ROalD Dahl-Inspired IdeaS BookMaterials: Notebooks or pads; pencils; Roald Dahl’s Process Student Worksheet

Time Required: Three to four 40-minute periods

Essential Question: How do authors inspire themselves to write?

Directions:

1 Explain that Roald Dahl, the author of The BFG, had a special writing process. He kept an Ideas Book—a notebook or pad that he carried with him at all times—and jotted down ideas in it as they came to him or when he observed something interesting. Some ideas were used right away, and others were not revisited for many years. He then drafted and redrafted until he had the perfect story.

2 Distribute Worksheet E and have students read more about Roald Dahl’s process along with an inspiration template to get them started on capturing their own ideas.

3 Have students locate a notebook or pad that they can use to create their own Ideas Book.

4 Encourage students to personalize their Ideas Book with drawings, collages, inspirational words, etc.

5 Have students carry their Ideas Book around for a day or two, writing down things that inspire or interest them.

6 Have students choose one or two ideas from their Ideas Book on which to elaborate. Ask them to write a movie scene, short story, or chapter of a novel based on their chosen ideas.

7 Encourage students to draft and redraft their scenes, stories, or chapters. They’ll write for their first draft, type for their second, and then physically cut and paste their work together for their final draft!

Follow-up Activity: Have students use their Ideas Book throughout the school year—adding ideas over time. Refer back to the Ideas Book and have them explain their thoughts and where their inspiration comes from.

TEACHER INSTRUCTIONS

Roald Dahl at work in his writing hut

This is a real page from one ofRoald Dahl’s Ideas Books, showing the

Idea which later became the story

The BFG.

WORKSHEET

Roald Dahl’s PRocessNAME

Roald Dahl, the author of The BFG and countless other works, such as Matilda and Charlie and the Chocolate Factory, always carried his “Ideas Book” around with him, jotting down any interesting ideas for his stories. He would keep these books for years, reviewing and revisiting ideas, and sometimes turning them into stories. This would often happen 20 years after he had an original idea!

Roald Dahl’s writing process was as colorful as his finished work. He loved to write his first drafts on yellow American legal paper, which—as seen below—might include quick illustrations. Those pages would then go to his secretary, Wendy, who typed them up. Afterward, Dahl took scissors and chopped up the typed pages, literally cutting and pasting sections to change the order. Other ideas and sections were added in pencil before the pages went back to Wendy. This unique process might be repeated several times!

When Roald Dahl had perfected the story, the final stage was to change its working title. This step always came last, to reflect the changes in the story. For example, Charlie and the Chocolate Factory was originally called “Charlie in Another World!”

Find Ideas and Inspiration EverywhereUse the steps below to get your “Ideas Book” started.

STEP 1: Take your Ideas Book with you everywhere you go. Make sure you have a great pen or pencil to write with.

STEP 2: Visit some of your favorite places or go to a place you’ve never been before. Some great places to go for inspiration are libraries, parks, the mall, or a museum.

STEP 3: Sit down and take a really good look around you. What do you notice about the space? Is it outdoors or inside? If you’re inside, is it dark or bright? What is the energy like—calm or exciting? Describe the space in your Ideas Book.

STEP 4: Find a person in the space. Focus on him or her. Is the person young or old? Tall or short? What are his or her clothes like? Describe him or her in your Ideas Book.

STEP 5: Create a backstory for your person. Give the person a name and a reason for

why he or she is in the space. Repeat Steps 2 through 5 for some really great ideas and inspiration for future stories.

Roald Dahl at work in his writing hut

did you know?The BFG first appeared in Roald Dahl’s Danny the Champion of the World as part of a bedtime story that Danny’s father often told him.

BIG IDEas

We can trace Roald Dahl’s original ideas and sketches for The BFG back to the pages of his

notebooks.

Roald Dahl labeled these original ideas for The BFG as “A Ghost Story.”

Roald Dahl started the idea for his story by listing the BFG’s character attributes: “Not many people know about The Big Friendly Giant. He only comes out at night. He moves very slowly. He is careful not to be seen.”

Roald Dahl came back to this idea later, writing “BFG” in pen to identify it as belonging to that final story.

Roald Dahl used sketches to help shape his stories, as seen here with his drawing of a dream blower and a dreaming child.

WORKSHEET

THe BFG — excerpts from roald Dahl's Novel

on SophIe’S LIfe IntroducIng sopHIe To snozzcumBers

‘H ere is the repulsant snozzcumber!’ cried the BFG, waving it about. ‘I squoggle it! I mispise it! I dispunge

it! But because I is refusing to gobble up human beans like the other giants, I must spend my life guzzling up icky-poo snozzcumbers instead. If I don’t, I will be nothing but skin and groans.’

‘You mean skin and bones,’ Sophie said.‘I know it is bones,’ the BFG said. ‘But please

understand that I cannot be helping it if I sometimes is saying things a little squiggly. I is trying my very best all the time.’ The Big Friendly Giant looked suddenly so forlorn that Sophie got quite upset.

‘I’m sorry,’ she said. ‘I didn’t mean to be rude.’ ‘There never was any schools to teach me talking in

Giant Country,’ the BFG said sadly.

‘Do we really have to eat it?’ Sophie said.‘You do unless you is wanting to become so thin you

will be disappearing into a thick ear.’ ‘Into thin air,’ Sophie said. ‘A thick ear is something

quite different.’ Once again that sad winsome look came into the BFG’s

eyes. ‘Words,’ he said, ‘is oh such a twitch-tickling problem to me all my life. So you must simply try to be patient and stop squibbling. As I am telling you before, I know exactly what words I am wanting to say, but somehow or other they is always getting squiff-squiddled around.’

‘That happens to everyone,’ Sophie said.‘Not like it happens to me,’ the BFG said. ‘I is speaking

the most terrible wigglish.’ ‘I think you speak beautifully,’ Sophie said.‘You do?’ cried the BFG, suddenly brightening. ‘You

really do?’‘Simply beautifully,’ Sophie repeated. ‘Well, that is the nicest present anybody is ever giving

me in my whole life!’ cried the BFG. ‘Are you sure you is not twiddling my leg?’

‘Of course not,’ Sophie said. ‘I just love the way you talk.’ ‘How wondercrump!’ cried the BFG, still beaming. ‘How

whoopsey-splunkers! How absolutely squiffling! I is all of a stutter.’ ◆

‘The filthy old fizzwiggler!’ shouted the BFG. ‘That is the horridest thing I is

hearing for years! You is making me sadder than ever!’ All at once, a huge tear that would have filled a bucket rolled down one of the BFG’s cheeks and fell with a splash on the floor. It made quite a puddle.

Sophie watched with astonishment. What a strange and moody creature this is, she thought. One moment he is telling me my head is full of squashed flies and the next moment his heart is melting for me because Mrs. Clonkers locks us in the cellar.

‘The thing that worries me,’ Sophie said, ‘is having to stay in this dreadful place for the rest of my life. The orphanage was pretty awful, but I wouldn’t have been there for ever, would I?’

‘All is my fault,’ the BFG said. ‘I is the one who kidsnatched you.’ Yet another enormous tear welled from his eye and splashed on to the floor.

‘Now I come to think of it, I won’t actually be here all that long,’ Sophie said.

‘I is afraid you will,’ the BFG said.‘No, I won’t,’ Sophie said. ‘Those brutes

out there are bound to catch me sooner or later and have me for tea.’

‘I is never letting that happen,’ the BFG said. ◆

The

BFG

boo

k co

ver,

Pen

guin

: © R

DN

L/Q

B 2

016.

TEACHER INSTRUCTIONS

DreaM BIG, INSPiration

Materials: Crayons; markers; scissors, tape; pens; a large mason jar; Dream Big, Inspiration Student Worksheet; The BFG—Excerpts From Roald Dahl’s Novel

Time Required: 40 minutes

Essential Question: What are our goals and dreams, and how do friends and family help us achieve them?

Directions:

1 Share the classroom poster and have students read the quote aloud. Ask students to reflect on what the quote means to them.

2 Using The BFG—Excerpts From Roald Dahl’s Novel, introduce students to Roald Dahl’s The BFG, a novel that takes readers to a place called Giant Country, where evil giants that gobble up human “beans” roam. Among them is the BFG—the Big Friendly Giant. He lives by a different set of rules. He befriends a young girl named Sophie and through their unlikely friendship, they’re able to accomplish extraordinary things. Explain also that while their friendship is out of the ordinary, the love and support they show each other gives them strength and inspiration to achieve their goals.

3 Have students read the book excerpts on The BFG—Excerpts From Roald Dahl’s Novel and discuss goals and dreams with them, emphasizing that with the support of others, you can achieve anything.

4 Ask students to complete Dream Big, Inspiration Student Worksheet. Distribute crayons and markers and encourage students to illustrate one of their dreams.

5 Explain to your students that they are going to use these pictures to create a “Dream Jar.” The top will be open for students to drop in pieces of paper that list their dreams and goals throughout the year.

Go Online! Download a Gobblefunk vocabulary worksheet at scholastic.com/BFG.

WORKSHEET

Directions: Answer the following questions about your dreams and goals on a separate sheet of paper. At the bottom of this page, write and draw one dream, cut out, and place in your class Dream Jar.

NAME

1. List three dreams you have RIGHt NoW!2. List one BIG dream you have for the future.

3. Sophie and the BFG have dreams that they share with each other. Why is it important to have dreams?

4. Sophie and the BFG are friends who help each other achieve their dreams. How can friends and family help us in realizing our dreams?

DReam BIG, INspIratIon

did you know?Sophie was able to interact with objects in the BFG’s cave because a large table was built with props that were the BFG’s size.

My DreaM is:

Draw your dream and label it in the bubble below:

Pho

togr

aphe

r: D

oane

Gre

gory

.

TEACHER INSTRUCTIONS

DreaM Big, CharacteRs

Materials: Internet access; pen; Dream Big, Characters Student Worksheet; The BFG—Excerpts From Roald Dahl’s Novel Student Worksheet; The BFG Movie Magazine (optional: an assortment of hats)

Time Required: Two 40-minute class sessions

Essential Question: Why are characters important to stories, and how can they influence one another?

Directions:

1 Explain to your students that a story’s characters help to advance the story’s plot and help the reader identify with the various elements in the story.

2 Discuss what an author needs to create a good character (i.e. well developed and interesting, descriptive glimpses of the character’s traits and attributes). An author shows a character’s traits and attributes through the character’s behaviors—how he or she reacts to things, treats others, or defines dreams and goals.

3 Distribute The BFG—Excerpts From Roald Dahl’s Novel Student Worksheet and have students read the book excerpts

4 Discuss the differences between character traits and character attributes: A trait is the way a character acts. It is part of a character’s personality and it is a part of how one behaves and reacts to what happens in the plot. It is an ingrained part of a character’s personality. An attribute is usually seen as something a character has acquired through experience. An attribute can be a quality a character learns through time.

5 Refer to The BFG—Excerpts From Roald Dahl’s Novel Student Worksheet and The BFG Movie Magazine to learn more about the character Sophie and the BFG. Then discuss what makes Sophie and the BFG such strong characters. List their traits and attributes. For example, Sophie is small but brave, and the BFG is tall but gentle.

6 Have students brainstorm ideas for characters. A way to begin the discussion is to bring out an assortment of four to five hats. Have students choose a hat to focus on and describe the type of character who might wear that hat.

7 For homework, distribute Dream Big, Characters Student Worksheet and have students create their character sketches. Encourage them to share their character sketches with the class the next day.

WORKSHEET

Directions: Use the space below to draw your own Roald Dahl–inspired character sketch. List the traits and attributes of your character.

NAME

Dream Big, characters

My character's name is:

did you know?The character of Sophie is played by newcomer Ruby Barnhill. The BFG is the 11-year-old’s first feature film. To learn more about Ruby, read The BFG Movie Magazine!

my character’S TraiTS anD aTtriButes are:

Pho

togr

aphe

r: D

oane

Gre

gory

.

TEACHER INSTRUCTIONS

DreaM Big, StoRYtellers

Materials: Pens; access to a library and the Internet; Student Movie Magazine; paper; My Author Bio Student Worksheet

Time Required: Two 40-minute class sessions, plus advance research time

Essential Questions: How does a writer’s life connect to his or her work? What makes a good storyteller?

Directions:

1 In advance of teaching this lesson, ask students to conduct research for homework about writer and storyteller Roald Dahl. Advise them to focus their research on a particular aspect of his writing style, unique voice, or creative process. Prompt students with questions, including: What makes Roald Dahl such a good storyteller? What about his process interests or inspires you to become writers? How do his stories inspire readers? What messages does Roald Dahl want to communicate with his readers?

2 In class, discuss the importance of storytelling as a method of passing on facts or fiction in a creative and engaging way to others. Based on research, ask students to share why they think Roald Dahl is a captivating storyteller.

3 Have students write a short (two- to three-paragraph) biography of Roald Dahl and create a bibliography of 10 to 12 of his children’s books.

4 Discuss as a class, how Roald Dahl’s life might have influenced him as a storyteller. Distribute My Author Bio Student Worksheet. Have students use the sheet to write their author bios.

Roald Dahl at work in his writing hut

WORKSHEET

DirectionS: When a writer publishes a book, that writer creates an author bio page, which contains a short biography of the writer and a sentence or two about the book he or she published. Imagine that you are a writer and your new book is about to be published! Fill in the blanks to create your own author bio.

My Author BioNAME

did you know? Roald Dahl created many of his most famous characters, such as Matilda, Willy Wonka, and the BFG, all in the same place—his writing hut—a small, shed-like structure built in his yard. It housed a typewriter, a desk, and items from friends, family, and fans. See pictures of his writing hut and learn more about Roald Dahl in The BFG Movie Magazine!

I am __________ years old. I live in ______________________________________________ .

I became a writer because

I wrote ____________________ because

My favorite books are

These books are important to me because

I want to encourage my readers to

My new book is about

When I am not writing or reading, I love to

If I could be a character in any book, I would be

“Those who don’t believe in magic will never find it.” —Roald Dahl

NAME OF BOOK

.

.

.

.

.

.

.

.

Find Your Inner Giant

Materials: Pen; My Inner Giant Student Worksheet; The BFG Movie Magazine

Time Required: 40 minutes

Essential Question: Why are characters important to stories, and how can they influence each other?

Directions:

1 Distribute The BFG Movie Magazine and have students read the descriptions of the giants.

2 Ask students to identify the giants’ role in The BFG. Explain: The giants are the villains, or antagonists.

3 Explain that a villain, or antagonist, helps move the plot along, as his or her terrifying actions influence the protagonist, who also helps move the plot along.

4. Have students describe the giants using descriptive words, such as large, disgusting, lumpy, mean, hairy, or intimidating. Record the descriptive words your students come up with.

5. Use the list of descriptive words and have students identify what makes the giants villains. Ask them if there is anything good or redeemable about the giants.

6. Distribute My Inner Giant Student Worksheet and have students create a new giant—a giant based on themselves.

7. Have students describe themselves in writing as well as draw or collage themselves into a giant.

TEACHER INSTRUCTIONS

WORKSHEET

NAME

My inner GiantDirections: Use the space below to make yourself into a terrifying giant! In the space at the bottom, describe yourself as a giant using the descriptive words discussed in class.

My “giant” name is

I would describe my “giant” self as:

did you know?. An exact replica of the Buckingham Palace ballroom was built so that Sophie and the Queen could have breakfast with the BFG. To learn more about the film, read The BFG Movie Magazine!

Pho

togr

aphe

r: D

oane

Gre

gory

.

WORKSHEET

Gobblefunk Glossary NAME

The BFG (and his less friendly Giant neighbors) have a lovely, if slightly back-to-front language all their own that Roald Dahl created by playing around with language, creating lists of words especially for The BFG to use. We call it Gobblefunk, after The BFG’s instruction to Sophie: “Don’t gobblefunk around with words.” See below for scrumdiddlyumptious Roald Dahl–created language from the book and upcoming movie The BFG. Then answer the following questions.

Catasterous—Disastrous, as in, “Upgoing bubbles is a catasterous disastrophe!” —The BFG on Frobscottle

Flushbunking—Rushing or being in a hurry

Hopscotchy—Cheerful, as in, “Whenever I is feeling a bit scrotty,” the BFG said, “a few gollops of

frobscottle is always making me hopscotchy again.”

Phizzwizards—Wonderful or delightful dreams

Scrumdiddlyumptious—Delicious or yummy

Snozzling—Sleeping

Swizzfiggling—Playing with or teasing

Trogglehumper—A bad dream or terrible nightmare

Ringbeller—A really great dream

Whoppsy-whiffling—Unbelievable or crazy

Whoopsey-splunkers—Splendid, as in, “How whoopsey-splunkers! How absolutely squiffling! l is all of a stutter.” —The BFG

1. Use whoppsy-whiffling in a sentence.

2. Use swizzfiggling in a sentence.

3. Describe a phizzwizard you have had.

4. Finish the sentence with the correct Roald Dahl–created word.

After finishing dinner, Sophie turned to the BFG and said,

“That food was absolutely _______________________________.”

Gobblefunk—To play with worlds. Roald Dahl’s own language which he uses when his dreamworld transcneds normal adjectives

For EvEn morE Fun Create your own Gobblefunk word. Try taking bits and pieces of other words and sewing them together to make new meanings.

‘By gumfrog!’ the BFG cried. ‘I is just having the most whoppsy- whiffling idea! ’

Snozzcumbers— a disgusting vegetable with black-and-white stripes that grows in Giant Country. They are all the BFG has to eat.

.

.

.

Dream Big, Inspiration Lesson Grade 3

Engage effectively in a range of collaborative discussions.

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Dream Big, Characters Lesson Grades 4 and 5

Refer to details and examples when explaining text.

Determine a theme of a story.

Describe a character in depth.

Compare and contrast two or more characters.

1corestandards.org

Dream Big, Storytellers Lesson Grade 6

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Explain how an author develops the point of view of the narrator or speaker in a text.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, and quotations, or go to disney.wikia.com/wiki/The_BFG/Gallery for other information and examples.

This program supports the following Common Core skills1

Dreamthe ImPoss ibleCOMMON CORE SKILLS

©2016 STORYTELLER DISTRIBUTION CO., LLC and DISNEY ENTERPRISES, Inc.

The talents of three of the world's greatest storytellers—Roald Dahl, Walt Disney, and Steven Spielberg—finally unite to bring Dahl’s beloved novel The BFG to life. Directed by Spielberg, from a screenplay by Melissa Mathison, Disney’s The BFG tells the imaginative story of a young girl and the Giant who introduces her to the wonders and perils of Giant Country.

©20

16 S

TOR

YTE

LLE

R D

ISTR

IBU

TIO

N C

O.,

LLC

and

DIS

NE

Y E

NTE

RP

RIS

ES

, Inc

.