Activities
Chapter 4
LEVEL 1
Robochef
by Adam Bushnell
Stop that Robot!
Working with the text:
READ £ Guided reading notes
Reading lab £ Reading comprehension
WRITE £ Inspire words
Writing workshop £ Speech marks
TALK £ Discuss the options
Space for debate
Should robots have rights?
In the fourth part of the project:
PROJECT Present the robot rights you have decided on
Specific tasks
in a graphic way.
£ Robot rights infographic
Review the Project sheet and download the activities provided for it alongside each chapter.
Work on the project progressively by completing these specific tasks.
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ACTIVITIES LEVEL 1. Robochef
Chapter 4. Stop that Robot!
READ Name:
Reading lab
Guided reading notes
Here you can find some tips to help you in your reading sessions.
1 2
Remember the situation at the end Read the next section. Locate all the
of chapter 3. Read the first section. action verbs that create drama and
Ask: Why does Amelia want to movement in this section. (pushed,
disconnect the battery? (They need to wriggled, raced, tripped, fell, jumped
stop Robochef.) Locate the prefixes and so on.) Remind students that
dis and re in the words disconnect plastic bags can be dangerous and
and reprogram and explain how they cause suffocation. Ask a volunteer to
change the meaning of the root word. explain how the girls stop Robochef.
3 4
Read the next section. Ask: If you were Read the next section. Ask: What
Mrs Hamley, would you be angry with impression do you get from eyes
the children? Referring to previous glowed a brilliant bright white.
discussions, ask: Could Robochef mean (Perhaps Robochef has gone crazy.)
or not mean to cause trouble? Agree Point out Its battery and discuss why
that the words limp and gently placed Its does not have an apostrophe here.
make Robochef seem more like a Discuss further examples such as its
person than a robot. head or it’s running away.
5 6
Read to the end. Remind the students Introduce the Project. Share examples
that the next chapter is the last in of infographics on topics the students
the story. Ask: What do you predict are interested in. Look at the techniques
will happen? What would you like to listed on the activity page. Encourage
happen? Ask: Is there any hope for the students to locate further
Robochef? Can it be reprogrammed? information and images to create
Will Robochef be able to create havoc their own poster about robot rights,
one last time before then? presenting them in a graphic way.
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ACTIVITIES LEVEL 1. Robochef
Chapter 4. Stop that Robot!
READ Name:
Reading lab
Reading comprehension
Answer the following questions about the chapter and explain your answers.
1 Why does Amelia want to disconnect Robochef’s battery?
Because Robochef is out of control. They need to stop it.
Find and copy three verbs that describe what the children do
2 in the second section.
Raced, ducked, called.
Why do you think the children are gentle when they put Robochef
3 in the shed?
Because they feel sad. Robochef is not bad, just confused.
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ACTIVITIES LEVEL 1. Robochef
Chapter 4. Stop that Robot!
READ Name:
Reading lab
4 Find and copy a verb that tells you Robochef moved quickly.
Zoomed.
5 What do you think will happen in the next chapter?
I think that maybe Robochef will cause more problems in the restaurant.
What do you think the children should do with Robochef?
6 Explain your answer.
I think they should try to fix it or turn it off again.
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ACTIVITIES LEVEL 1. Robochef
Chapter 4. Stop that Robot!
WRITE Name:
Writing workshop
Inspire words
Find these words in the chapter. What type of words are they – noun, adjective or verb?
Do you know a different word with the same meaning?
wriggled determined
sipped limp
stuffed zoomed
1-The children wriggled in the bags.
2-Isabel looked determined.
3-Mr Jenson was stuffed in a bin.
4-Robochef zoomed away down the street.
5-Mrs Garcia sipped a cup of tea.
6-The robot was limp when it stopped.
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ACTIVITIES LEVEL 1. Robochef
Chapter 4. Stop that Robot!
WRITE Name:
Writing workshop
Speech marks
Rewrite the sentences. Add the speech marks.
1 Can we turn Robochef off? asked Amelia.
“Can we turn Robochef off?” asked Amelia.
2 Help! called Mrs Garcia.
“Help!” called Mrs Garcia.
3 Don’t worry, Mrs Hamley, said Mr Lopez. This was just an accident.
“Don’t worry, Mrs Hamley,” said Mr Lopez. “This was just an accident.”
4 Amelia, can you stop Robochef? asked Diego.
“Amelia, can you stop Robochef?” asked Diego.
5 Follow it! shouted Mr Lopez. Quickly!
“Follow it!” shouted Mr Lopez. “Quickly!”
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ACTIVITIES LEVEL 1. Robochef
Chapter 4. Stop that Robot!
TALK Name:
Space for debate
Discuss the options
Discuss which of the three options you find most interesting to continue the story,
explaining your reasons why. Here’s a reminder of the options and some key points for each.
What happens next?
A B C
Mr Lopez closes and The children help
Robochef loses
locks the restaurant the people out of the
control in the
door and calls the restaurant and try to
restaurant kitchen
police keep Robochef busy
We do not know if there are Could the children distract Robochef began with
customers in the restaurant. the robot again and keep cooking in the school kitchen
If so, would they be safe? Is it it busy while the people and made lots of amazing
better to try to trap Robochef escape? How could they keep things. Can you imagine the
inside with them and wait for it busy in a restaurant? Could different foods it will find in a
the police? Could it escape they perhaps have a food restaurant kitchen? What will
from a different exit? fight for it to clean up? happen if it loses control?
I think Robochef will lose control in the restaurant kitchen.
It will find lots of food and cook crazy things again. Maybe it will clean too much again too!
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ACTIVITIES LEVEL 1. Robochef
Chapter 4. Stop that Robot!
List of robot rights :
PROJECT Name: -Robots should not hurt people.
-Robots must follow human instructions.
Specific tasks
-Robots do not need food or sleep.
-Robots are not people, but they must be safe.
Robot rights infographic -People must control robots.
On a separate piece of paper, create an attractive poster to present your ideas about robot
rights in a graphic way. Use some of these ideas to make your poster look good.
Place your list of robot rights in
Add images of robots
the centre of the page
Add a quotation in a speech
Use arrows and symbols
bubble
Find statistics about robots or
Add fun facts
human rights
Put different information in
Add a timeline
different boxes
Use two or three strong
Use bold headings and key words
colours
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