Raise Attainment and Improve Standards: Use Film to Implement the National Literacy Framework

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1 Raise Attainment and Improve Standards: Use Film to Implement the National Literacy Framework WALL E Our resources are designed to be used with selected film titles, which are available free for clubs at See, think, make. Imagine intofilm.org Into Film is a trading name of Film Nation UK. Registered Charity number

2 Teachers notes WALL E Copyright Property of Disney (2008). All rights reserved mins Cert: U Curriculum focus This film perfectly complements Eco Schools and the ESDGC curriculum for Years 2 4. A full list of curriculum links can be found on pages About this film WALL E tells the story of a small, rather hopeless-looking robot who is left alone on Earth to clean up the mess humans have made on the planet Earth. While WALL E gets on with his routines day after day, we get to know him and his curious personality. WALL E is all alone and completely focused on his task until he meets Eve, another robot sent to Earth, who opens WALL E s eyes to a whole new kind of life... Film and the National Literacy Framework This resource supports the use of the National Literacy Framework within the primary classroom in a creative and engaging way. It has been developed in conjunction with a leading literacy practitioner and the Welsh government and aims to empower teachers to increase literacy through one of the most engaging art forms in young people s lives. This resource comprises of a range of activity ideas for the classroom, and is part of a series covering four popular films that span the primary age range: Around the World in 80 Days; The Iron Giant; Hairspray and WALL E. Each film-focused resource offers activities that relate to both the oracy and writing strands of the National Literacy Framework, as well as question prompts and engaging pupil worksheets. These resources were written by Abigail Beacon, Assistant Headteacher, Danescourt Primary School in Cardiff. If you are interested in CPD opportunities, Into Film has launched a new CPD programme and Film Literacy is a key component. Simply visit DVD availability You can order this film for free through your Into Film club account. WALL E is available on DVD via or use the following URL: bit.ly/wallewr. Not yet Into Film? Joining Into Film is easy and free go to to find out more and to register or support@intofilm.org. Filmmaking support As well as viewing the film, this resource offers opportunities for filmmaking. For further information on filmmaking in the classroom, see Into Film s resource: bit.ly/primaryfilmmakingguide. intofilm.org 2

3 Activity outlines Literacy-focused activities Writing activity ideas Write/draw a storyboard WALL E meets EVE. Discuss which words and phrases would be the most important to show how WALL E is feeling. Write WALL E s job description what does he do? What is his role on Earth? Watch the film and make a list of all of the things which can be recycled (and that haven t been). Write a letter to the people of the future to tell them how important the 3R message is. Captain B. McCrea was very brave and stood up to the ship s computer. Write a short story based on someone standing up for what they believe in, the obstacles they have to overcome and the various ways they resolve them. Use a story mountain or writing guide to help plan the writing. Make your own movie trailer about the film, re-enacting key scenes which you think are really important to persuade people to come and watch it. Design your own waste collecting robot write instructions for it, what its job is and how it works, include labelled diagrams. Customise a BeeBot (dress it up as your robot) and program instructions so it can do its job. Draw a floor map and set it off on its journey. Write a series of diary entries for your robot to describe the day(s) it has had doing the job you have programmed it to do. Write an advert to persuade people on the ship to join you on your new life on Earth. intofilm.org 3

4 Activity outlines PSE and ESDGC-focused activities These activities are linked to the PSE framework for Sustainable Development and Global Citizenship and in ESDGC are linked to Natural Environment: Big questions Which is more valuable: a diamond ring or a plant? Did WALL E know the plant was something special? Activity ideas What do plants need to grow? Design a science experiment to show why there were so few plants during WALL E s time on Earth. Make an operation manual to re-colonise Earth. What instructions would you write? Make sure you include a contents page, an index and glossary of terms, as well as answer some important questions eg what do plants need to survive? What do humans and other animals need to live? Diamond ranking: which is more valuable? Use the Diamond 9 worksheet on page 6. Children can add their own vocabulary suggestions to the ones here. These activities are linked to the PSE framework for Health and Emotional Well-Being and in ESDGC are linked to Health: Big questions Is everything valuable? Did WALL E love EVE? Is it possible for a machine to show love? Activity ideas WALL E and EVE s first meeting was without words. Music, gesture and animation of facial expressions conveyed everything the viewer needed. In groups of four listen (audio only) to the soundtrack again, each group member to take a different focus area (music, sound effects, voice and silence) and visualise each part, drawing/sketching and annotating as a story map or storyboard. Discuss the main ideas contained in your story map with your group members, emphasise your key points and compare findings, report back to the class the group s key findings. Watch WALL E and EVE s meeting again, how did your story maps/storyboards compare with what happened in the film? Make your own greeting/getting to know you music (remember the previous focus points: music, sound effects, voice and silence to help show the range of feelings and emotions you wish to convey), write a storyboard/story map to go with your music. Make a newsreel to inform other pupils about the work of the School Nutrition Action Group and their role in ensuring pupils are informed about the basic ingredients of a healthy lifestyle. These activities are linked to the PSE framework for Sustainable Development and Global Citizenship and in ESDGC are intofilm.org 4

5 Activity outlines linked to Consumption and Waste: Big questions Can anything be a toy? We know dropping litter is a bad thing, would it be better if we buried it in the ground like the council does? Can we always reduce, reuse and recycle? Activity ideas Watch the closing credits of the film again for inspiration, write a digital Earth Manual, include some new Life on Earth rules or charter to ensure citizens of Earth don t make the same mistakes again. Film the work of the school eco committee or school council to show how improvements in the school environment have affected the lives of people in the community. Premiere the films in your own film festival to coincide with either the Into Film Festival or Earth Day. Develop a No Easy Answers Board to post up any questions for which there isn t an easy answer eg Can we ever throw rubbish away? Where is away? intofilm.org 5

6 Diamond 9 worksheet Which of the things listed below are the most valuable to life on earth? Use the diamond 9 formation below to rank your ideas. You can add your own ideas if you can think of anything that not listed here. Most important Least important Plant Tree River People Diamond ring Water Love Home Food intofilm.org 6

7 Storyboard template For further advice and guidance on storyboarding, see this helpful video: bit.ly/howtostoryboard. Notes Notes Notes Notes Notes Notes Notes Notes intofilm.org 7

8 What do plants need to grow? Why do you think there were so few plants during WALL E s time on Earth? Design an experiment to test your theory. What will you need? What do you think will happen? What will you measure? What will you do? Measurements What did you find out? intofilm.org 8

9 Curriculum links Links to the Literacy Framework Year 2 Curriculum subject Literacy Programme of study Oracy - Speaking Oracy Listening Oracy - Collaboration and Discussion Writing - organising ideas and information (meaning, purposes, readers) Writing - organising ideas and information (structure and organisation) Content express opinions, giving reasons, and provide appropriate answers to questions extend their ideas or accounts by sequencing what they say and including relevant details speak clearly to a range of audiences adopt a specific role, using appropriate language in structured situations listen to others with concentration, understanding the main points and asking for clarification if needed retell narratives or information that they have heard, sequencing events correctly show understanding of what they have heard by asking relevant questions to find out specific information contribute to discussion, keeping a focus on the topic and taking turns to speak share activities and information to complete a task write for different purposes write text which makes sense to another reader, which may include details and pictures use talk to plan writing re-read and improve their writing to ensure that it makes sense experiment with different formats and layouts on-screen, using the facility to move text and pictures around easily follow a structure in their writing with support, eg reports, lists follow and build upon a form modelled by the teacher organise writing with a beginning, middle and end use different types of writing appropriate to purpose and reader intofilm.org 9

10 Curriculum links Links to the Literacy Framework Year 3 Curriculum subject Literacy Programme of study Oracy - Speaking Oracy Listening Oracy - Collaboration and Discussion Content explain information and ideas using relevant vocabulary organise what they say so that listeners can understand, eg emphasising key points, sequencing an explanation speak clearly, varying expression to help listeners use language appropriate to more formal situations, eg during an assembly, talking to a visitor keep in role and support others in role play listen carefully and make connections between what they are learning and what they already know check understanding by asking relevant questions or making relevant comments contribute to group discussion, sharing ideas and information use talk purposefully to complete a task in a group. Writing - organising ideas and information (meaning, purposes, readers) Writing - organising ideas and information (structure and organisation) write for different purposes and readers choosing words for variety and interest include relevant details, information or observations in their writing note down ideas to use in writing use on-screen functions, eg font, colour, cut, paste, size, to present their work in ways to interest the reader and enhance meaning review and improve sections of their work use a basic structure for writing write using an introduction to the topic and a conclusion present processes, event or reports in a clear sequence use visual information if relevant, eg labelled diagrams intofilm.org 10

11 Curriculum links Links to the Literacy Framework Year 4 Curriculum subject Literacy Programme of study Oracy - Speaking Oracy Listening Oracy - Collaboration and Discussion Writing - organising ideas and information (meaning, purposes, readers) Writing - organising ideas and information (structure and organisation) Content explain information and ideas using supportive resources, eg on screen and web-based materials organise talk so that different audiences can follow what is being said, eg giving background information, providing a brief summary of main points adapt talk showing understanding of the differences between informal talk with friends and more extended talk with a wider group explore different situations through role play listen carefully to presentations and show understanding of main points after listening, respond, giving views on what the speaker has said contribute to group discussion and help everyone take part help a group to reach agreement, eg considering reasons or consequences, keeping focus on the topic. adapt what they write to the purpose and reader, choosing words appropriately, eg descriptive, persuasive language explain main idea(s) with supporting details, including observations and explanations where relevant gather ideas to plan writing explore and use appropriately the different forms of writing on-screen to interact with others, eg websites, s, blogs improve writing, checking for clarity and organisation use specific structures in writing, eg tables, questionnaires write an introduction, develop a series of ideas and a conclusion organise writing into logical sequences or sections by beginning to use paragraphs use visual information, eg illustrations, diagrams and graphs, which are clear and relevant to the written text intofilm.org 11

12 Curriculum links Links to the framework for PSE and ESDGC KS2 Curriculum subject PSE Programme of study Sustainable Development and Global Citizenship Content Pupils should be given opportunities to: appreciate the natural world as a source of inspiration take an active interest in varied aspects of life in school and the wider environment To understand: how the environment can be affected by the decisions we make individually and collectively that local actions have global effects because of connections between places and people Health and Emotional Well- Being Pupils should be given opportunities to: take increasing responsibility for keeping the mind and body safe and healthy feel positive about themselves and be sensitive towards the feeling of others To understand: the features and physical and emotional benefits of a healthy lifestyle the range of their own and others feelings and emotions ESDGC Natural Environment Pupils should be given opportunities to: develop respect for landscapes, habitats and living things develop a fascination with and respect for the natural world To understand: the needs of living things people depend on the environment for energy, food and other materials and resources intofilm.org 12

13 Curriculum links Curriculum subject Programme of study Health Content Pupils should be given opportunities to: care for their own health and the health of others recognise their responsibilities to keep themselves and others safe appreciate the importance of family and community when making health choices To understand: the basic ingredients of a healthy lifestyle the impacts of environment on health and well-being Consumption and Waste Pupils should be given opportunities to: take personal action and influence others to save energy and reduce consumption To understand: where the things people consume come from and go to ways to reduce their energy use and the energy use of others that waste can cause pollution intofilm.org 13