Planning: Autumn Term 1 2016

GREENSIDE FILM FACTORY STAR Days Planning: Autumn Term 1 2016 Year 5: Ben Johnson Text: The Addams Family WEEK 1 Theme: The Simpsons. Monday 5th September CPD Day Tuesday 6th September CPD Day

Wednesday 7th September / Thursday 8th September / Friday 9th September Learning Experiences: Skills

-Film immersion day: Poetry: -Knowledge Harvest: what do we already know about The Preparing poems and plays to read aloud and perform, showing understanding Simpsons/animation? through intonation, tone and volume so that the meaning is clear to an -Big Questions: what do we want to know about the audience. plot/author/characters/background/making of The Simpsons? -Initial comparisons: what is similar to other animated TV series we know - Speaking and listening: protagonists/sets/music/etc. Y5 – I can listen to adults and respond appropriately to adults and my peers. -Discussions about TV series we know and love/enjoy with our families. Y5 – I can ask relevant questions to extend my understanding and knowledge. Y5 – I use strategies and build my vocabulary. This week we will explore our theme of family and friends through the Y5 – I can articulate and justify answers, arguments, opinions. Simpsons. We will watch a screening of 2 episodes as well as a screening of Y5 – I can give well-structured descriptions, explanations and narratives for Bart the Raven. different purposes, including for expressing feelings. Y5 – I can maintain attention and participate actively in collaborative Y5 – I can use spoken language to develop understanding through We will talk through ideas surrounding family. George W Bush Snr said: speculating, hypothesising, imagining and exploring ideas. 'Americans should be more like the Waltons and less like the Simpsons.' Y5 – I speak audibly and fluently and with an increasing command of Watch a clip from the Waltons. What do you think he meant by that? Explore Standard English. the idea of the dysfunctional family? Why do you think many families on TV Y5 – I participate in – 1.discussions 2.performances 3.role play are portrayed as dysfunctional? 4.improvisations 5.debates. Y5– I gain/maintain/monitor interest of listeners. We will read the Edgar Allan Poe poem: The Raven, discussing how Poe Y5 – I consider and evaluate different viewpoints, attending to and building evokes atmosphere in the poem. We will then compare and contrast Poe's on contribution of others. Raven with the Simpsons version, how do they compare? Does the use of Y5 – I can select and use appropriate registers for effective communication. humour lessen the suspense or improve your reception of the poem? We will then film our own readings and enactments of the Raven. Calculations Y5 – I can add whole numbers with more than 4 digits, including using formal Many artists have been inspired by the Simpsons and have recreated famous written methods. paintings in their likeness. We will attempt to recreate famous paintings of Y5 – I can subtract whole numbers with more than 4 digits, including using different styles using the Simpsons. formal written methods. Y5 – I can add and subtract numbers mentally with increasingly large numbers. We will also complete a range of activities this week including: 1. A Green Film Factory cover sheet. 2. TV film quiz questions. 3. Test Cards 4. Simpsons Cover Sheet 5. Corridor displays. 6. Maths problems. The answer is... 7. Exploration of minor characters. 8. Creation of a new character.

Big Write: My favourite TV show.

WEEK 2: The Creepy and the Kooky (Character) Monday 12th Sept – Wednesday 14th Sept Learning Experiences: Skills:

This term we are going to create and film the backstories for the Speaking and listening: characters in the Addams family. What was Uncle Fester doing in the Y5 – I can listen to adults and respond appropriately to adults and my peers. Bermuda Triangle? How has Morticia balanced witchcraft and modern Y5 – I can ask relevant questions to extend my understanding and knowledge. life? How did Lurch come to work for the Addams family? The story of Y5 – I use strategies and build my vocabulary. Cousin IT?? Each group will create a backstory episode for each their Y5 – I can articulate and justify answers, arguments, opinions. character showing key moments from their life. Y5 – I can give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. -Film immersion day: Y5 – I can maintain attention and participate actively in collaborative -Knowledge Harvest: what do we already know about The Addams Family? Y5 – I can use spoken language to develop understanding through -Big Questions: what do we want to know about the speculating, hypothesising, imagining and exploring ideas. plot/author/characters/background/making of The Addams family? Y5 – I speak audibly and fluently and with an increasing command of Standard English. Character: Writing: Y5 – I participate in – 1.discussions 2.performances 3.role play Play first 3 minutes of film, what do they tell us about how the 4.improvisations 5.debates. characters? How do they move, talk, what is their relationship with Y5– I gain/maintain/monitor interest of listeners. each other? Who is initially your favourite and why? Y5 – I consider and evaluate different viewpoints, attending to and building on contribution of others. Continue watching film and note down initial thoughts and feelings Y5 – I can select and use appropriate registers for effective communication. about the characters. After film ends reflect on how character/identity is constructed. How do we construct our own identities or are they Number and place value: constructed for us? Explain that we are going to form into groups to 1. Y5 – I can order and compare numbers to at least 1 000 000 and determine explore the imagined backstories of our favourite character. Mind-map the value of each digit. ideas in groups. Re-watch key scenes with your group that feature 2. Y5 – I can read numbers to at least 1 000 000. your character, what more can you learn about them? What 3. Y5 – I can write numbers to at least 1 000 000. implications are there? How can your analysis feed into creating your backstories? STEM: Mock trial: Your character is to be tried in front of a jury for their Sc5/2.1 Living Things and their habitats crimes/misdemeanors. It is your responsibility to stage a defense of Sc5/2.1a describe the differences in the life cycles of a mammal, an your character drawing on what you know about them and what you amphibian, an insect and a bird have imagined about their backstory. How has the trial affected your Sc5/2.1b describe the life process of reproduction in some plants and animals. opinion of your character? Have you learnt anything new about them? Sc5/2.2 Animals, including humans Sc5/2.2a describe the changes as humans develop to old age. Discuss reporting. How reports vary in tabloids and broadsheets.

GPS: Write out 'thick' descriptions of characters using expanded noun phrases. Look at authors who write character well, what makes a good description? How can we avoid cliché and strive for originality?

STEM: Looking at life cycles of human beings. How has your character developed? How will they develop to old age? Compare and contrast with the life cycles of other animals that might be found around the Addams Mansion; spiders, snakes, frogs and owls.

Monster Maths: Gomez' gold; help Gomez count his money. What do the different digits stand for? Can you write the amounts in words?

Friday 16th Sept Skills: Big Write: I Can write a report. Imagine you are a news reporter and you were observing the trial of your character. Explain what happened, pay attention to setting and Writing – Composition discussion, were they treated unfairly? Write in either tabloid or Y5/6 – I can plan my writing by – broadsheet style. 1. Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for my own. 2. Noting/developing initial ideas, drawing on reading/research where necessary 3. In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Y5/6 – I can draft and write by – 1. Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. 2. In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action. 3. Précising longer paragraphs. 4. Using a wide range of devices to build cohesion within and across paragraphs. 5. Using further organisational and presentational devices to structure text and to guide the reader (for example, headings, bullet points, underlining)

Y5/6 – I can evaluate and edit by – 1. Assessing the effectiveness of my own writing and that of others. 2. Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. 3. Ensuring the consistent and correct use of tense throughout writing. 4. Ensuring correct subject and verb agreement when using singular plural, distinguishing between the language of speech and writing and choosing the appropriate register. Y5/6 – I can proof-read for spelling and punctuation errors. Y5/6 – I can perform my own compositions, using appropriate intonation, volume and movement so that meaning is clear WEEK 3 Theme: Evil origins: Charles Addams. Monday 19th Sept – Wednesday 21th Sept Learning Experiences: Skills:

This week sees us move into the pre-production phase of our backstory episodes. Number and place value: 1. Y5 – I can order and compare numbers to at least 1 000 000 and determine Storyboarding: the value of each digit. Research Charles Addams as a class. What inspired him? Explain that 2. Y5 – I can read numbers to at least 1 000 000. the Film was heavily influenced by Charles Addams cartoons explore 3. Y5 – I can write numbers to at least 1 000 000. how. In groups begin to develop storyboard cartoons that develop the ideas we came up with last week about the characters backstories. Comprehension: Use the boards as drafts, edit, recreate develop. Add notes and captions explaining what is happening in the scene. From the finished En5/2.2a maintain positive attitudes to reading and an understanding of what storyboards begin to create transcripts. Read the film transcript to gain they read by: ideas about layout and formatting. Include elements where your 1. continuing to read and discuss an increasingly wide range of fiction, character is in voiceover explaining what is happening to them and poetry, plays, non-fiction and reference books or textbooks what their thoughts are looking back at their lives. 2. reading books that are structured in different ways and reading for a range of purposes Storyboards also need to include details of what costumes and props they need, thoughts about lighting and screenshots as well as 3. increasing their familiarity with a wide range of books, including summaries of what is happening in each scene and how it will be shot. myths, legends and traditional stories, modern fiction, fiction from our Include measurements of items needed and draw scaled down. literary heritage, and books from other cultures and traditions 4. recommending books that they have read to their peers, giving reasons GPS: Use of the perfect tense in autobiography. for their choices 5. identifying and discussing themes and conventions in and across a Monster maths: wide range of writing 2, 10, 11 – eyes fingers toes! Uncle Fester is having trouble counting, 6. making comparisons within and across books he finds it particularly difficult rounding numbers to the nearest 10. Can you help him? 7. learning a wider range of poetry by heart 8. preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience En5/2.2b understand what they read by 9. checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context 10.asking questions to improve their understanding 11.drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence 12.predicting what might happen from details stated and implied 13.summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas 14.identifying how language, structure and presentation contribute to meaning En5/2.2c discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

Friday 23rd Sept Learning Experiences: Skills: Writing skills: see Friday Week 2. Big Write: I Can compare the film to the cartoons. How does the film reflect the aesthetic of the cartoons, how does it differ? Watch the first few minutes of the Addams Family 60s tv show, how does it differ again?

WEEK 4 Theme: It's close to Midnight... Monday 26th Sept – Wednesday 28th Sept Learning Experiences: Skills:

This week we look to creating sets that will be used in shots for our Poetry: background episodes. This will start with a location hunt in Kensal Green Cemetery. Preparing poems and plays to read aloud and perform, showing understanding through intonation, tone and volume so that the meaning is clear to an Whilst visiting the cemetery, draw, photograph and sketch both tombs audience. up close and as a vast landscape. Think about how the graveyard can be incorporated into scenes from your story. Collect sounds and Speaking and listening: feelings to be used for a piece of performance ghost poetry that will Y5 – I can listen to adults and respond appropriately to adults and my peers. feature in your episode. Y5 – I can ask relevant questions to extend my understanding and knowledge. Writing: Y5 – I use strategies and build my vocabulary. Look at the writings of Edgar Alan Poe 'the haunted palace' 'the raven' Y5 – I can articulate and justify answers, arguments, opinions. suitable excepts from Stephen King, Charles Dickens 'Ghost stories'. Y5 – I can give well-structured descriptions, explanations and narratives for How do they create suspense and a feeling of foreboding? Try to imagine how your character would feel out in the graveyard and different purposes, including for expressing feelings. construct a poem through their eyes. Perform the poem for peers. Y5 – I can maintain attention and participate actively in collaborative STEM: Y5 – I can use spoken language to develop understanding through Deconstruct the 'looking for Wednesday' scene, how are different sets speculating, hypothesising, imagining and exploring ideas. and settings explored by the director? How are they used to advance Y5 – I speak audibly and fluently and with an increasing command of the narrative? Standard English. Build sets inspired by the graveyard that can be filmed and inserted Y5 – I participate in – 1.discussions 2.performances 3.role play into your background episodes. Create and measure out Tombs, the 4.improvisations 5.debates. mansion etc. Map out perimeters of the swamp and other areas you Y5– I gain/maintain/monitor interest of listeners. wish to create. Convert measures into inches. Y5 – I consider and evaluate different viewpoints, attending to and building GPS: Use of alliteration, simile and metaphor in poetry writing. on contribution of others. Y5 – I can select and use appropriate registers for effective communication. Monster Maths: Addams family adding. Wednesday keeps inheriting money from Great Uncle Ihmar. Help her keep track of how much her different accounts are appreciating. STEM: Y5 – I can measure and calculate the perimeter of composite rectilinear shapes in cm and m. Y5 – I can add and subtract numbers mentally with increasingly large numbers. Y5 – I can identify multiples and factors.

Calculations Y5 – I can add whole numbers with more than 4 digits, including using formal written methods. Y5 – I can subtract whole numbers with more than 4 digits, including using formal written methods. Y5 – I can add and subtract numbers mentally with increasingly large numbers. Friday 30th Sept Learning Experiences: Skills: Writing skills: see Friday Week 2. Big Write: I Can describe my visit to the graveyard. Think about how you felt, use simile and metaphor and alliteration to give rich descriptions of what it was like in the graveyard. WEEK 5 Theme: Strike a pose... Monday 3rd Oct – Wednesday 5th Oct Learning Experiences: Skills:

Costume: This week we become the House of Addams as we explore costume and make up in preparation for filming next week. Art: Ar2/1.3 about great artists, architects and designers in history. Upon arrival the classroom will have been transformed into a fashion house. We will start the week by researching famous fashion Design: designers to gain ideas and read up about the design and making process. Pay attention to the Mamushka scene in the film, how have DT2/1.1 Design DT2/1.1a use research and develop design criteria to inform the outfits been made, make notes that can inspire your own creations. the design of products. DT2/1.1b generate, develop, model and communicate their ideas through Students will have time to design and label outfits that they can create discussion, annotated sketches, cross-sectional and exploded diagrams, for a special Addams Family Ball scene that will feature in all of the prototypes, pattern pieces and computer-aided design background episodes. This is where the Characters meet each other DT2/1.2 Make DT2/1.2a select from and use a wider range of tools and for the first time. Each group must decide which characters they will equipment to perform practical tasks accurately play in their backstory, they can be familiar or new. Then they must create a look using bin bags and sequins. Each outfit must follow the DT2/1.2b select from and use a wider range of materials and components, following brief: including construction materials, textiles and ingredients, according to their 1. Be something the Addams family would wear to a Ball. functional properties and aesthetic qualities 2. Be durable and wearable for at least 30 minutes. DT2/1.3 Evaluate DT2/1.3a investigate and analyse a range of existing 3. Be able to be taken off and put back on again. products DT2/1.3b evaluate their ideas and products against their own design 4. Reflect influence from the designers researched. criteria and consider the views of others to improve their work Outfits must be embellished with patterns and designs. DT2/1.3c understand how key events and individuals in design and technology have helped shape the world Write out a design brief to accompany your costume, exactly how will it be made, use lists to clarify materials.

Keep a journal to recount the creative process. STEM: Think about how we feel when we wear our outfits. How does costume change us? Fashion as a process of becoming / metamorphosis. Y5 – I can use all four operations to solve problems involving – 1.measures – length, mass, volume, money 2. Using decimal notation for measures Scaling of measures. STEM: Y5 – I understand and use approximate and equivalences between metric units Each outfit is to be measured out correctly using templates. Templates and common imperial units such as inches, pounds and pints. can then be used for cutting out different parts of the outfits. Haute Couture is not cheap, calculate the prices of materials, how much you Y5 – I can measure and calculate the perimeter of composite rectilinear will need. What will your retail prices be? Add together different outfits shapes in cm and m. what are the totals?

GPS: Use of commas to clarify meaning and avoid ambiguity in writing. Correct paragraphing. Friday 7th Oct Learning Experiences: Skills: I Can write a recount. Writing skills: see Friday Week 2. Write down a reflection of the design process what worked well, what problems did you face? How did you overcome them?

***DC1 *** WEEK 6 Theme: Scary Monsters and super Creeps. Monday 10th Oct – Wednesday 12th Oct Learning Experiences: Skills:

This week we finally put everything together and film our backstory Calculations episodes. Y5 – I can add whole numbers with more than 4 digits, including using formal written methods. Each group will have time to rehearse and practice their lines from their scripts and film footage for their episodes including filming of their Y5 – I can subtract whole numbers with more than 4 digits, including using miniature sets. Focus on how character is created non-verbally, the formal written methods. use of the body, movement, facial expressions, gesture. Y5 – I can add and subtract numbers mentally with increasingly large numbers. Reflect on the rehearsal process. Take opportunities to watch different groups, give feedback.

Keep a diary about the filming process.

GPS: Exploring relative clauses. Can we write relative clauses about the different members of the Addams family?

Monster Maths: Tully and Dr Pinderschloss have ran away with the Addams fortune. Morticia is trying to workout how much money they have taken from the different accounts. Can you help them to subtract the amounts to find out how much they have left? Friday 14th Oct Learning Experiences: Skills: Writing skills: see Friday Week 2. Big Write: I Can write a diary account. Write back to a loved one from the set. How has the week been, has there been any diva behaviour from any of the fellow actors?! How is the director to work with?

WEEK 7 Theme: Making the Cut. Monday 17th Oct – Wednesday 19th Oct Learning Experiences: Skills:

As we reach the end of the term it is time to edit and preview our Music: backstory episodes. Each team will use their ipad to edit their scenes Mu2/1.1 play and perform in solo and ensemble contexts, using their apply voiceovers using IMovie. voices and playing musical instruments with increasing accuracy, fluency, Music: control and expression We will take a look at music and the relationship between music and mind; how does music reveal our world? Listen to the work of famous Mu2/1.2 improvise and compose music for a range of purposes using the composers who have created atmospheric spooky music, Carl Orf interrelated dimensions of music Carmina Burana, Bach 'Fuge in D minor' etc. Can we create our own spooky music and sound effects? Mu2/1.3 listen with attention to detail and recall sounds with increasing aural memory Think about time and measure the amount of time each shot takes. Films can last no longer than 10 minutes. Mu2/1.4 use and understand staff and other musical notations

Add titles, credits and complete films. Then preview them for the rest Mu2/1.5 appreciate and understand a wide range of high-quality live and of the class. recorded music drawn from different traditions and from great composers and musicians Reflection: What worked well this term? What can we build upon/ improve for next term? Mu2/1.6 develop an understanding of the history of music. GPS: Building cohesion in paragraphs. How do we extend them?

Monster Maths: Review of the maths learning so far this term. Computing: Co2/1.2 use sequence, selection, and repetition in programs; work with variables and various forms of input and output Co2/1.3 use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs Co2/1.4 understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they provide. Co2/1.5 use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Co2/1.6 select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Co2/1.7 use technology safely, respectfully and responsibly;

Calculations Y5 – I can add whole numbers with more than 4 digits, including using formal written methods. Y5 – I can subtract whole numbers with more than 4 digits, including using formal written methods. Y5 – I can add and subtract numbers mentally with increasingly large numbers.

Friday 21st Oct Learning Experiences: Skills: Writing skills: see Friday Week 2. I Can reflect on my learning journey.

What have I learnt so far in year 5? What have I enjoyed? What was difficult and how did I build resilience?