The Magic Finger 5 week plan

Link to book

Main characters

Day 1

Roald Dahl has written many children’s stories can you match the character names with their pictures.

Learning objectives

I know the main characters in The Magic Finger.

Proper nouns

Age of characters

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Matilda

Willie Wonka

George

The Big Friendly Giant

Listen and read

Page 1

Getting started

Using the text answer the questions.

The farm next to ours is owned by Mr and Mrs Gregg. The Greggs have two children, both of them boys. Their names are Philip and William. Sometimes I go over to their farm to play with them. I am a girl and I am eight years old.

Philip is also eight years old.

William is three years older.

He is ten.

What?

Oh, all right, then. He is eleven. Last week, something very funny happened to the Gregg family. I am going to tell you about it as best I can.

Where is the Greggs’ farm?

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How many children do the Greggs have?

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What are their names?

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How old is the girl?

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Who is the youngest boy?

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How old is the youngest boy?

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How old is the oldest boy?

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How much older is he than the girl?

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The Gregg’s farm is next to the girl’s farm.

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The Greggs have two children.

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Their names are Philip and William

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The girl is eight years old.

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Philip is the youngest boy.

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Philip is also eight years old.

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The oldest boy is eleven.

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The oldest boy is three years older than the girl.

Getting started

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What do you like to eat?

What is your favourite toy?

One person will pretend to be one of the Greggs or the girl and you will ask them questions.

You can use the questions below or come up with your own questions. If you are in the hot seat you might have to use your imagination to answer the questions.

How old are you?

What is your name?

What do you hate?

Now try these

Make your own character profile.

For some of the parts of the character profile you might have to come up with your own answer. Imagine You are that character and think what they might like and dislike.

Mr Gregg

Mrs Gregg

William

Philip

The girl

42

11

8

8

38

Guns

Sleeping

Trains

Animals

Cooking

Foxes

Worms

Thunder

Hunting

Mess

Practise your punctuation

1. the two adults in this story are mr and mrs _ _ _ _ _

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• the two boys are _ _ _ _ _ _ and _ _ _ _ _ _ _

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• the girl and _ _ _ _ _ _ are both eight years old

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• _ _ _ _ _ _ _ is eleven years old

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• last week, something strange happened to the _ _ _ _ _ family

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The two adults in this story are Mr and Mrs Gregg.

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The two boys are Philip and William.

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The girl and Philip are both eight years old

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William is eleven years old.

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Last week, something strange happened to the Gregg family.

Put capital letters, full stops and the missing names in the sentences below.

Remember that names (Proper nouns) have a capital letter at the start.

Verbs

Doing words are called verbs.

Day 2

Discussion: What verbs do you do in your free time?

Game 1: The teacher reads out some verbs from the list and the class have to act them out.

Game 2: In pairs write down as many verbs as you can.

Learning objectives

I can find verbs.

Shooting

Shouting

Laughing

writing, looking, hopping, standing, thinking, stopping, talking, reading, sleeping, walking

Listen and read

Page 2

Getting started

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Read the verbs in the box and find them in the text.

In groups one person reads while the others act out what is being read.

Every Saturday morning they would take their guns and go off into the woods to look for animals and birds to shoot.

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It doesn't seem right to me that men and boys should kill animals just for the fun they get out of it. So I used to try to stop Philip and William from doing it. Every time I went over to their farm I would do my best to talk them out of it, but they only laughed at me.

I even said something about it once to Mr Gregg, but he just walked on past me as if I weren't there.

take, go, look, shoot, seem, kill, get, stop, doing, went, do, talk, laughed, said, walked

Now try these

Every Saturday morning they would take their guns and go off into the woods to look for animals and birds to shoot.

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It doesn't seem right to me that men and boys should kill animals just for the fun they get out of it. So I used to try to stop Philip and William from doing it. Every time I went over to their farm I would do my best to talk them out of it, but they only laughed at me.

Match the verbs to the characters that did them.

look

shoot

talk

kill

stop

laughed

look

shoot

kill

stop

talk

laughed

Practice your punctuation

• every saturday morning they would take their guns and go off into the woods to look for animals and birds to shoot

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• it doesn't seem right to me that men and boys should kill animals just for the fun they get out of it

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• so I used to try to stop Philip and William from doing it

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Every Saturday morning they would take their guns and go off into the woods to look for animals and birds to shoot.

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It doesn't seem right to me that men and boys should kill animals just for the fun they get out of it.

So I used to try to stop Philip and William from doing it.

Put capital letters and full stops in the sentences below. Underline all the verbs.

c, k and ck

Day 3

Discussion:

Which words do you find tricky to spell?

Are there any silly spelling mistakes you have made?

What sounds have different ways of being spelled?

Learning objectives

I know when to use c, k and ck.

In the story the girl gets confused when to use c and k. C, k and ck can all make the same sound. Below are some tips when to use c, k and ck.

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

Listen and read

Page 4

Getting started

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Write down as many words as you can think of with c, k and ck.

Game 1:

In pairs, write down as many words with a ‘c’ letter as you can in the given time.

Game 2:

In pairs, write down as many words with a ‘k’ letter as you can in the given time.

Game 3:

In pairs, write down as many words with ‘ck’ letters as you can in the given time.

Now try these

cat, kit, kid, think, make, take, quack, like, duck, ask, dark, kick, cap, can, carry, kitchen, walk, wake, quick, black, sky, beak, kept, cut, come, whisker, lake, stick, keep

Put all the words below in the correct column.

cat

cap

can

carry

cut

come

kit

kid

kick

kitchen

kept

keep

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think

ask

dark

walk

sky

whisker

make

take

like

wake

beak

lake

quack

duck

kick

quick

black

stick

Practice your punctuation

1. ‘i am not a stupid little girl!' i _____

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2. ‘go and stand in the ______,' mrs winter said

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3. then I got _____,

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4. ________ began growing out of her face!

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5. they were long ____ _______, just ___ the ones you see on a cat, only much bigger

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6. before we had time to _____, they were out to her ears!

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Write out the following sentences adding missing capital letters, full stops with the missing c and k words.

‘I am not a stupid little girl!' I cried.

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`Go and stand in the corner,' Mrs Winter said.

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Then I got cross,

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Whiskers began growing out of her face!

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They were long black whiskers, just like the ones you see on a cat, only much bigger.

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Before we had time to think, they were out to her ears!

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Nouns

Day 4

Discussion:

What animals can you think of?

What nouns do these animals have?

Nouns are all the things in the world. Animals are nouns and all the parts of their body are nouns.

Learning objectives: I can match animal nouns.

cat

whiskers

tail

paws

head

Game 1: Play I spy with little eye a noun beginning with…

Game 2: The teacher asks you to touch different nouns in the classroom.

Listen and read

Page 6

Getting started

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2. Take a look around your classroom. In pairs make a list of all the nouns in your classroom.

1. In pairs read the sentences and try adding the missing nouns from the box.

Whiskers began growing out of her face!

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They were long black whiskers, just like the ones you see on a cat, only much bigger.

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And when she turned around to write something on the blackboard we saw that she had grown a tail as well!

Nouns: whiskers, tail, blackboard, cat, face

Now try these

cat

duck

fish

mouse

Nouns: whiskers, tail, beak, wings, fin, head, paws

whiskers

tail

paws

head

beak

head

wings

tail

tail

head

whiskers

tail

head

fin

1. Write and draw the animals and match the nouns to them.

2. Come up with another animal and label the nouns.

Practice your

punctuation

whiskers began growing out of her face

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they were long black whiskers, just like the ones you see on a cat, only much bigger

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and when she turned around to write something on the blackboard we saw that she had grown a tail as well

Whiskers began growing out of her face!

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They were long black whiskers, just like the ones you see on a cat, only much bigger.

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And when she turned around to write something on the blackboard we saw that she had grown a tail as well!

1. Rewrite the sentences below adding capital letters and full stops or exclamation marks where they need to be.

2. Underline 2 nouns in each sentence.

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Magic

Lots of characters in stories have magic powers.

Can you recognise the following characters. What are their magic powers.

Elsa

The Genie from Aladdin

Harry Potter

Day 5

Learning objectives: I can describe a magic power.

Fairy Godmother from Cinderella

Freezes things she touches

Changes a pumpkin into a carriage

Can do all kinds of magic but must study them first

Grants three wishes

Listen and read

Page 8

Getting started

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Read the text then answer the statements true or not true.

The Magic Finger is something I have been able to do all my life. I can't tell you just how I do it, because I don't even know myself.

But it always happens when I get cross, when I see red ...

Then I get very, very hot all over...

Then the tip of the forefinger of my right hand begins to tingle most terribly…

And suddenly a sort of flash comes out of me, a quick flash, like something electric.

It jumps out and touches the person who has made me cross...

1) The Magic Finger is something she has been able to do since she was five.

2) She knows how the magic finger works.

3) It happens when she gets cross.

4) She feels cold before it happens.

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5) The tip of her forefinger tingles.

6) A flash jumps out.

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7) It touches anybody in the room.

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✖ Not true

✖ Not true

✔ True

✔ True

✖ Not true

✔ True

✖ Not true

Now try these

Listen to and read the poem. Then answer the questions.

What magical creatures are mentioned in the poem?

What magic powers do you think they have?

What magic power do you wish you had?

Sandra’s seen a leprechaun,

Eddie touched a troll,

Laurie danced with witches once,

Charlie found some goblin’s gold.

Donald heard a mermaid sing,

Susie spied an elf,

But all the magic I have known

I’ve had to make myself.

Ideas:

Strong, magical voice, create gold, grant wishes, cast spells, move very fast

Practice your punctuation

Rewrite the sentences below adding capital letters, full stops and apostrophes.

• i can t tell you just how i do it, because i don t even know myself

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• but it always happens when i get cross, when i see red...

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• then i get very, very hot all over...

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• i got the whole story from philip and william the next morning, after it was all over

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I can't tell you just how I do it, because I don't even know myself.

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But it always happens when I get cross, when I see red...

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Then I get very, very hot all over…

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I got the whole story from Philip and William the next morning, after it was all over.

Adjectives of feeling

These adjectives describe Mr Gregg.

They tell us more about him.

An adjective is a describing word so it can describe how somebody is feeling.

How are you feeling today? How is Mr Gregg feeling in each of the pictures below.

Learning objectives

• I can use adjectives of feeling.

Day 6

Mr Gregg felt excited.

Mr Gregg felt angry.

Mr Gregg felt afraid.

Excited

Caring

Afraid

Sad

Happy

Angry

Discussion: How do you feel?

Game: The teacher reads out some adjectives from the circle and the class have to act them out.

Listen and read

Page 10

Getting started

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1. The boys were excited to have shot so many ducks.
2. Mr Gregg was confused that he had missed the ducks.
3. They were surprised that the ducks flew back.
4. They shot and missed the ducks which made them feel frustrated.

Copy these sentences. Underline the adjectives of feeling in blue and the action verbs in purple.

Now try these

Match what happened with what the character said and then how they were feeling.

Practice your punctuation

1. Write out the sentences adding an adjective which suits the picture.

2. Make sure you have added capital letters and full stops correctly.

1. mr gregg felt _ _ _ _ _

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• william felt _ _ _ _ _ _ _ _ _

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• philip felt _ _ _ _ _ _ _ _

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• the girl felt _ _ _ _ _

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Mr Gregg felt angry.

William felt surprised.

Philip felt confused.

The girl felt upset.

Full stops, exclamation marks and question marks

Sentences: All sentences require a short pause after them to make it clear the sentence has finished. The pause is about about ½ - 1 second.

Exclamation !!! : The voice goes down and you breath out.

Questions ??? : Your voice goes up for questions with a yes or no answer and down for all other questions.

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Day 7

Learning objectives

• I know what an exclamation and question mark is.

What on earth are they doing?

Which sentences below are with exclamation marks and which are question marks. Try reading the sentences below as an exclamation or question.

We missed!

Listen and read

Page 12

Getting started

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Circle all the exclamation marks in red, the question mark blue and full stops green.

The ducks flew on.

`We missed!´ said Mr Gregg. `That's funny.´

Then, to everyone's surprise, the four ducks turned around and came flying right back to the guns.

`Hey!´ said Mr Gregg. `What on earth are they doing? They are really asking for it this time!´ He shot at them again. So did the boys. And again they all missed!

Try reading the sentences in the way one should read a sentence, exclamation and question.

Now try these

Which of these sentences is an exclamation and which is a question.

What on earth are they doing

Where is my hand

My dear man, what's happened to you

We missed

They are really asking for it this time

This is the best day yet

?

?

?

!

!

!

Practice your punctuation

Rewrite the sentences below adding capital letters, full stops, exclamation marks or question marks.

• `we missed´ said mr gregg `that's funny´

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• then, to everyone's surprise, the four ducks turned around and came flying right back to the guns

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• `hey´ said mr gregg `what on earth are they doing they are really asking for it this time´

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`We missed!´ said Mr Gregg. `That's funny.´

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Then, to everyone's surprise, the four ducks turned around and came flying right back to the guns.

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`Hey!´ said Mr Gregg. `What on earth are they doing? They are really asking for it this time!´

Scenes

A scene is the background. This scene tells us something bad is about to happen.

Day 8

Where is the character?

What time of day is it?

What sounds can be heard?

What does the character see?

Learning objectives

• I can understand how a scene makes us feel.

Listen and read

Page 14

Getting started

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Answer true or not true using the text. Then reading the highlighted part of the text draw the scene.

Late that night, after Philip and William had gone to bed, Mr Gregg went outside to get some wood for the fire.

He was crossing the yard when all at once he heard the call of a wild duck in the sky.

He stopped and looked up. The night was very still. There was a thin yellow moon over the trees on the hill, and the sky was filled with stars.

Read these sentences about the scene. Write ‘true’ or ‘not true’ for each one.

1) This scene is set early in the morning.

2) Mr Gregg hears the call of a wild duck.

3) It was very noisy.

4) There was a thin yellow moon.

5) The sky was full of stars.

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✖ Not true

✔ True

✖ Not true

✔ True

✔ True

Now try these

Look at the two scenes below and describe what you see. Match the adjectives to the scene. Can you think up some of your own words to describe the scenes?

cold

wet

sunny

dark

uncomfortable

fun

warm

windy

green

Practice your punctuation

Rewrite the sentences below adding capital letters and full stops.

1) late that night, after philip and william had gone to bed, mr gregg went outside to get some wood for the fire

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2) he was crossing the yard when all at once he heard the call of a wild duck in the sky

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3) the night was very still

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4) there was a thin yellow moon over the trees on the hill, and the sky was filled with stars

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Late that night, after Philip and William had gone to bed, Mr Gregg went outside to get some wood for the fire.

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He was crossing the yard when all at once he heard the call of a wild duck in the sky.

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The night was very still.

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There was a thin yellow moon over the trees on the hill, and the sky was filled with stars.

Writing a report

Here is a report of the events so far, given by Mr Gregg.

Reports should contain important things that happened, not what you think or how you feel.

Day 9

Learning objectives

• I can write a report.

Reports tell us the most important things that happened. They are not as interesting to read as a story but they help us remember the facts.

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On the morning of September the 14th we shot a deer.

The girl next door shouted at us when she saw the dead deer.

In the afternoon we shot 16 ducks.

Then later we kept missing 4 ducks and decided to go home.

The 4 ducks followed us home.

The next day I woke up with duck’s wings instead of arms and I was as tall as a large duck.

Listen and read

Page 16

Getting started

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Put these events in the correct order to make the report.

On the morning of September the 14th we shot a deer.

The girl next door shouted at us when she saw the dead deer.

In the afternoon we shot 16 ducks.

Then later we kept missing 4 ducks and decided to go home.

The 4 ducks followed us home.

The next day I woke up with duck’s wings instead of arms and I was as tall as a large duck.

On the morning of September the 14th we shot a deer.

The girl next door shouted at us when she saw the dead deer.

In the afternoon we shot 16 ducks.

Then later we kept missing 4 ducks and decided to go home.

The 4 ducks followed us home.

The next day I woke up with duck’s wings instead of arms and I was as tall as a large duck.

Now try these

Write your own report about something that happened to you. Remember to only use the most important events.

Ideas:

1) On… (date) I went to… (Where?)

2) There was… (what was there)

3) I… (write three things you did)

4) … () Write two things that happened to you.

1) On Saturday afternoon I went to the lake

2) There were lots of ducks.

3) We shot 16 ducks but we kept missing 4 ducks and decided to go home.

4) The 4 ducks followed us home.

The next day I woke up with duck’s wings instead of arms and I was as tall as a large duck.

Practice your punctuation

Put the sentences in order.

Rewrite the sentences below adding capital letters, full stops, exclamation marks or question marks.

In a report we have to use facts not thoughts and feelings. Underline the information which could be used in a report.

he lay still, wondering what was up

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he was maybe as tall as the seat of a chair, but no taller

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maybe he had hurt that hand in some way

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then, for the first time, he saw what he looked like

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`where is my hand´

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and where his arms had been, he had a pair of duck's wings instead

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He was maybe as tall as the seat of a chair, but no taller.

`Where is my hand?´

He lay still, wondering what was up.

Maybe he had hurt that hand in some way?

Then, for the first time, he saw what he looked like!

1

2

5

3

4

6

And where his arms had been, he had a pair of duck's wings instead!

Continuing a story

Good stories keep us guessing what will happen next.

Day 10

Learning objectives

• I know how to continue a story.

The Greggs’ have changed into ducks. The story will continue by showing how this change will affect them.

Listen and read

Page 18

Getting started

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Match what happens next in the stories.

Now try these

Put the events in the order that they happen and match the question that one asks to the event.

The magic finger can put a curse on anyone that makes the girl angry.

The Greggs went duck hunting. They shot 16 ducks but could not hit the last 4 ducks.

The girl puts the magic finger on the Greggs because they went hunting.

The four ducks followed them home.

The next morning the Greggs had shrunk and wings instead of arms.

1.

2.

3.

4.

5.

On whom does the girl put the magic finger?

What happened to the Greggs?

What did the four ducks do?

What does the magic finger do?

What did the Greggs do?

1.

2.

3.

4.

5.

Writing

The Greggs now have wings and are small like birds. How would you continue the story?

Ideas:

Think about some of the things that they can and can’t do now that they have wings.

Hunters start shooting at them and they have to escape.

They fly around spying on their neighbours.

They have to eat worms and insects.

The boys go to school and everyone laughs at them. They can’t write or open their books because they have wings.

Apostrophes

Apostrophes are used in The Magic Finger and in many other stories they are usually used when talking.

Day 11

Learning objectives:

• I know that an apostrophe takes the place of a letter.

An apostrophe is a punctuation mark. This is an apostrophe: ’

We use an apostrophe to show that one or more letters are missing.

We sometimes join two words together and miss out some letters.

We call these words contractions. (To contract means to shorten.)

1) don’t →

3) you’ve →

4) he’s →

5) let’s →

6) we’re →

do not

you have

he is

let us

we are

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Listen and read

Page 20

Getting started

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Find all the apostrophes in the text below.

Write out what these words would be without an apostrophe.

Mr and Mrs Gregg ran to the window and looked out. The two tiny boys were now high up in the sky.

Then Mrs Gregg said to Mr Gregg, `Do you think we could do that, my dear?´

`I don't see why not,´ Mr Gregg said. `Come on, let's try.´

Mr Gregg began to flap his wings hard, and all at once, up he went.

Then Mrs Gregg did the same.

`Help!´ she cried as she started going up. `Save me!´

`Come on,´ said Mr Gregg. `Don't be afraid.´

So out the window they flew, far up into the sky, and it did not take them long to catch up with Philip and William.

Soon the whole family was flying around and around together.

`Oh, isn't it lovely!´ cried William. I've always wanted to know what it feels like to be a bird!´

Don’t →

Let’s →

Isn’t →

I’ve →

Do not

Let us

Is not

I have

Now try these

1. Write the contractions out in full.
2. Write the full forms as a contraction.

1) don’t →

2) haven’t →

3) you’ve →

4) he’s →

5) let’s →

6) shouldn’t →

7) hasn’t →

8) won’t →

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1) is not →

2) we have →

3) they have →

4) he would →

5) he will →

6) who is →

7) they are →

8) we are →

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do not

have not

you have

he is

let us

should not

has not

will not

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​

isn’t

we’ve

they’ve

he’d

he’ll

who’s

they’re

we’re

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Practice your punctuation

Rewrite the sentences below adding capital letters, full stops, apostrophes, exclamation marks or question marks.

1) `i don t see why not,´ mr gregg said. `come on, let s try´

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2) `come on,´ said mr gregg. `don t be afraid´

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3) `oh, isn t it lovely´ cried william. i ve always wanted to know what it feels like to be a bird´

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`I don't see why not,´ Mr Gregg said. `Come on, let's try.´

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`Come on,´ said Mr Gregg. `Don't be afraid.´

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`Oh, isn't it lovely!´ cried William. I've always wanted to know what it feels like to be a bird!´

Time Connectives

Transforming characters

Some stories have characters changing into a different animal. The stories often teach us a moral. Can you match the description of the story with the picture?

Unit 12

Learning objectives:

I understand how change in a character can teach us a moral.

Day 12

A man wakes up as a cockroach.

An ugly duckling turns into a beautiful swan.

A hungry caterpillar turns into a butterfly.

A hedgehog and tortoise change themselves into armadillos.

Watch video

Watch video

Listen to story

Discussion: What changes happened to the characters in the story?

Listen and read

Page 22

Getting started

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Match what happened with what the character said and then how they were feeling.

Now try these

2. What morals do you think the magic finger is teaching us.

They have arms

They are big

They have wings

The Greggs

1. Draw the characters and match the descriptions below to how the characters in The Magic Finger changed.

They have wings

They have arms

They are smaller

They are big

They can fly

They can fly

They are smaller

The Ducks

Practice your punctuation

Rewrite the sentences below adding capital letters, full stops, apostrophes, exclamation marks or question marks.

1) they all looked down, and there below them, in their own garden, they saw four enormous wild ducks

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2) the ducks were as big as men, and what is more, they had great long arms, like men, instead of wings

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3) the ducks were walking in a line to the door of the Greggs' house, swinging their arms and holding their beaks high in the air

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They all looked down, and there below them, in their own garden, they saw four enormous wild ducks!

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The ducks were as big as men, and what is more, they had great long arms, like men, instead of wings.

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The ducks were walking in a line to the door of the Greggs' house, swinging their arms and holding their beaks high in the air.

Problems in stories

Day 13

Learning objectives:

I know the problems for the characters.

To make stories interesting the characters face problems. This makes us think of solutions. Can you match the story events to the problems the characters face?

Listen and read

Page 24

Practice

Read the text and answer the questions about the problems the Greggs face.

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The Greggs flew down and sat on the wall near the door. Mrs Gregg began to cry.

`Oh, dear! Oh, dear!´ she sobbed. `They have taken our house. What shall we do? We have no place to go!´

Even the boys began to cry a bit now.

`We will be eaten by cats and foxes in the night!´ said Philip.

`I want to sleep in my own bed!´ said William.

What have the ducks taken?

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Where can the Greggs go?

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What animals does Philip think might eat them?

​

What does William want?

​

What are the problems that the Greggs face?

​

​

​

The ducks have taken the house.

​

The Greggs have no place to go.

​

Philip thinks cats and foxes might eat them.

​

William wants to sleep in his own bed.

​

The Greggs have no place to go, they might get eaten by cats and foxes and they have no beds to sleep in.

Now try these

The Greggs face many problems. Write some questions down about the these problems and ask them of the person playing one of the Greggs in the hot seat.

​

Where will you stay?

How will you protect yourself from animals?

Where will you sleep?

What will you eat?

How will you stay warm?

Practice your punctuation

Rewrite the sentences below adding capital letters, full stops or exclamation marks.

1) `oh, dear oh, dear´ she sobbed `they have taken our house what shall we do we have no place to go´

​

​

2) `we will be eaten by cats and foxes in the night´ said philip

​

​

3) `i want to sleep in my own bed´ said william.

​

​

4) mr gregg looked at them and smiled `we are going to build a nest´

​

​

`Oh, dear! Oh, dear!´ she sobbed. `They have taken our house. What shall we do? We have no place to go!´

​

`We will be eaten by cats and foxes in the night!´ said Philip.

​

​

`I want to sleep in my own bed!´ said William.

​

​

Mr Gregg looked at them and smiled. `We are going to build a nest.´

Connectives

Time connectives are words or phrases which are used to tell a reader when something is happening.

Learning objectives: I am able to find time connectives.

Day 14

Game:

Each pupil comes up with a sentence starting with one of the time connectives to describe what you have done or will do today.

Listen and read

Page 26

Getting started

​

First, Mr Gregg asked for sticks.

Then Mr Gregg started building the nest.

Soon the children were back, carrying sticks in their mouths.

While he was building the nest, he asked for more sticks.

After a while, Mr Gregg asked for leaves and feathers.

Finally, the nest was finished.

1. Put these sentences in the correct order.

2. Can you say the time connectives in the sentences?

1.

6.

2.

3.

4.

5.

Now try these

1. Use the correct time connectives from the box to show the order in which the nest was built.

First, Mr Gregg asked for sticks.

Then Mr Gregg started building the nest.

Soon the children were back, carrying sticks in their mouths.

While he was building the nest, he asked for more sticks.

After a while, Mr Gregg asked for leaves and feathers.

Finally, the nest was finished.

While, After a while, Soon, First, Finally, Then

2. Use the correct time connectives from the box to complete Mr Greggs’ diary.

Saturday 11th September 1966

​

This morning, we went hunting and killed a deer.

While we carried the deer home the girl next door started shouting and pointing at us.

Later that same day we went duck hunting.

Initially we shot sixteen ducks.

But as time passed we couldn’t hit any more ducks.

Later on that night I saw the ducks flying around and around the house.

While

This morning

Later that same day

Later on that night

Initially

But as time passed

Practice your punctuation

Rewrite the sentences below adding capital letters and full stops. Underline the time connectives.

1) the next morning I saw that I had ducks wings

​

2) a moment later my boys rushed in and they had wings

​

3) soon we were flying around outside

​

4) at that moment Philip saw four enormous ducks walk into our house

​

5) at this point we were locked outside

​

The next morning I saw that I had ducks wings.

​

A moment later my boys rushed in and they had wings.

​

Soon we were flying around outside.

​

At that moment Philip saw four enormous ducks walk into our house.

​

At this point we were locked outside.

Instructions

Day 15

Learning objectives:

I know how to write instructions.

Making a nest

What you need

• sticks (lots of)
• leaves
• feathers

How you make it

1. Collect lots of sticks of different shapes and sizes.
2. Place sticks in a circle shape and build up the circle.
3. Weave the sticks together so they stick together.
4. Place leaves and feathers in the nest.

Title shows what the instructions will help you do.

Step by step instructions with numbers.

What you need helps people prepare.

Instructions help tell us how to do something. Below you will find instructions on how to build a nest.

Listen and read

Page 29

Getting started

​

Collect lots of sticks of different shapes and sizes.

Weave the sticks together so they stick together.

Place sticks in a circle shape and build up the circle.

Place leaves and feathers in the nest.

Put these instructions in the correct order.

​

1.

2.

3.

4.

Collect dry sticks and rub them together to make a fire.

Cut the worms, beetles and insects into little bits.

Mix it all up with a stick in a plant pot.

Collect worms, beetles and insects.

Using sticks, make a grill to cook the burgers on.

1.

2.

3.

4.

5.

Now try these

Mrs Gregg has to make a wormburger because they are hungry. Add the missing time connectives to the two instructions below.

Next, First, Finally, Then

Finally, collect dry sticks and rub them together to make a fire.

After that, cut the worms, beetles and insects into little bits .

Then, mix it all up with a stick in a plant pot.

First, collect worms, beetles and insects.

Next, using sticks, make a grill to cook the burgers on.

First, collect lots of sticks of different shapes and sizes.

Next, weave the sticks together so they stick together.

Then place sticks in a circle shape and build up the circle.

Finally, place leaves and feathers in the nest.

After that, Next, First, Finally, Then

Writing

Write your own instructions which might help the Greggs in their new situation. Try to come up with your own ideas but if you are stuck for ideas you can use Making a Nest or Making Wormburgers.

Making a nest

What you need

• sticks (lots of)
• leaves
• feathers

How you make it

• Collect lots of sticks of different shapes and sizes.
• Place sticks in a circle shape and build up the circle.
• Weave the sticks together so they stick together.
• Place leaves and feathers in the nest.

How to make slug burgers

How to find food

How to make a den

How to make a bird bed

How to not be eaten by cats and foxes

Use this layout to write your instructions.

Time connectives

​

First,

Next,

Then

After that, Finally,

Character Descriptions

Day 16

Learning objectives:

• I am able to describe the Greggs using nouns, verbs and adjectives.

There are many ways of describing a character. You can use:

adjectives describe the character,

nouns show what things the character likes,

verbs show what the character likes doing.

Which of the boxes below use adjectives, nouns or verbs?

Mr Gregg has lots of guns.

The youngest duck is playful.

The duck is sleeping.

Game 1: One pupil describes another pupil with an adjective, one noun they like or dislike and a verb they like or dislike doing.

Page 30

Listen and read

Getting started

​

The ducks are similar to the Greggs. Match the ducks to the Greggs, to the things they like (nouns) and to what they like doing (verbs).

​

Now try these

2. With a partner, make sentences explaining the Greggs’ adjectives.

hungry

scared

1. Choose the adjectives which best describe the characters based on what they like doing. Try to come up with other adjectives to describe the Greggs.

inventive

dangerous

youngest

lazy

playful

tired

caring

Mr Gregg is inventive because he built a nest.

Mr Gregg is dangerous because he likes hunting.

Mrs Gregg is caring because she comes up with food she can cook.

Mrs Gregg is hungry because she keeps asking what they are going to eat.

Practice your punctuation

Complete the sentences below adding adjectives, nouns and verbs. Remember to use capital letters and full stops in the right places.

1) mr gregg is _________ because he likes _______ with ____

​

2) mrs gregg is _______ because she likes _______ with ____

​

3) william is ____ because he likes ________ in his ___

​

4) philip is _______ because he likes _______ with his _____

​

Mr Gregg is dangerous because he likes hunting with guns.

​

Mrs Gregg is caring because she likes cooking with pots.

​

William is lazy because he likes sleeping in his bed.

​

Philip is playful because he likes playing with his trains.

Adjectives: lazy, caring, playful, dangerous

Verb: cooking, hunting, playing, sleeping

Nouns: pots, bed, trains, guns

Positive and Negative Sentences

​

`I will eat worms,´

Day 17

A positive word or sentence is one that means yes.

A negative word or sentence is the opposite. It means no.

Learning objectives:

• I can change sentences to a positive or a negative sentence.

`I will not eat worms,´

This sentence has a negative meaning.

The main negative in English is not or n’t.

This sentence has a positive meaning.

Game 1: One pupil describes another pupil by describing what they like or dislike, starting the sentence “They do not like/They like…”.

Page 32

Listen and read

Getting

started

​

`I will not eat worms,´ said Philip. `I would rather die.´

`Or slugs,´ said William.

Mrs Gregg took the two boys under her wings and hugged them. `Don't worry,´ she said. `I can mince it all up very fine and you won't even know the difference. Lovely slugburgers. Delicious wormburgers.´

`Oh no!´ cried William.

`Never!´ said Philip.

`Disgusting!´ said Mr Gregg. `Just because we have wings, we don't have to eat bird food. We shall eat apples instead. Our trees are full of them. Come on!´

So they flew off to an apple tree.

What is being said by the characters has been underlined. With a partner find the positive and negative parts in the underlined text. Now try reading it with the opposite meaning by changing the positives to negative. Does it make sense?

​

`I will eat worms,´ said Philip. `I would rather not die.´

`Or slugs,´ said William.

Mrs Gregg took the two boys under her wings and hugged them. `Worry,´ she said. `I can’t mince it all up very fine and you will know the difference. Slugburgers are not lovely. Delicious Wormburgers are not delicious.´

`Oh yes!´ cried William.

`Always!´ said Philip.

`Not disgusting!´ said Mr Gregg. `Just because we don’t have wings, we have to eat bird food. We shan’t eat apples instead. Our trees aren’t full of them. Don’t come!´

So they flew off to an apple tree.

Now try these

​

Change the following sentences into positive or negative sentences.

`I will eat worms,´

`I would rather not die.´

I can’t mince it all up

you will know the difference.

`Worry,´

…we have to eat bird food.

`Always!´

We shan’t eat apples instead.

Our trees aren’t full of them.

Practice your punctuation

Add capital letters and full stops and change the sentences into a negative or positive statement using contractions.

1) i will eat worms

​

2) i can’t mince it all up

​

3) you will know the difference

​

4) we have to eat bird food

​

5) we shan’t eat apples instead

​

I will not eat worms.

​

I can mince it all up.

​

You won’t know the difference.

​

We don’t have to eat bird food.

​

We shall eat apples instead.

Speech marks

When we write down the exact words someone has spoken, we call this direct speech. We use speech marks to mark the beginning and end of what the person said. Here are some examples of speech marks: “ ” ` ´ “ ”

Day 18

`Philip,´ I said, `is that you?´

You can see what is being said by the speech marks.

Learning objectives:

• I am able to put speech marks in the correct place.

Philip, is that you?

The speech bubble shows what is said. You don’t need speech marks because it only shows what is being said.

Page 35

Listen and read

Getting started

​

Tip:

Remember you don’t need speech marks in speech bubbles.

Read the text find the speech marks and put what is being said in speech bubbles connecting to who is saying it. Now, with a partner, one playing the duck and the other the girl, read out only what is being said.

​

`Hello,´ I said.

`Quack!´ said a voice at the other end.

`Who is it?´ I asked.

`Quack-quack!´

`Philip,´ I said, `is that you?´

`Quack-quack-quack-quack-quack!´

`Oh, stop it!´ I said.

Hello,

Who is it?

Philip, is that you?

Oh, stop it!

Quack!

Quack-quack!

Quack-quack-quack-quack-quack!

Now try these

Choose the correct speech from the box to go in the sentences. Get into groups of 4 each of you read as a character from the text.

`I will not eat worms,´ said Philip. `I would rather die.´

`Or slugs,´ said William.

Mrs Gregg took the two boys under her wings and hugged them. `Don't worry,´ she said. `I can mince it all up very fine and you won't even know the difference. Lovely slugburgers. Delicious wormburgers.´

​

`Oh no!´ cried William.

`Never!´ said Philip.

`Disgusting!´ said Mr Gregg. `Just because we have wings, we don't have to eat bird food. We shall eat apples instead. Our trees are full of them. Come on!´

`Disgusting!´

`I would rather die.´

`Don't worry,´

`Never!´

`Or slugs,´

`I will not eat worms,´

`Oh no!´

Speech

Practice your punctuation

Rewrite the sentences below adding capital letters, full stops, question marks , exclamation marks and speech marks. Underline what is being said.

1) quack said a voice at the other end

​

2) who is it i asked

​

3) philip, i said, is that you

​

4) oh, stop it i said

​

5) oh, that Magic Finger i cried what has it done to my friends

​

`Quack!´ said a voice at the other end.

​

`Who is it?´ I asked.

​

`Philip,´ I said, `is that you?´

​

`Oh, stop it!´ I said.

​

`Oh, that Magic Finger!´ I cried. `What has it done to my friends?´

Fables

Day 19

Fables are stories which we can learn something from. They often have talking animals. They are stories from a long time ago which might make the magic finger a modern fable.

Learning objectives

I know that fables teach us something.

The Monkey as a King

The Fox and the Crow

The Hare and the Tortoise

Treat others the same as you would want to be treated.

The Golden rule

Audiobook of these fables

Pages 36-37

Listen and read

Getting started

​

Match the name of the story to what happens and then what the story teaches us.

Now try these

​

Put the correct words from the box in the gaps. What do you think the moral of the story is?

What happens in the story

Mr Gregg and the boys like to go hunting.

They shot sixteen ducks.

Next morning the Greggs wake up with wings.

They fly out of the house, while four enormous ducks went in.

The four ducks start enjoying all the Greggs’ things while the Greggs suffer the wind and rain outside.

What the story teaches us

​

​

​

Treat others the same as you would want to be treated.

Do not hurt animals.

You get what you give.

suffer, ducks, house, enjoying, rain, wings, hunting

Writing

Read through all the morals below. Try writing your own fable. You can use some of the animals in the picture and moral or come up with your own characters and morals.

Morals:

• A liar will never be believed.

• Everyone must work together.

• It is best to lead through example.

• Fine clothes do not make you clever.

• Greed often goes too far.

• It is best to prepare.

• Kindness is better than being strict.

• Little by little is how we make progress.

• Little friends may be great friends.

• One cannot be first in everything.

• Don’t be sad about what is lost forever.

Verbs

(past tense)

Day 20

Verbs written in the present tense tell us what is happening now. Verbs written in the past tense tell us what happened in the past.

Learning objectives: I am able to identify and change verbs into the past tense.

These verbs are in the present tense. It tells us what is happening now. Verbs in the present tense sometimes have -ing at the end.

​

​

This verb is in the past tense. It tells us what is happening in the past. Regular verbs in the past tense have -ed at the end.

​

​

She is getting up and looking over the side.

She got up and looked over the side.

Irregular verb

Regular verb

Discussion:

What are you doing now?

What did you do yesterday?

Pages 38-39

Listen and read

Getting started

​

Find all the verbs in this text. Are they present tense or past tense?

​

At last the morning came, and with it the warm sun.

`Well!´ said Mrs Gregg. `Thank goodness that's over! I never want to sleep in a nest again!´ She got up and looked over the side...

`Help!´ she cried. `Look! Look down there!´

`What is it, my love?´ said Mr Gregg. He stood up and peeped over the side. He got the surprise of his life!

On the ground below them stood the four enormous ducks, as tall as men, and three of them were holding guns in their hands. One had Mr Gregg's gun, one had Philip's gun, and one had William's gun.

The guns were all pointing right up at the nest.

Now try these

Change the verbs into the past. The first verbs are regular verbs which means you need to add -ed to put it in the past. The next group are irregular verbs which change.

peeped

helped

thanked

wanted

pointed

looked

cried

came

stood

said

held

got

had

were

was

Practice your punctuation

Rewrite the sentences below adding capital letters, full stops, question marks , exclamation marks and speech marks. Change the tense of the verbs and underline them.

1) she is getting up and looking over the side

​

2) helped she cries looked looked down there

​

3) what was it, my love says mr gregg

​

4) he stands up and peeps over the side

​

5) The guns are all pointed right up at the nest

​

She got up and looked over the side.

​

`Help!´ she cried. `Look! Look down there!´

​

`What is it, my love?´ said Mr Gregg.

​

He stood up and peeped over the side.

​

The guns were all pointing right up at the nest.

Types of Sentence

There are four different types of sentences:

• Statements
• Questions
• Commands
• Exclamations

This is a statement. A statement is a sentence which gives information.

This is a question. A question asks something. A question finishes with a question mark.

This is a command. A command tells someone to do something.

This is an exclamation. An exclamation shows that a person feels something strongly. An exclamation finishes with an exclamation mark.

Day 21

For a first effort it's pretty good.

Do you really mean that?

You may now come down.

I will break them into tiny bits!

Learning objectives:

• I know the different types of sentences.

Listen and read

Pages 40-41

Getting started

​

Read the sentences below and label them as a statement, question, command and exclamations.

`Don't shoot!´

`Why not?´

`You are always shooting at us.´

`Oh, but that's not the same!'

`We are allowed to shoot ducks!´

`Who allows you?´

`We allow each other,´

`Very nice and now we are going to allow each other to shoot you.´

command

question

exclamation

statement

exclamation

question

statement

statement

exclamation

Now try these

Match the start of the sentence to the end of the sentence and then say what type of sentences they make.

question

question

command/exclamation

statement

exclamation

Practice your punctuation

Rewrite the sentences below adding capital letters, full stops, exclamation marks or question marks and speech marks.

1. oh, but that's not the same said mr gregg we are allowed to shoot ducks

​

2. who allows you asked the duck

​

3. we allow each other said mr gregg

​

4. very nice, said the duck and now we are going to allow each other to shoot you

​

`Oh, but that's not the same!' said Mr Gregg. `We are allowed to shoot ducks!´

​

`Who allows you?´ asked the duck.

​

`We allow each other´ said Mr Gregg.

​

`Very nice,´ said the duck. `And now we are going to allow each other to shoot you.´

Persuasive writing

Stories use persuasive writing to help you understand the different points of view characters have.

Day 22

Learning objectives:

• I know the main points of a persuasive writing.

• Persuasive writing tells your opinion.
• It gives reasons for this opinion.
• It tries to make people feel the same way.
• At the end it provides a solution to the problem.

I think you should stop hunting.

How would you like it if we shot at you?

You shot my children.

Throw away your guns.

Listen and read

Pages 42-43

Getting started

​

With a partner read the script. Remember to read the questions like they are questions and exclamations as exclamations.

3`And now we are going to allow each other to shoot you.´

6`Will you give me your word on that?´

Scene 5.3 The tree

Greggs No! No! No! Don't shoot! Please don't shoot!

Duck Why not? You are always shooting at us.

Greggs Oh, but that’s not the same! We are allowed to shoot ducks!

Duck Who allows you?

Greggs We allow each other,

Duck And now we are going to allow each other to shoot you.

Greggs Oh, please! My two little children are up here with us!

Duck Yesterday you shot my children,

Greggs I'll never shoot another duck as long as I live!

Duck What about deer?

Greggs I'll never shoot another duck or another deer or anything else again!

Duck Will you give me your word on that?

Greggs I will! I will!

Duck Will you throw away your guns?

Greggs I will break them into tiny bits!

Now try these

Put the speech bubbles in the correct order.

`Don't shoot! Please don't shoot!´

`You are always shooting at us.´

`Who allows you?´

`And now we are going to allow each other to shoot you.´

`Yesterday you shot my children,´

`What about deer?´

`Will you give me your word on that?´

`Will you throw away your guns?´

`We are allowed to shoot ducks!´

`We allow each other,´

`My two little children are up here with us!´

`I'll never shoot another duck as long as I live!´

`I'll never shoot another duck or another deer or anything else again!´

`I will! I will!´

`I will break them into tiny bits!´

1

2

3

4

5

6

7

8

9

10

11

12

14

13

15

Writing

The class will be split into two groups. Those for hunting and those against. Fill out your arguments using the sentence starters.

1. In my opinion…

2. The reason for this is...

3. Some might say … however

4. Finally, ...

Sentence starters

5. These examples show ...

1. Your opinion

2. Argument for

3. Argument against and then for

4. Argument for

5. Repeat argument

Contents

In my opinion

The reason for this is

Another reason

Some might say however

Finally,

These examples show

Use the following to show your point of view.

Information texts

Day 23

Discussion:

What birds are mentioned in this sentence?

What do you know about these birds?

Are there any other birds you know the names of?

Do you have any bird facts you can share?

Learning objectives: I can collect information from an information text.

They were surrounded by ducks, doves, pigeons, sparrows, robins, larks, and many other kinds that I did not know, and the birds were eating the barley that the boys were scattering by the handful.

Commas are used to separate things in a list.

Listen and read

Pages 52

Getting started

​

Match the bird name description and then the picture.

Now try these

Collect information about 3 birds and lay it out as shown below. DO NOT COPY INFORMATION. Write it in your own words.

Chaffinch

The chaffinch is a very common bird in the UK. They don’t like to feed from an open table but prefer to be on the ground to get food. Its feathers are the same colour as soil so you might hear its loud song before seeing it.

Chaffinch: The UK’s second most common bird, the Chaffinch is another bird to look out for in your garden. A good starting point is near the bird feeder. Although they won’t be likely to openly feed on the table, they can be spotted hopping down below looking for food in the hedges and on the ground. However, you are likely to hear this breed’s loud song before you see its feathers as it blend so expertly to the earth.

This text comes from the website:

https://www.lovethegarden.com/uk-en/article/19-common-british-birds-you-can-find-your-garden

Can you see how I have changed the text into my own words?

Practice your punctuation

• they were surrounded by ducks doves pigeons sparrows robins larks, and many other kinds that i did not know, and the birds were eating the barley that the boys were scattering by the handful

​

​

​

• collared doves have a black ‘collar’ around their necks doves are related to pigeons

​

• blue tits can have blue yellow and green colour they tend to flock in groups in the winter as they search for food to feed their large families

​

​

They were surrounded by ducks, doves, pigeons, sparrows, robins, larks, and many other kinds that I did not know, and the birds were eating the barley that the boys were scattering by the handful.

Collared doves have a black ‘collar’ around their necks. Doves are related to pigeons.

Blue tits can have blue, yellow and green colour. They tend to flock in groups in the winter as they search for food to feed their large families.

Writing a summary

A summary is a shorter version of the story. We can make a summary by collecting the most important parts in the story in the story.

Day

24

Learning objectives: I know how to write a summary.

William tells the story to the girl. He will probably give a summary which is quicker.

Yesterday morning we had become smaller and had wings instead of arms. We flew out of the house and four enormous ducks entered our house. We built a nest and tried to eat apples. Later, we spent the night in the nest while it rained. In the morning the ducks were waiting outside the nest with guns. Dad promised to get rid of our guns. Suddenly we returned to our normal height and got their arms back.

Listen and read

Pages 54

Getting started

​

Put these events in the correct order to make a summary of the story so far.

The Greggs built a nest and tried to eat apples.

The girl was angry with the Greggs for hunting and she put the magic finger on them.

They spent the night in the nest while it rained.

The next day the Greggs had become smaller and had wings instead of arms.

In the morning the ducks were waiting outside the nest with guns.

The Greggs flew out of the house and four enormous ducks entered their house.

Mr Gregg apologised and promised to get rid of their guns.

The Greggs returned to their normal height and got their arms back.

1

2

5

3

4

6

7

8

Getting started

​

1. Put the pictures in the correct order.

2. Come up with a sentence for each picture.

In the morning the ducks were waiting outside the nest with guns.

6

The Greggs returned to their normal height and got their arms back.

8

The girl was angry with the Greggs.

1

The Greggs became smaller and had wings instead of arms.

2

Four enormous ducks entered the Greggs’ home.

3

The Greggs built a nest.

4

Mr Gregg apologised and promised to get rid of their guns.

They spent the night in the nest while it rained.

5

7

Making

sure

William wrote the following summary do you think you can make it any shorter?

1) Cross out the sentences which are not needed.

2) Cross out words and phrases that are not needed.

3) Read what you have left to a partner. Does it make sense?

I woke up and got ready but when I looked down at myself I was different. I had become smaller and had wings instead of arms. We flew out of the house and, while we flew around, four enormous ducks entered our house. We built a nest. We collected sticks while Dad built the nest. Later we tried to eat apples. Later, we spent the night in the nest while it rained. In the morning the ducks were waiting outside the nest with guns. Dad apologised and promised to get rid of our guns. Suddenly, we returned to our normal height and got their arms back.

This is just one way to shorten the text above maybe your one is different. Are there other ways to shorten the text? Is there something missing?

Writing

The Greggs change into ducks.

The Greggs spent a horrible night in the nest.

The Greggs built a nest.

The Greggs left the house.

The ducks entered the house.

The girl puts the magic finger on Greggs.

All the windows and doors are shut.

The Greggs and ducks return back to normal.

The ducks pointed their guns at the nest.

Mr Gregg promised to destroy the guns.

Start

End

Write your own summary for The Magic Finger. Remember to include important things that happened but keep it as short as possible.

A different ending

Day 30

Ending 1

`But ducks are not people.´said Mr Gregg. `It’s just witch’s magic that has turned you into duck people. Now get out of my house.´

`Very well,´ said the duck `you have not learned your lesson and shall remain with wings. Now you better fly fast because we are hunting today.´

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Ending 2

I pointed my finger at the Coopers… and… nothing happened. I realised my magic finger no longer worked. Behind me came the Greggs. They spoke to the Coopers and started persuading them that hunting was a cruel sport.

A story can end in many ways and a writer must decide which is best. Ivan has just entered the cave. How do you think the story should end?

Ending 3

I ran to the where the shots were coming from and saw Jim Cooper and his boys shooting at deer. Immediately a flash left my finger and spread around the Coopers.

Mr Cooper started growing horns out of his head and all of them had cloven hooves instead of hands.

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Learning objectives: I know how to come up with a different ending to a story.

Discussion: What differences are there between the endings and the real ending of the story?

Listen and read

Pages 54

Getting started

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Choose the ending which best suits the statement.

1) Mr Gregg thinks ducks are not people.

2) The girl puts the magic finger on the Coopers.

3) The Girl’s magic finger stops working.

4) Mr Gregg has not learned his lesson.

5) The Greggs keep their wings.

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6) The Greggs persuade the Coopers that hunting is a cruel sport.

7) Mr Cooper starts growing horns.

8) The Greggs no longer have wings.

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Ending 1

`But ducks are not people.´said Mr Gregg `It’s just witch’s magic that has turned you into duck people. Now get out of my house.´

`Very well,´ said the duck `you have not learned your lesson and shall remain with wings. Now you better fly fast because we are hunting today.´

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Ending 2

I pointed my finger at the Coopers… and… nothing happened. I realised my magic finger no longer worked. Behind me came the Greggs. They spoke to the Coopers and started persuading them that hunting was a cruel sport.

Ending 3

I ran to where the shots were coming from and saw Jim Cooper and his boys shooting at deer. Immediately a flash left my finger and spread around the Coopers.

Mr Cooper started growing horns out of his head and all of them had cloven hooves instead of hands.

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Ending 1

Ending 2

Ending 3

Ending 1

Ending 1

Ending 2

Ending 3

Ending 2

Ending 3

Now Try These

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2. Which ending do you think is the best one for the story? Why?

1. Match the ending to how the characters change their thinking and then match how their bodies have changed.

Writing

Write your own ending to The Magic Finger story. Think about the ideas below to help you write you story.

The Greggs agree never to hunt again.

The Greggs and ducks turn back into full humans.

The Greggs stay with wings.

The Greggs become full ducks.

The ducks become full humans.

The Greggs want to continue hunting.

The girl loses her powers.

The girl keeps her powers.

The Coopers are changed into animals.

The Coopers are not changed into animals.

Start

End