LESSON PLAN 7 Like so many great stories, The Lion King is not a oneanimal show. These are three-dimensional characters, each with their own existence, thoughts, beliefs and desires. In this lesson students are encouraged to see the story through the eyes of a minor character. Nala Nala s story LEARNING OBJECTIVES Consider and discuss different interpretations of a drama Explore issues, ideas and meaning by changing perspective Convey action, character, atmosphere and tension when scripting plays CURRICULUM LINKS ENGLAND English KS3 KS3 KS3 Grammar and vocabulary KS3 Spoken English KS4 KS4 KS4 Grammar and vocabulary WALES English KS3 Oracy KS3 KS3 KS4 Oracy KS4 KS4 SCOTLAND Literacy 3-18 Levels 3 & 4 NORTHERN IRELAND Language & Literacy 11-16 Developing knowledge, understanding & skills Developing as individuals Developing as contributors to society a,d a c f a-e a-e a-d a-c a-d c,d,f,g,j a-c a To learn more view The Lion King Behind The Scenes EPISODE 3 - MEET THE CHARACTERS PREPARATION Photocopy the project sheet (Secondary 7) for each student. Lesson outline Remind students that we tend to see storylines through the eyes of main characters, such as Simba in The Lion King. But the lives of many others are changed by the action and events that take place. Ask students to consider Nala s part in the story, and what she represents. Nala is a strong character in her own right fighting off Scar s advances and breaking the stereotype of the helpless princess waiting to be rescued by the hero. Also ask them to consider how Nala s journey differs from Simba s. How important is her sex to this difference? Hand out the project sheets. These show a summary of key events in The Lion King story from Nala s point of view and experience. Split the class into pairs or small groups, and give each group one of the points of the story involving Nala. Allow time for discussion within the groups. Students should consider how Nala might feel at that point and how she might express it. Bring the class back together and discuss the different ideas of groups. Plenary Summarise what students have learned about Nala. Extension activity As a homework or extension task, students use what they have learnt about Nala to write a new scene featuring her, based on one of the incidents covered. An example for you to discuss is given below and on the photocopiable project sheet 7 Extension. Mufasa is dead and Simba has vanished, also presumed dead. Rafiki, Sarabi and Nala are left alone. As they sing a mourning chant, Rafiki wipes away the drawing of Simba. The young prince and the hope he stood for are gone. SCENE SCRIPT SCENE ACTION 1 1 Evening at Pride Rock. Subdued lighting casting long shadows. Music: I Just Can t Wait to be King, played quietly and haltingly, in a minor key. 2 2 A single spotlight picks out Nala, sitting in the shade of the rock, head downcast. 3 Nala: Oh Simba, I should never 3 Nala raises her head. have gone with you to the Elephant Graveyard. I, of all people, should have tried to curb your curiosity. 4 4 Sound FX: Hyenas howl in the distance during which the music fades out. 5 Nala: You were the hope of 5 Nala rises slowly to her feet. the pride more than that, the hope of my heart
NALA s story You are going to write an extra scene for The Lion King, featuring Nala. The following are key points of her involvement in the story in. You can take any of these as the starting point for your script. Nala and Simba have been friends since they played together as cubs. She celebrates with him as he sings I just can t wait to be King. Nala goes to the Elephant Graveyard with him and they have to be rescued by Mufasa. She learns of Mufasa s death and Simba s disappearance and sings a mourning chant with Rafiki and Sarabi. Nala enters Scar s cave to protest about the pride being forced to overhunt. She tells his two friends, Timon and Pumbaa, that he is the true King. (What does she make of Timon and Pumbaa?) Nala and Simba realise their love for each other and sing Can you feel the love tonight? She tells him about the Pridelands devastation and urges him to reclaim the throne. He refuses and stalks away, hiding his guilt over Mufasa s death. After meeting Rafiki and seeing his father s face in the stars. Simba eventually returns to the Pridelands with Nala. Scar tries to force his attentions on her but she manages to break free and run away. Rather than submit to Scar, Nala leaves home. First, she goes to Rafiki for a blessing. In the jungle, Nala sees a young lion and goes to chase him off. A fight ensues. She flips him over and realises that it is Simba. With Simba and the lionesses, Nala confronts Scar and the hyenas. Together with Timon and Pumbaa, they fight them. Nala sees Simba show Scar mercy, only to be treacherously attacked again. She finally sees him throw Scar to his death. Nala sees Simba made King and gives birth to his cub. Secondary 7 education programme Disney
nala s story Example of script format Mufasa is dead and simba has vanished, also presumed dead. Rafiki, sarabi and nala are left alone. As they sing a mourning chant, rafiki wipes away the drawing of simba. The young prince and the hope he stood for are gone. scene script scene action 1 2 Evening at Pride Rock. Subdued lighting casting long shadows. Music: I Just Can t Wait to be King, played quietly and haltingly, in a minor key. A single spotlight picks out Nala, sitting in the shade of the rock, head downcast. 3 Nala: Oh Simba, I should never have gone with you to the Elephant Graveyard. I of all people should have tried to curb your curiosity. Nala raises her head. 4 Sound effects: Hyenas howl in the distance during which the music fades out. 5 Nala: You were the hope of the pride... more than that, the hope of my heart... Nala rises slowly to her feet. Secondary 7 Extension activity education programme Disney
CURRICULUM LINKS Lesson PLAN 7 - NALA S STORY ENGLAND KEY STAGE 3 a) Understand increasingly challenging texts through knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension. b) Read critically through studying setting, plot, and characterisation, and the effects of these. a) for a wide range of purposes and audiences - stories, scripts, poetry and other imaginative writing. d) Write accurately, fluently, effectively and at length for pleasure and information through summarising and organising material, and supporting ideas and arguments with any necessary factual detail. Grammar and vocabulary Consolidate and build on their knowledge of grammar and vocabulary through: a) 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. Spoken English Speak confidently and effectively, including through: c) improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact. KEY STAGE 4 Understand and critically evaluate texts through: a) drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation. b) identifying and interpreting themes, ideas and information. Write accurately, fluently, effectively and at length for pleasure and information through: a) adapting their writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue. b) selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and pertinently for support and emphasis. Grammar and vocabulary Consolidate and build on their knowledge of grammar and vocabulary through: a) analysing some of the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English. b) using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language. WALES KEY STAGE 3 Oracy f) Levels 1-8: Learners talk and listen confidently in different contexts, exploring and communicating ideas. a) Level 1: Learners writing communicates meaning through simple words and phrases. b) Level 2: Learners writing communicates meaning in both creative and factual forms, using appropriate and interesting vocabulary, and showing some awareness of form and the reader. c) Levels 3-5: The main features of different forms of writing are used appropriately. d) Levels 6-7: They present information for various purposes and express opinions, developing some points in support of a point of view. e) Level 8: Learners writing shows the selection of specific features or expressions to convey particular effects and to interest the reader. a) Levels 1-4: In responding to a range of texts, learners show understanding of significant ideas, themes, events and characters, and are beginning to use inference and deduction. b) Levels 5-8: Selecting essential points and using inference and deduction where appropriate. They analyse and evaluate how particular effects are achieved through the use of linguistic, structural and presentational devices. KEY STAGE 4 Oracy Developing and presenting information and ideas Speaking Aspect a) Year 10 and 11: use formal and informal languages, structuring their talk and non-verbal features to meet the demands of a range of contexts and purposes; make appropriate and effective use of standard English vocabulary and grammar. b) Year 10 and 11: confidently organise and extend their spoken language using varied syntax and adventurous vocabulary precisely (including terminology) to make sustained, well thought-out contributions that engage listener interest. Listening aspect c) respond to the ideas of others in thoughtful and considerate ways, seeking clarification through appropriate questioning. d) listen to a range of information and ideas from different viewpoints, identifying how different speakers present specific points of view. Collaboration and discussion aspect e) develop and support their own and others ideas with evidence; engage and respond in thoughtful ways to increasingly challenging topics and written texts. Organising ideas and information a) Year 10 and 11: Meaning, purposes, readers - show control, coherence and sense of personal style when writing in continuous and non-continuous forms to achieve particular effects and firmly sustain the readers interest. b) Year 10: Structures and organisation - organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections. c) Year 11: Structures and organisation Use a wide range of peer- and self-assessment strategies to effectively evaluate and improve the text. Locating, selecting and using information a) Year 10: strategies - evaluate the characteristics of a wide range of challenging texts (continuous and non-continuous) in terms of languages, theme, structure and organisation/presentation Responding to what has been read. b) Year 10: Comprehension - make careful comparison and connections between continuous and/or noncontinuous texts. c) Year 11: strategies - confidently evaluate the characteristics of a wide range of challenging texts (continuous and non-continuous) in terms of languages, theme, structure and organisation/presentation. Responding to what has been read. d) Year 11: Comprehension - make sustained comparisons and connections between continuous and/or non-continuous texts. SCOTLAND LITERACY 3-18 a) Enjoyment and choice within a motivating and challenging environment, developing an awareness of the relevance of texts in my life LIT 3-20a/LIT 4-20a.
CURRICULUM LINKS b) Tools for writing using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning LIT3-21a/22a/23a/24a, LIT4-21a/22a/23a/24a. c) Organising and using information considering texts to help create short and extended texts for different purposes LIT 3-25a/26a, LIT 4-25a/26a. d) Creating texts applying the elements which writers use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary LIT 3-28a/29a, LIT 4-28a/29a. NORTHERN IRELAND LANGUAGE AND LITERACY 11-16 Developing pupils Knowledge, Understanding and Skills Pupils should have opportunities to become critical, creative and effective communicators by: c) writing and presenting in different media and for different audiences and purposes. d) participating in a range of drama activities. f) developing an understanding of different forms, genres and methods of communication and an understanding of how meaning is created. g) using a range of techniques, forms and media to convey information creatively and appropriately. j) analysing critically their own and other texts. Developing pupils as individuals Pupils should have opportunities to: a) engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential. b) explore and respond to others emotions as encountered in literature, the media, moving image and peer discussion. c) develop the ability to use language (including body language) effectively in communicating with and relating to others (Key Element: Mutual Understanding). Developing pupils as Contributors to Society Pupils should have opportunities to: a) explore the power of a range of communication techniques to inform, entertain, influence and persuade.