TEACHERS’ NOTES
Please note all page numbers refer to the editions published in 2014
Keep a reading log so you can record thoughts, ideas and viewpoints as they develop and change
during the course of the story. This can include:
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Predictions
Plot development – summarising each chapter
Character studies – deduction, making inferences and refining opinions as the story
progresses
Author techniques – language, imagery, foreshadowing, themes, viewpoint.
Vocabulary – clarifying unfamiliar words and extending personal vocabulary.
When considering discussion points, try out your ideas with a response partner before entering into
whole class discussion.
Book cover
Reflect and discuss
(Forming and supporting opinions)
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The Naughtiest Girl in the School was first published in 1940. Work out how old this story is.
A number of different book covers have been used during this time. Compare the new cover
design with previous covers and decide which you prefer and why.
Think about:
o The illustration
o Use of colour
o Lettering style
o Composition
a.
b.
d.
c.
e.
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Which order do you think these were printed in?
Answers: a) 1940, b) 1973 c) 1989 d)1962 e) 1999
Creative
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Enid Blyton’s books always have her signature on the cover. Practise your
signature so that it is distinctive but easy to read.
Contents
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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Looking at the chapter headings, what do you think you can predict about the storyline
before reading the book?
Writing activity
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Create a ‘Catalogue of crimes,’ listing every naughty thing Elizabeth does throughout the
book. At the end, rate the severity of the crimes:
o Outrageous – cruel
o Moderate – understandable/ funny
o Mild – amusing/not hurtful
Which category do you most like reading about?
Introduction
Reflect and discuss
(Deduction, inference, forming and supporting opinions)
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How does Cressida Cowell’s introduction prepare you for reading this book?
Did you find the introduction helpful? Explain your reasons.
Chapter One: The naughty spoilt girl
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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What does the reader find out about Elizabeth Allen on page 1?
Elizabeth’s mother is concerned that Elizabeth is not happy. Why do you think she feels her
daughter is unhappy?
Where do you think Elizabeth’s parents might be going and why?
What do you think of the way Miss Scott deals with Elizabeth?
Do you agree with Miss Scott’s statement that a child can be ‘loved too much?’
Think about a time when you have overheard people talking about you. How did it make
you feel?
Vocabulary
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What do you understand by the term ‘spoilt?’
‘bodices’ – find out what these are. Can you guess from the context?
Writing activity
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Write a short character sketch describing a spoilt child.
Can you remember an argument you had with a grown-up? What sorts of things were said?
Does your classroom have its own rules? Can you think of any others you would like to
include?
Author technique
(Analysis)
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Why do you think Enid Blyton decided to end the chapter with the two sentences spoken by
Mrs Allen? What effect does this achieve?
Chapter Two: Elizabeth goes to school
Reflect and discuss
(Deduction, inference, forming and supporting opinions)
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It was very unusual in the 1940s to have a co-ed (boys and girls mixed) boarding school.
What are the pros and cons?
What do you notice about the travel arrangements?
Writing activity
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List the foods you would take to boarding school in your tuck box.
Describe how you would feel if you were going to boarding school for the first time.
Sum up how Elizabeth is feeling on p.14. Write a diary entry of her thoughts.
Author technique
• Why does the author say of the children:‘They all stared at her too much.’
Chapter Three: Elizabeth makes a bad beginning
Reflect and discuss
(Deduction, inference, forming and supporting opinions)
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What does ‘though at home she would certainly have pushed away the rice pudding’ tell you about
Elizabeth?
What do the Easter presents tell us about the sorts of homes the children come from?
Which names do you find unusual?
What is your opinion about:
o Sharing money equally
o Meetings run by children
o Children deciding punishments and fines
o Allocation of money for special requests?
How do you think Elizabeth feels about being naughty by the end of this chapter?
What do you think about the way that Nora deals with Elizabeth? How effective do you think
she is?
Vocabulary
• What is an ‘eiderdown’ and why is it so called?
Writing activity
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List six items you would choose to have on top of your chest of drawers and explain why.
Chapter Four: Elizabeth gets into trouble
Reflect and discuss
(Forming and supporting opinions)
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What is the difference between being naughty and being mean?
Vocabulary
• Find out what a ‘gramophone’ is (p. 32)
Author technique
• What do you notice about the final sentences of all the chapters so far?
Chapter Five: Elizabeth is naughty
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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What is your opinion of Miss Belle’s and Miss Best’s reaction to Elizabeth’s rudeness?
How would you have behaved if you were Elizabeth when the monitor told her off?
What does the illustration on p.39 tell you about how the two characters are feeling?
Creative
• If you were the illustrator, how would you draw the episode on p.39?
Quick research
• Find out why it is important to sleep and how much sleep is recommended for 11-year-old
children.
Chapter Six: Elizabeth joins her class
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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What do you think Nora means when she says: ‘I’ll give you what for!’
How do different comments on your work make you feel? Can you give examples?
What does the last sentence of the chapter tell you about Elizabeth at this point in the
story?
Writing activity
• What naughty things have happened to you and your friends since you have been at school?
How did you feel at the time? Write a short narrative of one incident.
Chapter Seven: The first school Meeting
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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What do you think is the difference between a ‘complaint’ and ‘telling tales?’ Can you think of
instances that support your opinion?
How does the illustration on p.57 show the effect that Elizabeth’s words have on the other
children? Predict how they will behave towards her after this episode.
What do you think of the decisions made at the meeting?
Vocabulary
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Have a thesaurus race to find synonyms for:
o Bullying
o Unkindness
o Disobedience
o Untruthfulness
Have a thesaurus race to find synonyms for all the negative words used to describe
Elizabeth on p.56.
Creative
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Draw a labelled plan of the meeting as it is described on p.51.
With a partner, think of a scenario for a ‘complaint’ or ‘telling tales.’ Rehearse and act it out
for the class to guess which category it falls into.
Conscience Alley: explore whether Elizabeth should put her money in the box. Form two
lines facing each other. One person takes the role of the Elizabeth and walks between the
lines as each member of the group speaks their advice supported by reasons – whether to
give up the money or keep it. It can be organised so that those on one side give opposing
advice to those on the other. When the protagonist reaches the end of the alley, she makes
her decision.
Writing activity
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Write a job description for a school monitor detailing:
o Duties
o Qualities required
Pick some of the characters below and write a short play in which they discuss the first day
of term in a new school.
o Elizabeth
o Ruth
o Nora
o William
o Rita
o Boy monitor
o Maurice
o Thomas
o Elsie
o Boy
Don’t forget to give stage directions where necessary.
Chapter Eight: The first week at school
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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Predict what might happen in the first week at school.
What are the good things that happen at Whyteleafe? How do you think Elizabeth will
react to these?
Predict what will happen, now that Rita has found Elizabeth out alone, disobeying school
rules.
What job do you think Rita will give Elizabeth?
Writing activity
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Write about something that you are particularly interested in or like doing, just as Elizabeth
likes music. Explain why you find it interesting.
Chapter Nine: Rita has a job for Elizabeth
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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How did you expect Rita to react to Elizabeth?
How does it make you feel when you think of somebody else and not yourself?
Creative
• Hot seating:
o Work in threes and prepare your questions/answers first. Decide who will be Joan,
Rita and Elizabeth and take it in turns to sit in the hot seat to answer questions.
Writing activity
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Find out the exact meaning of the word ‘obstinate’ and write a short story about someone
who is obstinate.
Chapter Ten: Joan’s secret
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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How has Joan made Elizabeth think differently, and what effect do you think this will have
on Elizabeth’s actions?
Author technique
• Find the similes on p.83. Why are they effective?
Writing activity
• Keep your list of Elizabeth’s misdemeanours up to date!
Chapter Eleven: The Meeting punishes Elizabeth
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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Do you think there is generally a reason underlying people’s bad behaviour?
Explain why you think the punishments given to Elizabeth are fair or unfair.
Writing activity
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Write a report card for Elizabeth’s first week at school.
Chapter Twelve: Elizabeth has a bad time
Reflect and discuss
(Deduction, inference, forming and supporting opinions)
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Discuss whether you think that when people spoil things for others, they actually spoil
things for themselves.
Do you think that it is easier to be good if you have a friend?
Why do you think Elizabeth can’t cope with teasing?
Observation
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Look carefully at the illustration on p. 98 and list alphabetically everything that you can see.
10 minute time limit! Who is the most observant person in your class?
Chapter Thirteen: The third Meeting
Reflect and discuss
(Deduction, inference, forming and supporting opinions)
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Discuss whether you would all come to the same decision as the monitors with regard to
Elizabeth’s request for money to buy a record.
Readers’ Theatre
(Deduction, inference, empathy)
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In groups of three or four, rehearse and prepare a reading of the following section:
pages 112 - 144 from ‘’The Meeting began...’’ to the end of the chapter.
Think about and make performance notes on:
o Who will read each character
o What the dialogue should sound like
o What the punctuation is telling you about how to read the extract
Concentrate on fluency, timing, expression, intonation and phrasing so that you clearly
convey the characters’ qualities.
Chapter Fourteen: A lovely week
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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What sort of things make Elizabeth happy?
How do you feel when your mistakes are pointed out to you?
Read the final paragraph of this chapter and predict what you think might happen next?
Chapter Fifteen: Two tricks and a quarrel
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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Discuss whether you wish to change the prediction you made at the end of the last chapter
after reading this chapter heading.
Who do you think will be involved in the tricks and the quarrel, and what sort of tricks do
you think they might be?
What do you think of Elizabeth’s behaviour by the end of the chapter? Why do you think
she has acted in this way?
What is your opinion of Nora’s analysis of the situation?
Writing activity
• What do you think is the best method for controlling a bad temper? Write a set of
instructions!
Chapter Sixteen: An apology – and another Meeting
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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What do you think of Harry’s response to Elizabeth’s apology? Would you behave in that
way?
What piece of equipment would you use to play a piece of music?
What piece of music would you buy to share with your teacher and class?
Do you think teachers make a difference? If so, how do they make a difference?
Would you like a Meeting system in your school? Why/why not?
What sort of surprise would you prepare for Joan?
Vocabulary
• What is ‘arithmetic?’
• What does a ‘draper’s shop’ sell?
• Have a dictionary race to find out about other types of shop which we no longer have:
milliners, haberdashers, apothecary, pawnbroker, tobacconist, ironmonger, confectioner; and
hosier.
Drama
• In small groups, mime Elizabeth going up to Harry and his friends to apologise. Show
everyone’s feelings by using clear body language.
Chapter Seventeen: Elizabeth has a secret
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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What do you think of Elizabeth’s idea?
Predict what might happen?
How would you spend the money if you were buying presents?
What would you do if you were questioned by Nora?
Chapter Eighteen: Joan’s wonderful birthday
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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Why do you think Elizabeth talks about Joan’s birthday, despite Joan’s obvious discomfort?
What do you think about the statement: ‘It is more blessed to give than to receive?’
How would you feel about receiving a cake like Joan’s in school?
Read the last sentence of the chapter and predict what might happen next?
Chapter Nineteen: Joan gets a shock
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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What do you think Elizabeth should have done when Joan discovered her mother hadn’t
sent the present, card and cake?
Predict how Mrs Townsend will react to Elizabeth’s letter.
Quick research
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Find out the name of a plant that you would like to grow from seed and explain why you
have chosen this plant.
What is a ‘mackintosh’ and how did it get its name?
Observation
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How many different designs can you see on the illustration on p. 153.
Writing activity
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Compose a letter to Mrs Townsend as if you were Elizabeth.
Author technique
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Draw a graph to show how Joan’s feelings develop during the course of the chapter. Don’t
forget to label the axes!
happy
Feelings
Sad
Time
Chapter Twenty: More trouble!
Reflect and discuss
(Deduction, inference, forming and supporting opinions)
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What do you think of the way Rita and William respond to Nora’s report of Elizabeth
spending £10?
How would you describe Elizabeth at this point in the story?
Writing activity
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Write about a hobby that you think you would like to develop in the future.
Do you sometimes feel that you ‘always seem to do the wrong thing?’ Describe a time when
one thing after another seems to have gone wrong.
Chapter Twenty-one: Joan’s mother arrives
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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Read the description of Joan’s mother on p.177. What do you imagine are the reasons behind
her behaviour towards Joan?
What do you think of Miss Best’s opinion of Elizabeth? Do you think your headteacher
would respond to such behaviour in the same way?
Do you think parents should allow themselves to have and show preferences when it comes
to their children?
How do you feel about Mrs Townsend?
How would you react to Joan’s mother if you were Joan and had just heard her reasons for
her past behaviour?
What do you think about the statement: ‘Things aren’t so bad when you go and face them
properly?’ Can you describe a real life situation when this has been the case?
Vocabulary
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Collect all the words which describe feelings on p.177-178.
What other words can you add which describe different types of feeling?
Chapter Twenty-two: Rita talks to Elizabeth
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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Discuss whether it’s a good idea to change your mind once you’ve made it up.
How would you feel about attending a school where the headteachers trusted the monitors
to deliver discipline fairly?
Explain why Elizabeth is in a bit of a quandary at the end of the chapter.
Vocabulary
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What does it mean to be ‘headstrong?’
Creative
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Think about how you would arrange your study if you were head girl or head boy. Draw a
picture of it in the style of Kate Hindley.
Chapter Twenty-three: Elizabeth fights with herself
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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Which is more important: praise from your teacher or praise from your classmates? Explain
why?
Think about a time when you were not sure what to do and explain how you made up your
mind.
Chapter Twenty-four: A surprise for the school
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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Do you think other people change you, or do you behave differently at school to at home? If
so, why?
Author technique
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What is different about the final paragraph?
Who is the author addressing and why?
Bonus Blyton
Reflect and discuss
(Literal comprehension, deduction, inference, forming and supporting opinions)
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What factors helped Enid Blyton become a writer?
Quick research
Either
• Find out about Enid Blyton and write a short biography.
or
• Plot the main events in Enid Blyton’s life on a time line.
Writing activity
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In small groups design your own magazine, create a name and print a copy with poems,
stories and illustrations.
Devise a code for your group and send each other encoded postcards so that no-one else can
read them!
What They Did at Miss Brown’s School
Reflect and discuss
(Prediction, deduction, inference, forming and supporting opinions)
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Would you like to go to a school with only four pupils? Give reasons why/why not.
What do you think children would do on a nature ramble?
Outdoor activity
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Go into the school grounds, choose an area of about 1 square metre and look quietly. Jot
down as many observations as you can about nature: e.g. plants, birds, minibeasts.
Creative
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Plan a timetable for your ideal school; which lessons would you give most time to?
Search the internet and books to create your own animal track identification chart.
Choose one animal that interest you and create a fact file:
o Habitat
o Family (e.g. vertebrates/invertebrates; mammal/fish/amphibian/reptile/insect)
o Characteristics: size, colouration, life span, special features
o Diet (carnivore, herbivore or omnivore); food chain(prey/predator)
o Endangered
o Don’t forget to list your information sources!
Author technique
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What do you think of the author’s style of writing in this extract?
Extra
Read the information at the back of the book about other Enid Blyton series and say which ones you
would choose to read and why.
© Hodder Children’s Books 2014