Teacher’s Notes
Carol Magee MA (Hons), PGCE
Scottish Book Trust Online Teacher in Residence http://www.scottishbooktrust.com/otir
Contents
Introduction to this resource
Introduction to ‘Roodica the Rude – Who Stole the River?’
Activity 1 – Roles on the Wall + Sample Questions
Activity 2 – A Day in the Life of a Celtic Kid
Activity 3 – Poetry
Activity 4 – Talking About Texts – Debate
Activity 5 – Shadow Puppet Theatre
Activity 6 – Comprehension – Cloze
Activity 7 – Reading to Reflect on the Writer’s Purpose
Appendices
1. Further Reading
2. Cloze Comprehension: Non Fiction
3. Cloze Comprehension: Fiction
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Introduction to this Resource
Scottish Book Trust Online Teacher in Residence is an online community and
resource hub aimed at teachers in Scotland with a particular interest in creative
learning for literacy within Curriculum for Excellence.
These class notes are offered free of charge, and are designed to support teachers
looking for a new book to use with their pupils.
You can download more teaching resources at www.scottishbooktrust.com/otir
where you can also participate in live and recorded online events, get free online
CPD, and browse our section of case studies and articles via the Online Teacher in
Residence blog.
Curriculum for Excellence (CfE) intends to raise standards of achievement by
improving teaching and learning with literacy as one of the key areas of focus. These
materials suggest a range of activities that engage with literacy across the
curriculum, using the narrative as a stimulus for a range of creative learning
opportunities.
CfE gives pupil-led learning high priority, and working with novels may provide an
excellent opportunity for pupils to design and drive their own learning, with facilitation
from the teacher, using the narrative as a shared ‘jumping off point’ and framework.
Teachers are experienced at using stories with their pupils and since you know your
pupils best, it may be that the work you do with your class takes you in a completely
different direction from the ideas detailed below. It will follow that you will use the
book in ways that meet the needs of your pupils and your local community.
These materials have been compiled using suggestions from the Scottish Book Trust
Online Teacher in Residence Book Group.
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Introduction to ‘Roodica the Rude: Who Stole the River?’
Roodica the Rude is a comical children’s novel based on a little mischievous Celtic
girl called Roodica who is at odds with her family and the Roman invaders who have
encamped in her backyard. Roodica’s antics will delight and amuse any 5-8 year old
pupil but this resource is especially aimed at P3-P5 (Curriculum for Excellence First
Stage) when the topic of The Romans in Britain is commonly taught in our Primary
Schools.
Though light-hearted in tone, Roodica the Rude is part of a wonderful literary
heritage of children’s novels set in this period – from the infamous Asterix, to the
more recent Gillian Cross’ ‘The Roman Beanfest’ and ‘The Roman Mysteries’
series by Caroline Lawrence, right through to the superb ‘Eagle of the Ninth’ series
by Rosemary Sutcliffe
The novel best lends itself to being a literary partner to a social studies project on
Roman Britain and the majority of activities assume that the children will have some
knowledge of the period through class project work. However the novel can be used
as a class text in itself from which both creative and functional reading and writing
opportunities can be achieved. The themes of imperialism, occupation and
resistance are an interesting undercurrent in the novel, and on the back of this
humorous tale, quite serious ideas can be explored, especially if your class is
studying and researching the historical aspects of the period such as Boudicca, etc.
I have tried where appropriate to indicate the Curriculum for Excellence outcomes
related to each activity, but these pages are a merely a starting place from which
many other lessons and outcomes will hopefully spring. The best ideas often come
from the children themselves as their questions take you along unexpected
pathways.
As you embark on your Roman adventures, I hope your class enjoy laughing and
learning with Roodica the Rude!
Carol Magee
April 2011
NB – I should like to acknowledge the support and interest of Mr Glasby and Ms McArthur,
Primary Teachers at James Gillespies Primary School, Edinburgh, for their help in assessing
these resources.
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Activity One: Roles on the Wall
CfE:
Understanding, Analysing and Evaluating 1:
Reading - ENG 117T; ENG 119V
Listening and Talking -LIT 107G
Visuals really help novels to come alive. Draw out the map of the village which
appears at the start of the novel on a large wall space so that the pupils can see
where the characters live/move.
As you read the novel aloud, ask a variety of questions of the different characters
who appear in the story. Ask pairs or small groups to paint a large picture of one
character and to write some words around it to show their understanding of the key
personality traits. Then stick the character onto the map in or near the appropriate
house. By the end of the book, the wall space should come alive with beautiful
paintings of all the characters and their characteristics.
Cross Curricular Links
You can really go to town and make this an artistic lesson too by using
collage/texture to ‘dress’ the people in Roman or Celtic costumes as found in images
from library books or through the internet. It is great if the children have time to do
their own research on this, possibly as a homework task. A lesson plan of some
questions for Chapter One follows on page 6.
TIMESAVER - Useful weblinks:
http://www.bbc.co.uk/schools/primaryhistory/romans/
Great resources on Romans in Britain, and links to activities/ worksheets which are free to
download. Covers history of and activities on Boudicca as mentioned in the introduction.
http://www.bbc.co.uk/scotland/education/sysm/romans/village/contact.html
This interactive site has opportunities to discover what life in the Celtic village was like.
http://www.woodlands-junior.kent.sch.uk/Homework/celts/clothes.html
Another great resource from this Kent primary school. Great section on Celts and Roman
Britain. This link takes you straight to Celtic clothing.
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Sample Questions on Chapter One:
Ask as you go along to promote discussion or at the end to assess listening skills.
The italic answers are in no way prescriptive, just some responses you may receive.
(Teacher’s purpose – to elicit inferential, evaluative and remembered responses on setting,
Roodica, her mother: make sure class understands the literary terms setting, character and
structure by putting simple definitions on posters on the wall or on each individual desk)
Character:
1. What does Roodica think about lesson day ( reread the Chapter heading?) What does
she do to avoid it?
Tries to stay in bed; she is rude to her teacher
2. How do you feel about Roodica’s language?
funny (why?), rude (can you remember anything particular?).
3. Do you know any other characters in books who are rude?
(Naughtiest Girl in the School, Horrid Henry, Jeremy James, My Naughty Little Sister,
Charlie and Chocolate Factory-Verucca Salt etc....)?
4. Why do you think we like reading about naughty children?
They do the things we wouldn’t dare to do, perhaps? It lets us see what grown ups do if
they are pushed to the limit! It’s just funny hearing rude things said out loud!
5. What do you think her sisters think of her? Do you have a naughty brother or sister?
What happens when they do naughty things?
Woodica says that princesses should be polite; Foodica thinks Roodica is rude. Naughty
siblings often get lots of attention – can be very frustrating!
What does Roodica’s mother think?
Doesnt know what she will do with her, but seems to know her little tricks quite well!
6. Roodica obviously hates lessons. At the end of the chapter, what does she seem to
like?
Swimming! This will be important in the story later on!
Setting
7. We get quite a few hints about how life was for a princess in Chapter One. This is called
setting.



What sort of bed does Roodica sleep on?
What is the ladder used for?
What kind of school?
Concluding Task – Ask a small group/pair to draw a picture of Roodica to stick
on the village. Ask the class what words the small group should write around
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her picture/collage. Continue in this way with other characters as they emerge
in the story.
Activity Two: A Day in the Life of a Celtic Kid
CfE:
Finding and Using Information:
Reading- LIT 115R
Writing
Organising and Using Information - LIT 124B
Creating Texts 2 - ENG 128AH/230AH.
This activity blends research skills and creative writing.
Looking at the character of Gideon rather than Roodica will give children a chance to look at
the life of an ordinary child. Many children had to work from a very early age herding and
tending animals as well as learning crafts which would help their family.
Step One: Research
It is helpful to explain what you will be looking for when you assess this piece of writing.
Some credit will go to diaries which give plenty of detail about what a child had to do. Get
children to come up with questions – facts they would like to know about – and write these
on the board.
They can then write down some of these questions and use the class bookshelf, library or
internet search engines to find the answers. Examples:
 What did they do all day?
 What did they eat?
 What did they wear?
Step Two: Writing a Diary
This task expects pupils to write in a diary style to explain the details of their day, but I have
made the mistake in the past of assuming pupils know what a diary entry looks like! You
could even bring in ‘Diary of a Wimpy Kid’, ‘Zlata’s Diary’ etc to show how it might look. Try
to model the kind of writing you expect by jotting one or two sentences on the board to get
them started:
I woke with a shiver as the sun was rising. I pulled my skin blanket over me as I heard my mother
clanking the pots. She was not pleased as I should be up tending the small fire. But it was cold. I
did not want to do the jobs she had for me.
Remind the pupils to use the facts they have learned to add details, but it will be their
imagination they will need to turn the facts into an interesting story. They can do this by
expressing in character their ‘thoughts and feelings’. You could also encourage them to
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use their imaginary senses. Describe what they can hear, see and smell as they go through
their day. This will bring the village to life for the reader.
Activity 3 – Poetry
CfE:
Writing
Creating Texts 2 - ENG 128AH/ 238AH
Enjoyment and Choice - ENG 101A/L/W/ 201A/L/W
Listening and Talking - LIT 109a
There are actually quite a lot of references to poetry in the novel – mostly derogatory by
Roodica and celebratory by Druid Big Brain. Both Big Brain and the odious Copious Mucus
mention the epic poetry of their cultures – poems that recorded momentous battles, glorious
victories and tragic deaths. As most children will naturally side with Roodica and may have a
preconception that ‘poetry goes on forever and ever’ you could point out that it is only at the
end, when Roodica has had her own sweet victory against the Romans, that she turns to
poetry to record her moment of glory!
Damming the river was crazy and dumb
Now Fatius has a big blue bum
‘I’m really good at poetry now’ she says proudly!
Working With Rhyme
Often English teachers are frustrated by the fact that children seem to believe that unless
lines of verse rhyme they are not poetry. While that is true, children do love rhyming and
playing with word patterns. The character of Mother Silverlocks is a good starting point.
Ask the children if they can remember who else uses poetry in the book. The group doing
the ‘role on the wall’ of Mother Silverlocks should speak up at this point! Explain the term
rhyming couplet and show how the lines Mother Silverlocks speaks all rhyme at the end of
the line. Get them to pick out the pairs of rhymes.
Now divide the class into pairs and look at the poem - on a Smartboard if possible.
Roman Invasions - by Celia Warren
BC 55
Julius Caesar
Roman Geezer
Came to Britain
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Wasn’t smitten
Back to Gaul
After all
AD43
Emperor Claudius
More Maraudius
Had his reasons
Sent his legions
They were stronger
Stayed much longer
Long enough for roads and stuff
Built some baths
Had some laughs
England greener,
Greater, cleaner
Encourage the children to work out the rhymes and ask them to take a turn to highlight them
with the Smartpens. You may need to explain a couple of tricky words but they will get the
idea.
This poem has quite short lines but you may encourage your class to write longer lines. It is
important to stress that the couplet makes sense and that the rhythm or meter of both lines
is the same.
Easy activity: ask each pair to come up with one pair of lines to describe you or themselves.
My teacher is a lot of fun
She helps me write and do my sums
The rhythm here is ‘de-dum-de-dum-de-dum-de dum’ x2. Four stressed syllables.It may
help to clap out the rhythm.
More tricky: ask each pair to choose a character in the novel (can be the same one) and
write 2 pairs of couplets to describe them.
Druid Big Brain is extremely boring
Roodica would rather be snoring
He keeps many poets in his head
But Roodica’s bored because they are dead
Ambitious: A whole class epic poem. Divide up the story into 15 elements. Hand out the
scene/event and see if each pair can make up one or possibly two couplets on their topic.
Expect to be on your feet and if possible grab a learning assistant or SfL teacher to help you
go around the classroom, guiding and helping to eliminate lines that rhyme, but have no
sense. Once all the couplets are completed, type up or ask the pupils to type them in ICT
and piece together your very own epic poem of Roodica’s Revenge. In my experience
collaborative writing like this is really satisfying: able or enthusiastic writers can do extra
lines, but even those who find it challenging can see their contribution as part of a successful
whole. See Timesaver sheet p.10.
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TIMESAVER
Suggested Key Points for an Epic Poem:
Roodica’s Revenge
Character of Roodica
Roodica’s sisters
Feelings of Roodica’s family towards her
Roodica’s friends – Gideon and Fleabag
Roodica doesn’t like school
Roodica loves swimming
The swimming hole is dry
The Romans dam the river
Visiting Mother Silverlocks
Mother Silverlocks gives them the woad
Roodica has a plan
Colour in the water (woad)
The Romans turn blue
Roodica laughs at the blue Romans
Roodica can swim again
Decorate the finished masterpiece with pictures and drawings.
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Activity 4: Talking about Texts - Debate
CfE:
Talking
LIT107G/108H/109J
This tried and tested activity was suggested during the online Scottish Book Trust teachers’
book group by Jackie Smyth. Set up a debate to discuss the theme of Romans as
conquerors of Britain. It is interesting to see Roodica in the light of a rebel, or resistance
heroine. She is defending her territory and doing her bit to upset the occupation. Compare
with her rhyming ally, Boudicca?
This can be an informal group discussion or a more formal debating chamber.
Formal Debating:
Using both knowledge of the topic based on classroom activities, as well as research,
choose teams to debate the motion:
“This house believes that the Romans were good for Britain.”
Then assign each team (2-4 pupils) a ‘for’ or ‘against’ position. Each team must make a
simple speech or speeches to persuade the rest of the class to agree with them. At this
stage simple statements read aloud are ideal. Some pupils love the chance to speak so you
may need to limit the amount of time to each team to say 2/3 minutes. Issues might include
the many positive and civilising influences the Romans had including building, roads,
improved farming etc while those attacking the motion would obviously need to comment on
the bloody battles, capturing of slaves and taxation etc.
Ask the remainder of the class to ask questions to either team to challenge them on their
view. At the end of 20 minutes ask the pupils not in the speaking teams to vote whether the
motion should be ‘passed’. Count the votes and see which team has been successful.
Another fun way to debate is the Walking Debate – explored with resources on the website:
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http://www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/thinking_skills_
%20personal_capabilities/think_pack/walking_debate.aspite
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Activity 5 – Shadow Puppet Theatre
This cross-curricular activity with Art and Drama makes an interesting and fun way to
explore the imagined further adventures of Roodica. The purpose of the activity is four-fold




To create an imagined response to the text
To write a drama script including 3 or 4 characters from the novel
To create silhouette shadow puppets of the characters
To perform the play to the rest of the class
The wonderful illustrations in the novel, combined with a similar activity I have done with an
older primary class inspired this activity. I was able to make a longer project of the task by
using an Art specialist, who helped pupils create amazing shadow puppets. But the creative
side does not have to be elaborate at all and can be speeded up by pre-cut outlines or
extended for more individual crafting, depending on time/resources.
CfE:
Writing - ENG 128H
Talking and Listening - LIT 109J/110K
Step One: Writing a short script
Group writing is essential for this task and will combine talking, listening and creating skills. Perhaps
giving a five minute time limit for each script will help to focus the attention on combining plot and
dialogue. The best drama always comes from conflict so ask the students to think of different types of
conflict in which Roodica might find herself, based on what we know of her so far e.g arguing with her
mother, confronting Copious Mucus, challenging Druid Big Brain. Then see if a short story emerges
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which should have some kind of climax e.g. A trick on Copious, hurting her mother’s feelings, etc and
some kind of resolution, e.g. punishment from Big Brain, another victory against the Romans etc.
Show the pupils how to lay out a script and assign one member of the group to write down the
dialogue. If preferred, ask a learning assistant/teacher to scribe for the group.
Step Two: Making your puppets and theatre
Ideally the teacher should make one theatre for the class, but could get volunteers to help. The
puppets should be in silhouette form, roughly A4 size. Illustrations on pp59, 40, 47, 73, 32, 53, 69 give
some good ideas. You will need black paper and long sticks (such as wooden bbq skewers). More
ambitions classes might wish to use joints in their puppets by attaching arms and legs with paper
fasteners, though beware the proverbial ‘eye out’ – they’re sharp! There is a simple theatre and
puppet making guide on the webpage http://www.squidoo.com/shadow-puppet-theater
The following websites have free templates and ‘how to’ guides for puppet making. Most importantly
for this task the outlines have to be recognisable. One ‘starter’ might be to draw silhouettes of a few
characters and do a quick quiz where the pupils must work out who’s who. Then discuss together
how they knew. E.g. Roodica’s distinctive hairstyle, fleabag’s outline with ears etc. Then encourage
the children to make sure they too have strong outlines for their puppets so that the audience can
easily recognise them.
http://www.britishmuseum.org/pdf/CT_Shadow%20puppets.pdf
http://www.marthastewart.com/article/shadow-puppets
Step Three: Performance
Rehearse the play without the puppets and then with them. Emphasise the need for voice variation
and volume as voices must carry from behind the screen. Ask other pupils to watch and assess the
show! Ask pupils to devise a checklist (which you should share before the performance) to indicate
what makes a good puppet show: interesting story, characters who are recognisable, good
puppeteering, good voice control, etc Then pupils can write/give verbal comments/marks in each
category and if desired a prize for best puppet, script and overall performance can be awarded!
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Activity 6 – Comprehension and Analysis
6A – Cloze Comprehension Skills
CfE: Reading - ENG 117T
These cloze activities are differentiated by outcome but based on the same texts.
The photocopiable worksheets are designed to allow all pupils to test their
knowledge about grammar and language as they choose an appropriate word (part
of speech) to fill the gap. The easier version (A) has a wordbank for children to
choose from: all the words are used. The more challenging version (B) anticipates
that the class will use their analytical skills to guess a word that makes sense in the
gap.
I have used both non-fiction and fiction to give more choice and flexibility.
See Appendix 2 and 3 for worksheets and answers. Copy and paste the cloze text
omitting the word bank for a more challenging version.
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Activity 7 – Reading to Reflect on the Writer’s Purpose
It is interesting for pupils to develop an awareness of the writer’s purpose when
looking at literature or non-fiction texts. They are then more aware of their audience
and purpose when creating texts of their own.
CfE: LIT 109J/LIT 116S/216S ENG 219V
Roodica the Rude is a good example of a novel whose purpose is to entertain. Ask the
pupils to evaluate a short extract* from the text with you to further their understanding of
purpose. Draw lines from key words or illustrations out to the side of the page so that they
can write a comment. Blowing up the extract to A3 size makes it suitable for small groups
E.g. p30-2
funny cartoon – this is funny and makes us laugh – makes us notice that
Roodica kicks Gideon in class.
Hairy spider image – funny expression – like the idea of it landing on
teacher’s bald head!
‘Roodica, jumped up and knocked over Gideon’ – funny as she is trying to get
away from class so fast – contrast to how she came in.
‘This one does’ (p.31) Roodica defies her sisters and mother – naughty, but
much more attractive than them – energetic, exciting, likes playtime best –
just like most pupils!
‘Hooray’ – different font and big size – lots of joy! (The publishers use this
technique a lot in the novel).
Conclusion
This novel’s main purpose is to make us laugh. The illustrations (cartoons) help us to
recognise that this is a comical book and layout emphasises some of Roodica’s words –
often those that show her exuberant or ‘naughty’/ rude side. However, in entertaining us we
also learn something about life in Roman Britain.
The ideas you discuss would be reinforced if a comparative text were added e.g. a
functional piece of writing on the Romans which clearly aims to inform. You could
extend the activity further by comparing a different kind of novel/text – perhaps an
extract from one of the Roman Mysteries where the author is using a more serious
tone or creating atmosphere. Compare and contrast the different use of language –
slang/humour/rhyme in Roodica as opposed to figurative/descriptive language–
similies, ‘loaded’ verbs, senses etc. Purpose here might be to set a scene, or
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anticipate peril etc. Help pupils to understand that different writers and texts have
different purposes and that language (word choice/layout) gives us clues to spot it.
*(ideally photocopy one page so that you can comment on the illustrations and layout too)
Appendix 1: Further Reading
More About The Author
Margaret Ryan’s Biography is available through The Scottish Book Trust Website:
http://www.scottishbooktrust.com/contacts/margaret-ryan
Further Reading for Children – on novels with a Roman setting:
Roodica the Rude and the Famous Flea Trick
Roodica the Rude and the Chariot Challenge
Two more hilarious adventures with Roodica holding her own and pitting her wits
against the invading Romans.
The Roman Beanfest – Gillian Cross
A class doing a Roman project is asked to create a prize winning piece of work.
What will Davey come up with to beat his rival, Molly?
The Roman Mysteries series – Carolyn Lawrence
Suitable for confident readers – mystery and adventure for four young detectives in
ancient Roman times. Carolyn Lawrence won a special prize for her ‘significant
contribution to the public understanding of Classics’.
www.romanmysteries.com
Eagle of the Ninth series (also audiobook(s) – Rosemary Sutcliffe
Suitable for advanced readers – beautifully written stories. In the first tale, Marcus,
an injured centurian and his British slave embark on a mysterious journey into
Scotland to find the lost Eagle of the Ninth legion. An unlikely friendship develops
and grows as they face many dangers and excitements.
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Appendix 2 – Cloze Exercise Worksheet 1A/B
Non Fiction
TASK - Choose one word from the word bank to fit each gap. Read the sentence
carefully to make sure you choose the correct part of speech: noun, verb, adjective
and so on, to make sense. All 12 words should be used.

What did the Romans do in their free time?
Most people in Roman times did _______ have
much spare time. They______ too busy working.
They liked games though. Soldiers often
________board games with counters and dice.
Counters and boards for their games have been
found. Archaeologists aren't always sure of
the______!
Hunting was also_________. People hunted
animals for fun as well as for_______ The Romans
introduced fallow deer to,_______ just for hunting.
Some things the Romans did for fun were_______.
They enjoyed________ between gladiators, and
fights between people and animals. These
bloodthirsty ________were put on in front of
crowds in large arenas called amphitheatres.
Roman_________ paid for free shows at theatres
and amphitheatres. It was a good _______to
make themselves popular.
popular emperors
Britain
food rules
shows not
way played horrible were fight
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Answers Cloze Reading A – What did the Romans do in their Free Time
Most people in Roman times did not have much
spare time. They were too busy working. They
liked games though. Soldiers often played board
games with counters and dice. Counters and
boards for their games have been found.
Archaeologists aren't always sure of the rules!
Hunting was also popular. People hunted animals
for fun as well as for food. The Romans introduced
fallow deer to Britain, just for hunting.
Some things the Romans did for fun were horrible.
They enjoyed fights between gladiators, and fights
between people and animals. These bloodthirsty
shows were put on in front of crowds in large
arenas called amphitheatres.
Roman emperors paid for free shows at theatres
and amphitheatres. It was a good way to make
themselves popular.
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Appendix 2 – Cloze Reading Worksheet 2A/B
Fiction: Maeve and the soldier
Maeve was scared. Her heart was beating ________in
her chest. She looked up at the huge ______ that the
Romans had built. Some fellow called Hadrian had
ordered it for protection. They had built it to keep her
people ______. But it was their country. How would
she be able to see her friend, ________, in the next
valley now? She bit her lip in ________. She would
have to find a ________ to get through the wall.
Suddenly a rather scary looking ________ with a shiny
_______ walked along the wall towards her ______
place. _______ laid down in the heather. It _______
her face but she did not make a ________.
quickly sound
soldier
Sara
hiding
anger
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tickled
out way
wall
she
helmet
Answer Cloze Reading B: Maeve and the Soldier
Maeve was scared. Her heart was beating quickly in her
chest. She looked up at the huge wall that the Romans
had built. Some fellow called Hadrian had ordered it for
protection. They had built it to keep her people out. But
it was their country. How would she be able to see her
friend, Sara, in the next valley now? She bit her lip in
anger. She would have to find a way to get through the
wall. Suddenly a rather scary looking soldier with a shiny
helmet walked along the wall towards her hiding place.
She laid down in the heather. It tickled her face but she
did not make a sound.
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