Narrative
TERM ONE
LEARNING INTENTION
LI: I WILL IDENTIFY SOME OF THE
KEY EVENTS IN THE LIFE OF
ROALD DAHL.
Roald Dahl
Your teacher has an information sheet to give you
IS THE AUTHOR OF THE FOLLOWING BOOKS…..
Activity
Create a spider diagram with all the
information that you have learnt
about Roald Dahl.
In the middle you write Roald Dahl
and around put all the information.
ONCE YOU HAVE FINISHED HIGHLIGHT THE
INFORMATION THAT HAS TO DO WITH
DAHL’S WRITING CAREER.
Learning Intention
LI: I will identify an example of an
antagonist from a well-known story.
THIS TERM WE WILL
BE LOOKING AT…
BEFORE WE START
Blurb of the book
Nobody outfoxes Fantastic Mr. Fox!
Someone's been stealing from the three meanest farmers around, and
they know the identity of the thief—it's Fantastic Mr. Fox! Working alone
they could never catch him; but now fat Boggis, squat Bunce, and skinny
Bean have joined forces, and they have Mr. Fox and his family
surrounded. What they don't know is that they're not dealing with just
any fox—Mr. Fox would rather die than surrender. Only the most fantastic
plan can save him now.
Protagonist
The main character, central, the good one in a story or
novel. The one who can adapt to new situations. Answer the
question, “Whose story is this?” Usually a story has one, but
a novel can have several.
Write the definition above in your book
Little red riding hood – little red riding hood
Simba- the lion king
antagonist
Most good stories have a character or two known as the
antagonist – someone who makes life difficult for the hero
of the story.
Write the definition above in your book
Some of examples of antagonists from popular stories are…..
• The wolf – little red riding hood
• Cruella devil -101 Dalmatians
REVIEW
You can think of the protagonist as the hero and the
antagonist as the villain.
To remember which is which, remember that the prefix
pro means good, or positive, and the prefix anti
means bad, or negative.
PROTAGONIST AND ANTAGONIST
Click on the clip and identify the protagonist and antagonist
for each.
Activity
In this novel there are actually three antagonists who try
to get the better of Fantastic Mr Fox.
Think of a favourite book, movie or television program
which had a bad guy (antagonist) that you really didn’t like.
Who was this and why did you feel this way about him / her?
Write the name of the character, the name of the
book/movie and also why you didn’t like them in your
English book.
Chapter one
and two
LEARNING INTENTION
LI: I will discuss various writing techniques that
Roald Dahl used in the first chapter of, ‘Fantastic
Mr Fox.’
Vocabulary Worksheet
Before we read the chapter
complete the vocabulary
worksheet. If you are not sure of
the meaning of the words, use a
dictionary.
Read
Chapter One
Questions Chapter One
• In Chapter One the author introduces us to the
three farmers, Mr Bunce, Mr Boggis and Mr. Bean.
In your English book write two ways to describe each
of the characters.
Think, pair, share
Why do you suppose Roald
Dahl chose such unusual
names for these three men?
You will have a minute to think about the reason.
One minute to talk with a partner
And then we will share your responses with the
class.
LEARNING INTENTION
LI: I will discuss the various events that Roald Dahl
included in writing the first chapter of, ‘Fantastic
Mr Fox.’
Review of Chapter One
Discuss with your partner chapter one of the book.
Read
chapter
two
Questions
Complete the worksheet with
questions about the events in
chapter one in the book.
Adjectives
Throughout the first chapter Roald
Dahl uses various adjectives to
describe characters, places and
things.
Adjectives are an essential part of
narrative writing.
Often they are used in adjectival
phrases.
An adjectival phrase are used to
describe character, settings and
things. It is a group of words without
a verb.
To help you with these complete
unit 16 (Page 32 and 33) of
‘Grammar Conventions’
Setting
Using what you have learnt about adjectives and
adjectival phrases write a description of the setting
of, ‘The Fantastic Mr Fox.’
LEARNING INTENTION
LI: I will be able to use alliteration in various
different scenarios.
Alliteration
Click on the
image to
learn more
about
alliteration
Activity
Roald Dahl seems to enjoy using
alliteration – a literary device
where the author repeats the
same sound at the beginning of
several words.
An example from this chapter is:
“Boggis and Bunce and Bean”.
Complete the worksheet on
Alliteration
activity
You will be given a letter each. Using that letter complete the
following activities.
1. Using Tagxedo or Wordle think of all the words that start
with the letter that you were given (If you get stuck you can
use a dictionary but make sure you know the meaning of the
words before you use them).
2. Use as many of the words that you found in activity 1 to write
three sentences using as many of the words that you can.
Remember your sentences must make sense and you can add
joining words.
LEARNING INTENTION
LI: I will identify the significant
events in the first chapter and
organise images to represent them.
Image organisation
Images can be used to represent the
sequence of events.
Some examples of these things are
timelines and lifecycle diagrams.
They can also be use to storyboard
parts of a story.
To learn more about this complete
Unit 23 (Pg. 46 and 47) of Grammar
Conventions.
Storyboard
A storyboard is a series of pictures that
tell about an important event in a story.
A storyboard can tell the story of only
one scene – or the entire novel.
Complete the storyboard in your English
book illustrating the events described in
the first two chapters of Fantastic Mr.
Fox.
You should have six different events
from the first two chapters and write a
description under each picture.
LEARNING INTENTION
LI: I will review the concepts that I have previously
covered to further improve my understanding.
Review of concepts covered
1.
Antagonist and
protagonist
Antagonist – is the bad
guy
Protagonist – the good
guy
Complete the worksheet
about Peter Pan and Captain
Hook
Review of concepts covered
2. Vocabulary expansion
The choice of words used
when writing a narrative is
very important.
Complete Unit 10 – Grammar
Conventions (Pg. 20 and 21) to
help review.
Review of concepts covered
3. Alliteration
Alliteration is when words
start with the same sound.
Review of concepts covered
4. Adjectives
Adjectives are describing words.
They make sentences more
descriptive.
Complete Unit 9 (Pg. 18 and 19)
of Grammar Conventions.
Chapter three
and four
LEARNING INTENTION
LI: I will read, discuss and summarise chapter three.
Before you read
Being able to think quickly is
probably very important for a
wild animal’s survival. Why do
you think this might be true?
Discuss this with your partner
vocabulary
Complete the crossword.
The cross word includes many
words that are in chapter 3 and
4 so ensure that you
understand the meaning of the
words.
If you are unclear use a
dictionary.
Read
chapter
three
Review
Discuss the main events of chapter three as a whole
class.
• Write a summary in bullet points of the events of
the chapter.
Comprehension
It mentions in
Chapter Three
that Mr. Fox was
quite cocky. What
does it mean to be
cocky?
Learning intention
LI: I will answer a variety of comprehension questions
about chapter three and four.
Language activities
A simile is a comparison using the words “like” or
“as”. An example from Chapter Three is “as quick as a
whip”.
What two things are being compared in this example?
Invent your own similes comparing the following
items with something from your imagination:
• a) the flight of a butterfly
Extension: Complete the simile
• b) the angry snort of a bull
worksheet
Read
Chapter
four
COMPREHENSION
Complete the comprehension
worksheet on chapter three and
four.
Chapter five
and six
Learning Intention
LI: I will review similes and use what I have learnt
about similes to describe Mr. Fox.
Before you read
In these chapters Boggis, Bunce and Bean show that
they are very determined people. How can
determination be both a good and a bad thing? Give
examples to support your answer.
Discuss your answer with your partner
Similes
This is the work
of a student who
wrote a
description using
adjectives and
similes.
See if you can
find the
different similes
and adjectives.
CHARACTER DESCRIPTION
Use the previous
example to write a
character
description of Mr.
Fox.
Vocabulary
Complete the vocabulary
worksheet
LEARNING INTENTION
LI: I will understand what a cliffhanger is and
discuss why an author would use them.
Read
chapter
five
Think, Pair, Share
Chapter 5 contains an important
literary device called a cliff
hanger. A cliff hanger usually
occurs at
the end of a chapter when the
author leaves the reader in
suspense. How is this true in
Chapter 5? Why
do you think the author ended the
chapter like this?
Comprehension
Complete the cloze activity worksheet.
Learning intention
LI: I will decode some of the different
ways that Roald Dahl uses language in
his books.
Language Activity
Place the following words from these chapters in
alphabetical order.
• terrible
• tractors
• two
• tunnel
• trees
• they
• shovels
• the
• there
• this
READ
CHAPTER
SIX
Language activity
The author loves to use unusual expressions in this
novel. Several examples of this are used in these
chapters. Put them in your own words.
• Dead as a dumpling
• Dang and blast!
• Quick as a whip
Review
1. A Cliff hanger occurs at the end of a chapter
when the author leaves the reader in suspense.
Chapter seven
and eight
LEARNING INTENTION
LI: I will change words from chapter seven
and eight into plural form.
Before you read
• Bunce, Boggis and Bean are indeed very determined
people. Predict what you think will happen next in
the novel.
• In your English book write what you would make
happen next if you were Roald Dahl. Make sure that
you try to use similar language choices to Roald
Dahl.
Before you read
Match the words on the right to a word with its definition.
• 1. declare
a. kooky
• 2. tender
b. float
• 3. dingbat
c. red
• 4. scent
d. imagine
• 5. waft
e. state
• 6. miserable
f. dreadful
• 7. scarlet
g. strong
• 8. pretend
h. soft
• 9. horrible
i. unhappy
• 10. powerful
j. odor
Read
Chapter
seven
Plurals
Write the plural of the following nouns from these
chapters. Careful – you may wish to consult a
dictionary for some of these words.
Complete Unit 2 of
Grammar
Conventions – Pg. 4
and 5
Learning intention
LI: I will add the correct punctuation to various
sentences from chapter seven and eight.
Read
chapter
eight
Comprehension
Complete the comprehension
worksheet.
Punctuation
Rewrite the following sentences in your English
book putting in the correct capitalization and
punctuation.
• boggis bean and bunce were all from the town of tillsonburg
• why didn’t mrs fox pack a lunch
• i doubt if raymond will want to sell his corvette stingray
To get more practice
complete Unit 28 of
Grammar Conventions –
Pg. 56 and 57
Chapter nine
and ten
Learning Intention
LI: I will understand what a verb is and identify
various examples from chapter nine.
Before you read
Chapter Nine has a very
intriguing title – “Mr. Fox Has
a Plan”. Predict what this plan
might be.
Discuss with your partner
Write the
word you
would
choose in
your
English
book
Read
chapter
nine
Verbs
A verb is a doing word
Complete Unit 4 of Grammar Conventions – Pg. 8
and 9.
Then copy three sentences from Chapter 9 into your
English book and underline the verb/s in each
sentence
Learning intention
LI: I will understand what a relating verb is an
answer a variety of comprehension questions about
chapter nine and ten.
Review verbs
Not all verbs are obvious doing words. Some verbs
are used to link information in a sentence.
Complete Unit 5 of Grammar Conventions – Page 10
and 11.
Read
chapter
ten
Comprehension
Complete the
comprehension
sheet about
chapter nine
and ten.
Chapter eleven
and twelve
Learning intention
LI: I will identify the different sense that Roald Dahl
has used in ‘Fantastic Mr Fox.’
Fantastic Mr. Fox is a novel filled with sights and sounds.
Look back over the novel and get as many examples of the
five senses, listing them in the chart in your book that
looks like the one below with a brief description about
where each was found. You may wish to choose your
examples from one particular scene, or include a number
of different scenes.
SIGHT
SOUND
TASTE
TOUCH
SMELL
Read
Chapter
Eleven
LANGUAGE ACTIVITY
Beside each of the following words from this
chapter, write its root word.
• stopped
• dropped
• unfortunately
• Entirely
• Bursting
• Looked
• Children
• quickly
LEARNING INTENTION
LI: I will answer a variety of comprehension
questions about chapter twelve.
Read
chapter
twelve
Comprehension
Complete the
comprehension
worksheet.
Chapter
thirteen and
fourteen
LEARNING INTENTION
LI: I will identify various examples of conflict used
by Roald Dahl in, ‘Fantastic Mr. Fox.’
BEFORE YOU READ
In these chapters Mr. Fox says to Badger, “Do you
know anyone in the whole world who wouldn’t swipe
a few chickens if his children were starving to
death?” Do you think that Mr. Fox is right, or is it
always wrong to steal? Defend your answer.
Before you read
Write a sentence using the following words. Make
sure that the meaning of the word is clear in your
sentence.
1.
2.
3.
4.
5.
Overwhelmed
Proclaim
Ravenous
Glorious
Respectable
Reach
chapter
thirteen
Language activity
We have already read about a number of important conflicts
in this novel. Conflict is an important element in a novel.
There are generally three types of conflict: person against
person; person against self; and person against nature.
Find two examples of conflict in Fantastic Mr. Fox, and tell
which type of conflict each is.
Learning intention
• I will recall the events and feelings of characters
in, ‘Fantastic Mr. Fox.’
Comprehension – Chapter 13
The author mentions that with Badger “lending a
paw”, they were able to move forward at a terrific
pace. “Lending a paw” is taken from a well-known
expression. What is that expression?
Where did Mr. Fox lead Badger and the three Small
Foxes at the beginning of Chapter 13?
Describe what they found in Bunce’s storehouse.
Read
chapter
fourteen
A Letter Home
It had been a most difficult time for Mr. And Mrs. Fox
and their family. Imagine you are one of the Small
Foxes and write a letter to your grandmother or
grandfather, describing your adventures during the
past few days. Be sure to describe your feelings as
well as some of the things you have been going
through.
Your letter should be at least a half-page in length
and follow the proper format of a friendly letter.
Chapter
fifteen and
sixteen
Learning Intention
LI: I will identify common and collective nouns in
texts.
Before you read
In these chapters we meet a most unpleasant
character – Rat. Every good book usually has at
least one character who is very hard to warm up to
(like Bunce, Bean and Boggis).
Why do you think such characters are important to a
good story?
Before you read
The author enjoys using unusual and creative
expressions in his novels.
Rewrite the following three expressions in your
own words:
• If you don’t hop it quickly I shall eat you…
• “Go on, beat it! This is my private pitch.”
• It’s like drinking sunbeams and rainbows…
Read
Chapter
fifteen
Nouns
A noun is a naming word.
To help with this complete unit 1 from Grammar
Conventions – Page 2 and 3.
Learning Intention
LI: I will identify various parts of speech from
chapter fifteen.
Find three examples of the
following parts of speech from
chapter fifteen.
Nouns
Verbs
Adjectives
Reach
Chapter
sixteen
Chapter
seventeen and
eighteen
Learning Intention
LI: I will create a book cover.
Before we read
Before reading the final two chapters of this novel,
what do you think would be a good way to end the
story of Mr. Fox and his fantastic adventures?
In your English bike write an ending for the book.
Synonyms are words with similar meanings. Using the context of the sentences
below, choose the best synonym for the underlined words in each sentence.
• 1. Fox thought that Rat was a very impudent fellow.
a) spoiled b) rude c) stingy d) silly
• 2. The Small Foxes were ravenous.
a) exact b) jumpy c) careless d) hungry
• 3. Badger felt that he must keep the conversation going with Mr. Fox.
a) dialogue b) silliness c) respect d) argument
• 4. He had never tasted food that was so succulent.
a) awful b) delicious c) distasteful d) dry
• 5. I thought I was simply doing her a courtesy.
a) disruption b) task c) favor d) disservice
• 6. Mr. Fox let fly a tremendous belch.
a) burp b) compliment c) insult d) excuse
• 7. I had no idea your brother was such a colossal man.
a) persistent b) rude c) forgetful d) enormous
Read
chapter
seventeen
Create a Book Cover
Create a book cover for Fantastic Mr. Fox. Be sure
to include the title, author, and a picture that will
make other students want to read the novel.
Learning intention
LI: I will write a book review.
Before we read
Read
chapter
eighteen
Comprehension
Complete the comprehension
worksheet.
Book Review
Now is your chance to share the novel with others.
Write a review of Fantastic Mr. Fox, describing in no
more than one paragraph an outline of the plot, and
then in another paragraph how you enjoyed the
novel (or didn’t) and why. (Please don’t give away the
ending!)