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The Witches by Roald Dahl Scheme of work for year 7 Lesson 1 Introduction to witches- Research Project By the end of this lesson: Pupils will have gained some insight into the role of a witch. Resources: Witch wear, witch facts, high jinks (worksheets) Starter: Introduce the book Witches and explain the scheme of work for the next term. Before reading begins, pupils need to know all about witches. Main: Each table/group or pair has information (a worksheet), describing a various aspect of a witchs life: Witch wear Witch facts High Jinks Each group has to write down 10 interesting ideas they can find on the worksheet. Plenary: Pupils then share the information they have gathered with the rest of the class and predict what kind of witches will be in the novel. Teacher must focus on the witch stereotype, broomsticks, Halloween, black cats, etc. Extension: Pupils can draw and label a stereotypical witch in their books. AFL: This will be done during class discussion of witches. Homework: Draw and label a typical witch in your book if you have not finished it in class. Teacher Notes: This research can be done like this or on the internet, having pupils find out facts about witches such as clothes, Halloween, etc. However, there are many modern sights that do not adhere to the stereotype focused in this lesson.

Lesson 2

Chapter 1: A note about witchesM Mulligan September 2006 FPHS

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

Scheme of work for year 7

Pupils will have practiced their dictionary skills. Pupils will have further knowledge of the characters in the novel. Resources: Copies of the book, Chapter 1 question sheet, dictionaries Starter: Main: Read Chapter 1 Discuss how their perceptions of witches are not like that of the book. Answer the questions from activity sheet; Witches Chapter 1. Plenary: Gather feedback from pupils and check that they have the right answers. Extension: This is on the question sheet.

AFL: Whilst pupils answer the questions in their books and then through class discussion. Homework: None Teacher Notes:

M Mulligan September 2006 FPHS

The WitchesChapter 1Using the book, answer these questions in full sentences, dont forget capital letters, full stops and correct spellings:a. What is a motto? b. What is the motto of all witches?

The Witches by Roald Dahl

Scheme of work for year 7

d. What does a witch look like? e. Look up these words in the dictionary and write down their meanings in your books: Scheming Plotting Churning Burning Whizzing Fizzing f. Now write sentences that include each of the words that you have just looked up in the dictionary. This will show your understanding of them. g. What might be some of the strange/unusual habits or appearances that a witch might have as she tries to keep a disguise in public? You can draw a picture and label it if you like. h.Once you have completed the questions, get out your own reading book and do some quiet reading.

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

M Mulligan September 2006 FPHS

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

Scheme of work for year 7

Pupils will have further knowledge of the characters in the novel. Pupils will begin to have some awareness of the authors craft. Resources: Copies of the book, Starter: Main: Read Chapter 2 Discuss how you would normally expect a grandma to act, how is Roald Dahls version different? Then discuss the strange way in which the children disappear, explain how Dahl has chosen to describe these events for the audience to be fearful of the witches. Complete the activities below: Draw a picture of Grandma and label her distinguishing features. Model a missing poster for one of the children who are taken by the witches. Teacher is to show how they need to read the chapter to get facts and ideas. Plenary: Pupils can stand up and present their posters to the rest of the class. Extension: Pupils can complete another wanted poster based on another of the missing children. AFL: During class discussion and teacher can circulate during main task to ensure pupils are inserting the correct information into their wanted posters. Homework:

Teacher Notes:

M Mulligan September 2006 FPHS

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

Scheme of work for year 7

Pupils will have further knowledge of the characters in the novel. Pupils will be able to write for a purpose. Resources: Starter: Main: 1. Complete the following activities: a. Pupils are to create a character profile of a witch, draw and label the distinguishing features of a witch. b.Prepare for homework: Writing a diary of grandma, when I lost my thumb. Hand out Homework sheet. Brainstorm how Grandma might have lost her thumb Pupils are to then recap the rules they have previously learned upon diary writing: o First person pronoun o Past tense o Feelings, thoughts and worries o What time of day did it happen? What was the date? o Descriptive language Remember that Grandma is from Norway, so the weather may be different and there obviously wouldnt be PlayStations or mobiles! Remember that Grandma would not have called this when they are writing the diary; she would have been a little girl! And she wouldnt smoke cigars! Paragraphing, SPG. Plenary: Ensure that all pupils have there homework written in their diaries. Extension: Pupils can begin to plan their homework, and decide how Grandma has lost her thumb. AFL: Pupils will show their knowledge and understanding through class discussion and by referring back to their previous work. Homework: Complete the diary of Grandma. Teacher Notes: If you have not introduced diary writing to your pupils yet, you may want to introduce the five rules above as a starter.

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

The Witches HomeworkWhen I lost my ThumbBefore completing this homework, you will need to make notes about the things that we know about Grandma already, like where she lived; these notes will be made in class. If you have any more questions about this work ask your teacher as there are no excuses for it not to be done! The task: Using the skills you have learned from previous lessons, you are going to write a diary of Grandma; the title of your work will be When I lost my Thumb Remember the five rules of diary writing: o o o o o What time of day did it happen? What was the date? First person pronoun Past tense Feelings, thoughts and worries Descriptive language

Scheme of work for year 7

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

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

The Witches HomeworkWhen I lost my ThumbBefore completing this homework, you will need to make notes about the things that we know about Grandma already, like where she lived; these notes will be made in class. If you have any more questions about this work ask your teacher as there are no excuses for it not to be done! The task: Using the skills you have learned from previous lessons, you are going to write a diary of Grandma; the title of your work will be When I lost my Thumb Remember the five rules of diary writing: o What time of day did it happen? What was the date? o First person pronoun (I, me, us, we) o Past tense (I did this, she said that) o Feelings, thoughts and worries o Descriptive language You will do at least one page of writing in your English book! Use the writing guide on the other side of this page to write your diary.

Please turn over

M Mulligan September 2006 FPHS

The Witches by Roald Dahl

Scheme of work for year 7

Date: Today, I went outside to play with my friend_________ and something happened that changed my life forever. When we were__________ down the street, we came across a __________ lady who asked us what the __________ was. As she said this, she ___________ out her hand and __________ my arm to look at my __________. When this happened, I felt a ________ feeling run all over my body. My _______ stood up on the back of my neck like the cat next door that arches its back and ________ when a dog goes near it. walking pretty time reached grabbed strange watch hisses Joe hair

Feeling really ________, I looked at her hand to see that she had _______ on! It was _________, I just knew she was an evil, cruel _________ who was ready to do anything to get rid of me! Her big, _________feet moved in closer towards me and Joe. With all my ________, I pulled back my arm and she lost her grip on me. My _________ was beating so fast that I felt like it was going to _________ inside my chest! frightened gloves shocked awful witch burst ugly strength heart

Joe, who is a little _________ than me, was just standing there in shock. Her mouth was wide open, like the dead _________ that you see on display at the __________. I was ready to run, but she just wouldnt move. I ________ and _______ on her arm to get her going but there was nothing I could do as she was frozen, like a statue. Smaller fish market pulled tugged

By this time, the _______ had her gloved ________ on my friend. I saw the evil creatures eyes turn ________ as she called out some kind of spell. Her tongue was ________ as she spat those horrid, disgusting words. All of a sudden, a white spark come flying from her ________; my friend had disappeared, so had my ________ as I had been holding her arm when it happened. For a second, I looked at the space where it had been on my hand, then I turned and ________as fast I could. I never even looked back once, all I wanted to do was get home and see my _______and ______. M Mulligan September 2006 FPHS

The Witches by R