Roodica the Rude: Who stole the river? by Margaret Ryan - LEARNING RESOURCES FIRST LEVEL
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FIRST LEVEL LEARNING RESOURCES Roodica the Rude: Who stole the river? by Margaret Ryan Resource created by Carol Magee
Contents
2 Introduction
3 Introduction to ‘Roodica the Rude – Who Stole the River?’
4 Activity 1 – Roles on the Wall + Sample Questions
5 Sample questions on chapter one
6 Activity 2 – A Day in the Life of a Celtic Kid
7 Activity 3 – Poetry
9 Timesaver
10 Activity 4 – Talking About Texts: Debate
11 Activity 5 – Shadow Puppet Theatre
12 Activity 6 – Comprehension and analysis
13 Activity 7 – Reading to Reflect on the Writer’s Purpose
14 Appendix 1 – Further Reading
15 Appendix 2 – Cloze Comprehension: Non Fiction
17 Appendix 3 – Cloze Comprehension: Fiction
Introduction
Scottish Book Trust Online Teacher in Residence is an online community
and resource hub aimed at teachers in Scotland with a particular interest in
creative learning for literacy within Curriculum for Excellence.
You can download more teaching resources at
www.scottishbooktrust.com/otir where you can also participate in live and
recorded online events, get free online CPD, and browse our section of
case studies and articles via the Online Teacher in Residence blog.
Curriculum for Excellence (CfE) intends to raise standards of achievement
by improving teaching and learning with literacy as one of the key areas of
focus. These materials suggest a range of activities that engage with
literacy across the curriculum, using the narrative as a stimulus for a range
of creative learning opportunities.
CfE gives pupil-led learning high priority, and working with novels may
provide an excellent opportunity for pupils to design and drive their own
learning, with facilitation from the teacher, using the narrative as a shared
‘jumping off point’ and framework.
Teachers are experienced at using stories with their pupils and since you
know your pupils best, it may be that the work you do with your class
takes you in a completely different direction from the ideas detailed below.
It will follow that you will use the book in ways that meet the needs of your
pupils and your local community.
These materials have been compiled using suggestions from the Scottish
Book Trust Online Teacher in Residence Book Group.
2Introduction to ‘Roodica the Rude: Who Stole
the River?’
Roodica the Rude is a comical children’s novel based on a little
mischievous Celtic girl called Roodica who is at odds with her family and
the Roman invaders who have encamped in her backyard. Roodica’s
antics will delight and amuse any 5-8 year old pupil but this resource is
especially aimed at P3-P5 (Curriculum for Excellence First Stage) when the
topic of The Romans in Britain is commonly taught in our Primary Schools.
Though light-hearted in tone, Roodica the Rude is part of a wonderful
literary heritage of children’s novels set in this period – from the infamous
Asterix, to the more recent Gillian Cross’ The Roman Beanfest and The
Roman Mysteries series by Caroline Lawrence, right through to the superb
Eagle of the Ninth series by Rosemary Sutcliffe
The novel best lends itself to being a literary partner to a social studies
project on Roman Britain and the majority of activities assume that the
children will have some knowledge of the period through class project
work. However the novel can be used as a class text in itself from which
both creative and functional reading and writing opportunities can be
achieved. The themes of imperialism, occupation and resistance are an
interesting undercurrent in the novel, and on the back of this humorous
tale, quite serious ideas can be explored, especially if your class is
studying and researching the historical aspects of the period such as
Boudicca, etc.
I have tried where appropriate to indicate the Curriculum for Excellence
outcomes related to each activity, but these pages are a merely a starting
place from which many other lessons and outcomes will hopefully spring.
The best ideas often come from the children themselves as their questions
take you along unexpected pathways.
As you embark on your Roman adventures, I hope your class enjoy
laughing and learning with Roodica the Rude!
NB – I should like to acknowledge the support and interest of Mr Glasby and Ms McArthur,
Primary Teachers at James Gillespies Primary School, Edinburgh, for their help in
assessing these resources.
3Activity 1 – Roles on the Wall CfE
Understanding,
Visuals really help novels to come alive. Draw out the map of the village Analysing and
which appears at the start of the novel on a large wall space so that the Evaluating 1:
pupils can see where the characters live/move. Reading - ENG
117T; ENG
As you read the novel aloud, ask a variety of questions of the different 119V
Listening and
characters who appear in the story. Ask pairs or small groups to paint a Talking -LIT
large picture of one character and to write some words around it to show 107G
their understanding of the key personality traits. Then stick the character
onto the map in or near the appropriate house. By the end of the book, the
wall space should come alive with beautiful paintings of all the characters
and their characteristics.
Cross Curricular Links
You can really go to town and make this an artistic lesson too by using
collage/texture to ‘dress’ the people in Roman or Celtic costumes as
found in images from library books or through the internet. It is great if
the children have time to do their own research on this, possibly as a
homework task. A lesson plan of some questions for Chapter One
follows on page 6.
TIMESAVER - USEFUL WEBLINKS:
www.bbc.co.uk/schools/primaryhistory/romans/
Great resources on Romans in Britain, and links to activities/ worksheets
which are free to download. Covers history of and activities on Boudicca
as mentioned in the introduction.
www.bbc.co.uk/scotland/education/sysm/romans/village/contact.html
This interactive site has opportunities to discover what life in the Celtic
village was like.
www.woodlands-junior.kent.sch.uk/Homework/celts/clothes.html
Another great resource from this Kent primary school. Great section on
Celts and Roman Britain. This link takes you straight to Celtic clothing.
4Sample Questions on Chapter One: CfE
Ask as you go along to promote discussion or at the end to assess
listening skills. The italic answers are in no way prescriptive, just some
responses you may receive.
(Teacher’s purpose – to elicit inferential, evaluative and remembered
responses on setting, Roodica, her mother: make sure class
understands the literary terms setting, character and structure by
putting simple definitions on posters on the wall or on each individual desk)
CHARACTER
1. What does Roodica think about lesson day (reread the Chapter
heading?) What does she do to avoid it? Tries to stay in bed; she is
rude to her teacher
2. How do you feel about Roodica’s language? Funny (why?), rude (can
you remember anything particular?).
3. Do you know any other characters in books who are rude? Naughtiest
Girl in the School, Horrid Henry, Jeremy James, My Naughty Little
Sister, Charlie and Chocolate Factory-Verucca Salt, etc
4. Why do you think we like reading about naughty children? They do the
things we wouldn’t dare to do, perhaps? It lets us see what grown ups
do if they are pushed to the limit! It’s just funny hearing rude things
said out loud!
5. What do you think her sisters think of her? Do you have a naughty
brother or sister? What happens when they do naughty things? Woodica
says that princesses should be polite; Foodica thinks Roodica is rude.
Naughty siblings often get lots of attention – can be very frustrating!
6. What does Roodica’s mother think? Doesnt know what she will do with
her, but seems to know her little tricks quite well!
7. Roodica obviously hates lessons. At the end of the chapter, what does
she seem to like? Swimming! This will be important in the story later on!
SETTING
We get quite a few hints about how life was for a princess in Chapter One.
This is called setting.
1. What sort of bed does Roodica sleep on?
2. What is the ladder used for?
3. What kind of school?
CONCLUDING TASK
Ask a small group/pair to draw a picture of Roodica to stick on the village. Ask
the class what words the small group should write around her picture/collage.
Continue in this way with other characters as they emerge in the story.
5Activity 2 – A Day in the Life of a Celtic Kid CfE
Finding and
This activity blends research skills and creative writing. Using
Information:
Looking at the character of Gideon rather than Roodica will give children a Reading- LIT
chance to look at the life of an ordinary child. Many children had to work 115R
from a very early age herding and tending animals as well as learning crafts
Writing
which would help their family. Organising and
Using
STEP ONE: RESEARCH Information -
LIT 124B
It is helpful to explain what you will be looking for when you assess this Creating Texts
2 - ENG
piece of writing. Some credit will go to diaries which give plenty of detail 128AH/230AH.
about what a child had to do. Get children to come up with questions –
facts they would like to know about – and write these on the board.
They can then write down some of these questions and use the class
bookshelf, library or internet search engines to find the answers. Examples:
l What did they do all day?
l What did they eat?
l What did they wear?
STEP TWO: WRITING A DIARY
This task expects pupils to write in a diary style to explain the details of
their day, but I have made the mistake in the past of assuming pupils know
what a diary entry looks like! You could even bring in ‘Diary of a Wimpy
Kid’, ‘Zlata’s Diary’ etc to show how it might look. Try to model the kind of
writing you expect by jotting one or two sentences on the board to get
them started:
I woke with a shiver as the sun was rising. I pulled my skin blanket over
me as I heard my mother clanking the pots. She was not pleased as I
should be up tending the small fire. But it was cold. I did not want to do
the jobs she had for me.
Remind the pupils to use the facts they have learned to add details, but it
will be their imagination they will need to turn the facts into an interesting
story. They can do this by expressing in character their ‘thoughts and
feelings’. You could also encourage them to use their imaginary senses.
Describe what they can hear, see and smell as they go through their day.
This will bring the village to life for the reader.
6Activity 3 – Poetry CfE
Writing
There are actually quite a lot of references to poetry in the novel – mostly Creating Texts
derogatory by Roodica and celebratory by Druid Big Brain. Both Big Brain 2 - ENG
and the odious Copious Mucus mention the epic poetry of their cultures – 128AH/ 238AH
poems that recorded momentous battles, glorious victories and tragic Enjoyment and
Choice - ENG
deaths. As most children will naturally side with Roodica and may have a 101A/L/W/
preconception that ‘poetry goes on forever and ever’ you could point out 201A/L/W
that it is only at the end, when Roodica has had her own sweet victory
against the Romans, that she turns to poetry to record her moment of Listening and
Talking - LIT
glory! 109a
Damming the river was crazy and dumb
Now Fatius has a big blue bum
‘I’m really good at poetry now’ she says proudly!
WORKING WITH RHYME
Often English teachers are frustrated by the fact that children seem to
believe that unless lines of verse rhyme they are not poetry. While that is
true, children do love rhyming and playing with word patterns. The
character of Mother Silverlocks is a good starting point.
Ask the children if they can remember who else uses poetry in the book.
The group doing the ‘role on the wall’ of Mother Silverlocks should speak
up at this point! Explain the term rhyming couplet and show how the lines
Mother Silverlocks speaks all rhyme at the end of the line. Get them to pick
out the pairs of rhymes.
Now divide the class into pairs and look at the poem - on a Smartboard if
possible.
Roman Invasions - by Celia Warren
BC 55
Julius Caesar
Roman Geezer
Came to Britain
Wasn’t smitten
Back to Gaul
After all
AD43
7CfE
Emperor Claudius
More Maraudius
Had his reasons
Sent his legions
They were stronger
Stayed much longer
Long enough for roads and stuff
Built some baths
Had some laughs
England greener,
Greater, cleaner
Encourage the children to work out the rhymes and ask them to take a turn
to highlight them with the Smartpens. You may need to explain a couple of
tricky words but they will get the idea.
This poem has quite short lines but you may encourage your class to write
longer lines. It is important to stress that the couplet makes sense and that
the rhythm or meter of both lines is the same.
EASY ACTIVITY
Ask each pair to come up with one pair of lines to describe you or
themselves.
My teacher is a lot of fun
She helps me write and do my sums
The rhythm here is ‘de-dum-de-dum-de-dum-de dum’ x2. Four stressed
syllables. It may help to clap out the rhythm.
MORE TRICKY:
Ask each pair to choose a character in the novel (can be the same one)
and write 2 pairs of couplets to describe them.
Druid Big Brain is extremely boring
He keeps many poets in his head
Roodica would rather be snoring
But Roodica’s bored because they are dead
AMBITIOUS
A whole class epic poem. Divide up the story into 15 elements. Hand out
the scene/event and see if each pair can make up one or possibly two
couplets on their topic. Expect to be on your feet and if possible grab a
learning assistant or SfL teacher to help you go around the classroom,
guiding and helping to eliminate lines that rhyme, but have no sense. Once
8all the couplets are completed, type up or ask the pupils to type them in
ICT and piece together your very own epic poem of Roodica’s Revenge. In
CfE
my experience collaborative writing like this is really satisfying: able or
enthusiastic writers can do extra lines, but even those who find it
challenging can see their contribution as part of a successful whole. See
Timesavers below
Timesaver
Suggested Key Points for an Epic Poem: Roodica’s Revenge
l Character of Roodica
l Roodica’s sisters
l Feelings of Roodica’s family towards her
l Roodica’s friends – Gideon and Fleabag
l Roodica doesn’t like school
l Roodica loves swimming
l The swimming hole is dry
l The Romans dam the river
l Visiting Mother Silverlocks
l Mother Silverlocks gives them the woad
l Roodica has a plan
l Colour in the water (woad)
l The Romans turn blue
l Roodica laughs at the blue Romans
l Roodica can swim again
Decorate the finished masterpiece with pictures and drawings.
9Activity 4 – Talking about Texts: Debate CfE
Talking
This tried and tested activity was suggested during the online Scottish LIT107G/108H/
Book Trust teachers’ book group by Jackie Smyth. Set up a debate to 109J
discuss the theme of Romans as conquerors of Britain. It is interesting to
see Roodica in the light of a rebel, or resistance heroine. She is defending
her territory and doing her bit to upset the occupation. Compare with her
rhyming ally, Boudicca?
This can be an informal group discussion or a more formal debating
chamber.
FORMAL DEBATING
Using both knowledge of the topic based on classroom activities, as well
as research, choose teams to debate the motion:
“This house believes that the Romans were good for Britain.”
Then assign each team (2-4 pupils) a ‘for’ or ‘against’ position. Each team
must make a simple speech or speeches to persuade the rest of the class
to agree with them. At this stage simple statements read aloud are ideal.
Some pupils love the chance to speak so you may need to limit the
amount of time to each team to say 2/3 minutes. Issues might include the
many positive and civilising influences the Romans had including building,
roads, improved farming etc while those attacking the motion would
obviously need to comment on the bloody battles, capturing of slaves and
taxation etc.
Ask the remainder of the class to ask questions to either team to challenge
them on their view. At the end of 20 minutes ask the pupils not in the
speaking teams to vote whether the motion should be ‘passed’. Count the
votes and see which team has been successful.
Another fun way to debate is the Walking Debate – explored with resources
on the website:
www.nicurriculum.org.uk/key_stages_1_and_2/skills_and_capabilities/think
ing_skills_%20personal_capabilities/think_pack/walking_debate.asp
10Activity 5 – Shadow Puppet Theatre CfE
Writing - ENG
This cross-curricular activity with Art and Drama makes an interesting and 128H
fun way to explore the imagined further adventures of Roodica. The Talking and
purpose of the activity is four-fold: Listening - LIT
109J/110K
l To create an imagined response to the text
l To write a drama script including 3 or 4 characters from the novel
l To create silhouette shadow puppets of the characters
l To perform the play to the rest of the class
The wonderful illustrations in the novel, combined with a similar activity I
have done with an older primary class inspired this activity. I was able to
make a longer project of the task by using an Art specialist, who helped
pupils create amazing shadow puppets. But the creative side does not
have to be elaborate at all and can be speeded up by pre-cut outlines or
extended for more individual crafting, depending on time/resources.
STEP ONE: WRITING A SHORT SCRIPT
Group writing is essential for this task and will combine talking, listening
and creating skills. Perhaps giving a five minute time limit for each script
will help to focus the attention on combining plot and dialogue. The best
drama always comes from conflict so ask the students to think of different
types of conflict in which Roodica might find herself, based on what we
know of her so far e.g arguing with her mother, confronting Copious
Mucus, challenging Druid Big Brain. Then see if a short story emerges
which should have some kind of climax e.g. A trick on Copious, hurting her
mother’s feelings, etc and some kind of resolution, e.g. punishment from
Big Brain, another victory against the Romans etc.
Show the pupils how to lay out a script and assign one member of the
group to write down the dialogue. If preferred, ask a learning
assistant/teacher to scribe for the group.
STEP TWO: MAKING YOUR PUPPETS AND THEATRE
Ideally the teacher should make one theatre for the class, but could get
volunteers to help. The puppets should be in silhouette form, roughly A4
size. Illustrations on pp59, 40, 47, 73, 32, 53, 69 give some good ideas.
You will need black paper and long sticks (such as wooden bbq skewers).
More ambitious classes might wish to use joints in their puppets by
attaching arms and legs with paper fasteners, though beware the
proverbial ‘eye out’ – they’re sharp! There is a simple theatre and puppet
making guide on this webpage:
www.squidoo.com/shadow-puppet-theater
11The following websites have free templates and ‘how to’ guides for puppet
making. Most importantly for this task the outlines have to be recognisable.
CfE
One ‘starter’ might be to draw silhouettes of a few characters and do a
quick quiz where the pupils must work out who’s who. Then discuss
together how they knew, e.g. Roodica’s distinctive hairstyle, fleabag’s
outline with ears etc. Then encourage the children to make sure they too
have strong outlines for their puppets so that the audience can easily
recognise them.
www.britishmuseum.org/pdf/CT_Shadow%20puppets.pdf
www.marthastewart.com/article/shadow-puppets
STEP THREE: PERFORMANCE
Rehearse the play without the puppets and then with them. Emphasise the
need for voice variation and volume as voices must carry from behind the
screen. Ask other pupils to watch and assess the show! Ask pupils to
devise a checklist (which you should share before the performance) to
indicate what makes a good puppet show: interesting story, characters
who are recognisable, good puppeteering, good voice control, etc. Then
pupils can write/give verbal comments/marks in each category and if
desired a prize for best puppet, script and overall performance can be
awarded!
Activity 6 – Comprehension and Analysis Reading - ENG
117T
CLOZE COMPREHENSION SKILLS
These cloze activities are differentiated by outcome but based on the same
texts. The photocopiable worksheets are designed to allow all pupils to
test their knowledge about grammar and language as they choose an
appropriate word (part of speech) to fill the gap. The easier version (A) has
a wordbank for children to choose from: all the words are used. The more
challenging version (B) anticipates that the class will use their analytical
skills to guess a word that makes sense in the gap.
I have used both non-fiction and fiction to give more choice and flexibility.
See Appendix 2 and 3 for worksheets and answers. Copy and paste the
cloze text omitting the word bank for a more challenging version.
12Activity 7 – Reading to Reflect on the Writer’s Purpose CfE
LIT 109J/LIT
It is interesting for pupils to develop an awareness of the writer’s purpose 116S/216S
when looking at literature or non-fiction texts. They are then more aware of ENG 219V
their audience and purpose when creating texts of their own.
Roodica the Rude is a good example of a novel whose purpose is to
entertain. Ask the pupils to evaluate a short extract* from the text with you
to further their understanding of purpose. Draw lines from key words or
illustrations out to the side of the page so that they can write a comment.
Blowing up the extract to A3 size makes it suitable for small groups
E.G. P30-2
Funny cartoon – this is funny and makes us laugh – makes us notice
that Roodica kicks Gideon in class.
Hairy spider image – funny expression – like the idea of it landing on
teacher’s bald head!
‘Roodica, jumped up and knocked over Gideon’ – funny as she is
trying to get away from class so fast – contrast to how she came in.
‘This one does’ (p.31) Roodica defies her sisters and mother –
naughty, but much more attractive than them – energetic, exciting,
likes playtime best – just like most pupils!
‘Hooray’ – different font and big size – lots of joy! (The publishers use
this technique a lot in the novel).
CONCLUSION
This novel’s main purpose is to make us laugh. The illustrations (cartoons)
help us to recognise that this is a comical book and layout emphasises
some of Roodica’s words – often those that show her exuberant or
‘naughty’/ rude side. However, in entertaining us we also learn something
about life in Roman Britain.
The ideas you discuss would be reinforced if a comparative text were
added e.g. a functional piece of writing on the Romans which clearly
aims to inform. You could extend the activity further by comparing a
different kind of novel/text – perhaps an extract from one of the Roman
Mysteries where the author is using a more serious tone or creating
atmosphere. Compare and contrast the different use of language –
slang/humour/rhyme in Roodica as opposed to figurative/descriptive
language – similies, ‘loaded’ verbs, senses etc. Purpose here might be
to set a scene, or anticipate peril etc. Help pupils to understand that
different writers and texts have different purposes and that language
(word choice/layout) gives us clues to spot it.
*(ideally photocopy one page so that you can comment on the illustrations and layout too)
13Appendix 1 – Further Reading
MORE ABOUT THE AUTHOR
Margaret Ryan’s Biography is available through The Scottish Book Trust
Website:
www.scottishbooktrust.com/contacts/margaret-ryan
FURTHER READING FOR CHILDREN
On novels with a Roman setting:
Roodica the Rude and the Famous Flea Trick
Roodica the Rude and the Chariot Challenge
Two more hilarious adventures with Roodica holding her own and pitting
her wits against the invading Romans.
The Roman Beanfest – Gillian Cross
A class doing a Roman project is asked to create a prize winning piece of
work. What will Davey come up with to beat his rival, Molly?
The Roman Mysteries series – Carolyn Lawrence
Suitable for confident readers – mystery and adventure for four young
detectives in ancient Roman times. Carolyn Lawrence won a special prize
for her ‘significant contribution to the public understanding of Classics’.
www.romanmysteries.com
Eagle of the Ninth series (also audiobook(s) – Rosemary Sutcliffe
Suitable for advanced readers – beautifully written stories. In the first tale,
Marcus, an injured centurian and his British slave embark on a mysterious
journey into Scotland to find the lost Eagle of the Ninth legion. An unlikely
friendship develops and grows as they face many dangers and
excitements.
14Appendix 2 – Cloze Exercise Worksheet 1A/B
NON-FICTION
Task Choose one word from the word bank to fit each gap. Read the
sentence carefully to make sure you choose the correct part of speech:
noun, verb, adjective and so on, to make sense. All 12 words should be
used.
WHAT DID THE ROMANS DO IN THEIR FREE TIME?
Most people in Roman times did _______ have much spare time.
They______ too busy working. They liked games though.
Soldiers often ________board games with counters and dice.
Counters and boards for their games have been found.
Archaeologists aren't always sure of the______!
Hunting was also_________. People hunted animals for fun as
well as for_______ The Romans introduced fallow deer
to_______, just for hunting.
Some things the Romans did for fun were_______. They
enjoyed________ between gladiators, and fights between people
and animals. These bloodthirsty ________were put on in front of
crowds in large arenas called amphitheatres.
Roman_________ paid for free shows at theatres and
amphitheatres. It was a good _______to make themselves
popular.
WORD BANK
popular emperors food rules shows not
Britain way played horrible were fight
15ANSWERS CLOZE READING A – WHAT DID THE ROMANS DO IN THEIR FREE TIME
Most people in Roman times did not have much spare time. They were too
busy working. They liked games though. Soldiers often played board
games with counters and dice. Counters and boards for their games have
been found. Archaeologists aren't always sure of the rules!
Hunting was also popular. People hunted animals for fun as well as for
food. The Romans introduced fallow deer to Britain, just for hunting.
Some things the Romans did for fun were horrible. They enjoyed fights
between gladiators, and fights between people and animals. These
bloodthirsty shows were put on in front of crowds in large arenas called
amphitheatres.
Roman emperors paid for free shows at theatres and amphitheatres. It was
a good way to make themselves popular.
16Appendix 3 – Cloze Reading Worksheet 2A/B
FICTION
Task Choose one word from the word bank to fit each gap. Read the
sentence carefully to make sure you choose the correct part of speech:
noun, verb, adjective and so on, to make sense. All 12 words should be
used.
MAEVE AND THE SOLDIER
Maeve was scared. Her heart was beating ________in her chest.
She looked up at the huge ______ that the Romans had built.
Some fellow called Hadrian had ordered it for protection. They
had built it to keep her people ______. But it was their country.
How would she be able to see her friend, ________, in the next
valley now? She bit her lip in ________. She would have to find a
________ to get through the wall.
Suddenly a rather scary looking ________ with a shiny _______
walked along the wall towards her ______ place. _______ laid
down in the heather. It _______ her face but she did not make a
________.
WORD BANK
quickly sound soldier Sara hiding anger
tickled out way wall she helmet
17ANSWER CLOZE READING B: MAEVE AND THE SOLDIER
Maeve was scared. Her heart was beating quickly in her chest. She looked
up at the huge wall that the Romans had built. Some fellow called Hadrian
had ordered it for protection. They had built it to keep her people out. But it
was their country. How would she be able to see her friend, Sara, in the
next valley now? She bit her lip in anger. She would have to find a way to
get through the wall. Suddenly a rather scary looking soldier with a shiny
helmet walked along the wall towards her hiding place. She laid down in
the heather. It tickled her face but she did not make a sound.
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