Embed Size (px)
Citation preview
EARLY LEVEL
FIRST LEVELLEARNING RESOURCES
Resource created by Jennifer Buchan
Francesca Simon
Contents2 Introducing Francesca Simon3 Introducing this resource3 Don’t Cook Cinderella6 Horrid Henry8 Horrid Henry and the Zombie Vampire10 Additional Resources
Introducing Francesca Simon
Francesca Simon was born in St Louis, Missouri, and grew up in LosAngeles. She attended both Yale and Oxford Universities, where shespecialised in Medieval Studies. Following university, she decided topursue a career as a freelance journalist, writing for the Sunday Times,Guardian, Mail on Sunday, Telegraph, and Vogue.
After her son Joshua was born in 1989, she started writing children’sbooks full time.
Simon has published over 50 books, including the immensely popularHorrid Henry series, which has now sold over 15 million copies. HorridHenry is published in 17 countries and is now a successful CITV animationseries. In 2011 the first Horrid Henry movie was released. Francesca Simonlives in London with her husband and son.
The activities provided in this resource focus on three texts: Don’t CookCinderella, Horrid Henry (the first novel) and Horrid Henry and the ZombieVampire. They are designed to be fun, engaging, cross-curricular activitieswhich should enhance the children’s enjoyment and understanding of theauthor’s work. Please see the websites below for further information aboutFrancesca Simon and other teaching resources and activities.
The official Francesca Simon website: www.francescasimon.com/
The official Horrid Henry website (games, quizzes, audio extracts/shortstories): www.horridhenry.co.uk/
Look under ‘H’ for Horrid Henry activity ideas:www.worldbookday.com/pages/content/index.asp?PageID=114
Great teaching notes and activity ideas to accompany different Horrid Henrynovels: www.horridhenry.co.uk/assets_cm/files/PDF/teaching_guide.pdf
Some information about the psychology behind the Simon’s charactersand an exploration of the behaviours of Horrid Henry:www.telegraph.co.uk/culture/books/books-life/7544620/Francesca-Simon-interview-what-makes-Henry-so-horrid.html
2
Introducing this resource
ACTIVITIES FOR EARLY LEVEL
Look at pictures of the front covers of different Horrid Henry books anddiscuss what horrid things you think Henry gets up to in each of the books.Use this website to view a wide range of book covers:www.horridhenry.co.uk/the-books.asp
ACTIVITIES FOR FIRST LEVEL
Discuss the illustrations on the front covers of different Francesca Simonnovels (a wide range can be seen here: http://www.horridhenry.co.uk/the-books.asp). Discuss what genre you think Simon likes to write and explainwhat makes you think this from the illustrations. Discuss where else youmight have seen illustrations by the same illustrator, Tony Ross.
Log on to the Francesca Simon website and read information about herbooks and all about Horrid Henry: www.francescasimon.com/index.asp
Read this interview with Francesca Simon to find out about her career andlife as a writer: http://clubs-kids.scholastic.co.uk/clubs_content/1467. Tryusing her writing tip next time you write a story (write the beginning and theend first, and the middle part last).
Don’t Cook Cinderella
ACTIVITIES FOR EARLY LEVEL
Listening and Talking
Read the sentences on pages 6, 7 and 8 and look at the accompanyingillustrations. Discuss who is talking each time. Play a game where youchoose one of the characters and give an example of something s/hemight say. Sit in a circle and go around the circle, telling your example tothe group and pretending to be your chosen character. See if anyone canguess who you are pretending to be!
Imagine that any character from a story you have read could join your classfor the day. In groups, tell each other:
l Which character you have chosen and whyl What the character is likel What you would do/show/play with him or her if s/he joined your class
for the day
Reading>
Understanding,
Analysing and
Evaluating
LIT 0-19a
Reading>
Understanding,
Analysing and
Evaluating
ENG 1-19a
ICT to Enhance
Learning
TCH 1-03b
Writing>
Creating Texts>
ENG 1-31a
Talking and
Listening>
Creating Texts -
LIT 0-09b
LIT 0-31a
Talking and
Listening>
Creating Texts
LIT 0-9a
CfE
3
Writing
Choose one character from the story and draw a storyboard to show whathappens to him/her throughout his/her day at school, as described in thestory.
Reading
Use the character names and circles in Additional Resources 1. Work ingroups to cut, sort and paste the characters from the story into Goodiesand Baddies.
Think about badly behaved characters that you know from other storiesthat you have read (The Twits, My Naughty Little Sister, Just William). Thinkabout how you felt when you read these stories and share what you likeand dislike about the characters.
Drama
Hold a fairytale school day, where children choose a character from afavourite story and dress up to come to school. Ask children to role play ascene from their chosen fairytale or to mime a key action (biting an apple,looking into a mirror, sewing or sleeping, for example) and encourage otherchildren to guess the fairytale. Allow times in the day when the whole classshould behave in role in the classroom. See this website for differentactivities and resources relating to fairytales:www.abcteach.com/directory/theme_units/literature/fairy_tales/
Numeracy and Maths
The pupils in both the good and bad classes have a maths lesson duringthe day. They try to add and subtract amounts of different objects whichappear in fairytales (pages 9-11 and 18-20). As a class, make a list ofobjects or people found in well-known fairytales (apples, seven dwarves,threw pigs, magic beans...). Ask children to work in pairs to make up theirown fairytale sums for friends to solve. For example, ‘If Little Red RidingHood has five poisoned apples in her basket and eats two, how many willshe have left?’ Children could write these pictorially using the template inAdditional Resources 2 and use concrete materials to help solve them.
Homework ActivityChoose one of the fairytale characters in the novel and retell the fairytale to a parent or carer at home. Choose one with which you are less familiar and ask a grown-up at home, “Tell me the story of …” so that you find out what happened in the fairytale.
Writing>
Creating Texts
LIT 0-09b
Reading>
Understanding,
Analysing and
Evaluating
LIT 0-19a
Reading>
Understanding,
Analysing and
Evaluating
LIT 0-19a
Expressive
Arts>Drama>
EXA 0-12a
Number and
Number
Processes
MNU 0-03a
Reading>
Enjoyment and
Choice>
LIT 0-01a
CfE
4
ACTIVITIES FOR FIRST LEVEL
Writing
Choose one of the characters from the story and write about the schoolday described in the book from that character’s point of view. Start bythinking about the character’s traits and events that happen to him/her inthe original fairytale story. They write your account incorporating theseaspects as well as describing the events detailed in the story. Read youraccount of the day to a friend and see if s/he can identify from whichcharacter’s viewpoint you have written.
Read the instructions for The Perfect Way to Roast a Child, given on pages54 and 55 of the story. Rewrite these as a recipe. Make a list of theingredients at the start and then put the information about the process intonumbered instructions.
Read the sentences given from the points of view of different characters,given on pages 5, 6 and 7 of the story. Take a piece of paper each andwrite a sentence of your own from one character’s point of view. Put all ofthe sentences into a bag and sit in a circle. Pass the bag around and pullout one of the sentences each. Guess which character has been writtenabout. The author of the sentence should state if you are right or wrong!
Art
Most of Francesca Simon’s children’s books are illustrated by Tony Ross.You can read about him here:www.horridhenry.co.uk/pages/content/index.asp?PageID=102. Look atexamples of his illustrations in different Francesca Simon novels. Work witha partner to choose three words which you think best describe his work.Investigate the three words which other pairs in the class have chosen andidentify the three most-commonly picked words in the class.
Look at the pictures of the different fairytale characters in the book (thepages following the Contents page are a good place to look). Choose onecharacter and create a WANTED poster. Draw an illustration of thecharacter, and underneath state why s/he is wanted (what did they do),where they might be likely to be found (in a castle or forest, for example)and the reward you will give.
Homework ActivityChoose a fairytale character which is not mentioned in the novel (Prince Charming, Pinocchio, The Beast) and draw a cartoon strip to show what happens to him/her during a day at the school described in the novel. Use the cartoon strip in Additional Resources 3 to help you. Write a sentence into each of the smaller boxes to explain what is happening. Remember to use speech bubbles, too!
Writing>
Creating Texts>
ENG 1-31a
Writing>
Organising and
Using
Information
LIT 1-26a
Writing>
Creating Texts>
ENG 1-31a
Expressive
Arts>Art and
Design>
EXA 1-07a
Expressive
Arts>Art and
Design
EXA 1-04a
Writing>
Creating Texts>
ENG 1-31a
CfE
5
Horrid Henry
ACTIVITIES FOR EARLY LEVEL
Listening and Talking
On page 8 of the story, children tell their parents about Henry, saying, ‘He’sthe boy who…’. Work with a partner to discuss what other terrible thingsHorrid Henry might have done at school. Draw a picture to show yourideas. As a whole class, show your picture and describe to friends yourideas for what else Horrid Henry might have got up to at school.
Talk about other naughty characters that you have read about in books.Make a list of these and discuss feelings about the different characters(why we like them, what we don’t like about them, what advice we wouldgive them about how to behave, if we have ever done anything similar, howthey are similar or different to Horrid Henry)…
Reading/Drama
Imagine you are going to interview Horrid Henry. Work with a partner tomake up three questions that you would like to ask him about what hedoes, why he behaves the way he does, or whether he would like tochange, for example. Ask a volunteer to pretend to be Henry and to sit inthe Hot Seat. Each pair should ask Henry one of its questions, and Henryto try to respond to them in role. Take turns at asking questions andpretending to be Henry.
Health and Wellbeing
In the first chapter of the book, Henry decides that he wants to be good.Divide a large piece of sugar paper into two and on one side, draw picturesto show all of the good things Henry does in this chapter, and on the otherside, draw pictures of the bad things he does. Ask some pairs to sharesome of the ideas on their pages, and then bring the class to a circle. Asksome volunteers to share when they have done something good or whenthey have done something naughty. Pass a talking object around the circleand ask each child to give a word to describe how it makes them feelwhen they do something good and how it makes them feel when they dosomething naughty.
Homework ActivityIn chapter 3, Horrid Henry and Moody Margaret make Glop. Tell a parent or what Glop is and then look through the kitchen cupboards together. Talk about all of the things you would put in a Glop recipe from your own kitchen cupboard.
Listening and
Talking>
Creating Texts
LIT 0-09b
LIT 0-31a
Listening and
Talking>
Understanding,
Analysing and
Evaluating
LIT 0-07a
Listening and
Talking>
Understanding,
Analysing and
Evaluating>
LIT 0-07a
Expressive
Arts>Drama>
EXA 0-12a
Health and
Wellbeing>
Mental and
Emotional
Wellbeing
HWB 0-04a
CfE
6
ACTIVITIES FOR FIRST LEVEL
Writing
In chapter 3, when Henry tries to make Moody Margaret eat the disgustingGlop that they have made, he is interrupted by Perfect Peter. FrancescaSimon writes, ‘I dread to think what would have happened next, if they hadnot been interrupted.’ Write the next part of the story as if Henry andMargaret had not been interrupted by Peter.
Writing/Technologies
Look at the last chapter of the novel – Horrid Henry’s Holiday. Think of adifferent way in which Henry could sabotage the family camping holiday.Use the Comic Life ICT programme to create a cartoon strip to show whathe does and what the outcome is.
Reading/Drama
Imagine you are going to interview Horrid Henry. Work with a partner tomake up three questions that you would like to ask him about what hedoes, why he behaves the way he does, or whether he would like tochange, for example. Use the Bloom’s Taxonomy question starters to makesure you ask different types of questions (see Additional Resource 4). Aska volunteer to pretend to be Henry and to sit in the Hot Seat. Each pairshould ask Henry one of its questions, and Henry to try to respond to themin role. Take turns at asking questions and pretending to be Henry.
Health and Wellbeing
Throughout many of the Horrid Henry stories, Henry does not think about theconsequences of his actions. Discuss what consequences are and then askchildren to work with groups of three. Give each group one card fromAdditional Resources 5 and explain that they should discuss and role play thepossible consequences of the situation described on the card they have beengiven. Some of the situations will have positive consequences and some mayhave negative consequences. Ask each group to perform its role play, andask others to explain what the situation and the possible consequence was.Encourage children to offer other possible consequences for the situation.
Homework ActivitiesIn chapter 3, Horrid Henry and Moody Margaret make Glop. Tell a parent or carer what Glop is and then look through your kitchen cupboards at home. Make a list of all of the ingredients you would put in a Glop recipe from your own kitchen cupboard.
Francesca Simon often uses alliteration when she names her characters –Horrid Henry, Moody Margaret, Perfect Peter, Jumpy Jeffrey, Lazy Linda…Try to think of an adjective and name starting with each letter of thealphabet and create 26 new characters for Francesca Simon!
Writing>
Creating Texts>
ENG 1-31a
Writing>
Creating Texts>
ENG 1-31a /
ICT to Enhance
Learning
TCH 1-04b
Reading>
Understanding,
Analysing and
Evaluation
LIT 1-17a
Expressive
Arts>Drama
EXA 1-12a
Health and
Wellbeing>
Mental and
Emotional
Wellbeing>
HWB 1-04a
CfE
7
Horrid Henry and the Zombie Vampire
ACTIVITIES FOR EARLY LEVEL
Health and Wellbeing
Draw a picture of all of the different types of food mentioned in the secondchapter of the novel, Horrid Henry and the Nudie Foodie. Cut out thepictures and sort these into Healthy and Less Healthy. Make a smiling faceout of the healthy food items and a sad face out of the less healthy fooditems. Stick these healthy and unhealthy faces onto paper plates andcreate a display of the Nudie Foodie’s favourite foods and Horrid Henry’sfavourite foods. Have a discussion about how it is alright to eat some lesshealthy foods sometimes, as long as we do not do it too often and wemake sure that we eat plenty of the healthy foods.
Writing
In the last chapter of the story, Henry scares the other children as theysleep over night in the museum. Think about a time that you were scared inthe night and draw a picture to show what happened and how you felt.Describe your picture to a friend and talk about how you felt in themorning.
Homework ActivityKeep a food diary of the things you eat during 1 week, in the same way that Henry does in the second chapter of the story. You could draw pictures instead of writing the foods. At the end of the week, count up how many healthy and how many less healthy things you have eaten and talk with a partner about any changes that you think you should make to your food choices.
ACTIVITIES FOR FIRST LEVEL
Health and Wellbeing
At the start of the first chapter, Horrid Henry Writes a Story, Henry thinksthat life is really unfair. He is made to listen to the story that his brotherhas written and tries to spoil it by shouting out and making sillycomments. Of course the situation is not unfair, but Henry doesn’t see itthis way. Think of a situation when you felt you had been unfairly treatedbut that you can now see was actually perfectly fair. Talk about how wefeel when we think we have been unfairly treated and positive ways ofdealing with this (talking openly, explaining your point of view, listening tothe views of others). Design a poster called ‘It’s Not Fair!’ and drawillustrations to show how to respond positively when you find yourself inwhat you think is an unfair situation.
Health and
Wellbeing>
Nutrition>
HWB 0-30a
Writing>
Organising and
Using
Information
LIT-026a
Health and
Wellbeing>
Mental and
Emotional
Wellbeing>
HWB 1-02a
CfE
8
In this novel, and many of the other Horrid Henry novels, Henry likes tosabotage different situations and events. Discuss what this means(intentionally spoiling something so that it does not succeed) and think oftimes that Horrid Henry does this in this book and others that you mayhave read. Play the game ‘Saboteur’ (see Additional Resource 6) to seehow detrimental sabotage can be. After playing the game, discuss thebelow points:
l what did it feel like to be the saboteur and to be sabotaged?l why do you think people sabotage?l how can you deal with saboteurs?l what were some of the negative effects of being sabotaged?
Writing
Get you own back on Horrid Henry! In the third chapter of the novel, HorridHenry tricks his brother into giving him his money and sweets and bymaking him do all of Henry’s chores. Imagine you are Perfect Peter. Designa game which will allow Peter to get his own back on Henry. Write achapter for a book, describing the game and what happened when Henryand Peter played it. Collate all of the chapters written by children in theclass and create a book called ‘Get your Own Back!’ Have a competitionto design different covers for the class book.
Writing/Art
In the final chapter of the story, Henry imagines that his teachers turn intozombie vampires at night. Imagine that your teachers turn into scarycreatures at night. Paint a picture to show what they look like and thenwrite a list of tips on how to recognise your creature, in the same way thatHenry does (pages 78 – 81).
Homework ActivityIn the second chapter of the novel, Henry creates a name for his own chain of restaurants and decides that it would be a burger restaurant. Decide on a name for a restaurant you would open and create a logo for it. Remember that your logo should be eye-catching so that people choose to eat in your restaurant! You might want to research logos of other famous restaurants or chains to give you some ideas. Prepare a short talk to tell the class about the name and logo of your restaurant and tell them what type of food you would serve.
Health and
Wellbeing>
Mental and
Emotional
Wellbeing
HWB 1-04a
Writing>
Creating Texts
ENG 1-31a
Writing –
Creating Texts
ENG 1-31a
Expressive
Arts>Art and
Design>
EXA 1-04a
CfE
9
Additional resources 1
10
Troll Sleeping Beauty
Goldilocks Three Pigs
Wicked Witch Gretel
Cinderella Big Bad Wolf
Jack Miss Good Fairy
Little Red RidingHood
WickedStepmother
Snow White Hansel
Jealous Queen Miss Bad Fairy
11
Goodies
Baddies
Additional resources 2
12
Additional resources 3
13
Additional resources 4
You sneak downstairs and secretly stay up late to watch TV on a schoolnight.
You borrow a friend’s toy without telling them and accidentally break it.
You are busy every evening after school and do not leave time to do yourhomework for the week.
A friend hurts you and you then forgive them for what they did.
A friend asks you to do them a favour and you decide not to help themout. Very soon, you find that you need to ask a favour of your friend.
You tell your parents or carers that you are going to play at a friend’shouse and you go to play in the park instead.
A friend tells you a secret and you share it with someone else in theplayground.
You play a game that your younger brother or sister really wants to playeven through you feel too old to play that game and would rather dosomething else.
A new pupil is looking lonely in the playground and you ask him/her tojoin in a game with you and your friends.
14
Additional resources 5
BLOOM’S TAXONOMY QUESTION STARTERS
Remembering Questions (Purple)
l Can you describe how ………… ?l How many ………… ?l Is this true or false ………… ?
Understanding Questions (Blue)
l Can you summarise the ………… in your own words ?l What are the differences between ………… and ………… ?l Can you describe the ………… in your own words?
Applying Questions (Green)
l What would you change about ………… ?l Can you think of another painting where ………… ?l What would happen if ………… ?
Analysing Questions (Yellow)
l What are the differences between ………… and ………… ?l What part of the painting is most ………… ? Why?l How is ………… similar to ………… ?
Evaluating Questions (Orange)
l Why did ………… decide to ............ ?l Can you think of a better way to ………… ?l Do you agree with ……………? Why?
Creating Questions (Red)
l If you could …………, what would you ………… ?l How would you change the ………… ?l Can you design a ………… to ………… ?
15
Additional resources 6
Playing Saboteur
Form groups of three and allocate each person the role of speaker, listeneror saboteur. Keep a couple of children aside for a different role.
Explain that the speaker and listener should face each other to talk, whilethe saboteur can move. The speaker is asked to describe a given object orexperience (a summer holiday, how to play football, things to do in theirhome town or city, for example). The saboteur is asked to try to sabotage(i.e. disrupt) this discussion in any non-violent manner. Tell the children thatare not in groups that they are roaming saboteurs and can move betweengroups, trying to disrupt them.
After two minutes, ask children to change roles. Then again after two moreminutes, as it is essential for all children to have the opportunity to play allthree roles. Everybody should know what it feels like to be a saboteur andto be sabotaged.
16
