David Walliams Resource by 9Q0btsD


									David Walliams Learning Resources (Level 2)

Created by Scottish Book Trust


Introductory Activities

Activities for Gangsta Granny

Activities for Billionaire Boy

About David

Matt Lucas and David Walliams met in 1990 at the National Youth Theatre and were
brought together by their shared love of Reeves and Mortimer. Their most high
profile project before 'Little Britain' was appearing in two series of 'Rock Profile' as
well as various Rock Profile specials, but they have both starred in various other TV
and stage productions.

In 2008 David released his first book for children The Boy in the Dress and the
follow-up Mr. Stink won the People's Book Prize Award. Both books have since been
adapted for stage and cinema. His third book Billionaire Boy was one of the biggest
hits of 2010. David's latest book Gangsta Granny was published in March 2012.

About this resource

This resource provides creative learning activities for two of David’s books: Gangsta
Granny and Billionaire Boy.

The main aims of this resource are:

       To help foster children’s enjoyment of David’s books by providing fun and
        engaging activities

       To help teachers develop their pupils’ skills in creative literacy

The resource also aims to:

       Give teachers ideas for whole-school and cross-curricular activities

       Introduce some innovative approaches using ICT

Although the activities are ordered by chapters in the books, there is no need for a
teacher to cover them in this order, and indeed there is also no need to do every
single activity! Most of the activities are designed so that they can stand alone if
need be.
Introductory Activities

Reading/Technologies Lit 2-14a, Tch 2-03a,Tch 2-03b

Writing is only one of the many ways David spends his time. Ask your pupils to
investigate David’s various charity activities by researching the following websites:


You can focus the research by asking pupils particular questions:

       How far did David Walliams swim down the Thames?
       Find and save a picture of David finishing the Thames swim.
       Find another charity supported by David and explain who the charity helps.
       What were some of the ways in which David prepared for his swim in the
        English channel in 2006?

After this, you can get pupils to create posters in Microsoft Word about David, to
create interest around the school. If you have large display screens in your school,
you could ask pupils to create an animated slideshow about David using Animoto
(guide here: http://www.scottishbooktrust.com/learning/cpd/toolkits/online-
tools/animoto). Your pupils can also bring together any text, pictures or videos they
have found onto a class Wallwisher page (guide here:

Reading Eng 2-17a

Get pupils to study the synopses for Gangsta Granny and Billionaire Boy. Then, get
them to make a list of all the questions that occur to them as they read the synopses.
What background details do they think need explained? What are they looking
forward to finding out more about? What do they think might happen?

Gangsta Granny

Chapters 1-5

Writing Eng 2-27a

On page 18 there is a picture of Ben’s granny, labelled with all the features of a
‘textbook granny’. You can conduct a similar exercise to teach pupils about similes.

Tell the pupils you are going to draw a picture of a ‘textbook granny’ on the board.
Start off by drawing a circle for the head, and then draw some wisps of hair. Finally,
label what you have just drawn ‘hair like cotton wool’.

Pupils should catch on to what you are doing. Ask someone to come out to the board
and do the next part: this can be the ears, eyes or any other body part! Then, ask
them to label what they have drawn in a similar way to the way you labelled yours.
This should generate some interesting similes, and can lead on to a lesson about

Writing/Listening and Talking Lit 2-28a, Lit 2-02a, Lit 2-05a

Granny’s life is quite lonely and empty (p.51-52). Ask your pupils to put themselves
in Ben’s shoes, and get them to come up with a plan to make Granny’s life happier
and more fun. This plan could take the form of a calendar or series of diary

To get some ideas for things Granny could do, you could ask your pupils to conduct
interviews with other classes, teachers or their own parents, to find out about things
they used to do or still do with their grandparents.

Chapters 9-13

Writing/Expressive Arts (Lit 2-24a, Exa 2-02a)

In Chapters 10 and 12, Ben’s granny tells the story of how she robbed the
Davenports. Ask your pupils to produce a comic strip of the robbery. To do this, they
will first need to plan by picking out 10-12 key events of the story.

Writing/Talking and Listening Eng 2-27a, Lit 2-02a

“Clearly he’d forgotten how thrilling stories could be.” (p.110)
Hearing about his gran’s exploits leads Ben to realise the joys of storytelling and
finding out about family stories. You can encourage pupils to explore interesting
stories from their own families by using Scottish Book Trust’s Family Legends
teaching resources, available at the following link:

Social Subjects/Technologies Lit 2-28a, Tch 2-03b

Get your pupils to create a map of all the places granny has visited from chapter 13.

First, pupils will need to research the three places (Washington, India and St.
Petersburg). The following websites should help:

Country Reports: http://www.countryreports.org/
Kids’ Capital (the About DC link at bottom left is best):
Travel for Kids: http://www.travelforkids.com/Funtodo/Russia/hermitagemuseum.htm

There are several ways to make the map. You can print out a blank world map here:
http://english.freemap.jp/world_e/index.html. Photocopy the map onto A3 paper (or
larger sizes if need be) and give one copy to each group of pupils. Ask them to
produce small (A6) cards giving more information about the places granny has been.

Alternatively you may wish to get pupils to produce their own Google Map. To do
this, you will need to create a Google account. Instructions for doing this are here:

Instructions on how to create a Google map are here:
http://www.youtube.com/watch?v=C1M9Bx8XPz8 (2:00 to 7:05).

Your pupils can create placeholders giving more information about the part of the
world that granny has been to.

Chapters 14-18

Writing Lit 2-28a

Mr. Parker, granny’s nosy neighbour, is convinced that something is going on in
Granny’s house. However, when he comes in, Ben and his granny fool him into
thinking that everything is totally normal!

Ask your pupils to write Mr. Parker’s report of the ‘incident’. You can introduce your
pupils to the formal language of report writing with the following resources:
Change informal language to formal:
Formal vs. Informal language (you will need to create a TES login, which is very
quick and easy, to access this resource): http://www.tes.co.uk/teaching-

To generate the content of the report, you can ask pupils to create a mind map with
Who, What, Where, When, Why written around it. Then, get them to write in the
details. For example: who was involved; what was seen; where the incident
occurred, etc.

Social Subjects/Writing/Reading/Talking and Listening/Expressive
Arts/Technologies Tch 2-03a,Tch 2-03b, Lit 2-14a, Eng 2-27a, Lit 2-28a, Lit 2-02a

On page 151 onwards, we see Ben planning his school week around the planned
theft of the Crown Jewels.

Ask your pupils to imagine that the Crown Jewels have been stolen, and have been
stashed by a gang of jewel thieves in one of the following locations:

The Great Pyramids at Giza
The top of the Eiffel Tower
Machu Picchu

Tell your pupils to imagine that Ben has been asked by the Queen to go and rescue
the Crown Jewels. They now have to plan the rescue in a similar fashion to Ben’s
cross-curricular planning in the book!

This can involve the following cross-curricular activities:

       Social subjects – plan the journey from Britain to the location.
       Social subjects/Reading – to pass himself off as a local, Ben will need to
        learn about the local culture of the location. Ask your pupils to
        research/investigate local cuisine, traditions and customs, clothing, etc.
       Maths/Numeracy – Ask your pupils to work out the total cost of the trip,
        including materials needed, travel, accommodation, tools, etc. You can also
        ask them to work out how much foreign currency is needed, and plan a daily

       Expressive Arts – ask your pupils to draw a diagram of the location (if
        appropriate: some of the above may be too difficult!) and plan the rescue by
        labelling key points of entry and exit, distances to be scaled, etc.
       Writing – ask your pupils to imagine that they are Ben and are keeping a
        diary of the rescue. Get them to write the diary over a few days, using some of
        the information they have found out above.
       Technologies – you can expand on the above activity by asking pupils to
        write a blog instead of a diary. First of all, to find out more about blogging and
        how to set up a class blog, visit the following link:

Billionaire Boy

Chapters 1-5

Reading/Talking and Listening Lit 2-14a, Lit 2-02a, Lit 2-05a

Joe gets £100,000 a week pocket money, but it turns out that he already has all the
materials things he could ever want, and actually just wants a friend. Ask your pupils
to put themselves in Joe’s shoes, and try to put the money to better use.

Ask the pupils to go and find one charity for each of the following issues:

    -   Homelessness
    -   Cancer
    -   Alzheimer’s
    -   Mental health

Ask the pupils to choose their favourite charity out of the four they have found, and
create a presentation for other pupils about their chosen charity.

If you want to extend this activity across the whole school, you could send pupils
round the school to interview other pupils and staff about charities they are
interested in.

Talking and Listening Lit 2-02a, Lit 2-05a

Joe has a huge list of possessions which don’t seem to bring him a lot of pleasure.
Ask pupils to imagine that they have been asked to do without all their possessions
bar one item. Ask them to bring in a photograph of the item (or the item itself). In
pairs, pupils can present their items to each other and explain why they would
choose to keep the item above everything else they own. After this, ask pupils to

report back to the class about each other’s possessions and the reasons for their

Chapters 6-10

Writing Lit 2-28a

Mrs. Trafe’s menus are truly disgusting! Challenge your pupils to come up with their
own horrible menus for the school cafeteria.

Writing Lit 2-28a

Miss Spite seems to enjoy handing out punishments for tiny offences. Get your
pupils to write her ‘incident book’, with a report of each offence and punishment over
a week in the school term.

Chapters 15-20

Writing Eng 2-30a

In a fit of anger, Joe tells Bob that he only became friends with him because he felt
sorry for him. Ask pupils to do a personal piece of writing entitled I Wish I Hadn’t...

In the piece of writing, ask them to remember a time where they said or did
something they regretted later. Ask them to structure the writing using the following
questions as a guide:

       What happened?
       How did the other person react?
       Did you immediately regret it?
       Did you eventually get things sorted out?
       Why do you think it happened?
       What do you think you might do the next time you feel like that?

Chapters 20-27

Reading/Writing/Social Studies Soc 2-10a, Lit 2-28a, Lit 2-29a, Tch 2-03a

It turns out that Joe and his dad are happier with much less money. For another
example of a story which explores this concept, see Funny Money by Alison Prince

(part of Scottish Book Trust’s On the Money collection of stories) at the following link:

After reading this story, ask your pupils to get together in groups and come up with
ideas for fun things to do which don’t cost money. You can choose to limit them to
activities which can take place in their local area, or further afield in Scotland.

This activity gives pupils a real opportunity to showcase their work. You can ask
them to produce a wiki on GLOW which other schools can contribute their
ideas/activities to. The following GLOW cookbook explains how to set up a wiki and
collaborate with other schools:

If you don’t have access to GLOW, there is a wealth of information about setting up
an external wiki here: http://www.wikihow.com/Start-a-Wiki

You could also create an e-brochure with your pupils featuring their suggestions,
including images if you can get them. You will find a guide video to producing an e-
brochure here: http://www.screenr.com/bZx8. Why not approach your local authority
to see if they would like to publish your pupils’ work?

If you want to extend this work, see Scottish Book Trust’s learning resources for the
My Favourite Place campaign, which encourages pupils to write about their favourite
place in Scotland: www.scottishbooktrust.com/myfavouriteplace/learning#teachers

Activities for the whole book

Reading/Expressive Arts Eng 2-19a, Lit 2-14a. Exa 2-02a, 2-03a

Ask pupils to think of a part of the book for each of the following headings:

       Most memorable part
       Bob’s most embarrassing moment
       Saddest part
       Most exciting part
       Funniest moment

Then, ask pupils to choose one event from all of these and depict it either in a
poster, drama performance (in groups) or comic strip.


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