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CALL MY BLUFF VOCAB GAME For pairs or small groups YOU NEED: •

Game cards (on the next sheets, cut up and shuffled)

HOW TO PLAY: 1. 2. 3. 4. 5. 6.

Player one selects a game card. They read out the word and then read out the three definitions. Each of the other players says which definition they think is the correct one. Player one then looks up the word in the dictionary to confirm the correct definition. All those that guessed correctly score a point. Player two selects a game card (repeat steps above). The player with the most point after all the cards have been used, wins.

NC Links: (KS2) Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by: • Using dictionaries to check the meaning of words that they have read 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


CALL MY BLUFF VOCAB GAME Cut up and shuffle the game cards Word: cushy (p9) Definitions: a) when life is easy b) when life is difficult c) when life is exciting

Word: accomplished (p22) Definitions: a) waiting for somebody b) skilled in an activity c) keeping somebody company

Word: roamed (p37) Definitions: a) travel in a hurry b) live somewhere for a long time c) move about aimlessly

Word: turrets (p58) Definitions: a) moat around a castle b) tower at the corner of a building c) tunnel beneath a house

Word: intention (p66) Definitions: a) an aim or plan b) to trick or deceive c) hide in a tent

Word: incident (p79) Definitions: a) to slip over b) a dent in a car door c) an event or occurrence

Word: waging (p92) Definitions: a) to carry on with something b) when a dog wiggles its tail c) saying goodbye politely

Word: tolerated (p93) Definitions: a) eat quickly b) to put with or accept something c) grow taller

Word: relished (p94) Definitions: a) redo a piece of work b) a sauce made with tomatoes c) greatly enjoy

Word: ruthlessly (p105) Definitions: a) without pity for others b) with Ruth’s help c) putting others first

Word: hound (p109) Definitions: a) a small hill b) climb a tree c) a dog that is good at smelling

Word: translucent (p118) Definitions: a) completely covered over b) semi see-through c) shining a light

Word: indicating (p124) Definitions: a) showing b) rolling a dice c) asking a question

Word: detect (p136) Definitions: a) a person who investigates b) discover or notice something c) a tool that bleeps at metal

Word: proposed (p148) Definitions: a) put forward an idea b) got married c) can’t make decisions

Word: regime (p160) Definitions: a) a decorated crown b) a type of vegetable c) an ordered way of doing things

Word: penned (p175) Definitions: a) a box of pennies b) written c) thought about

Word: indigo (p185) Definitions: a) a dark blue-purple colour b) a red-orange colour c) a queue of people


CROSSWORD Task: Solve the clues and write your answers into the crossword puzzle. The number in brackets after the clue tells you how many letters are in the answer word/s). Across 1. The name of Hubert’s dog (7) 2. Hubert’s surname (6-5) 3. The number of staircases in the house where Hubert lives (5) 4. Cousin Barbara though this animal was the ghost (3) 5. Hubert was this age when he fell into a swimming pool (5) Down 6. The name of Hubert’s mortal enemy (6,11) 7. This person lives in a tree on Lambton Street (5,8) 8. The name of the Felt family’s dog (4) 9. This person invented Soap Soap (9,7) 10. Hubert’s family’s favourite house (8,5)

NC Links: (KS2) Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by: • Listening to and discussing a wide range of fiction, poetry, plays, nonfiction and reference or textbooks Understand what they read, in books they can read independently, by: • Asking questions to improve their understanding of a text


CROSSWORD 6 7 8

9

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FAMILY TREE “Although the Bobton-Trents were only three in total, and four if you counted Wigmore the dog, which most people didn’t, there were many Bobton-Trent relatives. Grandparents, great-grandparents, great-great-grandparents, aunts, uncles, great-aunts and uncles, cousins, distant cousins and cousins several times removed. Hubert was endeavouring to construct a family tree for a school project he was working on, but, whenever he thought he had finished, another Bobton-Trent came to light and he was now beginning to run out of branches.” (pages 99 – 100) Task: Use information from the story to plan, draw and label a family tree for Hubert Horatio. If you aren’t sure how a family tree works, research examples on the Internet or ask your teacher to show you. Use the family tree template on the next sheet to help you if you like. Then plan, draw and label a family tree for your family too.

NC Links: (KS2) Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by: • Identify themes and conventions in a wide range of books Understand what they read, in books they can read independently, by: • Identifying how language, structure and presentation contribute to meaning


FAMILY TREE

Grandmother

Grandfather

Grandmother

Grandfather

Cousin

Cousin

Cousin

Cousin

Cousin

Cousin

Cousin

Cousin

Cousin

Cousin

Cousin

Cousin

Cousin

Cousin

Cousin

Cousin

Aunt/Uncle

Aunt/Uncle

Aunt/Uncle

Aunt/Uncle

Sister/Brother

Mother

Sister/Brother

Father

My Name

Sister/Brother

Sister/Brother


HUBERT OR ED’S DIARY “Mr Bobton-Trent shook his head. “A ghost who can use a tin-opener is a very troubling spectre indeed.” Hubert had enormous respect for his father but really… was it likely that a ghost would take the trouble of wrestling with a tin-opener when it was surely capable of sticking its ghostly hands right inside the tin? Well, maybe… Who could know the answer to that? But Hubert was quite certain ghosts did not eat ham, emergency or no emergency.” (page 154) “Please somebody help me! I think it is possible that I am in entirely the wrong house because nothing about this residence resembles the home my cousin Bil lives in – for one thing, it has stairs. I have been searching for many days to find other familiar life forms or, failing that, a way out, and have only survived thus far by eating emergency tinned ham.” (pages 99 – 100) Task: The first extract above is Hubert trying to work out the mystery of the howling and muttering noise, that everybody thinks is a ghost, that has been discovered to eat tinned ham. The second extract above is from Cousin Ed’s letter, written while she is lost in the house. Choose to imagine you are either Hubert or Ed. Think about the story from that character’s point of view and write a diary entry in character. USE INFORMATION FROM THE STORY AND YOUR OWN IMAGINATION. Ideas to include: • What has happened so far? • What is bothering you? • What are you planning to do next? • How do you feel? WRITE YOUR DIARY ON THE NEXT PAGE. NC Links: (KS2) Reading – comprehension Pupils should be taught to: Understand what they read, in books they can read independently, by: • Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence • Predicting what might happen from details stated and implied • Identifying main ideas drawn from more than one paragraph and summarising these


INVITATION TO VISIT “The Bobton-Trents were expecting guests. They had been expecting guests for the past five days but so far the expected guests had not turned up. At half past five on Tuesday afternoon, the Bobton-Trents stood on the steps of Sweeping Acres, ready to greet. By eight o’clock that same evening they gave it up as a lost cause but kept the porch light lit and slipped the door key under the mat. Every day thereafter they prepared breakfast, lunch and dinner for their absent visitors in the hope that they might appear.” (pages 112 – 116) Task: The Bobton-Trents invited Mrs Bobton-Trent’s aunt Cin, her brother Bil and his son Con and daughter Dot to visit them. Design the invitation that Mrs Bobton-Trent sent her family. Use the template on the next sheet if you like.

THINK ABOUT: • How decorative would the invitation look? • What information would it contain? • What is the invitation for? • Why is the invitation being sent? • What can be expected to happen during the visit? • Might it contain directions? • Would it ask the Felts to reply?

NC Links: (KS2) Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by: • Identify themes and conventions in a wide range of books Understand what they read, in books they can read independently, by: • Identifying how language, structure and presentation contribute to meaning


MULTIPLE CHOICE QUIZ Task: Are you a Hubert Horatio super fan? See how many of these quiz questions you can answer correctly. You could time yourself and see how many you can answer in three minutes.

1. How do the Bobton-Trent’s feel about people?

5. Where does Hubert put all his money?

a) They love them b) They hate them c) They tolerate them

a) into his china pig b) under his pillow c) into his pocket

2. How many children do the Bobton-Trent’s have?

6. How rich were the Bobton-Trents?

a) none b) one c) two

a) not at all b) quite wealthy c) extremely rich

3. How clever is Hubert Horatio?

7. What did the Bobton-Trents like to do the most with their money?

a) as clever as a dormouse b) fairly intelligent c) a total genius

a) spend it on cars b) entertain and host parties c) give it to charity

4. Which of these subjects doesn’t Hubert excel at? 8. What is in the attic at Sweeping Acres? a) football b) cake-baking c) singing

a) trunks, suitcases and three-legged chairs b) boxes, bags and furniture c) dust, spiders and junk


MULTIPLE CHOICE QUIZ 9. Why is the drawing room called the Emerald Drawing Room?

13. What are the Felt family legendary for? a) Their smelly socks b) Their excellent sense of direction c) Their poor sense of direction

a) It has bright green wallpaper b) An empress lost an emerald in there c) The sofa is emerald green 10. Whose portrait hangs near Hubert’s bedroom door?

14. Why did everyone think there was a ghost in the house?

a) Great Uncle Bruce b) Albert Etherington the First c) Sir Cedric Lavington

a) howling and muttering noises b) things going missing c) a cold draft even when it was warm

11. How often does Hubert feel bored?

15. On what was Cousin Ed’s letter written?

a) never b) sometimes c) always

a) north-wing guest stationery b) the back of a cereal box c) La Bobton-Trent’s best paper

12. Who used to own the empty house next door?

16. What breed of dog is Grin?

a) Mrs Parakeet b) Mrs Van Hibbert c) Mrs Van Winkle

a) Yorkshire Terrier b) Dachshund c) French Bulldog

Answers

NC Links: (KS2) Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by: • Identify themes and conventions in a wide range of books 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


PLAN FOR A PLOT OF LAND “The Bobton-Trent house stood next to a vacant plot… well, not quite vacant. It still had a small and slightly leaningto-the-left potting shed standing in the long grass at the far end of what had once been a garden. In the garden there had once been a house – a very beautiful and peculiar building with twisting balconies and a weathervane shaped like a dragon. The building had stood empty and neglected for so many years that finally the windows had shattered and the doors had parted from their hinges and the chimney pots had given up and fallen down and the dragon had become stuck forlornly pointing north.” (pages 86 – 87) Task: It gives Hubert great happiness to spend time on the overgrown plot of land next door. He spends many hours building his treehouse and plotting against his mortal enemy, Elliot Snidgecombe. Help Hubert to design the ultimate garden design and treehouse on the plot of land and include anything else you think might be fun, for example, secret tunnels, ziplines or climbing walls. Use the planning sheet on the next page.

NC Links: (KS2) Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by: • Identify themes and conventions in a wide range of books Understand what they read, in books they can read independently, by: • Identifying main ideas drawn from more than one paragraph ad summarising these


‘PLEASE DON’T!’ LETTER “He began winding his way towards them, stepping over brambles and pushing through the umbrella bamboo using his penknife to cut a pathway. He realised he had reached his destination when he bumped his head on the old “FOR SALE” sign that stood just inside the gates. It hurt quite a lot and his eyes went a bit blurry. He hoped he didn’t have concussion. He tried to focus on something just to make sure and looked up at the estate agent’s sign with its fading words and bleached-out colour.” (pages 196 – 197) Task: Hubert is very upset when he discovers that his beloved plot of land has been sold. Imagine you are Hubert and write a letter to the estate agent to try and persuade them not to sell the land to someone else. Try to include three reasons that you think the plot should not be sold. Write your letter on the next sheet. Use the vocabulary box below to help you. Introductions:

Making your point:

• • • • •

• • • • •

I think that… I feel that… It is certain… Of course… On the other hand…

Details: • • • • •

Furthermore… Also… Likewise… Similarly… Additionally…

Endings: For example… In fact… For instance… As evidence… In support of this…

• • • • •

As you can see… On the whole… Without a doubt… In conclusion… To summarise…

NC Links: (KS2) Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by: • Identify themes and conventions in a wide range of books Understand what they read, in books they can read independently, by: • Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence


ROLL A DICE VOCABULARY GAME For individuals, pairs or small groups You need: • Word cards (on the next sheet, cut up and shuffled) • A dice How to play: 1. Select a word card at random 2. Roll the dice 3. Carry out the task that matches the number you rolled 4. If you need help – use a dictionary! Number rolled

Task

1

Write out your word six times.

2

Write a definition of your word.

3

Write a synonym of your word.

4

Write an antonym of your word.

5

Draw a picture of your word.

6

Write your word in a sentence.

NC Links: (KS2) Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by: • Using dictionaries to check the meaning of words that they have read • Discussing words and phrases that capture the reader’s interest and imagination Understand what they read, in books they can read independently, by: • Identifying how language, structure and presentation contribute to meaning


ROLL A DICE VOCABULARY GAME

remarkable

composing

donated

clobber

aspect

devoured

duties

plight

vacant

fragile

territory

vigilant

dwindling

acquisition

intertwined

unison

conjured

seniors

adjoining

pondered


WELCOME TO SWEEPING ACRES “This was a house with seven staircases and many more turrets. It was spread over a great many floors, and rambled with hallways and passages. There was a basement full of wine and old bicycles and other bits of clobber. There was an attic full of trunks and suitcases and three-legged chairs, and the usual things people seem to store and never look at again until it’s time to sell up and move on. There was a grand ballroom and a conservatory and a large salon and a small salon and a snug and a breakfast room and a dining room and a room for high tea, known as the Emerald Drawing Room, and… well, etc.” (pages 58 – 59) Task: Hubert is very upset when he discovers that his beloved plot of land has been sold. Imagine you are Hubert and write a letter to the estate agent to try and persuade them not to sell the land to someone else. Try to include three reasons that you think the plot should not be sold. Write your letter on the next sheet. Use the vocabulary box below to help you. Think about: • Heading and sub-headings • Colourful images • Maps or floorplans of inside and outside • Contact numbers to call • Interesting information about the history of the house • Useful information about the rooms and layout of the house

NC Links: (KS2) Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by: • Identifying themes and conventions in a wide range of books Understand what they read, in books they can read independently, by: • Identifying main ideas drawn from more than one paragraph and summarising these


WORDSEARCH Task: Can you find all of the words below from the book in the word search?

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HUBERT DWELLINGS HORATIO CONSERVATORY MILLIONAIRE EXTENSION RESPONSIBLE TOPIARY HOWLING BOTANY MUTTERING LIBERATED GHOST THUNDEROUS TALENTED ANTICIPATED


WORDSEARCH Answers

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