Andy Stanton
Contents
Page 1: Useful Web sites
Page 2: Introductory Activities
Page 4: Activity 1- Dazzling Descriptions!
Page 5: Activity 2- Mr Gum’s Garden/Horrendous House
Page 6:Activity 3- Cool Characters
Page 8: Activity 4- Onomatopoeia
Page 9: Activity 5- Top T.V Time!
Page 10: Activity 6- Silly Similes!
Page 11: Activity 7- Crazy Characterisation!
Page 14: Activity 8- Lamonic Bibber Land!
Page 15: Activity 9- Goblin Gargoyles!
Page 16: Activity 10- Silly Songs- Tra…La…La!
Page 17: Activity 11- Create a Character!
Page 18: Activity 12- Brilliant Book Idea!
Homework Activities-
Page 20: Homework Activity 1- Crazy Catchphrases!
Page 21: Homework Activity 2- Evil Plans!
Page 22: Homework Activity 3- Fab Front Cover!
Page 23: Homework Activity 4- Rocking Review!
Extra Resources-
Extra Resources 1: Drama Teaching Notes
Extra Resources 2: Mr Gum Titles
Extra Resources 3: Book Review
Introduction
The activities provided in this resource focus on three novels: You are A Bad Man Mr Gum, Mr Gum and the Biscuit Billionnaire and Mr Gum and the Goblins. They are designed to be fun, engaging, cross-curricular activities which should enhance the children’s enjoyment and understanding of the author’s work. Please see the websites below for further information about Stanton and Tazzyman, and other teaching resources and activities.
Biography
Andy Stanton loved books from an early age. Andy studied English at Oxford, but they kicked him out! He has been a stand-up comedian, a film script reader, a cartoonist, an NHS lackey and has had string of part-time jobs that seemed to lead nowhere until one Christmas he sat down and wrote a story to entertain his young cousins. That story turned out to be ‘You’re A Bad Man, Mr Gum!’ It became the first book in the best-selling and hysterical ‘Mr Gum’ series, which has won numerous awards including the ‘Roald Dahl Funny Prize’ and has been translated into over twenty languages.
Andy Stanton lives in North London. He has many interests, but best of all, he likes cartoons, books and music. One day he would like to live in New York or Berlin because he’s got fantasies of bohemia. His favourite expression is ‘Good Evening’ and his favourite word is ‘captain’.
Useful Websites
- ‘Mr Gum’ official website
Watch Andy Stanton read and talk about his Mr Gum novels-
Read the Lamonical Chronicle- Lamonic Bibber’s newspaper!
Listen to Andy reading extracts from his books-
Read Andy Stanton’s Biography and listen to him reading extracts.
Find out more about Mr Gum!
Look at more of David Tazzman’s illustrations
Introductory Activities
- Find out more about the author Andy Stanton and the illustrator David Tazzyman. Read the information about them in the Mr Gum books. Research on website etc.
- In talking partners, think about what you would like to know about the author/illustrator and main character Mr Gum. Devise questions. Use these to refer to throughout the book study.
- Listen to Andy Stanton read and talk about his Mr Gum books-
- Look at the front and back cover of the novel. What can you tell about…
-the genre- type of story
-the plot
-the main character
-other characters in the story
-the setting
How can you tell? Discuss.
- Look at the title of the book/s. Discuss the illustrations of Mr Gum on the front cover. What type of character do you think he is? How can you tell?
Can you predict what the story might be about? What helps you do this?
- Who is this book for? Audience? How can you tell?
- Read the blurb/s. What do you find interesting?
- Does it remind you of any other books you have read? Why? How?
- How does it make you feel?
-Does it make you want to read the book? Why?
-Would you choose to read this novel if you picked it up in a library or book shop? Why / Why not?
- Read the reviews inside the book/on the back cover.
-Discuss them. Why do you think they are there?
-Are they effective?
-How does it make you feel?
CfE
Listening and Talking: LIT 1-3 (02a), LIT 1-3 (04a)
Reading: LIT 1-3(16a), ENG 1-3 (19a)
Art & Design: EXA 1-3 (07a)
Activity 1: You’re a Bad Man, Mr Gum! Dazzling Descriptions!
- Discuss the title of Book 1- ‘You’re a Bad Man, Mr Gum!’ Before you read the book, discuss in your talking partners, what kind of character do you think Mr Gum is? What do you think makes him bad? What kind of things do you think he might do?
- Close your eyes and listen to the description of Mr Gum and his house in Chapter 1. Use your imagination to create an image of Mr Gum in your mind. Draw a picture of Mr Gum in his house. Think about all the description you have heard and try to use as much as you can in your drawing.
- Discuss the description used by Andy Stanton and highlight the parts of the text that have super description- adjectives and similes. How does it make you feel? What effect does it have on the reader/audience? What do you notice about the kind of language Andy Stanton has used?
- Imagine that Andy Stanton has asked you to write a description of Mr Gum for his first Mr Gum book. Use ideas from chapter 1 to help you. Write a descriptive paragraph about Mr Gum. Can you use similes like Andy Stanton has to create imagery?
- Eg- ‘with two bloodshot eyes that stared out at you like an octopus curled up in a bad cave’. (Page 1)
- Swap your description with a partner and draw what you imagine from reading the text. Get your partner to do the same. Discuss the results together and as a class.
CfE
Listening and Talking: LIT 1-3 (01a), LIT 1-3 (02a), ENG 1-3 (03a), LIT 1-3 (04a),
Reading: LIT 1-3 (11a), LIT 1-3 (19a)
Writing: LIT 1-3 (20a), LIT 1-3 (23a), LIT 1-3 (26a), ENG 1-3 (27a), LIT 1-3 (28a), ENG 1-3 (31a)
Expressive Arts: EXA 1-3 (05a)
Activity 2: Gum’s Garden! and/or Horrendous House!
- Listen to/read the description of Mr Gum’s garden (pages 6-9, Book 1). Draw a bird’s eye view diagram of what you imagine Mr Gum’s Garden.Use a key to make it easier.
Squared paper would be the easiest paper to use for this.
- Make a junk model of one of the rooms in Mr Gum’s house. A shoe box would be best for this activity. Choose a room and plan what you would like to be in the room- think about the descriptions in pages 1-6 (Book 1) and also add some of your own disgusting ideas! Next make the model using smaller boxes, pots etc as the furniture. You can draw on paper for the walls etc.
CfE
Listening and Talking: LIT 1-3 (04a)
Reading: LIT 1-3 (14a)
Art and Design: EXA 1-3 (02a), (04a), (05a)
Maths: MTH 1-3 (17d)
Technologies: TCH 1-3 (14a), (15a), (15b)
Activity 3: Cool Characters
As you listen to/ read the 3 books in the Mr Gum Series, keep a ‘Cool Character’ notebook. Note down the characters names as you meet them. Keep notes about them under their names.
Eg: Mr Gum- A bad man who hates children, animals, fun and corn on the cob. Has a disgusting house, beautiful garden and a fairy who lives in his bathtub!
Jonathan Ripples- the fattest man in town
Little girl called Peter- friends with Jonathan and Martin.
Martin Laundrette- who runs the laundrette in town- makes fun of Jonathan and tries to come up with horrible plans against him!
Angry Fairy- whacks Mr Gum with frying pan. Lives in bathtub
Jake- massive whopper of a dog!
Billy William the Third- disgusting, nasty butcher who pronounces words in a funny way!
Polly- short for….. etc
Choose your favourite character and make a character profile from your notes.
Next, make a fact file about your favourite character!
Fictional Interview with your character- Write a fictional interview with your character for the ‘Lamonical Chronicle’:
Think about what kind of questions you would like to ask your chosen character.
Use your notes to help you think about what kind of answers your character would give.
Use the ‘Top Ten’ lists at the back of Book 2- ‘Mr Gum and the Biscuit Billionaire!’ to help you!
CfE
Listening and Talking: LIT 1-3 (01a), (04a), (05a), (06a), (07a)
Reading: LIT 1-3 (14a), (15a), (16a), (19a)
Writing: LIT 1-3 (20a), (22a), (23a), (24a), (26a), (27a), (28a)
Optional Extras:
* Class poll on favourite character/ book in the series.
* Join with others in the class who have a similar favourite character. In these groups, make a Power Point presentation about your favourite character.
* Use the character interviews/fact files to help with the ‘Hot Seating’ Drama activity (Activity 7), later on in this resource pack.
CfE
Maths: MNU 1-3 (20b), MTH 1-3 (22a)
Technologies: TCH 1-3 (03a), (04a), (04b)
Expressive Arts: Drama- EXA 1-3 (12a), (13a), (14a)
Activity 4:ONOMATO- (sounds like TOMATO)P-o-e-i-a!
As a class, discuss the meaning of ‘Onomatopoeia’. Discuss its use as a written sound effect. Have they seen this before? Where?
In groups, brainstorm as many words that can be used as sound effects.
Look at Book 1- ‘You’re a Bad Man Mr Gum’ (Page 24-25), Book 2-‘Mr Gum and the Biscuit Billionaire’ (P106, P139) and Book 3- ‘Mr Gum and the Goblins’ (111, 120, 121, 141, 165). Discuss the onomatopoeia that Andy Stanton has used. Discuss why the author has used this in the text, how effective it is and how that made up words can be just as effective.
Read the scenes in the pages above and think of other words-either real or nonsense words that would be just as effective.
Next, choose a favourite scene from one of the 3 books. Illustrate the scene like one from a comic. Add in written sound effects, either real or made up. You can also add in some speech bubbles, or thought bubbles too!
Optional Extra:Take a word from your brainstormed list at the beginning of Activity 4. Can you create ‘word art’ with this word? Eg: MOO, but writing the word and illustrating it with black and white cow patches, horns, udders and a tail.
Eg: TICK TOCK- In the words, drawing a clock and hands etc.
Eg: BANG!- Making it in to a bomb with sparks etc.
CfE
Listening and Talking: LIT 1-3 (01a), (03a), (04a)
Reading: LIT 1-3 (11a), (12a), (16a), ENG 1-3 (19a),
Writing: LIT 1-3 (20a), (24a), (26a) ENG 1-3 (27a), (31a)
Expressive Arts: Art and Design: EXA 1-3 (02a), (03a), (04a), (05a)
Activity 5: Top T.V Time!
In groups, look at the list of ‘Mr Gum’s Top TV Programmes of all Time!’ at the back of Book 2- (‘Mr Gum and the Biscuit Billionaire!’)
Discuss the kind of programmes Mr Gum likes best.
In groups, choose one of the programmes on the list and discuss who would be in the show, setting, props and length of programme. As a group, act out a scene from the show!
Next, make a list of ideas for a new television programme that you think Mr Gum would put on his ‘Top Ten’ list.
As a group, choose an idea for a new television programme that Mr Gum would love! Plan what will be in the programme- the setting, actors (if any), props and scenery.
Plan, practise and present your show to your class!
Optional Extra: Film your television show using a video camera and show case to your class. Have a class ‘Mr Gum, Television Awards’ ceremony and make awards with titles suited to each show!
CfE
Listening and Talking: LIT 1-3 (02a), (03a), (05a), (06a), (10a)
Reading: LIT 1-3 (14a), ENG 1-3 (19a)
Writing: LIT 1-3 (20a), (24a), (26a) ENG 1-3 (31a)
Expressive Arts: Drama- EXA 1-3 (01a), (12a), (13a), (14a), (15a)
Art and Design: EXA 1-3 (02a), (03a), (05a)
Technologies: TCH 1-3 (03a), (03b), (04a), (04b), (14b), (15a), (15b)
Activity 6: Silly Similes!
Discuss Andy Stanton’s use of similes. What do you notice? What effect does this have on the reader?
Book 2 –
(Page 81) ‘in they crept, like bad dreams in to a postman’s head’
(Page 115) ‘it smelt like a zoo had married a gigantic great fart!’
(Page 136) ‘the glorious beast had erupted from the waters like a furry referee’.
Can you think of your own silly similes to describe- Mr Gum, Lamonic Bibber, Billy William the Third, Monsieur Bellybutton, or any other character? Billy William the Third’s Right Royal Meats, Goblin Mountain, or any other setting in the first three ‘Mr Gum’ books?
CfE
Listening and Talking: LIT 1-3 (01a), (03a), (04a)
Reading: LIT 1-3 (11a), (12a), (16a), ENG 1-3 (19a),
Writing: LIT 1-3 (20a), (24a), (26a) ENG 1-3 (27a), (31a)
Activity 7: Crazy Characterisation! - Drama Activities
- Take on the role of the following characters:
Mr Gum
Billy William the Third
Polly
Martin Laundrette
Friday O’Leary
Alan Taylor
A Goblin
Explore each character using facial expressions, creative movement, gestures, and using different voices in role. Become the character with your whole body. Teachers should use the term ‘freeze’ to freeze the pupils in role and ‘action’ for them to continue to act in role. Next, use ‘Thought Tracking’ (see extra resource 1) by tapping them on the shoulder. Pupils should be given thinking time before this, to think of something the character might say (in general, or at a given point in the story). This is very effective and gives pupils a chance to use their voices creatively in role.
Pupils can create a ‘Character Circle’, where all the pupils are in a circle. They are given a specific character to be (eg- Mr Gum). Each pupil has to think of something he might say or think (again ‘Thinking Time’ is appropriate here). Choose a confident pupil to start and tell them who they have to change places with to start the activity off. The starting pupil enters the ‘Character Circle’ in role. Once in the middle of the circle, they say what the character might be thinking or saying and change places with another pupil, who does the same and so on………..
‘Conscience Alley’ (see extra resource 1) is another way of extending characters thoughts and feelings. Here the pupils should be in two lines, facing one another. One pupil is the character (who walks down the middle of the two lines) and the others at the side are the character’s conscience. (thought or speech bubbles)
Characters can also be explored using the activity ‘Role on the Wall’ (see extra resource 1). This is a super activity to do before ‘Hot Seating’ (see extra resource 1)
- Hot seating:
Take it in turns to be in the hot seat for different characters at different points in the stories. One pupil is a character in role in the ‘hot seat’ and the other pupils in the class ask questions. Find out about how the character felt at that point in time, what thoughts were running through his/her head, how s/he felt about other characters, why they acted in certain way, what s/he thinks will happen in the future etc.
- Group work:
‘Still images’ of specific scenes in the novel can be created in small groups (no more than 5). Pupils can be given specific scenes to start with, or they can choose their own.
Eg: - A scene from Billy William’s butcher shop.
-A scene from Mrs Lovely’s sweet shop.
- Jake the dog being poisoned by Mr Gum and Billy William the Third.
- Martin Laundrette, playing a trick on Jonathan Ripples.
- A scene from Alan Taylor’s (the Biscuit Billionaire) party.
- The robbers on the run!
-The robbers being captured!
-A scene from Goblin Mountain.
-One of the impossible challenges.
-Favourite scenes from any of the first three Mr Gum books.
A list of new Mr Gum titles could also be used to create still images! (See extra resources 2).
Teachers can use ‘Thought Tracking’ (see extra resource 1), by tapping pupils on the shoulder. Pupils should remain in role and say what the character they are playing would be thinking or saying at that specific time. ‘Flash Back’ and ‘Flash Forward’ (see extra resource 1) can be used here too, to extend the lesson and the characterisation in groups.
CfE
Listening and Talking: LIT 1-3 (02a), (03a), (05a), (06a), (10a)
Reading: LIT 1-3 (14a), ENG 1-3 (19a)
Expressive Arts: Drama- EXA 1-3 (01a), (12a), (13a), (14a), (15a)
Extension:
Make models of the main characters in the stories or give each other a role. Choose a favourite scene from one of the first three Mr Gum books. In groups, change the text from the narrative in to a play script. Practise this scene as a group- concentrate on using your voice to create excitement, tension and suspense. Remember your audience!
If using models, create an animation using a Digital Blue camera to film and edit your work. Use freeze frames. Once your work is completed, share with the whole class and use peer assessment to help evaluate your work.
CfE
Expressive Arts: Drama- EXA 1-3 (01a), (12a), (13a), (14a), (15a)
Listening and Talking: LIT 1-3 (02a), (03a), (05a), (06a), (10a)
Reading: LIT 1-3 (14a), ENG 1-3 (19a)
Writing: LIT 1-3 (20a), (24a), (26a) ENG 1-3 (31a)
Expressive Arts: Art and Design- EXA 1-3 (02a), (03a), (04a), (05a), (06a), (07a)
Technologies: ICT- TCH 1-3- (03a), (03b), (04a), (04b)
Design: TCH 1-3- (12a), (14a), (15a), (15b)