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              Year 5: Narrative Film Unit 5 National Strategy

Resources:        Story Shorts 2, DVD player; writing equipment; individual
                  whiteboards & pens; Interactive whiteboard; Opening
                  sentence prompt bag of tips; Prompt question cards;
                  hotseating props; Wanted poster writing frame and vocabulary
                  prompts.
Activity:         Create a story of their own with a moral, using a storyboard
                  format.
Word:             Powerful adjectives to describe a key character
Sentence:         Function of adjectives within sentences.
Text:             To write a story using a theme from the film to write a fable.

                                Learning Outcomes
Literacy
Pupils will: Compare contrasting characters and setting; understand the
structure and elements of a simple narrative.
Learning about film
Pupils will: understand how music contributes to mood; understand and use the
term mise en scene.


Introduction
Whole Class
* Sound and Image activity with a selection of the C’s and S’s of film:
Children use prompt question cards (Setting –place; Setting- Time; Story;
Character) and listen to the first 2 minutes of the film without visuals (up to
the point where Rover – the dog – enters the beggar woman’s house). Discuss the
children’s perceptions/ideas based on the soundtrack.

* Inference & Deduction:
1. Before children watch the film, show them pictures of the beggar woman and
the master. In talking partners, discuss: Who are these characters? What do
you think they are like? What words can be used to describe them? On mini-
whiteboards, list adjectives/adjectival phrases to describe what you think they
are like. Take feedback onto the IWB.

2. Introduce the term mise en scene. Look at 2 external and 2 internal pictures
from the film. (The master’s house and street; the beggar’s house and street).
How are these contrasted? What can we tell from the composition of these
shots?
* Watch the film – pausing when the nanny returns to the house. What has
happened? What is the dilemma? What do they predict will happen in the end?
How accurate were the children’s initial thoughts from the sound & image
activity?

Shared Writing
Remind children of the structure of a narrative – OBDER – by using the VAK arm
movements. Show the children a story map of the main parts of the film
narrative. With the dilemma pre-written, work with the children to write the
introduction of the story using TfW (talk for writing) strategies. Remind them
to use connectives, 2A or 4A sentences (adding 2 adjectives or 2 adverbs) and
varying the start of sentences by our opening sentence prompts bag of tips
(use an adverb; use and “ing” starter; use an “ed starter; use a prepositional
phrase; use a connective)

Independent Development activities
Green group: (Kevin to support green/pink groups) Retell the story from the
villain’s point of view. Children to write a narrative ensuring all sentence prompt
tips are used at least once in their work.
Pink Group: complete the story by writing the events that lead to a resolution
Purple & Blue group (guided with me): using a story map, write captions for
different points in the film.
Yellow group: (with Kala): Create a wanted poster for the beggar woman. Use a
writing frame and supported vocabulary prompts.
Plenary
* Hotseat the characters of the beggar woman and the master. Time permitting,
hotseat the nanny.

								
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