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Fantastic Mr. Fox By Roald Dahl Fantastic Mr. Fox Year 4 (English…

- - - - Activity: Students will be required to solve number sentences related to the book. They will be based around the number of people in the tunnels, the number of things stolen by Mr. Fox and the number of people helping Boggis, Bunce and Bean.
        
        For example: If there are 40 people in the tunnel that Mr. Fox needs to feed, how many chickens will he need so that they all get half a chicken each?
    - - Activity: Students will be required to solve number sentences related to the book. They will be based around the number of people in the tunnels, the number of things stolen by Mr. Fox and the number of people helping Boggis, Bunce and Bean.
        
        For example: There were 108 men on the look out for Mr. Fox. If Boggis has 53 and Bunce has 38 how many does Bean have?
  - - - Activity: Students will each be given map of the tunnel from the book. They will be required to use the scale, legend and direction on the map to find certain places.
        
        For example: Find the cider cellar on the map and figure out how far it is from the main tunnel.
- - - - Activity: Students will identify using prior knowledge and research what laws and rules are. They will then identify what laws they think have been broken by Mr. Fox in the text and why. They will also reflect on what rules the animal characters have set themselves so that they wont get caught by the farmers.
    - - Activity: Students will choose 1 animal from the book to research. They will investigate their different habitats/environments and what different contributing factors are effecting them. They should identify how these habitats can be protected.
  - - - Activity: Students will be asked to present to different speeches. One from the point of view of Mr. Fox, and the other from the point of view of either Boggis, Bunce or Bean. They will present these to the class and explain why the two speeches are different and how the different perspectives contributed to this.
        
        Students will have been previously taught the elements fo speeches in the English learning area.
    - - Activity: Students will formulate a number of different interview questions for each of the main characters e.g. Mr. Fox, Mrs. Fox, Boggis, Bunce, Bean etc.
        
        For example: How do you think your actions effected the other animals (Mr. Fox)
- - - - Activity: Students will explore the use of quotation marks by using this book and identifying when they have been used and why.
    - - Activity: Using some of the previously unknown words which students identified during the reading of the book, they will create their own text and incorporate them into it. They should write a story which continues on from the book. Students must use their imagination to decide what happens in their story, while trying to remain true to the original writing style.
  - - - Activity: The book 'Fantastic Mr. Fox' by Roald Dahl was written in 1970. Students will be asked to find words in the book that they haven't seen used before. They will use these words and compare them contemporary words with the same meaning. Once they have done this the students will identify the language features within the book and also compare these.
    - - Activity: Students will write and present a speech directed to either the farmers or the animals. They must identify what their audience is driven by and create their speech specifically for that audience. Students will present their speech to the classroom once they have planned, written and rehearsed it.
  - - - Activity: Students will examine the way in which Roald Dahl has presented the story line and compare it to the way in which other authors would/could have written it.
        
        Student will draw on prior knowledge of different authors which they have studied.
    - - Activity: Students will be placed in reading groups, where they will discuss the book and how they experienced it. They should share their responses and identify their own personal point of view on what the farmers and doing and what Mr. Fox is doing and compare them with other students.
    - - Activity: Students will identify the key language techniques that the author has used in this book to keep the audience involved in the story line. They will also be asked to identity the ways in which the illustrator contributes to this. Students will be asked to focus on both the authors writing style for this activity and also the illustrator and their artistic representation of the characters.
    - - Activity: Within this book there are a few short but sweet poems about the characters. Students will compose their own poems about 2 different characters of their own choice and employ a range of different devices such as nonsense words, spoonerisms, neologisms and puns. If nonsense words are used they must written a definition of them at the bottom of their poem.
    - - Activity:
        
        Activity: Students will be tasked with continuing the story from the end point of the book. Because the ending of the book is so open, students will have many different directions in which they can take the story. They must remain in line with the previous storyline, characters and settings.
- - - - Activity: Students will choose 1 animal character from the book and research their life cycle. This should have information from the beginning of the animals life right through to the end.The students will present this information using a Padlet.
    - - Activity: Within the book the farmers change the environment of the surface where the foxes had their burrow. The students will, with the help of understandings formed through their reading, research the different types of things (both natural and human activity) that can change the earth's surface. They will compile this information and accompany it with images.
- - - - Activity: In small groups students will discuss how they think the animals in the tunnels dealt with the physical, social and emotional changes of being stuck and hunted. The students will create a poster that will compare the animals reactions with how they think they would personally deal with a situation similar.
    - - Activity: Students will be asked to create a Coggle
        brainstorm about the behaviours that Mr. Fox and the other animals displayed when they were in the uncomfortable and unsafe situation in the tunnels. They will compare these to how they think they react in these kinds of situations.
    - - Activity: The farms Boggis, Bunce and Bean reacted to Mr. Fox in a very confrontational way. Students will identify how they have reacted using their emotions, and how they could have managed their emotions and managed the situation in a different way. They will present this information using word art.
    - - Activity: Boggis, Bunce and Bean have some unhealthy eating/drinking habits. Students will make a list of ways in which they think the farmers can improve their health by incorporating physical activity in their lives.
- - - - Presentation and display of artwork with consideration of visual appeal/aesthetics (ACAVAM112)
        
        Activity: Students will choose one character from the book to present visually. They must employ techniques and consider carefully the visual appeal and aesthetics.
  - - - Improvised and devised drama based on narrative structures in selected drama styles (ACADRM031)
        
        Activity: Students will be given the opportunity to, in groups, create a dramatical reenactment of the plot of the book. They will be given a number of lessons to plan their performance with their groups and come up with all aspects including costuming, set design and script.
  - - - Improvisation with the elements of music to create a simple composition (ACAMUM085)
        
        Activity: Students will be given the opportunity to create a musical piece to accompany a part of the book of their choice. They will brainstorm the emotions and tone of the section which they will use to help them in choosing their instruments and tempo.