holding a vote for your class’s favourite book · holding a vote for your class’s favourite...

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Lollies Teaching Activities: Ages 6-8

Holding a vote for your class’s favourite book

Badly Drawn Beth

by Knife and Packer

The Jolley-Rogers and the Cave of Doom

by Jonny Duddle

Wilf the Mighty Worrier

by Georgia Pritchett

Thorfinn the Nicest Viking

by David Macphail

Badly Drawn Beth

by Knife and Packer


by Jonny Duddle




by David Macphail

Badly Drawn Beth

by Knife and Packer


by Jonny Duddle




by David Macphail

Badly Drawn Beth

by Knife and Packer


by Jonny Duddle




by David Macphail

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Each of these four books has been shortlisted for the ‘Laugh Out Loud’ awards or ‘Lollies’ for short, in the

category ‘Best Laugh Out Loud Book for 6-8 Year Olds’. Classes across the country will be voting for their

favourite, and you have until 10 June to join them. The winners will be announced during the week beginning

20th June.

Find out more information and register to vote here.

Photocopy these voting cards to use with your class. Once you have read the four books, remind children about

the stories, asking them what they enjoyed most about each. Then ask them to use the voting cards to choose

their favourite one. They should put a cross in the box alongside the one they enjoyed most. Once you have

collected all the cards back, you can count up the number of votes for each book.

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by Jonny Duddle

Lesson plan 1: Pirate wordplayObjectives• To explore the pirate-themed vocabulary used in the book.

• To reinforce this knowledge by creating a word search.

Outcome•Children are familiar with the language in the book to the extent that it does not represent a barrier to their

understanding of the text.

•Children are able to recall and write the new vocabulary they have learned.

Resources• The Jolley-Rogers and the Cave of Doom

• Activity sheet 1 – Pirate words and phrases

• Activity sheet 2 – Pirate Times word search

Task 1• As you read through the story, start to collect a class list of ‘pirate’ words and phrases. These could include

scurvy sea dogs, tar the dead eyes, furl the topsail, bottle of grog or landlubbers. Look at Activity sheet 1 –

Pirate words and phrases for more suggestions. Invite the children to try and work out what the meaning of

these words and phrases could be from the context. Together devise a mime or action to go with each one.

This will help to familiarise the children with the language of the book. You can practise these each time you

sit down to read a bit more of the book. If the actions are sufficiently energetic, why not include them as part

of your warm-up in P.E. or as a ‘wake and shake’ style activity at the start of the day?

Task 2• At the beginning of Chapter 2, ‘A Day at the Beach’, Jim’s dad has just finished his word search in the

‘Pirate Times’. Give children copies of Activity sheet 2 – Pirate Times word search and ask them to use the

blank template to create their own pirate word searches. They can choose from the pirate words they have

learned, or other words relevant to the story, and make a list of these on the lines underneath the grid as

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the words horizontally, vertically and diagonally. Once they have inserted all of their chosen words, they

can fill in the spaces on the grid with random letters. Invite children to swap their word searches with each

other or with children from another class, and see how quickly they can find all the hidden words on the list.

Curriculum links

Pupils should be taught to:

KS1 English – Reading•Develop pleasure in reading, motivation to read, vocabulary and understanding by

• Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which

they can read independently. (Y1)

• Listening to, discussing and expressing views about a wide range of contemporary and classic poetry,

stories and non-fiction at a level beyond that at which they can read independently. (Y2)

• Being encouraged to link what they read or hear read to their own experiences. (Y1)

•Discussing the sequence of events in books and how items of information are related. (Y2)

Understand both the books they can already read accurately and fluently and those they listen to by

•Drawing on what they already know or on background information and vocabulary provided by the teacher.

(Y1 and Y2))

•Making inferences on the basis of what is being said and done. (Y1 and Y2)

• Predicting what might happen on the basis of what has been read so far. (Y1 and Y2)

Participate in discussion about what is read to them, (Y1) and those they can read for themselves (Y2), taking

turns and listening to what others say.

Explain clearly their understanding of what is read to them (Y1) and those that they read for themselves (Y2).

KS1 English – Spoken language• ‘Use relevant strategies to build their vocabulary.’ (All year groups)

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Activity Sheet 1Pirate Words and Phrases

The Jolley-Rogers and the Cave of Doom by Jonny Duddle

Ahoy! – Hello!

Avast! – Hey!

Bilge! – Nonsense!

Shanty – a sailor’s song

Booty – treasure or loot

Sea dogs – experienced sailors

Scurvy trick – a mean trick

Swab the decks – clean the ship

Tar the dead eyes – dead eyes are circles of wood with a hole through to secure the ropes or rigging. You put tar on them to make them waterproof

Furl the topsail – roll up the topsail

Bottle of grog – bottle of rum (a drink pirates liked)

Landlubbers – people who aren’t sailors

Doubloons – gold coins

Jolly Roger – the pirate flag with the skull and crossbones

Shiver me timbers – an expression of surprise

Me hearties – my crew

Block and tackle – the ropes or chains and blocks used to hoist or lift things


Pirate Times word search

Activity Sheet 2

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The Pirate Times News

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Lesson plan 2: Pirate pen palsObjectives• To consider what life would be like as a pirate.

Outcome•Children can plan, draft and edit a letter.

•Children can adopt the role of a character and respond to a peer’s letter using this persona.


Task 1• In Chapter 3, ‘Dear Tilly’, we learn that Matilda is Jim Lad’s pirate pen friend. With a partner or in small groups,

ask the children what questions they would like to ask a pirate pen pal if they had one. Create a class list of

these and then talk about what the answers could be. You might like to do some research about what life was

like for pirates in the past. For example, finding out what pirates ate or what sort of jobs they had to do on

board ship, or you could invite the children to use their imagination.

• The children should then each write a letter to an imaginary pirate pen friend, telling them two or three things

about themselves, what they like or dislike and what their life is like. The letters should include some of the

questions to the pirates already discussed. Once written, mix up the letters and give them out randomly

around the class. Children can then role play a pirate and write a response to the letter they have been given.

If you like, you could stain some paper with tea or coffee for children to use for their pirate replies.

Curriculum linksPupils should be taught to:




• Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories

and non-fiction at a level beyond that at which they can read independently. (Y2)



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(Y1 and Y2))






KS1 English – Writing: composition• ‘Write sentences by saying out loud what they are going to write about and composing a sentence orally

before writing it.’ (Y1)

• ‘Develop positive attitudes towards and stamina for writing by writing narratives about personal experiences

and those of others (real and fictional).’ (Y2)

• ‘Consider what they are going to write before beginning by planning or saying out loud what they are going

to write about.’ (Y2)

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Lesson plan 3: Counting treasureObjectives• To practise counting.

• To create an attractive treasure chest.

Outcome•Children can count in specified multiples.

•Children can add and subtract specified numbers.


• Activity sheet 3 – Treasure tokens

Task 1• The sea hags in the story are obsessed with ships-in-bottles, pirate hats and flags, and Matilda has to help

them to use their gold to buy some via the Internet. Make some treasure chests by painting egg boxes

with brown and gold paint, and decorating them with stick-on jewels. Cut out the tokens on Activity sheet

3 – Treasure tokens as the basis for some maths work. Allocate a value to each of the items depending

on which multiples you want the children to practice counting in. For example, flags could be worth two

gold doubloons, pirate hats worth three and ships in bottles worth five or ten. Fill the treasure chests with

appropriate tokens and then pick out a selection for children to count.


KS1 English – ReadingDevelop pleasure in reading, motivation to read, vocabulary and understanding by







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(Y1 and Y2))






KS1 Mathematics – Number and place value•Count in multiples of twos, fives and tens. (Y1)

•Count in steps of 2, 3 and 5 from 0 and in tens from any number, forward and backward. (Y2)

• Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including

recognising odd and even numbers. (Y2)

KS1 Art•Use a range of materials creatively to design and make products. (Y1 and 2)


Treasure tokensActivity Sheet 3

Value: doubloons Value: doubloons Value: doubloons




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Lesson plan 1: Circle time game - And now for something completely different

Objectives• To list words starting with a particular letter of the alphabet.

• To practise reciting the alphabet.

Outcome•Children can recite the alphabet at a reasonable pace.

•Children can think of imaginative words starting with a particular letter.

•Children can work together in a team to try and make as long a list as possible.

Resources•Wilf the Mighty Worrier

Task 1• Re-read pages 63-64 where Wilf tries distracting himself from his worries by thinking of something

completely different – listing words that start with a particular letter of the alphabet. Ask children to have a

go at this listing game sitting in a circle. Either work through each letter of the alphabet in turn, or pass a

toy round the circle as you chant the alphabet. On a given signal, stop and get the person who now has the

toy to start off the list of words starting with the letter at which you stopped. How far round the circle can

you get with each child thinking of a different word beginning with that letter? Try to keep this activity quite

pacy, so as soon as there is a big pause, move on to the next letter, trying to get a longer list each time.

Extension• An extension for older or more able children would be to list only verbs or only adjectives beginning with

the particular letter.

Wilf the Mighty Worrierby Georgia Pritchett

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(Y1 and Y2))






KS1 English – Writing: transcription, spelling• Name the letters of the alphabet in order. (Y1)

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Lesson plan 2: Silly similesObjectives• To explore the use of similes in the book.

• To invent new similes.

Outcome•Children can outline what a simile is.

•Children can invent their own similes using a given structure.

•Children can demonstrate their understanding of the similes using drawings.


• Activity sheet 4 – Silly similes

Task 1• Explain to children that a simile is a tool that poets and writers use to paint pictures in your mind. Similes

compare something or someone to something else using the words ‘like’ or ‘as’. Read the examples from

Activity sheet 4 – Silly similes together. Do you like them? Do they make you laugh? Do they create a funny

picture in your head?

• Tell children their task is to create their own silly similes – the more unusual and original, the better. They

might find it easier to work with a partner or in a small group for this activity. Ask them to start by choosing

an adjective from the box on the activity sheet, for example ‘hot’. Then ask them to in turn pick an animal

(e.g. a camel), an activity (e.g. doing star jumps) and a place (e.g. a volcano) that they associate with that

adjective. When they have all three, they can put them together to create their silly simile in a sentence e.g.

Wilf felt as hot as a camel doing star jumps on a volcano.

• Another technique that Wilf uses to keep his anxiety in check is to draw the things he is scared of and see

how ridiculous they are. Invite children to do a similar drawing of their silly simile.







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• Recognise simple recurring literary language in stories and poetry. (Y2)

•Discussing their favourite words and phrases. (Y2)



(Y1 and Y2))






Wilf the Mighty Worrior by Georgia Pritchett

Silly SimilesActivity Sheet 4

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A simile compares two things using ‘as’ or ‘like’: ● He sat as still and quiet as a mouse. ● Coming down the stairs, she sounded like a herd of elephants.

Here are some more examples of similes from Wilf the Mighty Worrier.

● p3: ‘His head’s so full of ideas it’s like busy bees packing for their holiday inside his brain.’

● p40: ‘Kevin Phillips was the strong silent type. He was as clever as a mushroom and loyal too.’

● ‘Kevin was as silent as a wardrobe.’● p68-9: ‘Wilf and Dot tiptoed to the corner of the evil lair and crouched down, as quiet as cushions.’

● p79: ‘Alan led Wilf and dot down some steep slimy stairs to a small dark dungeon. It was as cold as a wellington down there.’

● p84: ‘Wilf was as sorry as a sausage.’● p170 ‘He ran like an ant with its bottom on fire. He ran like a horse on skis. He ran like one of those lizardy things on holiday. He ran like he was running after the last ice-cream van in the world.’

● You are going to create your own silly similes. First choose an adjective (describing word) from the box:

Quiet noisys cary happy crazy fast enormous hot

My chosen adjective

Write down animal that comes into your mind for that adjective

Write down an activity that comes into your mind for that adjective

Write down a place that comes into your mind for that adjective

Now you can put them altogether.

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Lesson plan 3: Robot junk modelling Objectives• To identify various household chores.

• To plan and design a robot that could carry out these chores.

Outcome•Children are able to identify the adaptations that a robot will need in order to be able to complete various

tasks.

•Children are able to make decisions about their robot design and justify them.


• Activity sheet 5 – Robot junk modelling

Task 1• Re-read the section of chapter 2 where Alan introduces Wilf and Dot to his robot, Mark III. Alan explains

that he built the robot to do his ‘every bidding’. Ask children to think about which everyday tasks they

or their families don’t like doing that they would like a robot to do for them. Use the design template on

Activity sheet 5 – Robot junk modelling to encourage children to design their own robot, which they will

make from junk modelling materials. They will need to consider a robot name, which features the robot

would need in order to complete the particular job, and which materials and equipment they could use to

create it. They should also consider how they will fix the different parts together. Encourage them to work

with a partner to help them trouble-shoot any particular issues with their designs.









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(Y1 and Y2))






KS1 Design and Technology•Design purposeful, functional, appealing products for themselves and other users based on design criteria.’

•Generate, develop, model and communicate their ideas through talking and drawing templates.

• Select from and use a range of tools and equipment to perform practical tasks.

• Select from and use a wide range of materials and components… according to their characteristics.

Activity Sheet 1

Wilf the Mighty Worrior by Georgia Pritchett

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What will your robot be called?

What everyday task must the robot be able to do?

Which materials could you use to make a model of your robot? How will you fix the parts together?

What equipment will you need?

My design will look like this…

Robot junk modellingActivity Sheet 5

Evaluation: I was most pleased with

because

If I made it again I would change

because

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Thorfinn the Nicest Viking by David MacPhail

Activity 1: Rollicking runesObjectives• To learn about Viking culture.

• To practise using a defined code.

Outcome•Children are familiar with the Viking alphabet.

•Children are able to write names using Viking runes.

•Children can write short messages using Viking runes.

Resources• Thorfinn the Nicest Viking

• Activity sheet 6 – Rollicking runes

Task 1•Use the Viking Name Generator at the end of the book to help children create their own tough Viking

names. Explain that the Vikings did not use the same alphabet that we use today. Their alphabet was

called the Futhark. The letters were called ‘runes’, and because they were usually carved into wood or

stone, they were made of straight lines to make carving easier:

• Invite children to practise writing their Viking names using runes. They could use the scroll template on

Activity sheet 6 – Rollicking runes to do this. Alternatively, they could use it to write their own message in

code, just like the one from Percy the pigeon at the end of the book.

a b c d e f g h ij k l m

n o p q r s t uvw x y z

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•Drawing on what they already know or on background information and vocabulary provided by the

teacher. (Y1 and Y2))



Participate in discussion about what is read to them, (Y1) and those they can read for themselves (Y2),

taking turns and listening to what others say.


KS1 History•Develop an awareness of the past, using common words and phrases relating to the passing of time.

Know where the people and events studied fit within a chronological framework and identify similarities

and differences between ways of life in different periods.


Rollicking RunesActivity Sheet 6

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a b c d e f g h ij k l m n o p q r s t uvw x y z

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Lesson plan 2: Clever Kennings Objectives• To learn about kennings.

• To learn about Viking culture.

• To identify what makes Thorfinn stand out from the other Vikings in the book.

Outcome•Children can identify kennings and are familiar with the form.

•Children can write their own kenning using knowledge of the Vikings.

•Children can write their own kenning using their own interpretation of the book.


• Activity sheet 7 – Clever kennings

Task 1• Explain that the word kenning comes from the Viking phrase kenna eitt við which means ‘to express a

thing in terms of another’. It’s a poem made up of a series of clues describing something, and each clue

is two words long. Share with them the examples on Activity sheet 7 – Clever kennings. The first kenning

on the sheet is about a dog, the ‘wise teacher’ is Oswald and the ‘loud boaster’ is Olaf.

• Explore together what the Vikings were famous for, such as going on long sea voyages on board

longships, being ferocious warriors, drinking ale and feasting, burping and singing, raiding villages, and

stealing gold. Then together create a class kenning about Vikings.

Task 2 • Recap from the book what kinds of things Thorfinn does during the story that horrify the rest of the

Vikings. For example washing up, making jam, serving tea, making friends with the boys in the boat and

with the Scottish villagers etc.

• Ask children to create their own Kenning about Thorfinn. Discuss why not being like the other Vikings is

actually an advantage for Thorfinn. Why does everyone like him? This could be used as the basis of some

PSHE work about the qualities of a friend, or about valuing individual strengths.

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(Y1 and Y2))






KS1 English – Writing• Write sentences by saying out loud what they are going to write about and composing a sentence orally

before writing it. (Y1)

•Develop positive attitudes towards and stamina for writing by writing poetry and writing for different

purposes. (Y2)

Activity Sheet 1Clever Kennings

Resource Sheet 7


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Postman chaserBone burierBasket sleeperTail waggerWalk loverLoud barker

These two kennings are about characters from the story. Can you work out who?

Wise teacherLearned scholarStory tellerPancake makerBeard stroker

Loud boasterGrudge holderHawk masterSore loser

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What creature is being described in this kenning? Can you work it out?

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Lesson plan 3: Viking jewelleryObjective• To learn about Viking clothing and jewellery.

Outcome•Children are able to come up with a design for a Viking brooch.

•Children are able to create an attractive brooches that reflects styles they have been shown.


• Images of Viking brooches

•Card

• Scissors

• Foil

• PVA glue

• Sequins/jewels (optional)

•Gold/bronze paint (optional)

Task 1• The Vikings wore brooches to secure their cloaks together. Some of these were very ornate in design. Go

online and see if you can find some example images of Viking brooches. Show these images to the class.

• Invite children to make their own Viking brooches. They will first need a rectangle of thick card with the

corners rounded. If the card is very thick, it may be necessary for an adult to cut it to size. On the card,

they should then draw a simple Viking pattern with pencil. This could be inspired by one of the examples

you have found; it could be the rune letter for their name; or it could just be a loopy doodle pattern. Using

an old fine paintbrush, apply a thick layer of PVA glue over the pencil line. Then lay a piece of thin string or

thick wool along the line. Allow to dry in position. Next, place the brooch, pattern side down onto a piece

foil that is bigger than the brooch. Fold back the edges and secure in position with tape. Gently rub the

raised string pattern with your finger so that it stands out. If you like, you can paint over the pattern with

acrylic paint in bronze or gold to contrast with the silver foil. Add sequins or small jewels for effect. Use

tape to secure a safety pin on the back so that the brooch can be worn.





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(Y1 and Y2))






KS1 History•Develop an awareness of the past, using common words and phrases relating to the passing of time.

Know where the people and events studied fit within a chronological framework and identify similarities

and differences between ways of life in different periods.

KS1 Art•Use a range of materials creatively to design and make products.

• Learn about the work of a range of artists, craft makers and designers, describing the differences and

similarities between different practices and disciplines, and making links to their own work.

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Lesson plan 1: Guess who?Objectives• To learn about others in their class.

• To empathise with others’ likes and dislikes.

• To record, perform and discuss their findings.

Outcome•Children can interview a peer about their hobbies, likes and dislikes and record their findings.

•Children can identify a peer based on an anonymous description.

Resources• Badly Drawn Beth

• Activity sheet 8 – Guess who

Task 1On p23, Beth introduces the reader to her best friend Cordy by creating a series of lists about what Cordy likes

and dislikes. She also introduces Clarissa Musgrove in the same way. This game will enable the class to find

out how much they really know about each other.

Pair children up, ideally with someone who isn’t a close friend. They should talk together to complete the

‘friend file’ (Activity sheet 8 – Guess who) about their partner. Collect in all the sheets and then invite one of

the children to pick one at random. That child should read out from the sheet (without revealing the name!)

and see if the rest of the class can guess who is being described.







Badly Drawn Beth by Knife and Packer

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•Drawing on what they already know or on background information and vocabulary provided by the

teacher. (Y1 and Y2))



Participate in discussion about what is read to them, (Y1) and those they can read for themselves (Y2),

taking turns and listening to what others say.



Activity Sheet 8Guess Who?

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Friend File

Real name:

Favourite things (space for 5 options):

Least favourite things (space for 5 options):

Hobbies/skills:

Something you might not know about me:

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Lesson plan 2: 3D Shape Animal Models Objectives• To understand nets.

• To familiarise the children with the properties of different 3D shapes.

Outcome•Children can visualise how nets can be turned into 3D shapes.

•Children can produce attractive 3D models of animals using nets provided.


• Activity sheet 9 – 3D shape animals

Task 1• Re-read the section of the story where Giles Goddard, from the safari park visits the school and announces

a competition to create models of animals (page 72). Challenge children to do the same, but using 3D

shapes as the basis for their design.

• Show children how to assemble nets of 3D shapes using the templates on Activity sheet 9 – 3D shape

animals, and talk about the properties such as number of faces, edges and vertices, as well as the

mathematical name for each shape. Ask the children to think about what animal they would like to make,

and which shape(s) would be most useful for its body. They can build onto the main 3D shape by adding

legs or wings made from pipe cleaners or cut from card, and a head (sphere) made from scrunched up

paper covered in papier mâché. Some children will need help with accurate cutting and scoring. Paint the

animals with appropriate markings.









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(Y1 and Y2))






KS1 Maths – Geometry: properties of shapes • Recognise and name common 3D shapes including cuboids, pyramids and spheres. (Y1)

• Identify and describe the properties of 3-D shapes including the number of edges, vertices and faces. (Y2)

3D shape animalsBadly Drawn Beth by Knife and Packer

Activity Sheet 9

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Cube

Pyramid

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3D shape animalsBadly Drawn Beth by Knife and Packer

Activity Sheet 9

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Triangular prism

Cuboid

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Lesson plan 3: Animal Top-Trumps®Objectives• To research a chosen animal.

• Tor record the findings of this research

Outcome•Children can navigate the internet to find specific information.

•Children can record the information they find using appropriate vocabulary.


• Activity sheet 10 – Animal Top-Trumps®

Task 1•When Beth is asked to look after class pet Edgar, the bearded dragon, she has to find out all about what he

eats and how to look after him (p120-1). Ask children to do some research about an animal of their choice

– this could be the same animal they used for their 3D model, a pet, or just an animal they are particularly

interested in. This can build on learning in science on food chains, adaptations and habitats.

•Children should use the information they have found out to complete a Top Trumps® card for their

chosen animal using the template on Activity sheet 10 – Animal Top-Trumps®. Encourage children to use

appropriate vocabulary such as predator, prey, herbivore, omnivore, carnivore, habitat, adaptation etc.

Useful websites:

Both of these sites have a search facility where children can type in their chosen animal, and find out lots of

interesting facts.

(NB children will need teacher support with reading and finding the relevant information)

http://www.arkive.org/

http://ypte.org.uk/





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(Y1 and Y2))






KS1 Science – Animals, including humans• Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.

(Y1)

• Identify and name a variety of common animals that are carnivores, herbivores and omnivores. (Y1)

•Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and

mammals, including pets). (Y1)

• Identify that most living things live in habitats to which they are suited and describe how different habitats

provide for the basic needs of different kinds of animals and plants and how they depend on each other.

(Y2)

• Find out about and describe the basic needs of animals for survival (water, food and air). (Y2)


Activity Sheet 10Animal Top Trumps®

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Name of animal:

Habitat (where it lives):

Diet (what it eats):

Size:

Interesting facts (x 3):

Name of animal:



Size:


Name of animal:



Size:


Name of animal:



Size:


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