Film and Dramatic Convention.
In the first three weeks, using short films and film clips, the children will learn to tell a story using notes designed to cue techniques, such as repetition, recap and humour. Reflect on how working in role helps to explore complex issues. Infer writers' perspectives from what is written and from what is implied. Compare different types of narrative and information texts and identify how they are structured. Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts. Compare how a common theme is presented in poetry, prose and other media. Reflect independently and critically on their own writing and edit and improve it. Experiment with different narrative forms and styles to write their own stories. Adapt sentence construction to different text types, purposes and readers.
We will be starting with work based on a short film called 'The Piano' by Aidan Gibbons (see below).
The last three weeks the focus will shift to the nature of dramatic conventions. The children will present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language.
Identify some aspects of talk that vary between formal and informal occasions.
They will plan and manage a group task over time using different levels of planning. Understand different ways to take the lead and support others in groups. Perform a scripted scene making use of dramatic conventions.
Use and recognise the impact of theatrical effects in drama.
Compare different types of narrative and information texts and identify how they are structured.
Explore how writers use language for comic and dramatic effects.
Compare how a common theme is presented in poetry, prose and other media.
Adapt non-narrative forms and styles to write fiction or factual texts, including poems.
The following sources of information will help with these topics:
Unfortunately not the ones with chocolate chips.
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