Gruffalo book ideas

7/28/2019 Gruffalo book ideas

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Imagine you are in these settings - what would you see, hear and feel?


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http://www.google.co.uk/imgres?q=gruffalo+pictures&um=1&hl=en&sa=N&tbo=d&biw=1152&bih=667&tbm=isch&tbnid=1Gsp3nUWGZGQMM:&imgrefurl=http://clubs-kids.scholastic.co.uk/products/43189&docid=YyMKvBeypVHafM&imgurl=http://images.scholastic.co.uk/assets/a/97/ff/gruffalo-preview-p4-194438.jpg&w=563&h=701&ei=lEL-UNv1HMe3hQfP1IDwAQ&zoom=1&iact=hc&vpx=565&vpy=240&dur=1500&hovh=251&hovw=201&tx=120&ty=158&sig=112533608324475022413&page=1&tbnh=136&tbnw=109&start=0&ndsp=20&ved=1t:429,r:17,s:0,i:199


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Cut out and match the opposites.......

Big

Small

Slow

FatThin

Short


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USING STORY WHEELS : THE GRUFFALO

Here is a great way to help young children retell a familiar story. It's really a retake on thestory map, yet this becomes an interactive visual aid to assist with retelling. Draw or copyimages of the characters/objects onto a circle in the correct order, as they appear in thestory.

Gruffalo Story Wheel Adding numbers to the wheel scaffolds the activity, just leave them off to create more of a challenge. Place a second circle on top, with a window removed just theright size to reveal one character or object at a time. Secure with a split pin. The story wheelhas mouse on the top, so he faces each new character in turn!


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What negative problems and issues can you find in this story?What are the risks with Mouses plan to beknown as the scariest animal in the forest?Draw mouse in the box below. Then explain the problems withhis idea.


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What negative problems and issues can you find in this story?What Problems can you see on the mouseswalk? Draw and write down each problem you find.


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What are the negative points and problems in this story?Which animal has the most problems?Write about his problems.


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What are the creative possibilities in this story?Design A Gruffalo Trap.The mouse wants to build a gruffalo trap. What would he need

to do to make a really good one?Draw and label your design for a gruffalo trap.

Write how your gruffalo trap would work.


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What are the creative possibilities in this story?Gruffalo has a big family what do they look

like?.Draw Gruffalos Family Photo Album


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What are the creative possibilities in this story?

Mouse sits down for a nice cup of tea.What sort of cup do you think mouse would drink from?Decorate the cup for mouse.


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Lets focus on feelings and emotions

How does the mouse feel now?Write how the mouse feels as it meets each animal two times.


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Lets focus on feelings and emotions

What was the mouses hunch? Draw the mouse telling the gruffalo that he is the scariestanimal in the wood.

Explain what was mouses hunch (inside feeling) and how did

he feel when he was telling the gruffalo his idea?


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Facts and Information

How many questions can you make using

these words? Ask questions using each of the words below. Dont forget thequestion mark!


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Facts and Information

What does each animal like to eat?Find out what each animal likes to eat.


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Find the rhyming picture.

rocks

cake

log

twig

dish


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Find the rhyming picture.
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Fill in the rhyming words.tree bee log dog duck den hen road toad dish fish

Here, by this And his favourite food is

Where are you meeting him?

Here, by this

And his favourite food is

Here, by this

And his favourite food is


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The Gruffalo Reading Ideas
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Gruffalo Hunt

Hide pictures or cuddly toys of the different characters in The Gruffalo in the school grounds or a park and set up clues to help the children find the

characters.e.g.

Down by the hut where the children learn and playOut comes an animal who sleeps during the day?

When all the characters are found you could have a Gruffalo Tea Party.

Writing From This A Recount

Poems/Riddles in the style of the clues

A Tea Party Menu A comic Strip using pictures from the day and children writing speech

bubbles about their adventureInstructions for how to make food for their Tea Part

Design Own Creature

Using the description from the Gruffalo , get the children to try and design their own creature

Writing From This


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Descriptive writing Labels

Make Gruffalo Puppets or Masks

Children can make different sorts of puppets looking at different types of materials to use. Children could then do a puppet show to each other, the

school and their parents.

Writing From ThisInstructions How to make Puppets

A simple Play/Story

The Gruffalo Play

You and your class, using your masks, or puppets could retell the Gruffalo.

Writing From This Simple Playscript

Speech Bubbles for the different characters


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Gruffalo Caf

As your role play area or/and a Special Project Day you could set up aGruffalo Caf, selling different foods from the book, like Scrambled Snake,or if you dont fancy finding and then scrambling a snake, maybe you could just make spaghetti. The children could also make up their own recipes.

Children could then invite their parents to their Special Day, where they toocould be part of the Treasure Hunt or The Gruffalo Hunt and then sit

down in the Gruffalo Caf looking at the chil drens work that they havebeen doing based on the Gruffalo. (maths links to problem solving and using

and applying and data handling too!)

Writing From ThisInstructions and Recipes How to make different recipes

Menus and Signs for The Gruffalo CafInvitation to parents to Special Day

Animals that come out at Night Project

Children could find out about lots of different Nocturnal animals. You could also set up a Night Walk evening if you have school grounds,

when the children come back to school in the evening and set up smallcamps, bring torches and see what animals they can see and hear. When Ivedone this, we made a bit of an evening of it for the children and gave them

hot dogs, hot chocolate and watched a DVD!


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Writing From This Recount based on the Night Walk Evening

Information TextsNon- Chronological Reports

Rhyming Snap Cards Using the brilliant rhyming in The Gruffalo, the children could make rhyming

cards. Using the cards they can then use them for poetry or simple gameslike snap. You could also use them for party games such as:

Pass the Parcel Have the children sat in small groups of four to five Have a parcel with each layer containing a word which is in the

Gruffalo (or not doesnt really matter) Play music and the children pass the parcel around the group When the music stops the child who has the parcel opens it up to

reveal a rhyming card and they have to think if a corresponding

rhyming word If they do, they can win a small prize, table point or whatever links to

your whole school positive behaviour policy

Musical ChairsChairs need to be arranged like you would do for Musical Chairs and

children will need whiteboards and whiteboard pens In a whole class situation children to come up with words that rhyme

and write them on a post-it note

Children stick their post-it note onto their chair Play music, and the children walk around until the music stops The children sit on a chair and have to write a word that rhymes with

the word on their chair Continue this but dont remove chairs

Extension Children can write sentences with their words in them


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Board Game You can make simple board games for the children based on snakes

and ladders and rhyming words on them.

Writing From This

Boring I know now, but instructions again how to play the games Poems

Simple Rhyming Words

7

Play

8 9

6 5

Snake

4

1 2 3


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Treasure Hunt Organisation

Contents of the Treasure Box Treasure Box

Six Teams worth of Differentiated Clues 10 Clues per Team

Teacher Answer Sheet Childrens Recording Sheets

Teaching Ideas Organisational Ideas for the Treasure Hunt

Certificates Prize Ideas

How To Organise the Treasure Hunt

How the Treasure Hunt is organised is completely up to you as a teacher andobviously depends on the age of your class and the ability of your class and at what

time of the year you are doing this.

The common factor in organising the Treasure Hunt will have to be organisationand space. You need both.

I have held treasure hunts indoors (halls and around school buildings) and outdoorsand I wouldnt say there is much difference in managing either. The key to making

it fun and purposeful is how well the Treasure Hunt is organised.

Purpose of the Treasure Hunt


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My first reason for creating these Reading Treasure Boxes is to try and engagechildren further in their reading, and hopefully to inspire children to pick up a book

that may not have done before.

The second reason for creating these boxes is to try and help teachers who love todo these sorts of activities, but having the time to make, stick and laminate is very,

very hard to find so this resource is designed to help teachers too.

I also feel that this resource is good in developing childrens actual reading, recalling of information and deduction skills, but,

how you choose to use this Treasure Hunt is completely up to you.

I have always run Treasure Hunts with whole classes and made sure that I have hadenough adults on the day. Some teachers choose to do Treasure Hunts with groups at a time. It really depends on the purpose of why you are doing the

Treasure Hunt. For example if it is going to be used as an assessment tool, then itwould probably be best done in small groups or to support Guided Reading,

however, if it is to celebrate the end of reading a text and children learning tobecome more independent readers, you may choose to do this as a whole class.

How the Clues are Organised

There are six Teams worth of clues at three differentiated levels.

See belowTeam 1

Below AgeRelated

Team 2

Below AgeRelated

Team 3

AgeRelated

Team 4

AgeRelated

Team 5

Above AgeRelated

Team 6

Above AgeRelated

10 questions

These two teams have thesame questions

10 questions


10 questions


Each set of questions has an answer guide sheet for the teacher to use to support the marking and assessments from the Treasure Hunt.

The clues can be set up anywhere in the school. It would probably be a good ideafor each Team to have a copy of the text whilst they are doing the Treasure Hunt.
http://localhost/var/www/apps/conversion/tmp/scratch_4/clipart-cartoon-owl-1.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_4/clipart-cartoon-owl-1.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_4/clipart-cartoon-owl-1.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_4/clipart-cartoon-owl-1.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_4/clipart-cartoon-owl-1.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_4/clipart-cartoon-owl-1.html


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PrizesI have not included prizes in the Treasure Boxes for you apart from certificates, as

I felt that different teachers like to give their children different sorts of prizes.

Suggestions though are provided below: Gruffalo Tea Party for the winning Team

Design and make Gruffalo SmoothiesMedals

House/Table PointsCheap Gruffalo Merchandise

Lastly, I know that this Treasure Hunt box has lots of information and may be a bitconfusing. This is definatlely not a quick and easy lesson to organise, and it is for those who like to take a risk and have lots of fun but still learning at the same

time. I have not given step by step instructions as to how to organise the TreasureHunts as I feel that you know your classes and you have to do what works best for

you.

I hope that you and your classes have fun doing the Treasure Hunt and that thechildren become enthused about reading and will want to read another book as

soon as this one is finished so that they can do another Treasure Hunt.


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mouse

Gruffalo

fox

Learning Objective To identify and describe characters in the Gruffalo.Success Checklist I can make a list of words to describe characters in the Gruffalo, what

they look like and how they behave.Extension I can write sentences explaining why I chose the words to describe

the characters behaviour. (because)


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owl

snake


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MY GRUFFALO

Next to each picture write a word that describes that part of theGRUFFALO!


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MY GRUFFALO


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MY GRUFFALO

He has teeth.

Its claws are

It has knees.

At its mouth hangs atongue.

It has on its back.

Its toes are


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The Gruffalo- Speech

1) What do you use your white horns for?

2) How do you scare the animals in the woods?


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3) Where do you sleep?

4) What is your favourite food?


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One day a

_______________________

Went for a walk in the

On the way he met a

_________________________

a________________________

They all wanted to eat him so he

_____________________

Them. The Mouse then met the

Gruffalo who wanted to _______

The Mouse took the Gruffalo intothe woods and all the

animals were

_____________of him.

The Gruffalo ________________.

The Mouse then could eathis nut in peace.

Story Mountain


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What are they saying??


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Activities for the Foundation StageRead the story of The Gruffalo aloud to child, allowing them to look at theengaging illustrations by Axel Scheffler. Make the storytelling as lively aspossible, and dont be afraid to accentuate the rhyme scheme to makethe book take on a sing-song tone. Once you have familiarised your chil d with the story, talk with them indetail about the book what was their favourite part of the story? Didthey like the little mouse? How did they think the other animals mighthave felt when they saw the Gruffalo? Go back to the first page of the book and talk about the setting the

deep dark wood . Ask child if they have ever been in a deep dark wood. If not, explain that a deep dark wood is an area where there are lots of trees growing so close together that the sunlight cant get in. Ask them to talk about how it might feel to be in a deep, dark wood.Encourage them to use lots of their senses as they talk about what theymight see, smell, touch and hear in the wood. Tell child that they are going to go on a little adventure into adeep,dark wood to see what they can find. In advance, prepare an area of the house to be a dark area. This can be done by placing a blanket overa table so that it drapes down and touches the floor on all four sides, ordraping a blanket over a pop-up tent. If yo u cant get complete darkness, then provide child with a blindfold before they go into the wood (make sure this is done in a fun/exciting way not in a scary way!). Ensuring that any soli d surfaces or sharp corners child could bumpinto are covered with pillows or cushions, invite your child to crawl

into the deep dark wood and see what they can find. In advance, place a smooth stone, a pine cone, a nut, a mushroom, a small plant, a stick,some bark, a small tray of sand, a flower, a feather, moss, and a leaf inthe dark area.

As child discovers an object, invite them to describe the objectbased on its texture. Prompt them to use words such as smooth, rough,

soft, grainy and so on. Can they guess what the object might be? Remove the object and place it with the book, and then invite them tofind something else, and repeat the process for as long as it is enjoyable. Once all of the objects have been discovered in the deep dark wood, return to the story of The Gruffalo and read it through one more time,this time pausing to spot the objects your child discovered in their owndeep, dark wood in the illustrated pages of the book.Support:Make the dark area a little lighter for any reluctant children and do not encourage them to wear a blindfold. Allow them to describe the objects inturn by looking at them too.Extension Activity:Provide paper, pencils and colouring materials and allow your child to


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draw a picture of the deep, dark wood in the story, including as many of the objects they found as possible.How do these activities help childs learning? Early Years Foundation Stage:This activity helps childs Communication, Language and Literacy , focusing on the strands Language for Communication,Language for Thinking and Reading , and has cross-curricular links toKnowledge and Understanding of the World .

Activities for Key Stage 1The story of The Gruffalo is wildly popular among young children at the

moment, and child may already be familiar with the story. If this isthe case, skip straight to the second part of this activity. For children whohave not read or seen The Gruffalo book, prepare the first part of theactivity by covering your copy of The Gruffalo with brown paper, so thatthe cover illustrations are not visible. Read the story of The Gruffalo aloud to child, and enjoy theirreactions to the fun tale. Be careful as you are reading not to let them seeany of the illustrations in the book if they try to peek, explain that theycant see the pictures just yet because you are going to do something funin a minute, but that they can see them later. Provide each child taking part in the activity with an outline drawing of the Gruffalo. This simple shape can either be drawn freehand (forthe more artistic among us!) or traced using the bold illustrations inthe book. The page where the little mouse finally stumbles across theGruffalo contains the best illustration for this. Be sure to only trace theoutline, missing out details such as claws, teeth, and the prickles on hisback but do add a pair of eyes, the outline of his arm and a line for hismouth. Give child a selection of coloured felt-tip pens or pencils. Read the story of The Gruffalo through to child again. As the littlemouse names each of the Gruffalos physical attributes, pause andencourage child to add this detail to their Gruffalo picture. Discusstheir drawings as they are adding details - what do they think terrible tusks might look like? What would be a good way to draw knobbly knees? and so on. Stop t he story at the place where the little mouse first meets theGruffalo.Invite child to complete their drawing with any other features thatthey imagine the Gruffalo to have and to colour him in. When theirdrawings are complete, have a big fun reveal of the real image of theGruffalo. Talk about how similar or different he looks to their drawings,and to how they imagined him to look. Do they think he looks scary or

friendly? Is that what they expected? Complete the story.


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As a variation or extension of this activity (for children who already know

what the Gruffalo looks like), explain to child that they are going to maketheir own monster, based on a real person. Create the template Gruffalo again using a simple outline, but this time in place of his head stick a picture or photograph of the head of someone real. This can be a celebritys head, cut out from a magazine or newspaper, or the head of a family member from a photo. Encourageyour child to name their monster in a similar style to the Gruffalo (i.e.the Grannyalo, the Dadalo, the Britney Spearsalo). Read the story of the Gruffalo, substituting every mention of the Gruffalo for childs made up monster. Encourage them to add

all the details in the book to their picture as they come up in the story.Finally, encourage them to colour in their finished picture and help themlabel it with the monsters name. Support:Help and guide child as they fill in the features of the Gruffalo or their made up monster.Extension Activity:Encourage child to identify the initial letter sounds in the full description of the Gruffalo (on the page where he meets the mouse), suchas purple prickles, terrible tusks and knobbly knees.

How do these activities help my childs learning? Key Stage 1These activities help your childs Key Stage 1 Literacy , in the strands for Listening and Responding and Engaging and Responding to Texts .

Activities for Key Stage 2Some older children should be able to read the simple rhyming text in thestory of The Gruffalo independently. Encourage them to read aloud, if theyfeel confident about doing so, and make sure you listen actively and showyour enjoyment of the story (even if you have heard it a hundred timesbefore!). Tell child that you are going to organise a Gruffalo party for the restof the family, using the foods in the book and a few more that you aregoing to invent. Take a look through the book together and decide what foods you could use to represent each of the items mentioned. For example, scrambledsnake can be scrambled egg, roasted fox could be chicken and Gruffalo crumble could be a big apple crumble. Tell child that they can add items to the menu at their Gruffaloparty, providing they can find a way to fit it in to the story. For example,


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each of the foods in the book is introduced by the little mouse meetinga different animal who wants to eat him, and him scaring them away bytelling them the Gruffalo is coming along to meet him, and is very partialto a dish made from this particular animal. Point out to child thatthis is done in rhyming form. In order to get their chosen foodstuff accepted onto the menu at the Gruffalo party, child must decide on another animal that couldhave been in the story, and what part of it the little mouse would havesaid was the Gruffalos favourite. For example chips could be slices of bear; peas could be Squirrels eyes and fruit juice could be juice of a crow. In the book, foods are introduced in a rhyming form. For example,the Gruffa lo is apparently meeting the mouse here by these rocks andthe dish that he is set to enjoy is roasted fox. Encourage child to make up a rhyme to fit their foodstuffs into thestory. This should be in the form of a W question so they will ask

where/why/when are you meeting him? followed by a rhyming answer. If your child struggles to grasp the concept, give them some examples,such as Where are you meeting him? Here by his lair and his favouritefood is slices of bear, or Why are you meeting him? Because hes so wise and his favourite food is squirrels eyes. You might also want to set a maximum limit on the number of items thatthey can choose to serve up!Support:For younger or less confident children, simply encourage them to think uprhymes for the animal they have created an imaginary foodstuff for (i.e.

bear, care, dare, fare... etc) rather than trying to invent a new line for thestory.Extension Activity:Write and decorate an invitation, inviting them to your Gruffalo party.This can be in rhyming text.How do these activities help my childs learning? Key Stage 2These activities help childs Key Stage 2 Literacy , in the strandsWord Structure and Spelling, Engaging and Responding to Textsand Text Structure and Organisation .

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Gruffalo book ideas