the bfg novel study preview

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~ A Novel Study ~

The BFG

By Roald Dahl

A Novel StudyBy Joel Michel Reed

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The BFG By Roald Dahl

Table of Contents

Suggestions and Expectations ..………………………………………. 3

List of Skills ….……………………………….………………………….. 4

Synopsis / Author Biography …..…………………………………...... 5

Student Checklist ……………………………………………………….. 6

Reproducible Student Booklet ..……………………………………….. 7

Answer Key ...……………………………………………………………... 48

About the author: Joel Reed has over 40 published novel studies and is the co-author of three novels. For more information on his work and literature, please visitthe websites www.reedpublications.org and www.novelstudies.org.

Copright ! "0#$ Joel Reed %ll rights reserved b author.

&ermission to cop for single classroom use onl.'lectronic distribution limited to single classroom use onl.

(ot for public displa.

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http://www.reedpublications.org/

http://www.novelstudies.org/

http://www.novelstudies.org/

http://www.reedpublications.org/




Suggestions and Expectations

)his curriculum unit can be used in a variet of was. 'ach chapter of the novel studfocuses on three chapters of The BFG and is comprised of five of the following differentactivities*

+efore ou Read ocabular +uilding Comprehension uestions /anguage %ctivities 'tension %ctivities

Link !ith the "o##on "ore Standard $%&S&'

1an of the activities included in this curriculum unit are supported b the CommonCore 2tandards. For instance the Reading Standards for Literature, Grade 5 , makesreference toa3 determining the meaning of words and phrases. . . including figurative languageb3 eplaining how a series of chapters fits together to provide the overall structurec3 compare and contrast two charactersd3 determine how characters 5 respond to challengese3 drawing inferences from the tetf3 determining a theme of a stor . . . and #any other&

% principal epectation of the unit is that students will develop their skills in reading,writing, listening and oral communication, as well as in reasoning and critical thinking.2tudents will also be epected to provide clear answers to 6uestions and well-constructed eplanations. 7t is critical as well that students be able to relate events andthe feelings of characters to their own lives and eperiences and describe their owninterpretation of a particular passage.

% strength of the unit is that students can work on the activities at their own pace. 'ver

activit need not be completed b all students. % (ort)olio cover is included 8p.93 sothat students ma organi:e their work and keep it all in one place. % Student "hecklit is also included 8p.;3 so that a record of completed work ma be recorded.

The#e which ma be taught in con<unction with the novel include growing up,perseverance when facing difficult circumstances, 8dsfunctional3 families and familrelationships, putting right to a wrong.

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List of Skills

Vocabulary Development

1. Locating descriptive words / phrases 8. Use of singuar / pura nouns2. Listing s!non!"s/ho"on!"s #. Listing co"pound words

3. $dentif!ing / creating alliteration 1%. $dentif!ing parts of speech

4. Use of capitas and punctuation 11. &eter"ining apha'etica order 5. $dentif!ing s!a'es 12. $dentification of root words

6. $dentif! foreshadowing . 13. $dentif!/create similes

7. $dentif! personification 14. $dentif! anagrams

Setting Activities

1. (u""ari)e the detais of a setting

Plot Activities

1. *o"pete a time line of events 4. $dentif! cliffhangers2. $dentif! confict in the stor! 5. $dentif! the ci"a+ of the nove.

3. *o"pete ,ive -s *hart

Caracter Activities

1. &eter"ine character traits 2. eating persona e+periences

Creative and Critical Tinking

1. esearch 5. -rite a description of persona feeings

2. -rite a newspaper stor! 6. -rite a 'oo0 review

3. articipate in a ta0 show 7. *o"pete an 'servation (heet

4. *onduct an interview

Art Activities

1. (tor!'oard 4. &esign a cover for the nove

2. *reate a coage 5. *reate a co"ic strip

3. *reate an $nfor"ation *ard

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Synopsis

)he +F= is no ordinar bone-crunching giant. >e is far too nice and <umbl. 7t?s luck for 2ophie that he is. >ad she been carried off in the middle of the night b the +loodbottler, theFleshlumpeater, the +onecruncher, or an of the other giants @ rather than the +F= @ she wouldhave soon become breakfast. Ahen 2ophie hears that the are flush-bunking off to 'ngland to

swollomp a few nice little chiddlers, she decides she must stop them once and for all. %nd )he+F= is going to help herB 8)he &ublisher3

% complete snopsis and other helpful reviews can be found on the following website*http*en.wikipedia.orgwiki)>'D+F=

Autor !iograpy Roald Dahl

,ew authors of chidrens 'oo0s have 'een as proific or successfu as Roald Dahl 1#161##%.

is noves have 'een read and en9o!ed '! countess chidren the word over and incude such

cassics as Charlie and the Chocolate Factory, Danny the Champion of the World, James and theGiant Peach and George's Marvelos Medicine! (hort! 'efore his death: the top five seing

chidrens 'oo0s in ;reat <ritain were a authored '! &ah.

<orn to =orwegian i""igrants: oad &ah haied fro" Landaff: -aes. &espite osing his father

when he was on! four: oad cai"ed to have had a "ost happ! and eventfu chidhood. though

not a particuar! good student: oad did e+ce at athetics.

&ah was "arried to the fa"ous actress: Patricia Neal, for "an! !ears

and the! had five chidren together. >he coupe were: however: divorced

after thirt! !ears of "arriage. oad 'egan his writing career as a short

stor! writer: and didnt pen his first chidrens nove unti 1#61 ? James

and Giant Peach. >his was foowed '! severa "ore 'estseers.

oad &ah passed awa! in 1##% at the age of 74. $n ;reat <ritain the

anniversar! of &ahs 'irthda! on 13 (epte"'er has 'eco"e wide!

cee'rated as Roald Dahl Day.

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http://en.wikipedia.org/wiki/September_13






Student Cecklist

Student a!e@

ssign"ent ;rade/Leve *o""ents

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The BFG

By Roald Dahl

a!e"

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Capters "#$

Te %itcing &our ' %o( # Te Snatc

!efore you read te capter"

>he protagonist in "ost noves features the "ain character or Agood gu!B. -hat do !ou thin0 "a0es for an especia! interesting protagonistC

Vocabulary)

*hoose a word fro" the ist to co"pete each sentence.

streets underneath s"other crossed

windows deviish suitcase frightening

1. $t was so ta its head was higher than the upstairs DDDDDDDDDDDDDD of the houses.

2. >here are "an! strange things that happen during witching hour: incuding ;iants who

wander the DDDDDDDDDDD once ever!one is fast a seep.

3. (ophie decided to hide DDDDDDDDDDDDDD her 'an0et when she saw the ;iant.

4. >he giants egs were so ong: he DDDDDDDDDDDDDD the river in one stride.

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5. -hen she ga)ed up at the enor"ous "onster: he had a DDDDDDDDDD oo0 a'out hi".

6. -hen $ tod "! sister a'out the giants roa"ing the streets: she said that the ver! idea ofseeing such ghast! creatures woud 'e utter! DDDDDDDDDDDD.

7. >he giant 0ept severa ite"s pac0ed safe! awa! in his DDDDDDDDDDDDDDD.

8. $t was ver! fortunate that the giants "assive hand didnt DDDDDDDDDDDDD (ophie.

*uestions

1. &escri'e the setting of the stor! as *hapter ne 'egins.

2. fter reading the first three chapters: what four ad9ectives do !ou thin0 woud 'estdescri'e (ophies personait!C

3. &escri'e what is "eant '! the ter" >he -itching ourC

4. -hen (ophie first spots >he <,; through her window wa0ing up the street: what was

the ;iant doing that she found so pecuiarC

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5. (ophie watched >he <,; pour so"ething into an o'9ect rese"'ing a "usica instru"ent.

-hich particuar "usica instru"ent did this o'9ect rese"'eC

6. >he author descri'es the ;iant with a nu"'er of i"aginative ter"s. =a"e at east four of

the ter"s used to descri'e the ph!sica characteristics of the giant.

Language Activity

A# )he author seems to en<o using alliteration * a literar device where the author

r epeats the same sound at the beginning of several words. %n eample from thischapter is* E. . . +rousing, +rouching, +rumbling, +riping about something or other.

Gsing our imagination, create our own eamples of alliteration from the followingtopics. 'ach eample must contain a minimum of three words.

$he bark of a dog#

$he sound of a car or truck

dri%ing down the street#

&a%es crashing in the ocean#

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!+ % i#ile is a comparison using the words ElikeH or EasH. %n eample from Chapter

Ine is E. . . The Giant was sprinting down the High Street. He was running so fast hisblack cloak was streaming out behind him like the wings of a bird .

Ahat two things are being compared in this eample

7nvent our own i#ile comparing the following items with something from ourown imagination*

a3 a car speeding awa from a traffic light

b3 a man kicking a soccer ball

C+ Simply ,yt#defying--

)here are man people who believe that giants are not <ust a mth,but a part of genuine histor. our task is to make it possible for

our classroom colleagues to become more familiar with another famous ?mthical creature? that has been taught throughout historwhich might also contain an element of truth. KAith our teacher?sapproval ou ma choose an alternative mthical creature for thisassignment, such as a dragon or unicorn.L

Create an information card featuring one of these creatures. our card will resemble a sports card 8i.e. baseball, hocke...3 )he frontof the card will feature an appropriate picture and the back at least four fascinating factsou have researched from sources in our school librar or on the 7nternet.

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Extension Activity

Storyboard

% storboard is a series of pictures that tell about an important event in a stor. %storboard can tell the stor of onl one scene @ or the entire novel.

Complete the storboard below illustrating the events described in the first $ chapters of )he +F= ou ma wish to practice our drawings on a separate piece of paper.

1 2

3 4

5 6

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