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Drama Strand Progression through freeze frame activity

Year Group Speaking & Listening Ob ective Suggested !e"t & !hemes Suggested #i$m & !hemes %ontent #ocus 1 To act out own and well-known stories, using different voices for characters e.g. using drama techniques to portray characters and motives. Cinderella Cinderella relationship between Cinderella and her two sisters. etelling of a traditional fairy story using a known story structure for own retelling. !ree"e-frame to develop understanding of how characters interact and move the story on, and also showing the sequence of the story. # list of new vocabulary needs to have been collected to be referred to when writing. $orking in small groups, children enact and e%tend some scenes. The class will become the characters in the story&film by making free"e-frames 'like photographs( of some of the illustrations. etell the story, stopping at an interesting point. Children will work in two)s or three)s to make a free"eframe of this scene. *ncourage them to improve their body position and facial e%pressions. +dentify with the children two illustrations, which are particularly important to the story. #sk children to make a free"e-frame of the first illustration. #sk groups to hold their free"e-frame while the rest of the class gather round. #sk the children in the free"e-frame about their picture, speaking to them in role as their character. *ncourage children to answer in role. epeat for second illustration. #sk some groups to e%plain what they acted out. #sk some groups to repeat their conversations and ask others to comment on what was said and how. ,roups to develop a brief sequence of action from a free"e-frame position, from a significant episode towards the end of the story. -hare work and discuss insights gained from the free"e-frames and acting as characters to discuss the story.

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'riting Ob ectives

To build simple profiles of characters from stories read, describing characteristics, appearances, behaviour with pictures, single words, captions, words and sentences from te%t. -hared writing to develop into independent writing of sentences for character profiles. -ee ./eveloping *arly $riting) 0.11.

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Drama Strand Progression through freeze frame activity


Year Group Speaking & Listening Ob ective Suggested !e"t & !hemes Suggested #i$m & !hemes %ontent #ocus Overvie& 2 To adopt appropriate roles in groups and consider alternative courses of action e.g. developing a plot&characters. The 3ion 4ing friendship, love, newcomer splitting up established friendship The hero and his friends have been in the 5ungle searching for food. 6ala chases one of the friends, 0umba, the warthog, and is tackled by the now mature -imba. 6ala and -imba recognise, and are attracted to, each other. $atch the clip of film and use face symbols to show how characters feel 'linked to 0.-.7.* work(. 8se free"e-frame and role-play activities to develop and reflect on characters) thoughts and feelings. 3ook for evidence that children are focusing on .their) character and identifying how that character)s feelings change. 8se pair and group free"e-frame to e%plore alternative ways in which the story might continue. 0airs&groups to plan, practise and perform their alternative continuation of the story. 8se speech bubbles to bring the free"e-frames to life, in order for characters to describe their thoughts and feelings in reaction to the change of events. eflect on the activities and look for evidence that they helped them to understand the different feelings of the characters through e%ploring characters and situations in stories. To write character profiles, e.g. simple descriptions, posters, passports using key words and phrases that describe or are spoken by characters.

'riting Ob ectives

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Drama Strand Progression through freeze frame activity


Year Group Speaking & Listening Ob ective Suggested !e"t & !hemes Suggested #i$m & !hemes %ontent #ocus 9 To present events and characters through dialogue to engage the interest of an audience e.g. acting out : between two characters bringing out the differences between them. ;ames and the ,iant 0each isolation and loneliness, bullying and name-calling. <ental and physical cruelty. Toy -tory friendship, rivalry, 5ealousy, love Toy -tory =u"" is convinced he is a real space e%plorer and ranger, and his arrogance particularly annoys $oody, the cowboy doll and previous favourite. The two argue and fight, only to become the best of friends as circumstances make them co-operate to save the day. +n groups ask pupils to create free"e-frames for key moments in the film involving =u"", $oody and any other key characters. *ach group focusing on a different moment given by the teacher. #sk groups to share free"e-frames while the others guess which part of the story is being represented. 7ow can they tell> $hat is it about the positions&facial e%pressions that suggests this> Teacher to focus on one free"e-frame and bring it to life by asking pupils to use speech&thought bubbles to develop characters through language. #sk each group to bring their scenes alive, using role-play to develop the dialogue between the characters at this point of the story. -hare some e%amples of the role-plays and discuss their effectiveness. $as the dialogue realistic> $hat e%periences have the children got that they could use to relate to the character)s situation> Toy -tory - 7ow are outsiders welcomed into groups> 7ow do newcomers feel coming into established groups> $hat do we mean by bullying> +s bullying violence> ;ames and the ,iant 0each +s it right to tell people off and punish them> $hat is acceptable and what is not acceptable> 7ow can we help others to overcome loneliness> To write own passages of dialogue. Choose two characters from the film. Carry out shared writing activity from .,rammar for $riting) 0.?1 0upils to then write own passage of dialogue between two chosen characters, using the basic conventions of speech punctuation.

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Discussion #ocus

'riting Ob ectives

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Drama Strand Progression through freeze frame activity


Year Group & !erm Speaking & Listening Ob ective Suggested !e"t & !hemes Suggested #i$m & !hemes %ontent #ocus Overvie& ? To create roles showing how behaviour can be interpreted from different viewpoints e.g. presenting characters as they might see themselves, then as others see them. ,oodies and baddies in te%ts previously read and e%amples from current soap operas&cartoons etc. The =orrowers escaping from a threat, self-defence, bullying 'large person chasing and threatening small(, and good winning over evil. The =orrower children, #riety and 0ea-,reen, are alone and being chased by the villain who recruits an e%terminator to kill them. They 5ust about escape and the crook gets his come-uppance. +n groups of three, children model a still image& free"e-frame of #riety and 0ea-,reen at the point of being chased by the villain. Teacher shares some of the pupils still images and asks if any of these could be improved, and models how to do this. #nother group of three pupils act as sculptors and improve the image by moving parts of the other group)s body&facial e%pressions etc. The models and sculptors discuss and feedback how and why the image has become more effective. 8se thought tracking device for characters to represent their side of the story at that time. @ne group could act as interviewers to establish character)s thoughts and feelings at this point of the film&te%t. -hare e%amples of thought tracking process. /evelop the thought tracking process by having the characters #riety and 0ea-,reen repeat their key thoughts and feelings about the villain, whilst the villain listens. #sk the .villains) to think about how they are viewed by the =orrower children, and how their behaviour can be interpreted. 8sing thought bubbles ask the pupils to write down what questions the villain might ask himself about his evil behaviour. -hare thoughts and discuss effectiveness, focusing on empathy for others. epeat this process for the =orrower children and how they are viewed by the villain. To write an alternative ending for a known story and discuss how this would change the reader)s view of the characters and events of the original story.

'riting Ob ectives

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Drama Strand Progression through freeze frame activity


Year Group & !erm Speaking & Listening Ob ective Suggested #i$m & !hemes %ontent #ocus A To reflect on how working in role helps to e%plore comple% issues 'different social&cultural&historical perspectives( 0ocahontas %enophobia, cultures, cross-cultural relationships, historical accuracy of video : other media ;ohn -mith, the *nglish e%plorer, promises to help .civilise) 0ocahontas) people and suggests they are savages. 0ocahontas says they are a different culture, not an inferior one. -he shows -mith that he is inferior because he doesn)t appreciate the world around him. The native and *uropean peoples clash after the death of one of the native warriors. ;ohn -mith and 0ocahontas want to overcome the %enophobic attitudes of their respective sides, although, later in the video, -mith is in5ured and has to go back to =ritain without 0ocahontas.
+n groups and as a whole class, children work on key episodes from the film&te%t. Children to select a key moment or situation, and to develop a free"e-frame that communicates it. They will need to decide on the participants, what each of them is doing and the effect they want to create. 0rompt them to consider the detail of the sceneB $hat arrangement of characters&gestures&facial e%pressions will create the effect you want> #sk each group to present their free"e-frame to the class. #sk the othersB $hat does this scene show> 7ow do you know> $hat effect does it create> eorganise the class into two groups representing the two cultures. *%plain that each group must contain a range of views about the issue, with some in favour of cross-cultural relationships and some against. #sk children to develop these roles and to create a drama based on a meeting between these people. 0rompt them as they develop the scenario, to consider whether anyone will change their view and what the outcome of the meeting might be. @rganise groups to present their scenarios to the rest of the class. #sk children to comment on the scenarios. /id you believe that is what these people would say> $hy&why notC& $hat views were e%pressed> $hat arguments and evidence were used to support these views> 7ow effectively> /id anyone change their mind> 7ow> $hy> /raw the class together. 0rompt them to reflect on how the drama activities have helped their understanding of this culture issue. $hat do you feel you know more about now> 7as it changed the way you think about racism> 7ow> $hy>

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'riting Ob ectives

eading comprehension linked to locating information and note-taking 'focus on racism and racial issues(. To convert personal notes into notes for others to read, paying attention to appropriateness of style, vocabulary and presentation.

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Drama Strand Progression through freeze frame activity


Year Group & !erm Speaking & Listening Ob ective Suggested !e"t & !hemes 1 To improvise using a range of drama strategies and conventions to e%plore themes such as hopes, fears, desires. ,oodnight <ister Tom The -ecret ,arden <acbeth ,oodnight <ister Tom physical and mental cruelty The -ecret ,arden death, loss, relationships, class <acbeth 'the animated tale( $hen <acbeth encounters the witches upon the misty heath, he is intrigued by their predictions of royalty and fame. 8rged on by his ambitious wife and his own greed, <acbeth is determined to become king of -cotland. =ut a rebellion is brewing D 8se free"e-frames to create a landscape from the film&narrative and e%plore a moment of crisis facing the main characters. 8se a .conscience alley) technique to investigate how a character, facing a difficult decision, can be influenced by conflicting emotions. *ncourage children to 5ustify their ideas with reference to the te%t&film or their understanding of the characters. /iscuss with the class how the .conscience alley) e%ercise has e%tended their understanding of the character)s dilemma at this moment of crisis. #sk the class to work in pairs to e%plore, through the use of free"e-frame, key moments in the film&te%t. They are to create three free"e-frames, each getting closer to the key moment. #fter the third free"e-frame, ask the pairs to .bring the scene to life) by acting out the ne%t ten seconds of action and dialogue. Conclude the work by asking the class to reflect on how the drama work had e%tended their understanding of the characters. To write constructive arguments. #rguments to be written from the point of view of <acbeth, 3ady <acbeth or the three witches, 5ustifying their reasoning behind plotting against the king.

Suggested #i$m & !hemes

%ontent #ocus

Overvie&

'riting Ob ectives

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(sing ta$k for &riting to deve$op progression through schoo$

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Year Speaking & Listening G Ob ective r o u p & !erm 1A - +nvestigating, E2 T1


selecting, sortingB 3isten to each other)s views and preferences. #gree the ne%t steps to take. +dentify contributions by each group member.

'riting Ob ectives

Links to )LS documents

%ross*curricu$ar Ob ectives

%ontent #ocus

T1AB To write simple instructions. T11B To use models from reading to organise instructions sequentially e.g. listing points in order, each point depending on the previous one, numbering T1FB To use appropriate register in writing instructions.

/eveloping *arly $riting 8nit 11 0.G9 0lanting beans.

HC# -cience unit 2b 0lants and animals in the local environment.

-ome work would need to be carried out on the scientific key vocabulary.

,roup discussion around the best way to communicate to younger children how to plant beans. Consider the different models 'report, recount, instructions( and look at e%amples. /iscuss why instructions and diagrams are the best models. 8sing statements for instructions on card, groups decide on the order and sequence of the instructions. ,o through the checklist for instructions and ask each group to 5ustify their choice. This could be used at the end of the work as part of reviewing the groups) work. +nitial group meeting to discuss and decide areas in which to focus on, for researching and writing a report about an area of interest from $orld $ar 2. +ndividuals in the groups to 5ustify why they want a particular area to be researched. @nce the topic areas have been decided upon groups need to identify individual roles for the 5igsaw activity and how they will combine individual contributions. ;igsaw activity to take place based on discussing and researching ? areas within the $orld $ar 2 topic e.g. evacuation, air raid precautions, rationing and propaganda. #fter writing process has taken place groups evaluate individual contributions to writing reports for the group book and identify ne%t steps for future discussion activities.

E1 T1

0lanning, predicting, e%ploringB ,roup members take more than one role during task. +dentify steps for future action for each group member. Combine the results of individuals) work.

T19B To secure understanding of the features of nonchronological reports. T1IB To write non-chronological reports linked to other sub5ects.

,rammar for $riting 8nit ?A 0.12F 'sentence level work on active and passive verbs(

HC# 7istory unit G $hat was it like for children during the second world war>

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