Teacher’s Resource: The Gruffalo’s Child and other stories (Rumours and Gus)
Early/ First Level P1/2
Created by Gill Paton
Discovery Film Festival: Sat 20 October - Sun 4 November 2012 discoveryfilmfestival.org.uk
© Dundee Contemporary Arts 2012 With support from DCA Cinema and DCA Community & Education Team
Introduction
A trip to the cinema is a very special event for any child.
The excitement and magical feel of the huge darkened auditorium creates both a highly stimulating yet relaxed learning platform. Taking your class to Discovery Film Festival at DCA is an excellent way to open up the world of moving image education whilst training children to conduct themselves in an appropriate manner and be respectful participants in this setting. Visiting the site movingimageeducation.org will also play a vital part in how you use film to develop excellence in your classroom.
- Gill Paton English Department, Harris Academy, Dundee
Discovery Learning Resources have been created by classroom teachers and education professionals. Each resource aims to:
• support and extend working with film in the classroom
• help prepare for and extend the impact of a class visit to a Discovery Film Festival film
• develop confidence in Moving Image Education approaches and working with 21st Century Literacy/moving image texts
Resources are free and available to download from discoveryfilmfestival.org.uk/resources or via the Discovery Film Festival area on GLOW, which can be found within the Dundee 21st Century Literacy Group.
We do hope that you find this useful and enjoy your cinema experience with us,
- Discovery Film Festival team
Synopsis
The Gruffalo’s Child is a beautiful film adaptation of the next chapter of Julia Donaldson’sThe Gruffalo.
Rumours is based on a Tibetan folk tale, and shows just how quickly a story can get out of hand and distort the truth.
Gus stars a cave boy with chronic flatulence. He and his father live a cold life in the Alps until the boy is sent outside and changes their lives forever.
Here we have a series of Curriculum for Excellence relevant activities for your class, before and after their film experience
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1. Gruffalo’s Child
The Gruffalo’s Child is produced by Magic Light Pictures and was first shown on the BBC on Christmas Day 2011.
A sequel to the much loved book and filmThe Gruffalo, The Gruffalo’s Child follows the same format. Mother Squirrel tells her children the story of the Gruffalo’s Child. One night, ignoring her father’s warnings, the Gruffalo’s Child slips out of their cave searching for the legendary Big Bad Mouse. She is disappointed to meet only the Snake, the Owl and the Fox. They all assure her that the Big Bad Mouse really exists but will she find him? Meeting a little mouse, the Gruffalo’s Child thinks she has found a tasty snack. However, he assures her he can introduce her to the Big Bad Mouse…
Before the Film
Most children will know the story of The Gruffalo and have seen the film. Discuss with the class – what do they remember? What did they particularly like?
Read through the story of The Gruffalo’s Child. Make a list of all the characters in the story. (You’ll need this later for activity 1). Discuss the character of the Gruffalo’s Child. What is she like? How do you know? Make a list of characteristics (You’ll also need this later!) Watch the trailer at: magiclightpictures.com/gruffalo_child_film.html
To help me understand stories and other texts, I ask questions and link what I am learning with what I already know. LIT 0-07a / LIT 0-16a /ENG 0-17a
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After the Film
General discussion points: • Was the film the same as the book? What were the similarities and differences? • Which characters were also in The Gruffalo? • What time of year was it? How do you know? • Was the Gruffalo’s Child right to sneak out? Why?
I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes. LIT 0-01b / LIT 0-11b
I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-01c
Literacy Activity: list the animals Review the list of animals made after reading the book. What extra ones can they remember from the film? (squirrels, blackbird, frog, hedgehog, small white animals?) Why are they there? Do they add anything to the story? (The Gruffalo’s Child needs footprints to follow. Mother squirrel is a narrator, the hedgehog shows how curious the Gruffalo’s Child is. She’s also quite brave to pick up something that prickly!)
I listen or watch for useful or interesting information and I use this to make choices or learn new things. LIT 0-04a
As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose. LIT 1-04a
Literacy / English Activity: characteristics Look at the list of characteristics you made after reading the book. Did you see those characteristics in the film version? Can you think of things that the Gruffalo’s child does that show these characteristics? (Eg. She is brave to go into the woods herself but she is disobedient as her father has told her not to! She is curious about all the animals she meets.) If you have access to the DVD, also look for moments when the Gruffalo’s child shows particular emotions (fear, anger, excitement, joy.) Freeze on the image and discuss possible answers.
To help me understand stories and other texts, I ask questions and link what I am learning with what I already know. LIT 0-07a / LIT 0-16a / ENG 0-17a
I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1-07a
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- Literacy / Art & Design Activity: rules and making a poster There is no getting away from it – the Gruffalo’s Child is naughty and doesn’t do what she is told! She is very lucky – wandering about at night by herself, she does get into dangerous situations. Make a list of all the dangers the Gruffalo’s child faces (falling through ice, getting caught in a snow storm, falling down a hill etc.)
Think about school or home rules. What ones do the class not like? (Possibly no playing on the grass in winter, no playing on the road etc.) What are these rules necessary?
Now ask the children to design a poster using the phrase “No Gruffalo Child should ever set foot in the deep dark wood because…” and illustrating it with one of the dangers the Gruffalo child faced.
I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features. LIT 1-24a
- English / Literacy Activity: matching the characters Reread the story, paying particular attention to the descriptions the Gruffalo’s Child uses to work out each animal isn’t the Big Bad Mouse. Check for understanding of scaly, wiry and fiery. Either as a class, in pairs or individually (depending on ability of class) class can complete the matching activity worksheet (on the next page).
I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write. ENG 0-12a / LIT 0-13a / LIT 0-21a
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. ENG 1-12a
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The Gruffalo’s Child – Matching Activity Name ______Date ______
Match the animals to the description.
His tail was short. And he didn’t have whiskers of any sort.
His eyes weren’t fiery. His tail wasn’t scaly. His whiskers Weren’t wiry.
His eyes were small. And he didn’t have whiskers – no, none at all.
Not big, not bad, but a ….
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- English / Literacy Activity: rhyming Reread the Gruffalo’s Child. By this stage, the pupils should be very familiar with the story. Pause at the rhymes and see if the class can fill in the blanks. Pupils whose phonics work is up to it can attempt the rhyming words activity.
I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write. ENG 0-12a / LIT 0-13a / LIT 0-21a
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. ENG 1-12a
- Number, Money, Measure Activity: measuring shadow Discuss how the Mouse scares off the Gruffalo’s Child. Measure each child, then measure their shadows outside (sunny day required! Longer shadows will be produced at the start of end of the school day. Now complete a class table, showing how much bigger their shadows are. If time allows, children can try producing scary shadows outside.
I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others.MNU 0-11a
I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a
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- Expressive Art & Design Activity: make a stick toy for the child A little pre-planning is required for this activity. Show the class a picture of the Gruffalo’s Child. What does she have for a toy? Provide the class with a selection of differently shaped sticks and ask them to design a new toy for her. Googly eyes can transform a stick instantly!
I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks.EXA 1-02a
- Expressive Art & Design Activity: create a cave painting frieze The Gruffalo’s Child has decorated the cave with her animal drawings. Using the stills sheet (displayed on whiteboard will be best), give the children beige sugar paper and charcoal and ask them to draw one of the animals. Use pictures to create a cave display.
I can create and present work using the visual elements of line, shape, form, colour, tone, pat- tern and texture. EXA 1-03a
- Useful links Check reviews at: imdb.com/title/tt2132486/
Find other resources at: gruffalo.com/ tes.co.uk/teaching-resource/GRUFFALO-and-GRUFFALO-S-CHILD-LITERACY-PLANS-3005637
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2. Rumours
To view the trailer, visit youtube.com/watch?v=llougjWrzbQ
One sunny afternoon, three hares are taking a nap when they are woken by a sudden noise. What could it be? The three hares cause havoc in the jungle, until a brave lion takes matters into his own hands….
Before the Film
Discuss what the word “rumours” means. If time allows, play a game of Chinese Whispers. Are the sentences always passed on correctly.
To help me understand stories and other texts, I ask questions and link what I am learning with what I already know. LIT 0-07a / LIT 0-16a /ENG 0-17a
After the Film
Literacy Activity: what are rumours? Discuss the rumour. Were the hares right or silly to be so worried about the noise? How did the other animals react?
Can the class think of any other stories where characters are influenced by rumours?
I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes. LIT 0-01b / LIT 0-11b
I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-01c
For a review, check out: flandersimage.com/news/detail/rumours-wins-at-anima-festival
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3. Gus Produced by Honeydew Studios
To view the trailer, visit honeydewstudios.com/projects/gus
Gus is a caveboy with a loving father but a big problem – his excessive flatulence has made him an outcast from the tribe. Living in a cave with his father, Gus is isolated and unhappy. But his embarrassing problem also leads to a wonderful discovery…
Before the Film
Discuss how it feels to be left out. What are the reasons people are left out? Is it ever justified? Watch the trailer – you can find it here:honeydewstudios.com/projects/gus
To help me understand stories and other texts, I ask questions and link what I am learning with what I already know. LIT 0-07a / LIT 0-16a /ENG 0-17a
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After the Film
Literacy / RME Activity: being left out Discuss Gus. Why was he left out of the tribe? Where they right to that? How did Gus feel?
I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes. LIT 0-01b / LIT 0-11b
I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-01c
As I play and learn, I am developing my understanding of what is fair and unfair and the impor- tance of caring for, sharing and cooperating with others. RME 0-02a
Literacy Activity: design a safety poster for cave people
Recap Gus’s discovery. This is the first time cave people have discovered fire and cooked food. How do they react? What problems do they have (don’t know that fire will burn, put hot food in their mouths etc.) Make a list of safety points for the cave people.
Design a safety poster for the cave people for their new discovery.
I can present my writing in a way that will make it legible and attractive for my reader, combin- ing words, images and other features. LIT 1-24a
Expressive Art & Design Activity: make a 3D model Use the templates on the following pages to make a Gus character.
Working on my own and with others, I use my curiosity and imagination to solve design problems. EXA 0-06a
Check out other resources and the latest news about Gus at: gusthefilm.com
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4. L’equipe petit
A charming documentary short about “ The Winless, Scoreless Wonders Of Margatania FC”. This film follows the misfortunes of an under 7s football team from a small town outside Barcelona. They’ve never scored a goal let alone won, yet their cheerful optimism and sheer
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4. L’equipe petit
A charming documentary short about “ The Winless, Scoreless Wonders Of Margatania FC”. This film follows the misfortunes of an under 7s football team from a small town outside Barcelona. They’ve never scored a goal let alone won, yet their cheerful optimism and sheer
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4. L’equipe petit
A charming documentary short about “ The Winless, Scoreless Wonders Of Margatania FC”. This film follows the misfortunes of an under 7s football team from a small town outside Barcelona. They’ve never scored a goal let alone won, yet their cheerful optimism and sheer
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Send us some feedback
We are very keen to hear feedback from you, and welcome film reviews, entries to the Discovery review writing competition, letters from pupils or documentation of class work.
E-mail them to [email protected] or post them to Discovery Film Festival, DCA, 152 Nethergate, DD1 4DY
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