Suggested Activities for Lost and Found

Suggested Activities for Lost and Found

Here are some suggestions for follow-up activities for Lost and Found. Some activities are film literacy based and some are more general literacy activities. It is not intended that you should tackle all activities - choose what is most appropriate for your class.

PLEASE NOTE: - These activities link with second stage experiences and outcomes. This means that they are suitable for use with P5 - P7 classes. Teachers should read the plan beforehand and decide the level of independent activity for their class based on age and experience. Lessons could be modelled for children. However, all activities require an oral response from the children - purposeful discussion is a key element of the experiences.

Synopsis. (Film)

A penguin knocks at the door of a little boy and invites himself in. The boy is not particularly charmed by the uninvited guest but decides to help him out. After checking out penguin information in the library, the boy decides to row to the South Pole to deliver the penguin home. They encounter a tremendous storm and are helped along the way by a giant octopus. When the penguin is safely at the South Pole, the boy rows away, realising too late that the penguin isn't lost - he's lonely. The boy rows back to land, but can't find his penguin amongst the hundreds there. As he sadly rows home, he meets the penguin who is sailing in an umbrella to find him. The two are reunited.

Activity 1

Learning Intention

To compare a book and film.

Context

Lost and Found (book and film)

·  Once children have viewed the film and heard the story, discuss similarities and differences.

·  Either in groups or as a whole class, take a large sheet of paper divide in two and label each half 'book' and 'film.'

·  Ask the group or class to jot down differences between the book and film. (Hint: Look at the boy in the film and book. In the film he has a neck, in the book he doesn't! Why?)

·  Once findings have been discussed, ask children which version they prefer and why.

·  Discuss - can the children see the advantages of using books and film?

·  Brainstorm advantages and display.

Curriculum for Excellence links:-

I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors.

LIT 1-11a / LIT 2-11a

Activity 2

Learning Intention

To gather evidence of a character's feelings.

Context

Lost and Found (film)

As a starting point, it may be worthwhile to seek out the teacher's guide to either Starting Stories or Story Shorts (check your school's MIE box). These offer good advice on discussing films with children using C's (character, colour and camera) and S's (sound, story and setting). This activity will focus on character.

As the narration states:

"First impressions are a funny thing and it's always wise to take a moment to consider this when something new turns up on your doorstep."

·  What do the penguin and boy think of each other when they first meet? Do they both feel the same?

·  When you have established that the penguin likes the boy and the boy isn't keen on the penguin, either group the children in small groups or set them to work with a learning partner.

·  Give each group a large sheet of paper, ask them to fold in half and write "friendly" and "selfish" on each side. Ask the children to look for evidence in the film of friendly and selfish behaviour from the boy and the penguin then jot it down on the appropriate side. (This activity will require discussion between the children so you may need to pause and show certain bits again.)

·  Once the activity has been completed, allow groups to feedback to each other. Can the children spot the moment in the film where the boy's feelings begin to change?

Curriculum for Excellence links:-

Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes.

LIT 2-14a

I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate.

LIT 2-15a

I can:

·  discuss structure, characterisation and/or setting

·  recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences

·  discuss the writer’s style and other features appropriate to genre.

ENG 2-19a

Activity 3

Learning Intention

To find and present information

Context

Penguins

·  In the film, the boy goes to the library to find information about penguins. What would you need to know?

·  Brainstorm possible headings and finalise list. (habitat, food, life expectancy etc.)

·  Look for possible resources - books, internet sites, documentaries.

·  Decide how children will feed back - group presentation? Poster?

·  Group children and distribute research tasks.

·  Share findings.

·  Discuss resources - which were most helpful? (If children present information in written form, ask them to write down the information sources.)

·  What is the most important information the boy would need to know? Discuss.

Curriculum for Excellence links:-

Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes.

LIT 2-14a

I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate.

LIT 2-15a

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail.

LIT 2-16a

Throughout the writing process, I can check that my writing makes sense and meets its purpose.

LIT 2-23a

I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader.

LIT 2-24a
Activity 4

Learning Intention

To make a collaborative decision.

Context

Lost and Found - film and book

·  In the story, the boy packs a suitcase for his journey to the South Pole. What did he take?

·  After discussion, distribute worksheet of an empty case to each child. Ask the children to write down or draw the items they would take.

·  Once worksheet has been completed, divide class into small groups (3s or 4s) and ask them to compare their suitcases.

·  Now ask each group to make a group decision about the items they will take (it would be useful to restrict the number of items they could take.)

·  Give each group an A3 copy of the worksheet and ask them to draw their items.

·  Each group can present their suitcase to the class, explaining why they have chosen the items in their case.

Curriculum for Excellence links:-

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking.

LIT 2-02a

When listening and talking with others for different purposes, I can:

·  share information, experiences and opinions

·  explain processes and ideas

·  identify issues raised and summarise main points or findings

·  clarify points by asking questions or by asking others to say more.

LIT 2-09a

Activity 5

Learning Intention

To create music

Context

Lost and Found (film)

Before starting this lesson with the class, it may be helpful to read the notes on sound use in film (Story Shorts p13/14. Find this in your school's MIE box.)

·  If appropriate for your class, discuss the elements of a soundtrack (sound effects, music, dialogue, voice over and silence.) It may be helpful to use the flashcards provided.

·  Watch the excerpt of film showing the storm (from 13.00 to 15.30) What can you hear? (If appropriate, you may want to cover up the picture and just listen to the soundtrack. This will help the children focus on just the sound.)

·  Jot down the sounds that the children hear on the board (the creaking of the boat, the penguins squeaking, the wind, the music) Discuss the effectiveness of these elements. Does the music "fit" the action? How does it make the viewer feel? Point out the silence at the end of the sequence if the children don't mention it. What effect does it have?

·  Tell the children that they are going to compose music for that short extract of the film. Discuss the choice of instruments and bring a selection to the class.

·  Group the children and allow each group some time with the film - run the sequence with the sound off and allow the children to experiment with their instruments.

·  Listen to each group perform and discuss their choices. Does it fit with the action on screen?

Curriculum for excellence links:-

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking.

LIT 2-02a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics.

EXA 2-17a

Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities.

EXA 2-18a

Activity 6

Learning Intention

To look at how a character is portrayed.

Context

Lost and Found (film)

After the storm, the boy and the penguin have barely survived. An octopus pops up out of the water and helps them.

·  The octopus does not appear in the book. Discuss with the children why he's been included in the film.

·  When we first see the octopus, what feeling do we have about him? What makes us think that way? (watch film from 15.40.) Discuss the music, the way the octopus is drawn etc. Can the children pinpoint the moment where the octopus is revealed as a 'goodie'?

·  Discuss 'good' and 'bad' characters in film. How do film makers give us clues about characters? (music, expressions, colour, size etc.) Write ideas on board or a class shared large mind map.

·  Ask the children to think about other films that they have seen where characters are not all they seem to be. Can the class make a list of these? (Old woman in Snow White, Mrs Coulter in Northern Lights/Golden Compass etc.)

·  If time allows, look at clips from these films and discuss the music and colours used in portrayal of these characters.

·  In most films, "baddies" masquerade as "goodies" but Lost and Found is quite different in that respect. Discuss how effective this is.

Curriculum for Excellence links:-

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking.

LIT 2-02a

I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own.

LIT 2-07a

When listening and talking with others for different purposes, I can:

·  share information, experiences and opinions

·  explain processes and ideas

·  identify issues raised and summarise main points or findings

·  clarify points by asking questions or by asking others to say more.

LIT 2-09a

I can:

·  discuss structure, characterisation and/or setting

·  recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences

·  discuss the writer’s style and other features appropriate to genre.

ENG 2-19a

Activity 7

Learning Intention

To identify different camera shots.

Context

Lost and Found (film)

·  Use an enlarged copy of p18 Story Shorts and the flashcards to discuss different camera angles. (Also teacher's guide to Winky's Horse p12 may help.) Watch some early bits of the film, pausing at various points to discuss what kind of shot has been used. Ensure that children are clear about different shots.

·  Enlarge worksheet to A3 so that children can work in a pair or a small group. Pause at the recommended parts, ask children to identify shots and discuss why it has been used and how effective it is.

·  Share answers.

·  Start film at 17.10. Pause at 17.20 - long shot of South Pole. Show us size and huge family of penguins.

·  Pause at 18.33. Medium shot of penguin. Shows his feelings as the boy rows away.

·  Pause at 19.44. Close up on photograph. Shows us what was important to the penguin.

·  Pause at 20.13 Long shot. Allows the viewer to see both the boy and the penguins. We know something the boy doesn't.

·  Pause at 21.00. Long shot. We see how hopeless the boy's task is.

·  Pause at 21.41. Close up on the boy. We see his feelings.