FIRST LEVEL

SECOND LEVELLEARNING RESOURCES

Resource created by Julie O’Connoll

Andy Stanton

Contents3 Biography3 Useful Web sites4 Introductory Activities5 Activity 1 – Dazzling Descriptions!5 Activity 2 – Mr Gum’s Garden/Horrendous House6 Activity 3 – Cool Characters7 Activity 4 – Onomatopoeia8 Activity 5 – Top T.V Time!8 Activity 6 – Silly Similes!9 Activity 7 – Crazy Characterisation!11 Activity 8 – Lamonic Bibber Land!11 Activity 9 – Goblin Gargoyles!12 Activity 10 – Silly Songs – Tra…La…La!12 Activity 11 – Create a Character!13 Activity 12 – Brilliant Book Idea!

Homework Activities14 Homework Activity 1 – Crazy Catchphrases!14 Homework Activity 2 – Evil Plans!15 Homework Activity 3 – Fab Front Cover!15 Homework Activity 4 – Rocking Review!

Extra Resources16 Extra Resources 1: Drama Teaching Notes18 Extra Resources 2: Mr Gum Titles19 Extra Resources 3: Book Review

Introduction

The activities provided in this resource focus on three novels: You are ABad Man Mr Gum, Mr Gum and the Biscuit Billionnaire and Mr Gum andthe Goblins. They are designed to be fun, engaging, cross-curricularactivities which should enhance the children’s enjoyment andunderstanding of the author’s work. Please see the websites below forfurther information about Stanton and Tazzyman, and other teachingresources and activities.

PLEASE NOTE ALL THE RESOURCES BELOW ARE FOR BOTH FIRST AND SECOND LEVEL.

2

Reading -

Enjoyment and

Choice - LIT 0-

01b/LIT 0-11b

Reading -

Understanding,

Analysing and

Evaluating –

LIT 0-19a

Reading -

Understanding,

Analysing and

Evaluating –

LIT 0-19a

CfE

3

Biography

Andy Stanton loved books from an early age. Andy studied English atOxford, but they kicked him out! He has been a stand-up comedian, a filmscript reader, a cartoonist, an NHS lackey and has had string of part-timejobs that seemed to lead nowhere until one Christmas he sat down andwrote a story to entertain his young cousins. That story turned out to be‘You’re A Bad Man, Mr Gum!’ It became the first book in the best-sellingand hysterical ‘Mr Gum’ series, which has won numerous awards includingthe ‘Roald Dahl Funny Prize’ and has been translated into over twentylanguages.

Andy Stanton lives in North London. He has many interests, but best of all,he likes cartoons, books and music. One day he would like to live in NewYork or Berlin because he’s got fantasies of bohemia. His favouriteexpression is ‘Good Evening’ and his favourite word is ‘captain’.

Useful Websites

www.mrgum.co.uk – ‘Mr Gum’ official website

Watch Andy Stanton read and talk about his Mr Gum novels –www.mrgum.co.uk/author.htm

Read the Lamonical Chronicle, Lamonic Bibber’s newspaper! –www.mrgum.co.uk/chronicle.asp

Listen to Andy reading extracts from his books –www.edbookfest.co.uk/writers/andy-stanton

Read Andy Stanton’s Biography and listen to him reading extracts –www.meettheauthor.co.uk/bookbites/1381.html

Find out more about Mr Gum! –www.egmont.co.uk/Character.asp?charid=37

Look at more of David Tazzman’s illustrations –www.mrgum.co.uk/gallery.htm

Introductory Activitiesl Find out more about the author Andy Stanton and the illustrator David

Tazzyman. Read the information about them in the Mr Gum books. Re-search on website etc.

l In talking partners, think about what you would like to know about theauthor/illustrator and main character Mr Gum. Devise questions. Usethese to refer to throughout the book study.

l Listen to Andy Stanton read and talk about his Mr Gum books –www.meettheauthor.co.uk/bookbites/1381.html

l Look at the front and back cover of the novel. What can you tell about:l the genre – type of story l the plotl the main characterl other characters in the storyl the setting How can you tell? Discuss.

l Look at the title of the book/s. Discuss the illustrations of Mr Gum onthe front cover. What type of character do you think he is? How canyou tell? Can you predict what the story might be about? What helps you dothis?

l Who is this book for? Audience? How can you tell?

l Read the blurb/s. What do you find interesting? l Does it remind you of any other books you have read? Why? How?l How does it make you feel? l Does it make you want to read the book? Why?lWould you choose to read this novel if you picked it up in a library orbook shop? Why / Why not?

l Read the reviews inside the book/on the back cover.l Discuss them. Why do you think they are there?l Are they effective?l How does it make you feel?

Listening and

Talking: LIT 1-3

(02a), LIT 1-3

(04a)

Reading: LIT 1-

3(16a), ENG

1-3 (19a)

Art & Design:

EXA 1-3 (07a)

CfE

4

Activity 1: You’re a Bad Man, Mr Gum! Dazzling Descriptions!

l Discuss the title of Book 1 – ‘You’re a Bad Man, Mr Gum!’ Before youread the book, discuss in your talking partners, what kind of characterdo you think Mr Gum is? What do you think makes him bad? Whatkind of things do you think he might do?

l Close your eyes and listen to the description of Mr Gum and his housein Chapter 1. Use your imagination to create an image of Mr Gum inyour mind. Draw a picture of Mr Gum in his house. Think about all thedescription you have heard and try to use as much as you can in yourdrawing.

l Discuss the description used by Andy Stanton and highlight the partsof the text that have super description – adjectives and similes. Howdoes it make you feel? What effect does it have on thereader/audience? What do you notice about the kind of language AndyStanton has used?

l Imagine that Andy Stanton has asked you to write a description of MrGum for his first Mr Gum book. Use ideas from chapter 1 to help you.Write a descriptive paragraph about Mr Gum. Can you use similes likeAndy Stanton has to create imagery?Eg – ‘with two bloodshot eyes that stared out at you like an octopuscurled up in a bad cave’. (Page 1)

l Swap your description with a partner and draw what you imagine fromreading the text. Get your partner to do the same. Discuss the resultstogether and as a class.

Activity 2: Gum’s Garden! and/or Horrendous House!

l Listen to/read the description of Mr Gum’s garden (pages 6-9, Book 1).Draw a bird’s eye view diagram of what you imagine Mr Gum’sGarden. Use a key to make it easier. Squared paper would be the easiest paper to use for this.

l Make a junk model of one of the rooms in Mr Gum’s house. A shoebox would be best for this activity. Choose a room and plan what youwould like to be in the room – think about the descriptions in pages 1-6 (Book 1) and also add some of your own disgusting ideas! Nextmake the model using smaller boxes, pots etc as the furniture. You candraw on paper for the walls etc.

Listening and

Talking: LIT 1-3

(01a), LIT 1-3

(02a), ENG 1-3

(03a), LIT 1-3

(04a),

Reading: LIT 1-

3 (11a), LIT 1-3

(19a)

Writing: LIT 1-3

(20a), LIT 1-3

(23a), LIT 1-3

(26a), ENG 1-3

(27a), LIT 1-3

(28a), ENG 1-3

(31a)

Expressive

Arts: EXA 1-3

(05a)

Listening and

Talking: LIT 1-3

(04a)

Reading: LIT 1-

3 (14a)

Art and Design:

EXA 1-3 (02a),

(04a), (05a)

Maths: MTH 1-

3 (17d)

Technologies:

TCH 1-3 (14a),

(15a), (15b)

CfE

5

Activity 3: Cool Characters

As you listen to/ read the 3 books in the Mr Gum Series, keep a ‘CoolCharacter’ notebook. Note down the characters names as you meet them.Keep notes about them under their names.

Eg: Mr Gum – A bad man who hates children, animals, fun and corn on the cob. Has a disgusting house, beautiful garden and a fairy who lives in his bathtub!Jonathan Ripples – the fattest man in townLittle girl called Peter – friends with Jonathan and Martin.Martin Laundrette – who runs the laundrette in town, makes fun of Jonathan and tries to come up with horrible plans against him!Angry Fairy – whacks Mr Gum with frying pan. Lives in bathtub Jake – massive whopper of a dog!Billy William the Third – disgusting, nasty butcher who pronounces words in a funny way!Polly – short for….. etc

Choose your favourite character and make a character profile from yournotes.

Next, make a fact file about your favourite character!

Fictional Interview with your character – Write a fictional interview with yourcharacter for the ‘Lamonical Chronicle’: www.mrgum.co.uk/chronicle.asp

Think about what kind of questions you would like to ask your chosencharacter.

Use your notes to help you think about what kind of answers yourcharacter would give.

Use the ‘Top Ten’ lists at the back of Book 2 – ‘Mr Gum and the BiscuitBillionaire!’ to help you!

Optional Extras:l Class poll on favourite character/ book in the series.l Join with others in the class who have a similar favourite character. In these groups, make a Power Point presentation about your favourite character. l Use the character interviews/fact files to help with the ‘Hot Seating’ Drama activity (Activity 7), later on in this resource pack.

Listening and

Talking: LIT 1-3

(01a), (04a),

(05a), (06a),

(07a)

Reading: LIT 1-

3 (14a), (15a),

(16a), (19a)

Writing: LIT 1-3

(20a), (22a),

(23a), (24a),

(26a), (27a),

(28a)

Maths: MNU 1-

3 (20b), MTH

1-3 (22a)

Technologies:

TCH 1-3 (03a),

(04a), (04b)

Expressive

Arts: Drama –

EXA 1-3 (12a),

(13a), (14a)

CfE

6

Activity 4: ONOMATO (sounds like TOMATO) P-o-e-i-a!

As a class, discuss the meaning of ‘Onomatopoeia’. Discuss its use as awritten sound effect. Have they seen this before? Where?

In groups, brainstorm as many words that can be used as sound effects.

Look at Book 1 – ‘You’re a Bad Man Mr Gum’ (Page 24-25), Book 2-‘MrGum and the Biscuit Billionaire’ (P106, P139) and Book 3 – ‘Mr Gum andthe Goblins’ (111, 120, 121, 141, 165). Discuss the onomatopoeia thatAndy Stanton has used. Discuss why the author has used this in the text,how effective it is and how that made up words can be just as effective.

Read the scenes in the pages above and think of other words-either real ornonsense words that would be just as effective.

Next, choose a favourite scene from one of the 3 books. Illustrate thescene like one from a comic. Add in written sound effects, either real ormade up. You can also add in some speech bubbles, or thought bubblestoo!

Optional Extra: [in box] Take a word from your brainstormed list at thebeginning of Activity 4. Can you create ‘word art’ with this word? Eg: MOO,but writing the word and illustrating it with black and white cow patches,horns, udders and a tail.

Eg: TICK TOCK – In the words, drawing a clock and hands etc.

Eg: BANG! – Making it in to a bomb with sparks etc.

Listening and

Talking: LIT 1-3

(01a), (03a),

(04a)

Reading: LIT 1-

3 (11a), (12a),

(16a), ENG 1-3

(19a),

Writing: LIT 1-3

(20a), (24a),

(26a) ENG 1-3

(27a), (31a)

Expressive

Arts: Art and

Design: EXA 1-

3 (02a), (03a),

(04a), (05a)

CfE

7

Activity 5: Top T.V Time!

In groups, look at the list of ‘Mr Gum’s Top TV Programmes of all Time!’ atthe back of Book 2 – (‘Mr Gum and the Biscuit Billionaire!’)

Discuss the kind of programmes Mr Gum likes best.

In groups, choose one of the programmes on the list and discuss whowould be in the show, setting, props and length of programme. As a group,act out a scene from the show!

Next, make a list of ideas for a new television programme that you think MrGum would put on his ‘Top Ten’ list.

As a group, choose an idea for a new television programme that Mr Gumwould love! Plan what will be in the programme – the setting, actors (ifany), props and scenery.

Plan, practise and present your show to your class!

Optional Extra: [box] Film your television show using a video camera andshow case to your class. Have a class ‘Mr Gum, Television Awards’ceremony and make awards with titles suited to each show!

Activity 6: Silly Similes!

Discuss Andy Stanton’s use of similes. What do you notice? What effectdoes this have on the reader?

Book 2:

(Page 81) ‘in they crept, like bad dreams in to a postman’s head’

(Page 115) ‘it smelt like a zoo had married a gigantic great fart!’

(Page 136) ‘the glorious beast had erupted from the waters like a furryreferee’.

Can you think of your own silly similes to describe – Mr Gum, LamonicBibber, Billy William the Third, Monsieur Bellybutton, or any othercharacter? Billy William the Third’s Right Royal Meats, Goblin Mountain, orany other setting in the first three ‘Mr Gum’ books?

Listening and

Talking: LIT 1-3

(02a), (03a),

(05a), (06a),

(10a)

Reading: LIT 1-

3 (14a), ENG

1-3 (19a)

Writing: LIT 1-3

(20a), (24a),

(26a) ENG 1-3

(31a)

Expressive

Arts: Drama –

EXA 1-3 (01a),

(12a), (13a),

(14a), (15a)

Art and Design:

EXA 1-3 (02a),

(03a), (05a)

Technologies:

TCH 1-3 (03a),

(03b), (04a),

(04b), (14b),

(15a), (15b)

Listening and

Talking: LIT 1-3

(01a), (03a),

(04a)

Reading: LIT 1-

3 (11a), (12a),

(16a), ENG 1-3

(19a),

Writing: LIT 1-3

(20a), (24a),

(26a) ENG 1-3

(27a), (31a)

CfE

8

Activity 7: Crazy Characterisation! – Drama Activities

Take on the role of the following characters:Mr GumBilly William the ThirdPollyMartin LaundretteFriday O’LearyAlan Taylor A Goblin

Explore each character using facial expressions, creative movement,gestures, and using different voices in role. Become the character withyour whole body. Teachers should use the term ‘freeze’ to freeze the pupilsin role and ‘action’ for them to continue to act in role. Next, use ‘ThoughtTracking’ (see extra resource 1) by tapping them on the shoulder. Pupilsshould be given thinking time before this, to think of something thecharacter might say (in general, or at a given point in the story). This is veryeffective and gives pupils a chance to use their voices creatively in role.

Pupils can create a ‘Character Circle’, where all the pupils are in a circle.They are given a specific character to be (eg – Mr Gum). Each pupil has tothink of something he might say or think (again ‘Thinking Time’ isappropriate here). Choose a confident pupil to start and tell them who theyhave to change places with to start the activity off. The starting pupil entersthe ‘Character Circle’ in role. Once in the middle of the circle, they saywhat the character might be thinking or saying and change places withanother pupil, who does the same and so on…

‘Conscience Alley’ (see extra resource 1) is another way of extendingcharacters thoughts and feelings. Here the pupils should be in two lines,facing one another. One pupil is the character (who walks down the middleof the two lines) and the others at the side are the character’s conscience.(thought or speech bubbles)

Characters can also be explored using the activity ‘Role on the Wall’ (seeextra resource 1). This is a super activity to do before ‘Hot Seating’ (seeextra resource 1)

CfE

9

HOT SEATING

Take it in turns to be in the hot seat for different characters at differentpoints in the stories. One pupil is a character in role in the ‘hot seat’ andthe other pupils in the class ask questions. Find out about how thecharacter felt at that point in time, what thoughts were running throughhis/her head, how s/he felt about other characters, why they acted incertain way, what s/he thinks will happen in the future etc.

GROUP WORK:

‘Still images’ of specific scenes in the novel can be created in small groups(no more than 5). Pupils can be given specific scenes to start with, or theycan choose their own.

Eg: – A scene from Billy William’s butcher shop.– A scene from Mrs Lovely’s sweet shop.– Jake the dog being poisoned by Mr Gum and Billy William the Third.– Martin Laundrette, playing a trick on Jonathan Ripples.– A scene from Alan Taylor’s (the Biscuit Billionaire) party.– The robbers on the run!– The robbers being captured!– A scene from Goblin Mountain.– One of the impossible challenges.– Favourite scenes from any of the first three Mr Gum books.

A list of new Mr Gum titles could also be used to create still images! (Seeextra resources 2).

Teachers can use ‘Thought Tracking’ (see extra resource 1), by tappingpupils on the shoulder. Pupils should remain in role and say what thecharacter they are playing would be thinking or saying at that specific time.‘Flash Back’ and ‘Flash Forward’ (see extra resource 1) can be used heretoo, to extend the lesson and the characterisation in groups.

Extension:Make models of the main characters in the stories or give each other a role. Choose a favourite scene from one of the first three Mr Gum books. In groups, change the text from the narrative in to a play script. Practise this scene as a group – concentrate on using your voice to create excitement, tension and suspense. Remember your audience!

If using models, create an animation using a Digital Blue camera to film and edit your work. Use freeze frames. Once your work is completed, share with the whole class and use peer assessment to help evaluate your work.

Listening and

Talking: LIT 1-3

(02a), (03a),

(05a), (06a),

(10a)

Reading: LIT 1-

3 (14a), ENG

1-3 (19a)

Expressive

Arts: Drama –

EXA 1-3 (01a),

(12a), (13a),

(14a), (15a)

Expressive

Arts: Drama –

EXA 1-3 (01a),

(12a), (13a),

(14a), (15a)

Listening and

Talking: LIT 1-3

(02a), (03a),

(05a), (06a),

(10a)

Reading: LIT 1-

3 (14a), ENG

1-3 (19a)

Writing: LIT 1-3

(20a), (24a),

(26a) ENG 1-3

(31a)

Expressive

Arts: Art and

Design – EXA

1-3 (02a),

(03a), (04a),

(05a), (06a),

(07a)

Technologies:

ICT – TCH 1-3

– (03a), (03b),

(04a), (04b)

Design: TCH 1-

3 – (12a),

(14a), (15a),

(15b)

CfE

10

Activity 8: Lamonic Bibber Land!

As a small group, create a map and/or 3D model of Lamonic Bibber. Makea list of all the features and landmarks you wish to put on your map. Use akey to help you!

Here are some places you may wish to include:

l Mr Gum’s housel Other character’s housesl The High Streetl The laundrettel Billy William the Third’s Right Royal Meatsl Mrs Lovely’s Wonderful Land of Sweetsl Town Squarel Boaster’s Hilll Jake’s treel Olde Curiosity Shoppel The woodsl Friday O’Leary’s cottage in the woodsl St. Pterodactyl’s School for the Poorl Smuggler’s Cove & Hangman’s Leap (cliffs/rocks/water)l Mountains/fieldsl The Great Cliffsl Stone table l Talk of the Devil Tavernl Goblin Mountain

Activity 9: Goblin Gargoyles!

Look at the pictures of the goblin characters from Book 3 (Mr Gum and theGoblins!) on pages 32-35. Also look at the goblin illustrations by DavidTazzyman: www.mrgum.co.uk/gallery.htm

Think of a new goblin character for Book 3 – ‘Mr Gum and the Goblins’.Use the ideas and descriptions in these pages to help you. Try to drawyour goblin in the same style as David Tazzyman – use pencil or charcoalto create line, shading and tone.

Next think of a name for your goblin (and a real name!)

Create a goblin gargoyle to stand guard in front of ‘Goblin Cave’ on the topof ‘Goblin Mountain’. Use your design to help you create a goblin gargoyleout of clay.

Once you are happy with your clay goblin – paint and varnish your goblin.

Listening and

Talking: LIT 1-3

(02a), (03a),

(05a), (06a),

(10a)

Reading: LIT 1-

3 (14a), ENG

1-3 (19a)

Technologies:

Design: TCH 1-

3 – (12a),

(14a), (15a),

(15b)

Expressive

Arts: Art and

Design – 1-3

(02a), (03a),

(04a), (05a),

(06a)

Maths: MTH 1-

3 (17d)

Expressive

Arts: Art and

Design EXA 1-

3 (02a), (03a),

(04a), (05a)

Technologies:

TCH 1-3 (15b)

CfE

11

Activity 10: Silly Songs….Tra-La-La!

Listen to/read the songs in the first three Mr Gum books-

Book 1: ‘You’re a Bad Man, Mr Gum!’ – p101,

Book 2: ‘Mr Gum and the Biscuit Billionaire’ – p71-74

Book 3: ‘Mr Gum and the Goblins’ – p33, p125-128

What do you notice about these songs? Why do you think they areincluded in the books? What is their purpose?

In small groups, write a poem about a character in the book to turn in to asilly song! Add percussion, noises or onomatopoeia! Present to the class!Use peer assessment to evaluate each other’s work.

Activity 11: Create a Character!

Think about the characters in the first three Mr Gum books. List themunder good/bad headings. Next think about a new character for a new MrGum book.

Will this character be good like Polly, Friday O’Leary and Mrs Lovely, or willthey be bad like Mr Gum, Billy William the Third and Monsieur Bellybutton?Whose side will the new character be on?

Will the character be human, an animal, or a magical creature?

Think about what the character will look like, what their personality is like,where they live etc.

Draw a picture of your new character and make an annotated diagram ofadjectives, similes, descriptive notes around the outside.

You might like to use your new character in the next activity!

Expressive

Arts: Music

EXA 1-3 (01a),

(17a), (18a),

(19a)

Listening and

Talking: LIT 1-3

(01a), (02a),

(03a), (04a)

Reading: LIT 1-

3 (11a), (16a)

ENG 1-3 (19a)

Writing: LIT 1-3

(20a), (22a),

(24a), (26a),

(28a) ENG 1-3

(27a), (31a)

Listening and

Talking: LIT 1-3

(01a), (04a),

ENG 1-3 (03a)

Reading: LIT 1-

3 (11a), (15a),

(16a), ENG 1-3

(19a)

Writing: LIT 1-3

(25a), (28a)

ENG 1-3 (27a),

(31a)

Expressive

Arts: Art and

Design – EXA

1-3 (02a),

(03a), (04a),

(05a)

CfE

12

Activity 12: Brilliant Book Idea!

Think of an idea for a new ‘Mr Gum’ book – what cunning plan will he havenext? Will he have any accomplices? Who will help to stop him? Where willthe story take place? What will happen in the end? What will the title be?

It is a good idea to keep most of the main characters – this will help youremain on track.

Discuss your story ideas in talking partners. Use peer assessment to helpassess your ideas.

Write a short story about Mr Gum’s next adventure! Try to write the story inthe same style of Andy Stanton. Use humour, onomatopoeia, silly similes,songs, catchphrases and black pen illustrations all the way through!

Think of what the front cover will look like – design this and write a blurb.Use the cover and blurb ideas from the first three Mr Gum books.

As a class, choose 4-5 story ideas and then work in groups with thesestory ideas to create a marketing campaign. Make posters andpresentations to market and present your new ‘Mr Gum’ book!

In your groups, use these roles and ‘Top Tips’ to help you:

Group Roles:l Facilitatorl Market Researchersl Time Keeperl Materials Managerl Designers/Editorsl Quality Checkersl Speakers

TOP TIPS FOR CREATING A PERFECT POSTER:

l Remember your target audience.l Bold, bright, colourful and eye catching. l Make your text purposeful and meaningful.l Keep text to a minimum.l Use a graphic of your new book!l Include a special/limited offer – to encourage people to buy it.l Can you think of a catchphrase or catchy slogan for your new book?

Present to the class!

Listening and

Talking: LIT 1-3

(01a), (02a),

(03a), (04a),

(05a), (06a),

(07a), (09a),

(10a)

Reading: LIT 1-

3 (11a), (15a),

(16a), ENG 1-3

(19a)

Writing: LIT 1-3

(20a), (22a),

(23a), (24a),

(25a), (26a),

(28a), ENG 1-3

(27a), (30a),

(31a)

Expressive

Arts: Art and

Design – EXA

1-3 (02a),

(03a), (04a),

(05a), (06a),

(07a)

Technologies:

ICT – TCH 1-3

(14b), (15a),

(15b)

CfE

13

Homework Activity 1: ‘Crazy Catchphrases! –Shabba Me Whiskers!’

List all the catchphrases that you can think of from the Mr Gum books youhave read.

Eg: ‘Shabba Me Whiskers’! – Mr Gum‘The truth is a lemon meringue’ ! – Friday O’Leary ‘Funty’! – Billy William the Third

Think about your favourite character from any of the Mr Gum books. Makeup a new catchphrase for this character!

Next draw your character and in your drawing, use a speech bubble foryour catchphrase!

Homework Activity 2: ‘Evil Plans!’

In Books 1-3 of the Mr Gum books, one of the characters – ‘MartinLaundrette’, keeps a red note book to write his nasty plans and ideas in.These nasty plans and ideas are horrible things to do to Jonathan Ripples-the fattest man in town!

Eg Turning Jonathan Ripples in to a fairground attraction! The Ripple-izer 2000!

Pretend you are Martin Laundrette. Write a new evil plan for JonathanRipples in your red note book! Remember to say what your plan is andhow you are going to do it!

14

Homework Activity 3: ‘Fab Front Cover’

Choose any of the Mr Gum titles by Andy Stanton.

Imagine that Andy Stanton and David Tazzyman have asked you to createa new, imaginative and exciting front cover for the book you have chosen.

l Think about the present front cover – it does not give away too muchof the story.

l Think about the covers of the 3 books you have read in class. What dothey have in common? What is their style? What important informationis included on the front cover?

l Some front covers have pictures of the characters on and some donot… Which ones do you think are effective? Why?

l Think about your target audience – what do you think would encour-age children (both boys and girls) from P3-P7 to buy this hilarious chil-dren’s novel.

l Think about what would appeal to them. l Use your knowledge and understanding of the story and characters to

create a new front cover for your chosen Mr Gum book!

Homework Activity 4: ‘Rocking Review!’ (See extra resources 3)

Think about your favourite Mr Gum book. Think carefully about why it isyour favourite book and why you would like to recommend it to childrenthe same age as you.

Choose one of the following titles from the Mr Gum Books:

l ‘You’re a Bad Man, Mr Gum!’l ‘Mr Gum and the Biscuit Billionaire ‘l ‘Mr Gum and the Goblins’

Use the Book Review form (extra resources 3), to write a book reviewabout your chosen book. Don’t forget to give as much detail as possible inyour answers.

15

Extra Resource 1: Drama Teaching Notes

FLASHBACKS AND FLASH FORWARDS

Performers in a scene are asked to improvise scenes which take placeseconds, minutes, days or years before or after a dramatic moment. Thisenables the exploration of characters' backgrounds, motivations and theconsequences of their actions.

The method can be used to quickly bring depth to activities involving stillimages or improvised drama. Adding Flashbacks or Flash Forwardscreates a context – it shows what led up to a particular moment, how itmight be resolved or how it may lead onto additional challenges. Thetechnique helps to flesh out a dramatic moment or create the beginningsof a story.

HOW TO DO IT

With a group that has created a still image, explain that when you clap yourhands, you would like them to move silently in slow-motion to where theircharacter was a few moments before. When they are frozen still in the newimage, you can use thought-tracking to explore character motivation.

Now ask them to move back to their original image – which is the presentmoment. Then you can use Flash Forwards – participants move in slow-motion to indicate where their characters might be a short time after thismoment. In this way you have created an episode with a beginning, middleand end and can develop it in any number of ways.

THOUGHT TRACKING

A group makes a still image and individuals are invited to speak theirthoughts or feelings aloud – just a few words. This can be done by tappingeach person on the shoulder or holding a cardboard 'thought-bubble'above their head. Alternatively, thought tracking (also called thoughttapping) can involve other members of the class speaking one character'sthoughts aloud for them. The technique is most often used in conjunctionwith image theatre or freeze-frames. Equally, thought-tracking is usefulpreparation for improvisation.

16

CONSCIENCE ALLEY

A useful technique for exploring any kind of dilemma faced by a character,providing an opportunity to analyse a decisive moment in greater detail.The class forms two lines facing each other. One person (the teacher or aparticipant) takes the role of the protagonist and walks between the linesas each member of the group speaks their advice. It can be organised sothat those on one side give opposing advice to those on the other. Whenthe protagonist reaches the end of the alley, she makes her decision.Sometimes known as ‘Decision Alley’ or ‘Thought Tunnel’.

This drama technique can easily be applied to a range of subjects acrossthe curriculum, whenever a character is faced with a decision. It may bethat you reach a certain point in your drama lesson, or while reading astory aloud, or describing an historical event, when such a moment occurs.Turn the situation round on the children/students so that they have toconsider the issues involved. Then in role as Mr Gum, Billy William theThird, Polly etc, you walk down the Conscience Alley as members of thegroup whisper their advice to you, or say what you are thinking/saying at agiven point in the story.

ROLE ON THE WALL

The outline of a body is drawn on a large sheet of paper, which is laterstuck onto the wall. This can be done by carefully drawing around one ofthe participants. Words or phrases describing the character are thenwritten directly onto the drawing or stuck on with post-its. This dramatechnique can be carried out as a group activity or by individuals writingabout their own character. You can include known facts such as physicalappearance, age, gender, location and occupation, as well as subjectiveideas such as likes/dislike

l You can vary the approach, for example known facts can be writtenaround the silhouette, and thoughts and feelings inside. Key lines spo-ken by the character can be added.

l The class can return to add more ideas, thoughts and feelings as theydiscover more about the character over time.

l Role on the wall can be used as a way to develop ideas for improvisa-tion or rehearsal.

17

HOT SEATING

A character is questioned by the group about his or her background,behaviour and motivation. The method may be used for developing a rolein the drama lesson or rehearsals, or analysing a play post-performance.Even done without preparation, it is an excellent way of fleshing out acharacter. Characters may be hot-seated individually, in pairs or smallgroups. The technique is additionally useful for developing questioningskills with the rest of the group.

HOW TO DO IT

The traditional approach is for the pupil playing the character to sit on achair in front of the group (arranged in a semi-circle), although charactersmay be hot-seated in pairs or groups. It is helpful if the teacher takes onthe role of facilitator to guide the questioning in constructive directions.

Extra Resource 2: Mr Gum Titles

l You’re a Bad Man, Mr Gum!

l Mr Gum and the Biscuit Billionaire

l Mr Gum and the Goblins

l Mr Gum and the Power Crystals

l Mr Gum and the Dancing Bear

l Mr Gum in the ‘Hound of Lamonic Bibber’

l What’s for Dinner, Mr Gum?

l Mr Gum and the Cherry Tree

l Mr Gum and the Secret Hideout

You can look at their front covers and read a blurb for each at:www.mrgum.co.uk/books.htm

18

Extra Resource 3: Book Review

Title ______________________________________________________________

Author ____________________________________________________________

Publisher _________________________________________________________

Genre_____________________________________________________________

What did you most enjoy about the Author’s style?

Synopsis of the story-

Description of the main character-

19

What was your favourite part of the story? Why?

What was your least favourite part of the story? Why?

What mark would you give this book out of ten? Would you recommend itto your friends? Why?

If you could ask Andy Stanton 3 questions about the book, characters orabout being an author, what would they be?

20