Roald Dahl Intro

Learning Objectives

By the end of this 45-minute lesson, pupils will:

• EN2/1a: Develop pleasure in reading, motivation to read, vocabulary, and understanding by listening to and discussing a range of stories by Roald Dahl, including The Twits.
• EN2/2a: Participate in discussions about texts, explaining their understanding and expressing thoughts about characters and events.
• EN2/3a: Recognise how language and humor are used to create character and atmosphere.
• Spoken Language - listening and responding: Listen carefully to the teacher and peers during read-aloud and discussions, asking and answering questions appropriately.

(References to National Curriculum for England English Key Stage 1 - Years 1 and 2)

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Lesson Overview

This is the first lesson in a four-lesson unit called "Twits: Fun with Words". The lesson introduces Roald Dahl and The Twits, focusing on his unique writing style, quirky characters, and humorous tone. Pupils will engage in a lively read-aloud of selected excerpts, develop discussion skills, and begin to explore authorial choices in characterisation and wordplay.

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Resources

• A large, illustrated copy of The Twits by Roald Dahl
• Printed excerpts (3-4 short passages, each 1-2 paragraphs) from The Twits focusing on Mr. and Mrs. Twit
• Whiteboard and markers
• Character flashcards with images of Mr. and Mrs. Twit and key descriptive words
• Sticky notes for pupils
• Visual vocabulary cards with interesting words from the excerpts (e.g., “scruffy,” “mischievous,” “grimy,” “tricks”)
• Puppet or soft toy (optional) to represent a storytelling “helper”

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Lesson Structure

1. Introduction (5 minutes)

• Warm-up: Ask pupils if they know who Roald Dahl is. Discuss briefly his popularity and types of stories he writes. Highlight his use of humour and unusual characters.
• Show a photo of Roald Dahl and talk about him as an author who creates funny, sometimes silly people in his stories.
• Introduce the book The Twits and explain the title characters: Mr. Twit and Mrs. Twit, describing them as very funny, a little bit nasty in a silly way, but interesting to read about.

2. Vocabulary Exploration (7 minutes)

• Show key vocabulary cards from the excerpts. Read each word aloud, ask pupils to repeat and briefly guess the meaning (in simple terms). Write one or two words on the board with child-friendly definitions and examples.
• Use character flashcards showing Mr. and Mrs. Twit alongside these words to link language with characters.

3. Read-Aloud Session (15 minutes)

• Read 2-3 selected excerpts aloud to the class with clear expression and enthusiasm, modelling how Dahl uses language to make the story funny and engaging.
• Use the puppet or toy to “act out” parts to add humour and help bring characters alive.
• Pause to check understanding, asking pupils questions like: “Why do you think Mr. Twit keeps a beard like that?” or “What is funny about Mrs. Twit’s tricks?”
• Invite one or two pupils who are confident to read a small part aloud in pairs or groups to practise fluency and expression.

4. Group Discussion and Response (10 minutes)

• In small groups of 3, pupils discuss their favourite character and why.
• Using sticky notes, each pupil writes or draws one word or idea that describes either Mr. or Mrs. Twit and sticks it on a character board on the wall/board.
• Bring the class together and discuss the words collected, emphasising how Roald Dahl uses humour and words to show the characters’ personalities.

5. Plenary and Reflection (5 minutes)

• Recap key points: Who wrote The Twits? What kind of characters are Mr. and Mrs. Twit? What makes the story funny?
• Ask: “What do you want to find out next about these characters or this story?”
• Collect feedback orally and praise a variety of contributions.
• Explain briefly what the next lesson will be focused on (fun with word play and rhymes in The Twits).

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Assessment Opportunities

• Observation of pupils’ contributions during class discussions for understanding of characters and humour (EN2/2a).
• Listening to pupils’ participation in paired reading to assess fluency and expression.
• Reviewing the vocabulary sticky notes under characters for comprehension of descriptive language.
• Informal questioning to assess engagement and understanding of Roald Dahl’s style and tone.

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Differentiation & Inclusion

• Provide vocabulary cards with pictures for pupils who need visual support.
• Allow stronger readers to read aloud during the paired reading to model expression.
• Use the puppet to assist pupils with speech and listening difficulties to engage actively.
• Group pupils heterogeneously to support peer learning.

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Extension Ideas (if time permits or for homework)

• Pupils draw their own funny “twit” character and write three words describing them using the new vocabulary.
• Encourage pupils to bring in a favourite Roald Dahl book or character to share with the class in future lessons.

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Teacher Reflection

After the lesson, teachers should note:

• How well pupils engaged with Dahl’s language and humour?
• Which vocabulary items were understood effectively and which need reteaching?
• Who showed confidence in reading aloud and where support might be needed?
• How did discussions reveal pupils’ comprehension of characterisation?

This evaluation will help tailor the next three lessons in the unit.