constructions from reading and Assign a portion of the story to each group – listening, and using (perhaps individual chapters or specific these consciously scenes this could also be shared across – in their writing and classes or even phases). Pupils will need to speech to achieve collaborate effectively within groups and to particular effects be assigned specific roles within their groups or class including director, knowing and cameraman, actors, lighting, costumes and understanding the make up. (Facilitate Mantle of the Expert differences approach as appropriate) between spoken and written Pupils will firstly be creating a screenplay for language, including the film as per the example attached. There differences are several online links to writing associated with screenplays e.g. . There are lots of formal and informal examples of free software online specifically registers, and for screenplay writing e.g. between Standard English and other Once the screenplays are completed, pupils varieties of English can film their section of the book, which can then be joined together as an entire film. This film could then be shown to another class (or even a younger year group as – Additional part of a primary transition unit) for challenge: Pupils feedback. could create a documentary Pupils should also an individual detailing the evaluation of their text to film adaptation adaptation of the activity outlining their individual roles in the text to film. This will process, the way the activity has deepened be particularly their understanding of the author’s craft, the useful if this task is way they have selected specific camera being used as a angles, lighting etc. to create specific transition or effects. activity, made specifically for an adult audience (teachers,
constructions from reading and listening, and using these consciously in their writing and speech to achieve particular effects knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English Additional challenge: Pupils could create a documentary detailing the adaptation of the text to film. This will be particularly useful if this task is being used as a transition or activity, made specifically for an adult audience (teachers, Assign a portion of the story to each group – (perhaps individual chapters or specific scenes – this could also be shared across classes or even phases). Pupils will need to collaborate effectively within groups and to be assigned specific roles within their groups or class including director, cameraman, actors, lighting, costumes and make up. (Facilitate Mantle of the Expert approach as appropriate) Pupils will firstly be creating a screenplay for the film as per the example attached. There are several online links to writing screenplays e.g. . There are lots of examples of free software online specifically for screenplay writing e.g. Once the screenplays are completed, pupils can film their section of the book, which can then be joined together as an entire film. This film could then be shown to another class (or even a younger year group – as part of a primary transition unit) for feedback. Pupils should also an individual evaluation of their text to film adaptation activity outlining their individual roles in the process, the way the activity has deepened their understanding of the author’s craft, the way they have selected specific camera angles, lighting etc. to create specific effects.
Skills-from-Brazil-lesson-plan-secondary.docx