?! You can imagine it? That’s just as well, because that is your next assignment. What do you know about newspaper articles? Brainstorm your ideas onto the board. Unlike a lot of other exercises for English, you have to consider the layout as well as the content of your work. Be absolutely sure you understand the format of a newspaper before you start to write.

M Mulligan September 2006 FPHS

The Witches by Roald Dahl Year group: Topic: By the end of this lesson:

Scheme of work for year 7 Lesson:

Resources: Starter: Activity 20: Chapter 20: The Heart of a Mouse Chapter 21: It’s Off to Work We Go! Book review Prep for witches magazine project Horoscopes Adverts: wigs and gloves shop, what will it be called? Witches wear Contents page An article on the next meeting and a list of things that will be happening. Agony aunt page Spells and products Front page An article on the witches death. Editor Main: Extension activity:

Plenary: AFL: Homework: Further Notes:

M Mulligan September 2006 FPHS