This day, with a Y3 class and their teacher , came right at the start of their Myths and Legends work and was designed to ‘hook’ the children into the unit. We used the first nine minutes or so of How to Train Your Dragon which focused upon the main character, Hiccup. Our intention was to find out about the character using evidence from the film. This we did by watching the film and then sorting word cards to describe Hiccup onto a Zone of Relevance.
Next, we used a ‘role on the wall’ to gather information about Hiccup. The children completed the outside of the character with what we knew about his appearance, behaviour and relationships from the first viewing. We watched the film again and discussed the evidence we could find about Hiccup’s thoughts and feelings and recorded these on the inside.
Now that the children had a good knowledge of the character, I went into role as Hiccup for hot-seating. Once the children got over Hiccup’s feelings for Astrid (a brilliant and knowing scene echoing many film cliches which amused the TA’s present) their questions were really good, probing the character about his thoughts and motivation.
We then followed this up by splitting into groups and allowing the children to take on the role, first of Hiccup and then his father Stoic the Vast. They loved this and did really well considering that this was their first experience of hot-seating.
Having discussed words to describe Hiccup we looked a little closer at some of them and then sorted them onto an intensity line in order of their ‘power’.
All of this was a build up to the writing task. To motivate the boys in particular, I had made a blank trading card for Hiccup using the template on bighugelabs.com. In discussion, we asked them to mark Hiccup out of 10 for skill, strength and bravery and justify their marks with reference to evidence from the film.
Time ran out and I left the teacher to introduce the writing task on the following day. Watch this space for examples of their writing and trading cards.