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Beauty and the Beast – Gary Trousdale & Kirkland Wise, 1991
“Follow Me”
Literacy Focus: Myths, legends, fables, traditional tales

Years 3 – 6 Literacy Plan: Myths, legends, fables, traditional tales
Thinking Film Primary 3 weeks

Clip context
Belle has found her father who went missing after returning from market through the stormy forest at night. He is being kept prisoner in the Beast’s castle. Belle offers to take her father’s place in the Beast’s prison – and despite her father’s protests, the Beast accepts the exchange.

On-going: The Thinking Film Working Wall: We recommend that space is provided for a ‘Thinking Film’ Working Wall / display where children can add words, images and thoughts. This will help visual learners to consolidate the Literacy themes covered in this unit.

Week by week outline
Prior Learning: Identify the elements of a myth, legend, fable or traditional tale.

Week 1: Deconstruct the clip to identify the ‘traditional tale’ elements.

Week 2: Write descriptive paragraphs based on the film clip.

Week 3: Develop own mythical character.

Storyboard own traditional tale


|Objectives |Whole class activities |Differentiated independent or group activities |Plenary / focused questions |Success Criteria |
| | | | |Children can: |
|Week 1 |Watch clip. Ask for initial reactions. |MIND MAPS / FILM HIGH FIVE: |Discuss the words and images |Identify and make notes on|
|MIND MAP / FILM HIGH FIVE | |Group 1 (MUST): come up with 3 observations about how camera angle and camera|chosen. |main points of the text. |
| |Watch the clip again, this time, |movement is used to help tell the story. Identify at least 3 interesting | | |
|Focus: Analyse the clip shot by shot. |introduce the ‘Film High Five’: camera; |camera angles. |Add key ‘Myths / legends mind |Identify features that |
|Identify the elements that make it fit |colour/light; sound/music; editing/pace | |map’ words and images to the |filmmakers use as |
|the ‘traditional tale’ genre. |and mise en scene. Split class into |Group 2: (MUST) identify how music and sound is used to help tell the story |Thinking Film working wall. |storytellers. |
| |groups: each group has one section to |on screen. | | |
|Identify the key features and make |focus on. | | | |
|notes on A2 size paper to create own | |Group 3: (MUST) | | |
|mind map. |Use screen-grabs or pause button to |Focus on how colour and light have been used to help tell the story on | | |
| |highlight, annotate stills in order to |screen. Choose 3 screen-grabs as examples. | | |
|Annotate and add to the mind map after |discuss each element of film language. | | | |
|each viewing. Watch the clip in the | |Group 4: (SHOULD) Focus on ‘mise en scene’ – everything that can be seen in | | |
|context of the ‘Film High Five’ (see |Later in the week, discuss mood, |the frame. E.g. props, costumes, character positioning and body language. | | |
|appendix 3) and in terms of: |character development and setting of the |Choose 3 screen grabs as examples. | | |
|character; setting and mood. |clip. | | | |
| | |Group 5: (COULD) Focus on pace / editing. How quickly / slowly are the shots | | |
| | |intercut? What effect does this have when watching the clip? How does the | | |
| | |pace change? | | |

|Objectives |Whole class activities |Differentiated independent or group activities |Plenary / focused questions |Success Criteria |
| | | | |Children can: |
|Week 2 |Watch and discuss the clip in terms |Group 1 (MUST): come up with 3 observations about how |Each group to feed back / |Express their ideas clearly as part of|
|FILM HIGH FIVE SENTENCES |of the FILM HIGH FIVE – |camera angle and camera movement is used to help tell the |choose the best sentences or |a group discussion |
| |(See appendix 3). |story. Decide on suitable adjectives to describe the |piece of descriptive writing to| |
|Focus: analyse the clip in detail, investigate and |Watch the clip as a class and discuss|scene. Identify one key image and write a descriptive |share. |Form ideas about a story and use |
|write sentences and short descriptive passages |reactions to it. What is the mood? |sentence about it which includes at least one adjective. | |evidence from the story to explain |
|through modelled and shared shot-by-shot analysis |Genre? Style? Why are we studying it | | |their reasons |
|composition. |as part of our ‘Myths and Legends’ |Group 2: (SHOULD) identify how music and sound is used to | | |
| |Unit? |help tell the story on screen. Describe the clip in a | |Use the following terms when |
|Understand in broad terms the key elements of Film |Discuss the idea of camera angles |piece of short descriptive writing which includes | |discussing film: |
|Language. |being like adjectives; and music and |adjectives and adverbs e.g. Belle flung herself to her | |Frame; colour, light, shadow; |
| |sound effects being like advervs |knees dejectedly. | |movement; sound, music and sequence. |
|Explore how different texts appeal to audiences by |(adding meaning to the action); and | | | |
|using varied styles, structures and descriptive |colour and light being like |Group 3: (COULD) | |Write sentences about the clip which |
|film language. |connectives (holding it all |Focus on how colour and light have been used to help tell | |include (easy) adjectives; adjectives |
| |together). |the story on screen. Choose 3 screen-grabs as examples. | |and adverbs (medium) and adjectives, |
|Identify features that storytellers use to provoke | |Write a piece of short descriptive writing which includes | |adverbs and connectives (hard). |
|audience reactions. | |adjectives, adverbs and connectives. | | |
| | | | | |
|Write narrative texts using a range of structures, | | | | |
|e.g. descriptions. | | | | |

|Objectives |Whole class activities |Differentiated independent or group activities |Plenary / focused questions |Success Criteria |
| | | | |Children can: |
|Week 3 |Watch the clip again – this time |Develop own mythical beast with a backstory (how did |Describe the mythical beasts and |Explain main features of a mythical character|
|MY MYTHICAL BEAST |focusing on the Beast. Discuss him in|it get to where it is now / why does it look the way |their backstory. |type. |
| |terms of appearance; demeanor; voice;|it does?). | | |
|Write descriptive paragraphs. |actions; physical presence. | | |Plan own writing with pictures using |
| | |MUST: draw the beast and describe its appearance, | |ideas/features from a particular story type |
|Select and use descriptive vocab. |Mind map other mythical beasts. |voice and actions in 3 sentences. | |(myth). |
|Use layout and illustrations. | | | | |
| |Discuss similarities and differences.|SHOULD: create a film poster design for the beast with| |Write imaginative descriptions to go with own|
|Signal sequence, place and time in a | |a tag line and a movie title. . Publish own version of| |writing. |
|storyboard | | | |Plan a poster, collect images and write draft|
| | |COULD: create a storyboard (see Appendix 4 – | |text. |
|Make decisions about form and purpose. | |storyboard frame) detailing the backstory of the beast| | |
| | |and how it came to be. | |Use a sensible layout in their writing |
|Use layout, format and graphics. | | | |(sentences with nouns, adjectives, verbs or |
| | | | |storyboards with notes and speech). |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |

Appendix 3
Appendix 4 - Storyboard frame

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