• First, we’re having a GREAT time with the One School-One Book program…. Getting “thank you” notes from parents already about how it’s “forcing” some family reading time that they seemed to have lost over the years.
    — Paul Marinko - Principal at St. Paul's Lutheran School - Fort Wayne, IN
  • Since last spring, our entire school has excitedly embraced the One School, One Book Program. We will soon begin our spring selection: A Cricket in Times Square -- the third book we've adopted since the spring of 2010!

    We are so thrilled with the positive impact this program has had on our students, families, and staff
    — Laurie LaRue - First Grade Teacher at Edgewood School - Bristol, CT
  • I think the OSOB program is brilliant. My seven year-old attends Orleans Elementary in Massachusetts and they (we) are reading Masterpiece. Since the grades levels range from one to five at this school, finding a book to suit all is difficult. My daughter can follow the big picture somewhat but we have to reinforce what we’ve read because it’s a lot to take in for her.
    — Glenn Krzeminski - Parent of student at Orleans Elementary - Orleans, MA
  • The One District, One Book program promoted by Read To Them...is a powerful way to systemically address and promote a culture of literacy throughout the entire school system.

    My school actually adopted a hamster and even used it as “pet therapy” for many of the behaviorally challenged children in our school.
    — Kenny Moles of West Virginia

Suggested Activities

The one notable element of Roald Dahl’s BFG that I think lends itself well to creative extension is the playful language of the Giant. Suggestions:

3. An enterprising class might even try to make a glossary of all the BFG’s terms and expressions. This might be particularly useful to students or classes studying or reviewing the parts of speech. If a glossary is too daunting, teachers might merely assign students to find, for example, 10 distinctly BFG adjectives or 10 BFG verbs.


5. On p. 99 the Giant describes being able to hear the music of dreams. When Sophie is skeptical, he further explains that humans hear a message in music. They can’t always understand or explain what it is or what it means – but they do know that different music makes them feel a certain way.

“Sometimes human beans is overcome when they is hearing wonderous music. They is getting shivers down their spindels. So the music is saying something to them. It is sending a message. I do not think the human beans is knowing what the message is, but they is loving it all the same.”

This is a powerful concept, eloquently expressed by the BFG and might be expanded on. Students might be asked to reflect on how music might have a message and then be asked to write or talk about an example of music that made them feel a certain way. Or a teacher might play a specific piece of music – from a Beethooven sonata, to Taps, to a Souza march – and ask students to write about or describe what message they receive and how it makes them feel.


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