The Grotlyn by Benji Davies - a beautifully illustrated rhyming tale about things that go bump in the night. Perfect for readers 4 and up. Join the dots and colour in Rubi, Sam and PC Vickers.

What is Ruby saying? Based on your interpretation of what Ruby says, what do you think she is implying?

“Symbolism is the practice or art of using an object or a word to represent an abstract idea. An action, person, place, word, or object can all have a symbolic meaning.” (examples.yourdictionary.com) What symbolism could Zada’s background and her battered skateboard represent in contrast to Sam’s birthday wishes and his brand-new skateboard?

What would you wish for? Write a poem about your own shooting star wish. Aim to include some techniques often used in poetry such as metaphors, similes, imagery, rhyme and alliteration to enhance the style and effect of your poem.

Imagine that Spock can speak English. Write a recount of the evening’s events in the style of a newspaper report, written from Spock’s perspective. Remember to write in the first person.

Sam made his skateboat using: • Six large planks of wood. • A hammer and some nails. • Six coils of rope. • A roll of gaffer tape. • Two brooms. • Four skateboards. What every day materials can you use to make a boat-raft for the guinea pigs sailing off the coast of Peru towards the UK? Label all the parts you have used, explain what they do and give your boat-raft a name.

PC Middleton and DCI Bryant have asked you to describe Sam Green to them as part of their missing child investigation. Write two contrasting descriptions: Description 1 – Sam aged 10 years and 11 months Description 2 – Sam aged 11 years and 10 months. Think about which antonyms you could use in your descriptions to highlight the physical and personality changes in Sam’s character. Can you include expanded noun phrases to enhance your descriptions?

Try to imagine Sam’s birthdays from Ruby’s perspective. Write Ruby’s diary entry for one day of Sam’s birthday year – you can pick one of the birthdays described in the book, or make up one of your own.

Imagine that you are a party planner and you have been asked to organise one of Sam’s parties. Decide upon a party theme first and then persuade Sam why your theme choice is a good theme.

Write your own story about the next adventures of Spock and the boat-raft full of guinea pigs!

Re-read pages 227 to 368 of the story. Retell this section of the story in the style of a super hero comic strip. You will need to identify the main events and summarise them to fit your comic strip.

Should you be allowed to behave exactly how you want to just because it’s your birthday? Prepare two persuasive arguments for a class debate.

How many real silly words can you think of for each word type? Compete with your friends to see who can think of the silliest word. (Remember: “Morris, we’re not allowing rude words!”)

TRUE or FALSE? If every day is special, then are no days special? Write a persuasive argument about whether you think that this statement is true or false, justifying your opinion. Consider how you will present your argument effectively, e.g. using sub-headings and bullet points to help you structure your thoughts.

Challenge your friends to come up with the funniest captions for Spock. Begin your captions with the words – “Spock looked at Sam with a strong sense of…”

TASK: Can you find all of the words below from the book in the word search? The words can go up, down, left, right or diagonal.

TASK: Discuss the phrase ‘Home is home, and home is best’ with your classmates. What do you think it means? What does the word ‘home’ mean to you? Imagine you meet someone who doesn’t know the word ‘home’. Draw and describe your idea of ‘home’. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

TASK: Use information from Chapter Twelve to help you solve the crossword puzzle. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

Task: Chapter Eleven is full of exciting action as the Wicked Witch of the West tries to defeat the group of friends. Use the chapter to describe how the friends manage to thwart each of the Witch’s attacks. CURRICULUM LINKS: (KS1) Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher answering and asking questions CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding

TASK: Hold a contest to see who can list the most green-coloured items or words for shades and tones of the colour green! CURRICULUM LINKS: (KS1) Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases CURRICULUM LINKS: (KS2) Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context discuss and evaluate how authors use language, including figurative language, considering the impact on the reader