Help Bad Nana finish her shopping by drawing what’s in her trolley! Bad Nana is a KS1-aligned, highly illustrated series for young readers. Bad Nana: Older Not Wiser is available now.

How many real silly words can you think of for each word type? Compete with your friends to see who can think of the silliest word. (Remember: “Morris, we’re not allowing rude words!”)

Sam made his skateboat using: • Six large planks of wood. • A hammer and some nails. • Six coils of rope. • A roll of gaffer tape. • Two brooms. • Four skateboards. What every day materials can you use to make a boat-raft for the guinea pigs sailing off the coast of Peru towards the UK? Label all the parts you have used, explain what they do and give your boat-raft a name.

TASK: Create your own ‘brainy’ quiz by writing questions to match the answers on the card. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

Try to imagine Sam’s birthdays from Ruby’s perspective. Write Ruby’s diary entry for one day of Sam’s birthday year – you can pick one of the birthdays described in the book, or make up one of your own.

The activities in Exploring Character can be used to meet the NC requirements in KS2 English to develop an understanding and appreciation of literary texts, including modern fiction by significant children’s authors. And in particular it can help children to: * recognise the choice, use and effect of figurative language, vocabulary and the effects of language * identify how character is created * respond imaginatively, drawing on the whole text.

Imagine that you are a party planner and you have been asked to organise one of Sam’s parties. Decide upon a party theme first and then persuade Sam why your theme choice is a good theme.

Thinking about the sense of place, work with a partner to complete this task. a) Does the writer want us to like or dislike the place? Give a reason for your response. b) Why does the writer want the reader to recognise: the size of the place? What words or phrases do you think emphasise this?

A bundle of FREE KS2-aligned teaching resources based on David Baddiel’s hilarious novel Birthday Boy!

Be like Jeanie and make your own cool badges! Bad Nana is a KS1-aligned, highly illustrated series for young readers. Bad Nana: Older Not Wiser is available now.

Learn how to draw Bad Nana’s adorable cat Liberace with this handy guide! Bad Nana is a KS1-aligned, highly illustrated series for young readers. Bad Nana: Older Not Wiser is available now.

TASK: Research and create a fact file about twisters (tornadoes). You can use information from the story as well as research from the Internet to find out about twisters. Use the information you discover to create a fact file that could teach others about twisters. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

Re-read pages 227 to 368 of the story. Retell this section of the story in the style of a super hero comic strip. You will need to identify the main events and summarise them to fit your comic strip.

Illustrations for colouring.

Task: Imagine you are Kezia. Write a letter to your maman and papa after they were taken away. You could write as if they have only just been taken or you could write at the point that they have been gone for a while and life has carried on at the farm. Use information from the story and your own imagination. • What are you writing to say? • What might you ask? • How might things have been different? • How much detail will you include in explaining your feelings?

TASK: Hold a contest to see who can list the most green-coloured items or words for shades and tones of the colour green! CURRICULUM LINKS: (KS1) Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

TRUE or FALSE? If every day is special, then are no days special? Write a persuasive argument about whether you think that this statement is true or false, justifying your opinion. Consider how you will present your argument effectively, e.g. using sub-headings and bullet points to help you structure your thoughts.

Challenge your friends to come up with the funniest captions for Spock. Begin your captions with the words – “Spock looked at Sam with a strong sense of…”

Task: Imagine you are Kezia. Write a letter to your maman and papa after they were taken away. You could write as if they have only just been taken or you could write at the point that they have been gone for a while and life has carried on at the farm. Use information from the story and your own imagination. • What are you writing to say? • What might you ask? • How might things have been different? • How much detail will you include in explaining your feelings?

Task: Hold a class debate to discuss whether the Caporal was a good man or a bad man. Use the cards to develop your arguments for and against the Caporal being good/bad. Try to reach a class consensus. • Complete the cards with information from the story • Think about the events in the story from different characters’ perspectives • Think about the meanings of ‘good’ and ‘bad’ • Cut up the cards and distribute them amongst learners in the group • Ask each learner to expand upon and justify their card • Hold a hands up class vote to conclude whether the Caporal was a good man or a bad man