The BFG

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CONTENTS
LESSON PLAN 1 LESSON PLAN 4

CREATING CHARACTERS EXPLORING DREAM COUNTRY
BOOK THEME: Friendship. BOOK THEME: Dreams.
LITERACY OBJECTIVES: LITERACY OBJECTIVES:
Creating interesting characters. Devising an exciting plot.
PSHE OBJECTIVES: PSHE OBJECTIVES:

Not judging others by appearances. Reflecting on personal dreams and goals.
EXTRACT USED: The BFG (Chapter 5). EXTRACT USED: The Great Plan (Chapter 15).

WONDERCRUMP WORDS MY RIGHTS
BOOK THEME: Friendship. BOOK THEME: Dreams.
Using creative vocabulary. Organizing non-fiction writing.
PSHE OBJECTIVES: PSHE OBJECTIVES:

Celebrating the differences in others. Understanding human rights.
EXTRACT USED: Snozzcumbers (Chapter 8). EXTRACT USED: Journey to Dream Country
(Chapter 11).

THE BFG AND THE GIANTS JABELLING DIALOGUE
BOOK THEME: Friendship. BOOK THEME: Believing.

Using similes and metaphors to enhance Writing dialogue.
description. PSHE OBJECTIVES:
PSHE OBJECTIVES: Overcoming challenges.
Preventing bullying.
EXTRACT USED: The Plan (Chapter 21).
EXTRACT USED: Journey to Dream Country
(Chapter 11).
Activity sheet
Giant Colouring In (2 pages)
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©2023 The Roald Dahl Story Company Ltd / Quentin Blake.
LESSON PLAN 1
CREATING CHARACTERS
BOOK THEME:
Friendship.
LESSON OBJECTIVES:
• To create interesting characters.
• To understand that we should not judge others by the way they look.
• To devise an exciting plot.
INTRODUCTION
In the moonlight, Sophie caught a glimpse of an enormous long wrinkly face with the most enormous
ears. The nose was as sharp as a knife, and above the nose there were two bright flashing eyes,
and the eyes were staring straight at Sophie. There was a fierce and devilish look about them.
Read aloud this description of the BFG to the class. Ask them to close their eyes as they listen and
to imagine they are Sophie, peering out of the window into the dark night at this strange giant figure.
Ask them to try as hard as they can to picture the character as the author is describing him. How do they
feel when they realize that the Giant is staring at them?
STARTER TASK
In groups, give the children a short time limit to write down on one sheet of paper all the feelings they
experienced when the Giant stared at them (e.g. fear, terror, hairs standing up on the back of their
neck). Compare these with other groups in the class. Which feelings were the most common? Why do the
children think this is?
POSSIBLE DISCUSSION POINTS:
• Which adjectives create a feeling of fear about the figure?

• The ‘enormous’ size of the figure: people often feel intimidated by others who are bigger than them.
Why is this?
• The simile ‘as sharp as a knife’ is used to describe the figure’s nose: why is this a frightening image?
Can the children think of another simile for sharp that would not carry the same scary associations
as a knife?
NOTE: If children have already read The BFG, they may have said that they feel ‘excited’ or ‘happy’
when they imagined looking at him. This could provide an interesting discussion point to come back
to later: because they have read the book and know the personality of the Giant, they are not afraid
like the other children; they are able to see past his appearance.
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LESSON PLAN 1
CREATING CHARACTERS
MAIN TASK
PART ONE
Provide the children with the extracts to read individually or in pairs. Ask the children to think about
the following questions as they read:
• What does Sophie think the Giant is going to do?

• Why does she think this?
• How do her feelings towards the Giant change?
Discuss the questions with the children, drawing out that, because of the way the BFG looks, Sophie
is afraid of him; she has made assumptions about his personality.
PART TWO
For this task, you will need to have prepared enough APPEARANCE and PERSONALITY cards
for each pair/small group in your class.
The children’s first task is to match each APPEARANCE card (RESOURCE 1) to the most likely
corresponding PERSONALITY card (RESOURCE 2) (RESOURCE 2). Set a short time limit for this task
and challenge the pairs/groups to race
to finish first!
When the children have matched the cards, discuss the results. Did all the groups make the
same matches? What assumptions have we made about the characters’ personalities, based
on their appearances?
Remind the children that Sophie also judged the BFG based on his appearance: because he looked
a bit different, she thought that he would be a bad person. But the BFG turned out to be a Friendly Giant,
despite the way that he looked. You cannot tell what a person is like inside from the way they look
on the outside.
Now ask the children to switch some of the cards to create characters with personalities that don’t
necessarily match their appearance. Choose children to read aloud some of their favourite results.
NOTE: At this point, you may wish to discuss with the class that the other giants’ personalities do actually
match their appearances; they are large and scary-looking, and their behaviour is violent and cruel.
Do the children think that all cruel people look horrible on the outside? You could discuss another cruel
character that we hear about in The BFG: Mrs Clonkers, the lady who runs Sophie’s orphanage.
There is no description of her in the book: do the children think it is likely that she is outlandishly scary-
looking, like the giants? Or might she be a very ordinary-looking lady, who happens to be rather nasty?
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LESSON PLAN 1
CREATING CHARACTERS
PART THREE
Challenge children to create their own character whose appearance does not match their personality!
Using the worksheet provided (RESOURCE 3), children should draw and label a picture of their
character, including as much detail as they possibly can, before going on to describe their character’s
appearance and personality. Ask them to use the most delumptiously exciting words they can think of –
and, as an extra brain-boggling stretch, can they come up with some gloriumptious similes?
PLENARY
Choose a child to read aloud their description of their character’s personality, while the other children
draw what they think the character might look like. Would the children have drawn the character
differently if they had been given this task before the lesson started? Why?
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LESSON PLAN 1
CREATING CHARACTERS
THE BFG
CHAP TER 5
The Giant picked up the trembling Sophie with one hand and carried her across the cave and put
her on the table.
Now he really is going to eat me, Sophie thought.
The Giant sat down and stared hard at Sophie. He had truly enormous ears. Each one was as big
as the wheel of a truck and he seemed to be able to move them inwards and outwards from his head
as he wished.
‘I is hungry!’ the Giant boomed. He grinned, showing massive square teeth. The teeth were very
white and very square and they sat in his mouth like huge slices of white bread.
‘P — please don’t eat me,’ Sophie stammered.
The Giant let out a bellow of laughter. ‘Just because I is a giant, you think I is a man-gobbling
cannybull!’ he shouted.
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LESSON PLAN 1
CREATING CHARACTERS
THE BFG
CHAP TER 5
‘I is a very mixed-up Giant,’ the Giant said. ‘But I does my best. And I is not nearly as mixed up as the
other giants. I know one who gallops all the way to Wellington for his supper.’
‘Wellington?’ Sophie said. ‘Where is Wellington?’
‘Your head is full of squashed flies,’ the Giant said. ‘Wellington is in New Zealand. The human beans
in Wellington has an especially scrumdiddlyumptious taste, so says the Welly-eating Giant.’
‘What do the people of Wellington taste of?’ Sophie asked.
‘Boots,’ the Giant said.
‘Of course,’ Sophie said. ‘I should have known.’
Sophie decided that this conversation had now gone on long enough. If she was going to be eaten,
she’d rather get it over and done with right away than be kept hanging around any more. ‘What sort
of human beings do you eat?’ she asked, trembling.
‘Me!’ shouted the Giant, his mighty voice making the glass jars rattle on their shelves. ‘Me gobbling
up human beans! This I never! The others, yes! All the others is gobbling them up every night, but not me!
I is a freaky Giant! I is a nice and jumbly Giant! I is the only nice and jumbly Giant in Giant Country!
I is THE BIG FRIENDLY GIANT!’
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RESOURCE 1
LESSON PLAN 1
APPEARANCE CARDS
A FAIRY PRINCESS A
WITH A DELICATE
WRINKLY OLD
SMILE GRANDAD
AND HAIR THE COLOUR OF
WITH A
SUNLIGHT HEARING AID
A WITCH WITH A
A TEENAGE GIRL WITH
CROOKED
BACK AND A FACE
SPIKY PINK
HAIR
SPRINKLED AND A NOSE RING
WITH WARTS
A TEN-YEAR-OLD BOY WITH

A KNIGHT
BROKEN ON HORSEBACK
DRESSED IN
GLASSES
AND PLASTERS
SHIMMERING
ARMOUR
ON BOTH KNEES
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RESOURCE 2
LESSON PLAN 1
PERSONALITY CARDS
WICKED AND CRUEL, THIS CHARACTER

THIS CHARACTER DELIGHTS IS RATHER CLUMSY.
IN DISASTER.
THEY NEVER REMEMBER TO LOOK
THEY CREATE MISCHIEF WHERE THEY ARE GOING,
AND MISFORTUNE SO THEY ARE ALWAYS HAVING
WHEREVER THEY GO. ACCIDENTS!
SWEET AND GENTLE,

THIS CHARACTER IS BELOVED
THIS CHARACTER IS QUITE
BY EVERYONE THEY MEET.
FORGETFUL AND CAN
OFTEN BE FOUND SNORING
THEY HAVE A HEART OF GOLD,
IN THEIR ARMCHAIR.
AND THEY ARE PARTICULARLY
KIND TO ANIMALS.
THIS CHARACTER IS AS STRONG

AS AN OX AND AS BRAVE
SULKY AND RUDE,
AS A LION.
THIS CHARACTER ENJOYS
CHEWING GUM AND LISTENING
THEY ARE ALWAYS LOOKING
TO PUNK-ROCK MUSIC.
FOR OPPORTUNITIES TO HELP
PEOPLE IN DISTRESS.
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RESOURCE 3
LESSON PLAN 1
CHARACTER WORKSHEET
CHARACTER DRAWING: DESCRIPTION OF APPEARANCE:
DESCRIPTION OF PERSONALITY:
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LESSON PLAN 2
WONDERCRUMP WORDS
BOOK THEME:
Friendship.
LESSON OBJECTIVES:
• To use creative vocabulary.
• To celebrate the differences in others.
INTRODUCTION
NOTE: Some readers may find the creative vocabulary used by the BFG difficult to decode. For their
benefit, it is important to ensure that they hear the extract read aloud before they begin the first task.
Read aloud extract 1 and 2 to the class. Before you begin, ask the children to listen
very carefully to the vocabulary that is being used. What do they notice? What is different about the
BFG’s language? Even though he wasn’t speaking ‘proper’ English, did they generally understand what
he meant?
TASK ONE: WONDERCRUMP WORDSPOTTER

Write the words ‘disgusterous’ and ‘wondercrump’ on the board. Would the children be able to find
these words in an English dictionary? No, they would not! Tell the children you are going to conduct
an experiment. You want to see if they know what ‘disgusterous’ means, even though it is not in the
English language. Ask them to vote for one of two options for its meaning: something GOOD,
or something BAD. Repeat the process for ‘wondercrump’.
How curious! Even though these words are not in the English language, the class seemed to understand
their meaning. Can the children continue the experiment by identifying the meanings of even more
of the BFG’s vocabulary?
Distribute copies of extract 1 and 2 to the children and ask them to work in pairs to read through and
identify words that have positive and negative meanings. As they find the words, they
should record them in the table provided on the Wondercrump Wordspotter worksheet (from RESOURCE
1).
DIFFERENTIATION
Challenge more able children to fill in the second Wondercrump Wordspotter worksheet (RESOURCE
2), which asks them to identify the word class as well as whether the word has a positive or negative
meaning.
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LESSON PLAN 2
WONDERCRUMP WORDS
TASK TWO: WIGGLISH WORDSMITHS

Choose children to read out samples of the positive and negative words that they found in the extracts.
How did the children know which words meant something good, and which ones meant something
bad? Draw out that Roald Dahl is using parts of words that we may recognize (such as ‘disgusting’
and ‘dangerous’) to create new words that mean something similar to the original ones. He is inventing
synonyms!
Tell the children that their next task is to become wordsmiths, just like Roald Dahl. Using the Wigglish
Wordsmith worksheet (from RESOURCE 3), they will take parts of existing words in the English language
and recombine them to create new and exciting vocabulary.
TASK THREE: CELEBRATING DIFFERENCES

Divide the children into groups and provide each group with a large piece of paper. Ask them to imagine
that they are the BFG. When he speaks and his words come out muddled up, how does that make him
feel inside? Set the children a short time limit to write down as many feelings as they can on the piece
of paper. Choose groups to share some of the feelings they came up with.
Now turn the piece of paper over. When Sophie tells the BFG that she thinks he speaks beautifully,
how do his feelings change? Again, ask the groups to write down feelings, and then choose some
to share.
Discuss with the children that the BFG felt different because of the way he spoke, and that made him
feel sad. However, when Sophie praised the BFG’s way of speaking, he felt really good about himself.
Give each group a Celebrating Differences scenario card (from RESOURCE 4). Each card describes
a Roald Dahl character who is different in some way. Ask each group to role-play what they could
do or say to the person on the card to help them to feel that their difference is a positive thing.
PLENARY
Ask the children to imagine that they are in the BFG’s cave in Sophie’s place. What would they say
to help the BFG to celebrate being different? Choose children to share their suggestions.
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LESSON PLAN 2
EXTRACT 1
SNOZZCUMBERS
CHAP TER 8
‘Here is the repulsant snozzcumber!’ cried the BFG, waving it about. ‘I squoggle it! I mispise it!
I dispunge it! But because I is refusing to gobble up human beans like the other giants, I must spend
my life guzzling up icky-poo snozzcumbers instead. If I don’t, I will be nothing but skin and groans.’
‘You mean skin and bones,’ Sophie said.
‘I know it is bones,’ the BFG said. ‘But please understand that I cannot be helping it if I sometimes
is saying things a little squiggly. I is trying my very best all the time.’ The Big Friendly Giant looked
suddenly so forlorn that Sophie got quite upset.
‘I’m sorry,’ she said. ‘I didn’t mean to be rude.’
‘There never was any schools to teach me talking in Giant Country,’ the BFG said sadly.
‘But couldn’t your parents have taught you?’ Sophie asked.
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LESSON PLAN 2
EXTRACT 2
SNOZZCUMBERS
CHAP TER 8
The BFG was still holding the awesome snozzcumber in his right hand, and now he put one end into
his mouth and bit off a huge hunk of it. He started crunching it up and the noise he made was like
the crunching of lumps of ice.
‘It’s filthing!’ he spluttered, speaking with his mouth full and spraying large pieces of snozzcumber
like bullets in Sophie’s direction. Sophie hopped around on the table-top, ducking out of the way.
‘It’s disgusterous!’ the BFG gurgled. ‘It’s sickable! It’s rotsome! It’s maggotwise! Try it yourself,
this foulsome snozzcumber!’
‘No, thank you,’ Sophie said, backing away.
‘It’s all you’re going to be guzzling around here from now on so you might as well get used to it,’
said the BFG. ‘Go on, you snipsy little winkle, have a go!’
Sophie took a small nibble. ‘Uggggggggh!’ she spluttered. ‘Oh no! Oh gosh! Oh help!’ She spat
it out quickly. ‘It tastes of frogskins!’ she gasped. ‘And rotten fish!’
‘Worse than that!’ cried the BFG, roaring with laughter. ‘To me it is tasting of clockcoaches
and slime-wanglers!’
‘Do we really have to eat it?’ Sophie said.
‘You do unless you is wanting to become so thin you will be disappearing into a thick ear.’
‘Into thin air,’ Sophie said. ‘A thick ear is something quite different.’
Once again that sad winsome look came into the BFG’s eyes. ‘Words,’ he said, ‘is oh such
a twitch-tickling problem to me all my life. So you must
simply try to be patient and stop squibbling. As I am
telling you before, I know exactly what words I am
wanting to say, but somehow or other they is always
getting squiff-squiddled around.’
‘That happens to everyone,’ Sophie said.
‘Not like it happens to me,’ the BFG said. ‘I is
speaking the most terrible wigglish.’
‘I think you speak beautifully,’ Sophie said.
‘You do?’ cried the BFG, suddenly brightening.
‘You really do?’
‘Simply beautifully,’ Sophie repeated.
‘Well, that is the nicest present anybody is ever giving
me in my whole life!’ cried the BFG. ‘Are you sure you
is not twiddling my leg?’
‘Of course not,’ Sophie said. ‘I just love the way
you talk.’
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RESOURCE 1
LESSON PLAN 2
WONDERCRUMP WORDSPOTTER
The BFG has many WEIRD and WONDERCRUMP

words in his vocabulary! Some of them have positive (good)
meanings and some have negative (bad) meanings.
How many of them can you spot in the extracts?

Record the words you’ve spotted in the table below.
POSITIVE WORDS NEGATIVE WORDS
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RESOURCE 2
LESSON PLAN 2
WONDERCRUMP WORDSPOTTER
The BFG has many WEIRD and WONDERCRUMP words in his vocabulary! Some of them have positive
(good) meanings and some have negative (bad) meanings.
How many of them can you spot in the extracts? Can you work out which of them are verbs, which are nouns
and which are adjectives? Record the words you spot in the table below:
POSITIVE WORDS NEGATIVE WORDS

ADJECTIVES
NOUNS
VERBS
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RESOURCE 3
LESSON PLAN 2
WIGGLISH WORDSMITH
In The BFG, Roald Dahl takes parts of words we recognize and puts
them together to make new words – with some very funny results!
Use the table below to make some new words for yourself.
You could use a dictionary or thesaurus to help you to come
up with some real whoopsey-splunkers!
FIRST WORD + SECOND WORD = NEW WORD!
WIGGLY
+ ENGLISH
= WIGGLISH
+ =
+ =
+ =
+ =
+ =
+ =
+ =
+ =
+ =
+ =
+ =
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RESOURCE 4
LESSON PLAN 2
CELEBRATING DIFFERENCES
SCENARIO CARDS
sophie Matilda
A little girl who A little girl who is different
is different from lots from her family because she
of other children loves reading books –
because she has and her family despise them.
grown up in a village She is also different
orphanage with from her classmates
no parents. because she can spell
very long words and
solve extremely complicated
maths problems in her head.
JAmes Charlie
A little boy who feels different and lonely A little boy who is different
because he has not got any friends from his friends at school
at all. He lives with his because his family
nasty Aunt Spiker and is extremely poor. All four
Aunt Sponge on the top of his grandparents live
of an enormous hill. He has with him and his parents,
no toys to play with and and they all have nothing
no books to read, and no to eat for dinner except
other children are ever cabbage soup.
invited to come to play.
mr hoppy Danny
A very shy old man who A little boy who
feels different because is different from lots
he finds it extremely hard of other children because
to talk to other people. his mother died when he was
He is in love with his a baby. He is also different
neighbour but cannot because he doesn’t live in a
express his feelings. house; he lives in an old wagon
with his father.
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LESSON PLAN 3
THE BFG AND THE GIANTS
BOOK THEME:
Friendship.
LESSON OBJECTIVES:
• To understand what bullying is.
• To understand how to prevent bullying.
• To use similes and metaphors to enhance character description.
INTRODUCTION
Read the extract to the children, or encourage the children to read the extract to themselves.
Ask the children to discuss with their talking partners how they would describe the relationship between
the BFG and the other giants. Are they friends? Draw out that the other giants are bullying the BFG.
TASK ONE: DEALING WITH BULLIES

Provide pairs of children with copies of the extract. Ask them to work together to underline or highlight
all the parts of the extract where the BFG is being bullied. Choose children to share the examples they
have found, while you record these on an interactive whiteboard/flipchart, organizing the examples into
different lists (one for verbal bullying and one for physical bullying) without explaining what you are
doing. Can the children spot why you have put the examples on different sides of the board? Can they
work out what the headings of the two lists should be?
Draw the class together and discuss how individuals can respond to bullying. You may wish to refer
to the bullying policy in your school during this discussion. Make sure the children are aware of a range
of appropriate courses of action (depending on the level of bullying experienced), e.g.:
• Responding with humour

• Walking away
• Finding a different friend to play with
• Telling a teacher
• Telling a parent or guardian
• Speaking up on behalf of other children
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LESSON PLAN 3
THE BFG AND THE GIANTS
TASK TWO: MY FROTHBUNGLING BULLY

Roald Dahl’s description of the bullying Bloodbottler is truly terrifying! Read it aloud to the children,
asking them to make notes of any images that really stick out to them.
His foul face was round and squashy-looking. The eyes were tiny holes. The nose was small.
But the mouth was huge. It spread right across the face almost ear to ear, and it had lips that
were like two gigantic purple frankfurters lying one on top of the other. Craggy yellow teeth stuck
out between the two purple frankfurter lips, and rivers of spit ran down over the chin.
It was not in the least difficult to believe that this ghastly brute ate people every night.
Discuss Roald Dahl’s use of language in this passage. For example:
• Why does he describe the Bloodbottler’s drool as ‘rivers of spit’? (Using the metaphor of a river
emphasizes his size and the sheer amount of saliva!)
• Why does he use the adjective ‘craggy’ for the teeth? (Crags are associated with mountains –
which again emphasizes the Bloodbottler’s size. ‘Craggy’ also makes his teeth sound as though
they are jagged and broken – perhaps through fighting, or through chewing human bones!)
• Did the children spot the simile in the description?
Challenge the children to invent a really nasty bully using the My Frothbungling Bully worksheet (from
RESOURCE 1 & 2). What would they look like? (Link to Session 1 on judging by appearances:
remember, just because someone is a nasty person doesn’t mean that they will look nasty on the outside!)
How does their bully behave? Who are their bully’s victims? Ask the children to use the worksheets
provided to help them to write a character description of their bully, thinking carefully about the effect
of the vocabulary that they choose.
PLENARY
Ask the children to come up with three top tips for dealing
with bullies.
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LESSON PLAN 3
EXTRACT 1
JOURNEY TO DREAM COUNTRY

CHAP TER 11
‘Here comes the runty one!’ boomed the Fleshlumpeater. ‘Ho-ho there, runty one! Where is you splatch-
winkling away to in such a hefty hurry?’ He shot out an enormous arm and grabbed the BFG by the hair.
The BFG didn’t struggle. He simply stopped and stood quite still and said, ‘Be so kind as to be letting
go of my hair, Fleshlumpeater.’
The Fleshlumpeater released him and stepped back a pace. The other giants stood around, waiting
for the fun to start.
‘Now then, you little grobsquiffler!’ boomed the Fleshlumpeater. ‘We is all of us wanting to know
where you is galloping off to every day in the daytime. Nobody ought to be galloping off to anywhere
until it is getting dark. The human beans could easily be spotting you and starting a giant hunt and we
is not wanting that to happen, is we not?’
‘We is not!’ shouted the other giants. ‘Go back to your cave, runty one!’
‘I is not galloping to any human bean country,’ the BFG said. ‘I is going to other places.’
‘I is thinking,’ said the Fleshlumpeater, ‘that you is catching human beans and keeping them as pets!’
‘Right you is!’ cried the Bloodbottler. ‘Just now I is hearing him chittering away to one of them
in his cave!’
‘You is welcome to go and search my cave from frack to bunt,’ the BFG answered. ‘You can go looking
into every crook and nanny. There is no human beans or stringy beans or runner beans or jelly beans
or any other beans in here.’
Sophie crouched still as a mouse inside the BFG’s pocket.
She hardly dared breathe. She was terrified she might sneeze.
The slightest sound or movement would give her away.
Through the tiny peep-hole she watched the giants clustering
around the poor BFG. How revolting they were! All of them had
piggy little eyes and enormous mouths. When the Fleshlumpeater
was speaking, she got a glimpse of his tongue.
It was jet black, like a big slab of steak. Every one of them
was more than twice as tall as the BFG.
Suddenly, the Fleshlumpeater shot out two enormous hands
and grabbed the BFG around the waist. He tossed him high in
the air and shouted, ‘Catch him, Manhugger!’
The Manhugger caught him. The other giants spread out
quickly in a large circle, each giant about twenty yards from
his neighbour, preparing for the game they were going to play.
Now the Manhugger threw the BFG high and far, shouting
‘Catch him, Bonecruncher!’
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RESOURCE 1
LESSON PLAN 3
MY FROTHBUNGLING BULLY
NOTES ABOUT HOW MY BULLY LOOKS:

e.g. his hair is ‘long and dark and tangled’; his eyes are ‘tiny holes’.
OBJECTS/ANIMALS TO WHICH I COULD COMPARE MY BULLY’S APPEARANCE:

e.g. a bear, a mountain.
SIMILES AND METAPHORS I COULD USE:

e.g. he loomed above me like a grizzly bear; he had ‘craggy yellow teeth’ (like a mountain).
NOTES ABOUT HOW MY BULLY BEHAVES:

e.g. he is greedy; he has no manners.
OBJECTS/ANIMALS TO WHICH I COULD COMPARE MY BULLY’S BEHAVIOUR:

e.g. a vulture; cold metal.
SIMILES AND METAPHORS I COULD USE:

e.g. his words tore into me like a vulture’s sharp beak; his hear t was a cold lump of iron.
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RESOURCE 2
LESSON PLAN 3
MY FROTHBUNGLING BULLY
MY CHARACTER DESCRIPTION: A SKETCH OF MY CHARACTER:
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LESSON PLAN 4
EXPLORING DREAM COUNTRY
BOOK THEME:
Dreams.
LESSON OBJECTIVES:
• To reflect on personal aspirations and goals.
• To devise an exciting plot.
INTRODUCTION
Ask the children if any of them remember the dreams that they have at night. Choose two or three
children who don’t mind describing one of their dreams to the class. How do our dreams make us feel?
Record children’s responses on a flipchart or interactive whiteboard.
TASK ONE: DREAM MIXING

Ask the children to read through the extracts provided. What does Sophie find out that the BFG can
do with the dreams?
Tell the children that their task is to mix up some of the BFG’s dreams! Give pairs of children a set
of Dream Labels (RESOURCE 1). Explain that each of these labels belongs to a dream jar from The BFG.
The pair must shuffle the set and then deal out two labels each. Now ask the children to imagine that the
BFG has tipped these two dreams into one jar and is whizzing them up with his gigantic egg-beater.
What will happen to their dreams? How will they combine into one new dream?
Challenge the children to come up with a short plot for their new, mixed dream. How does the dream
begin? What happens next? How does the dream end? Ask them to write their dream down on the Dream
Mixing worksheet (RESOURCES 2 & 3), being sure to make it as exciting – or scary! – as possible.
DIFFERENTIATION
Challenge more able writers to combine three or more dream labels into a single plot!
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LESSON PLAN 4
EXPLORING DREAM COUNTRY
TASK TWO: MY PERSONAL DREAM

Tell the children that there are two different meanings for the word ‘dream’. Ask them to work with their
talking partner to see if they can think of both meanings.
A dream is something that we have when we go to sleep at night, like the dreams that the BFG blows
through bedroom windows, but a dream can also be a personal aspiration or goal: something that we
really want to achieve. Tell the children that Sophie and the BFG have a dream that is an aspiration: their
dream is to put a stop to the giants and their human-guzzling ways!
Ask the children to think about their own personal dreams. They might aspire to perform in a school
play, or to learn to ride a bike, or to play in a school rugby final. Or perhaps their dreams are more
long-term goals, such as what they would like to do when they grow up. Once the children have decided
on their personal dreams, ask them to write them on the label of a dream jar of the My Personal Dream
worksheet (RESOURCE 4). They should then draw and colour what they think their personal dream will
look like inside the jar; you could provide a variety of materials such as paints, sequins and glitter to make
the dreams look extra special.
PLENARY
Ask the children to complete the following sentence:
Having a personal dream is important to me because . . .
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LESSON PLAN 4
EXTRACT 1
THE GREAT PLAN

CHAP TER 15
‘Can you make a person dream absolutely anything in the world?’

‘Anything you like,’ the BFG said proudly.
‘If I said I wanted to dream that I was in a flying bathtub with silver wings, could you make
me dream it?’
‘I could,’ the BFG said.
‘But how?’ Sophie said. ‘You obviously don’t have exactly that dream in your collection.’
‘I do not,’ the BFG said. ‘But I could soon be mixing it up.’
‘How could you mix it up?’
‘It is a little bit like mixing a cake,’ the BFG said. ‘If you is putting the right amounts of all the different
things into it, you is making the cake come out any way you want, sugary, splongy curranty, Christmassy
or grobswitchy. It is the same with dreams.’
‘Go on,’ Sophie said.
‘I has dillions of dreams on
my shelfs, right or left?’
‘Right,’ Sophie said.
‘I has dreams about bathtubs,
lots of them. I has dreams about
silver wings. I has dreams about
flying. So all I has to do is mix
those dreams together in the
proper way and I is very quickly
making a dream where you
is flying in a bathtub with
silver wings.’
‘I see what you mean,’
Sophie said. ‘But I didn’t know
you could mix one dream
with another.’
‘Dreams like being mixed,’
the BFG answered. ‘They is
getting very lonesome all by
themselves in those glassy
bottles.’
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LESSON PLAN 4
EXTRACT 2
MIXING THE DREAM

CHAP TER 16
In about half an hour the BFG had found all the dreams he wanted and had tipped them into the
one huge jar. He put the jar on the table. Sophie sat watching him but said nothing. Inside the big jar,
lying on the bottom of it, she could clearly see about fifty of those oval sea-green jellyish shapes,
all pulsing gently in and out, some lying on top of others, but each one still a quite separate
individual dream.
‘Now we is mixing them,’ the BFG announced. He went to the cupboard where he kept his bottles
of frobscottle, and from it he took out a gigantic egg beater. It was one of those that has a handle which
you turn, and down below there are a lot of overlapping blades that go whizzing round. He inserted
the bottom end of this contraption into the big jar where the dreams were lying. ‘Watch,’ he said.
He started turning the handle very fast.
Flashes of green and blue exploded inside the jar. The dreams were being whisked into a sea-green
froth.
‘The poor things!’ Sophie cried.
‘They is not feeling it,’ the BFG said as he turned the handle. ‘Dreams is not like human beans
or animals. They has no brains. They is made of zozimus.’
After about a minute, the BFG stopped whisking. The whole bottle was now full to the brim with
large bubbles. They were almost exactly like the bubbles we ourselves blow from soapy water,
except that these had even brighter and more beautiful colours swimming on their surfaces.
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RESOURCE 1
LESSON PLAN 4
DREAM LABELS
I discover that if I stare

This dream is about how
very hard at my teacher in a
i save my teacher from
special way, I can put her to
drowning.
sleep.
I make myself a MARVELlous pair
of suction boots and when I put I have written a book
them on I can to walk straight up and it is SO EXCITING that
the kitchen wall and across the nobody can put it down.
ceiling.
I climb Mount
I INVENT a car that runs on
Everest with just my
TOOTHPASTE.
PUSSY-CAT for company.
I can MAKE the ELEctric I can JUMP out of any high
LIghts go on and off just by window and float down
WISHING it. safely.
I am only an eight year

I have a PET BEE that
old little boy but I grow a
makes ROCK and ROLL
SPLENDID bushy beard and all
music when it flies.
the other boys are jealous.
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RESOURCE 2
LESSON PLAN 4
DREAM MIXING
INSTRUCTIONS:
• Take two Dream Labels and read them carefully.

• Glue the labels on to the spaces provided on your sheet.
• Next, imagine that the BFG has whizzed up your two dreams with
his gigantic egg beater!
• Write down your new, combined dream in the space below.
Remember to include a clear beginning, a middle and an end.
• Illustrate an exciting scene from your dream.
GLUE DREAM LABEL ONE HERE. GLUE DREAM LABEL TWO HERE.
‘After about a minute, the BFG stopped whisking. The whole bottle was now full to the brim with
large bubbles . . .’
MY NEW DREAM:
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RESOURCE 3
LESSON PLAN 4
DREAM MIXING
MY ILLUSTRATION:
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RESOURCE 4
LESSON PLAN 4
MY PERSONAL DREAM
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LESSON PLAN 5
MY RIGHTS
BOOK THEME:
Dreams.
LESSON OBJECTIVES:
• To understand that everyone has human rights.
• To use simple organizational devices for non-fiction.
INTRODUCTION
Read the extract to the children, or ask the children to read the extract to themselves. Encourage the
children to discuss with their talking partners what they think the BFG means at the end, when he says
that ‘one right is not making two lefts’. (Two wrongs don’t make a right!)
Display the word ‘right’ on the interactive whiteboard/flipchart. Why did the BFG get a little muddled
up with this word? Draw out that the BFG was muddled because the word ‘right’ has several definitions.
Challenge table groups to come up with as many of the definitions as they can within two minutes,
then take their feedback.
Write ‘human rights’ on the board. Does anyone know what these are? Draw out that these are the basic
and fundamental entitlements that all humans should have. Explain that these became law in the UK
through the Human Rights Act in 1998, meaning that everyone has to respect one another’s human rights.
Unfortunately, not everybody abides by these rules – but, just as Sophie and the BFG dream
of and work towards a world in which giants
do not eat humans, so we can dream of and
work towards a world in which everyone
receives their human rights.
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LESSON PLAN 5
MY RIGHTS
TASK ONE: GUESS THE HUMAN RIGHT
Provide groups of three or more children with a set of Human Rights cards (RESOURCE 1) and
a separate list of human rights. Each card represents one of the following human rights:
• Right to life
• Freedom from torture
• Freedom from slavery
• Right to a fair trial
• Freedom of speech
• Freedom of religion
• Freedom of movement
• Right to marry
One child selects a card from the pack at random. They then draw an illustration of the human right
on a piece of paper – without speaking! – while their team-mates try to guess which one of the list
of human rights it is. Once a teammate guesses correctly, the card is won and play passes clockwise
to the next team member. Continue until all the rights cards have been won. The first group of children
to guess all of the human rights correctly are the winners.
DIFFERENTIATION
To make the game more challenging, do not provide the list of human rights for the guessing teammates.
NOTE: Ensure that the children understand that there are more human rights than the cards represent,
and that there are ongoing debates about recognizing new rights.
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LESSON PLAN 5
MY RIGHTS
TASK TWO: THE PIGGY-WIG RIGHTS ACT
Explain to the children that human rights can be seen as a set of rules that all humans should follow
in order to live safe, healthy and fulfilling lives. However, the BFG points out to Sophie that the humans’
rules do not suit the piggy-wig, just as the giants’ rules do not suit the humans!
Challenge the children to work in pairs to come up with a list of rights for the piggy-wiggies! What will
these creatures need to keep them safe, healthy and fulfilled? The children should use the Piggy-Wig
Rights Act worksheet (RESOURCE 2) to help them structure their work, using the title of the right
as a subheading, with a paragraph explaining the right beneath.
Once the children have identified a list of rights, they could design an eye-catching leaflet to announce
the Piggy-wig Rights Act, ensuring that they organize the work using subheadings and paragraphs.
PLENARY: THINKING QUESTIONS

Which fundamental human right do Sophie and the BFG discuss in the extract we read at the start
of the lesson? (The right to life.)
Which two of your piggy-wig rights would you say are the most important and why?
Which two human rights would you say are the most important and why?
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LESSON PLAN 5
EXTRACT 1
JOURNEY TO DREAM COUNTRY

CHAP TER 11
‘But if all these people are disappearing every night, surely there’s some sort of an outcry?’ Sophie said.
‘The world is a whopping big place,’ the BFG said. ‘It has a hundred different countries. The giants
is clever. They is careful not to be skiddling off to the same country too often. They is always switchfiddling
around.’
‘Even so . . .’ Sophie said.
‘Do not forget,’ the BFG said, ‘that human beans is disappearing everywhere all the time even without
the giants is guzzling them up. Human beans is killing each other much quicker than the giants is doing it.’
‘But they don’t eat each other,’ Sophie said.
‘Giants isn’t eating each other either,’ the BFG
said. ‘Nor is giants killing each other. Giants
is not very lovely, but they is not killing each
other. Nor is crockadowndillies killing other
crockadowndillies. Nor is pussycats killing
pussycats.’
‘They kill mice,’ Sophie said.
‘Ah, but they is not killing their own kind,’
the BFG said. ‘Human beans is the only animals
that is killing their own kind.’
‘Don’t poisonous snakes kill each other?’
Sophie asked. She was searching desperately
for another creature that behaved as badly
as the human.
‘Even poisnowse snakes is never killing each
other,’ the BFG said. ‘Nor is the most fearsome
creatures like tigers and rhinostossterisses. None of
them is ever killing their own kind. Has you ever
thought about that?’
Sophie kept silent.
‘I is not understanding human beans at all,’
the BFG said. ‘You is a human bean and you
is saying it is grizzling and horrigust for giants
to be eating human beans. Right or left?’
‘But human beans is squishing each other all
the time,’ the BFG said. ‘They is shootling guns and
going up in aerioplanes to drop their bombs on each
other’s heads every week. Human beans is always killing other human beans.’
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LESSON PLAN 5
EXTRACT 1 CONT
He was right. Of course he was right and Sophie knew it. She was beginning to wonder whether
humans were actually any better than giants. ‘Even so,’ she said, defending her own race, ‘I think it’s
rotten that those foul giants should go off every night to eat humans. Humans have never done them any
harm.’
‘That is what the little piggy-wig is saying every day,’ the BFG answered. ‘It is saying, “I has never
done any harm to the human bean so why should they be eating me?”’
‘Oh dear,’ Sophie said.
‘The human beans is making rules to suit themselves,’ the BFG went on. ‘But the rules they is making
do not suit the little piggy-wiggies. Am I right or left?’
‘Giants is also making rules. Their rules is not suiting the human beans. Everybody is making their own
rules to suit themself.’
‘But you don’t like it that those beastly giants are eating humans every night, do you?’ Sophie asked.
‘I do not,’ the BFG answered firmly. ‘One right is not making two lefts. Is you quite cosy down there
in my pocket?
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RESOURCE 1
LESSON PLAN 5
HUMAN RIGHTS
RIGHT TO RIGHT TO A
life fair trial

All humans have the right not If a person is accused of a crime,
to be killed by another human. they should have their case heard
before a fair and neutral court.
FREEDOM FROM FREEDOM FROM
slavery torture
No human should be owned by No human should have severe pain inflicted
another human. on them as a punishment.
No human should be forced to work Pain or suffering should not be used

without pay. as a way of making people do something they
don’t want to do.
FREEDOM OF FREEDOM OF
speech Religion
All humans should be allowed to state their All humans should be allowed to practise
opinions without being punished or censored. whichever religion they believe in.
(However, humans should not say things that they know They should also be allowed to change their
are not true, or that might harm or encourage harm
religion, or to stop having a religion at all.
of other people.)
FREEDOM OF RIGHT TO
movement marry
All humans should be allowed to travel All humans who are old enough should
around within their country. have the right to marry each other.
They should also be allowed to leave their No one should be stopped from getting married
country and return to it whenever they want. because of their race, nationality or religion.
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RESOURCE 2
LESSON PLAN 5
THE PIGGY-WIG RIGHTS ACT
Can you come up with a set of rights for the piggy-wiggies? What do these creatures need to keep
them safe, healthy and fulfilled?
Fill out the table below, using the title of each Piggy-Wig Right as a subheading, with a paragraph
explaining the right beneath. An example has been provided to help you.
RIGHT TO MUD
As piggy-wiggies cannot produce sweat, rolling

in wet mud is essential for keeping them cool.
Furthermore, a crust of dried mud prevents
the sun’s rays from burning the piggy-wig’s
delicate pink skin.
Therefore, all piggy-wiggies should have access
to a pool of mud in which they can bathe, roll,
wallow, etc.
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LESSON PLAN 6
JABBELING DIALOGUE
BOOK THEME:
Believing.
LESSON OBJECTIVES:
• To write exciting dialogue.
• To believe in your ability to overcome challenges.
INTRODUCTION
Read the extract to the class or ask them to read it to themselves. While they read, ask them to compare
the attitude of the Head of the Air Force to the attitude of the young pilot. What do they notice?
Draw out that the Head of the Air Force is terrified of flying into the unknown Giant Country,
and he doesn’t believe that it will be possible to complete the journey safely! The young pilot,
however, believes that the journey will be possible, and he is excited by the challenge of flying
somewhere unknown.
TASK ONE: BELIEVING IN YOURSELF

Ask the children to think about a time when they have faced something unknown or difficult –
perhaps competing in a sport, or trying out a new activity for the first time, or learning something
challenging in school. How did they feel before they started? Ask them to write down each of their
feelings on a separate slip of paper.
Put two hula-hoops on the classroom floor. Label one hoop ‘Positive Feelings’ and the other
‘Negative Feelings’. Ask the children to come and place each of their written feelings in the appropriate
hoop. Choose some of the negative feelings to share aloud with the class. (These may include feelings
such as ‘worried’, ‘anxious’, ‘miserable’.) Ask: Why do we sometimes experience these negative
feelings when we face challenges? Draw out that, just like the Head of the Air Force in The BFG,
sometimes we don’t believe that it is possible to overcome the challenges that we face.
Now share some of the positive feelings with the class. (These may include feelings such as ‘excited’,
‘focused’, ‘confident’.) Ask: If you felt like this before facing a challenge, do you think you would
be more or less likely to succeed? Draw out that believing in yourself and your own ability is a big
step towards overcoming challenges – it gives you the confidence you need to have a go!
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LESSON PLAN 6
JABBELING DIALOGUE
TASK TWO: JABBELING DIALOGUE DICE GAME

• Divide the children into pairs. Give each pair a dice, and a copy of the Jabbeling Dialogue Dice
Game worksheet (RESOURCE 1).
• The first child must roll the dice to select a character from The BFG who does believe in themselves.
• The second child must roll the dice to select a character from The BFG who does not believe in
themselves. (If the second child rolls the same character as the first, they must roll again to ensure that
they select a different character.) The pair must then roll the dice for a final time to select a scenario
for the two characters.
• Ask the children to role-play a conversation between their characters. What sort of things would they
say in their scenario? How would they react to each other? Remind them to use the language
appropriate to their character: for example, while the Queen will use quite formal vocabulary,
the BFG will jabbel in wigglish!
• Now challenge the children to write down their role-played conversation as dialogue. Remind them
to be sure to punctuate the speech correctly, and to start a new paragraph for each speaker.
PLENARY
Choose children to read aloud their conversations to the class. Can the other children tell which
of the two characters believes in themselves and which does not? What could they say to boost
the confidence of the character who doesn’t believe in themselves?
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LESSON PLAN 6
JABBELING DIALOGUE
CAPTURE
CHAP TER 22
‘Be careful to hang on tight!’ the BFG said. ‘We is going fast as a fizzlecrump!’ The BFG changed into
his famous top gear and all at once he began to fly forward as though there were springs in his legs and
rockets in his toes. He went skimming over the earth like some magical hop-skip-and-jumper with his feet
hardly ever touching the ground. As usual, Sophie had to crouch low in the crevice of his ear to save
herself from being swept clean away.
The nine pilots in their helicopters suddenly realized they were being left behind. The giant was
streaking ahead. They opened their throttles to full speed, and even then they were only just able to keep
up.
In the leading machine, the Head of the Air Force was sitting beside the pilot. He had a world atlas
on his knees and he kept staring first at the atlas, then at the ground below, trying to figure out where
they were going. Frantically he turned the pages of the atlas. ‘Where the devil are we going?’ he cried.
‘I haven’t the foggiest idea,’ the pilot answered. ‘The Queen’s orders were to follow the giant and
that’s exactly what I’m doing.’
The pilot was a young Air Force officer with a bushy moustache. He was very proud of his moustache.
He was also quite fearless and he loved adventure. He thought this was a super adventure. ‘It’s fun going
to new places,’ he said.
‘New places!’ shouted the Head of the Air Force. ‘What the blazes
d’you mean new places?’
‘This place we’re flying over now isn’t in the atlas, is it?’ the pilot
said, grinning.
‘You’re darn right it isn’t in the atlas!’ cried the Head of the Air
Force. ‘We’ve flown clear off the last page!’
‘I expect that old giant knows where he’s going,’ the young pilot
said.
‘He’s leading us to disaster!’ cried the Head of the Air Force. He
was shaking with fear. In the seat behind him sat the Head of the
Army, who was even more terrified.
‘You don’t mean to tell me we’ve gone right out of the atlas?’ he
cried, leaning forward to look.
‘That’s exactly what I am telling you!’ cried the Air Force man.
‘Look for yourself. Here’s the very last map in the whole flaming atlas!
We went off that over an hour ago!’ He turned the page. As in all
atlases, there were two completely blank pages at the very end.
‘So now we must be somewhere here,’ he said, putting a finger on one
of the blank pages.
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RESOURCE 1
LESSON PLAN 6
JABBELING DIALOGUE DICE GAME
INSTRUCTIONS:
1. Choose which of you is going to be Player A, and which is going to be Player B.
2. Player A rolls the dice to select a character who believes in themselves.
3. Player B rolls the dice to select a character who does not believe in themselves. (Note: if Player B
gets the same character as Player A, they must roll again until they have a different character.)
4. Player A rolls the dice again to select a scenario.
5. Player A and Player B role-play a conversation between their two characters, imagining what they
would say to each other in that scenario.
CHARACTER CHARACTER WHO

NUMBER
WHO BELIEVES DOES NOT BELIEVE SCENARIO
ON DICE
IN THEMSELVES IN THEMSELVES
They are both trying
1 Sophie
The
Fleshlumpeater
to catch a golden
phizzwizard.
2 The BFG
The
Bloodbottler
to cook a breakfast fit
for a giant.
They are both trying to

3
The Head of the
climb over the walls of
Bloodbottler Air Force
Buckingham Palace.
4 The Queen The BFG fight Jack the giant-

killer.

The
5 Fleshlumpeater
Sophie to fly a helicopter into
Giant Country.
6 Head of the
Air Force
The Queen
mix the perfect dream.
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RESOURCE 2
LESSON PLAN 6
DREAM JAR
Have you ever dreamt about CLIMBING Everest,

INVENTING a car which runs on toothpaste or meeting the QUEEN?
THE BFG COLLECTS DREAMS! What would yours be about?
Draw or write your most imaginative dream in the jar to keep it safe.
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LESSON PLAN 6
GIANT COLOURING IN
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LESSON PLAN 6
GIANT COLOURING IN
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HOW MANY HAVE YOU
READ?
MORE THAN 5 MORE THAN 10 ALL OF THEM?

Whoopsy-splunkers! More tremendous things Whoopee!
You’ve got some reading await – keep turning Which was your favourite?
to do! those pages!

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Discover Roald Dahl sleep stories on

LESSON PLAN 1 LESSON PLAN 4

PSHE OBJECTIVES: PSHE OBJECTIVES:

LESSON PLAN 2 LESSON PLAN 5

PSHE OBJECTIVES: PSHE OBJECTIVES:

LESSON PLAN 3 LESSON PLAN 6

BOOK THEME: Friendship. BOOK THEME: Believing.

LITERACY OBJECTIVES: LITERACY OBJECTIVES:

POSSIBLE DISCUSSION POINTS:

• Which adjectives create a feeling of fear about the figure?

• What does Sophie think the Giant is going to do?

A TEN-YEAR-OLD BOY WITH

WICKED AND CRUEL, THIS CHARACTER

SWEET AND GENTLE,

THIS CHARACTER IS AS STRONG

CHARACTER DRAWING: DESCRIPTION OF APPEARANCE:

TASK ONE: WONDERCRUMP WORDSPOTTER

TASK TWO: WIGGLISH WORDSMITHS

TASK THREE: CELEBRATING DIFFERENCES

The BFG has many WEIRD and WONDERCRUMP

How many of them can you spot in the extracts?

POSITIVE WORDS NEGATIVE WORDS

POSITIVE WORDS NEGATIVE WORDS

FIRST WORD + SECOND WORD = NEW WORD!

TASK ONE: DEALING WITH BULLIES

• Responding with humour

TASK TWO: MY FROTHBUNGLING BULLY

Discuss Roald Dahl’s use of language in this passage. For example:

• Did the children spot the simile in the description?

JOURNEY TO DREAM COUNTRY

NOTES ABOUT HOW MY BULLY LOOKS:

OBJECTS/ANIMALS TO WHICH I COULD COMPARE MY BULLY’S APPEARANCE:

SIMILES AND METAPHORS I COULD USE:

NOTES ABOUT HOW MY BULLY BEHAVES:

OBJECTS/ANIMALS TO WHICH I COULD COMPARE MY BULLY’S BEHAVIOUR:

SIMILES AND METAPHORS I COULD USE:

MY CHARACTER DESCRIPTION: A SKETCH OF MY CHARACTER:

TASK ONE: DREAM MIXING

TASK TWO: MY PERSONAL DREAM

THE GREAT PLAN

‘Can you make a person dream absolutely anything in the world?’

MIXING THE DREAM

I discover that if I stare

I make myself a MARVELlous pair

of suction boots and when I put I have written a book

them on I can to walk straight up and it is SO EXCITING that

I can MAKE the ELEctric I can JUMP out of any high

LIghts go on and off just by window and float down

WISHING it. safely.

I am only an eight year

• Take two Dream Labels and read them carefully.

TASK ONE: GUESS THE HUMAN RIGHT

TASK TWO: THE PIGGY-WIG RIGHTS ACT

PLENARY: THINKING QUESTIONS

JOURNEY TO DREAM COUNTRY

life fair trial

FREEDOM FROM FREEDOM FROM

No human should be forced to work Pain or suffering should not be used