Imagine (13-14)
Literacy
Key Vocabulary: (To be added)
Learning Outcomes.
All students will:
 present ideas and views logically and persuasively
Writing Purposes: (To be added)
 Begin to develop a form identity
Speaking and Listening: Discussion, public speaking, presentations,
informal debate, scripted performance, improvisation.
 Have used different ways to present their work
PSHE Curriculum Link.,
1.1a, 1.1b, 1.2a, 1.2c, 1.3a, 1.3b, 1.3c, 1.4a, 1.4b, 1.5a, 1.5b, 2.1a, 2.1b,
2.1c, 2.1f, 2.2a, 2.2b, 2.2c, 2.2e, 2.3a. 2.3b, 2.3c, 2.3d, 2.3e, 3a, 3b,
3m, 4.a, 4.b, 4.c, 4.d, 4.e.
ICT Skills and Programs.
Internet Search
Potential use of PowerPoint, Word.
Resources All listed through the scheme activities
Homework scope for Imagine
I Have A Dream Research
Macbeth script learning, prop building etc
Spell Creation and Conceptual Design
Assessment
Writing to argue and persuade:
Do you believe there is intelligent life on other planets?
Speaking and listening/Drama levels
I Have A Dream
Most Students will:

adapt style and language appropriately for a range of forms,
purposes and readers

explore the ways that words, actions, sound and staging
combine to create dramatic moments.

listen and respond constructively to others, taking different
views into account and modifying their own views in the light of
what others say

Display characteristics of being a team player
Some Students will:

use imaginative vocabulary and varied linguistic and literary
techniques to achieve particular effects

reflect critically on their own and others’ values

engage an audience, using a range of techniques to explore,
enrich and explain their ideas
Suggested Time
24 Hours
1
Topic Area Aliens! (2 hours)
Learning Objectives and
Learning Outcomes
Suggested Teaching Activities
Resources/
Organisation
Implications / Time
Assessment
Opportunity
Students to pick out key information
from a source, synthesising the detail
to create a new piece of media.
Watch the documentary on Roswell on Opening Minds
Online, paying careful attention to dates, location,
storyline, people involved, and the two sides of the story.
Roswell Documentary
iPads for recording
(Soundcloud)
P1-P6
Persuasive Writing
Presentation & Tips
L1, L5
Persuasive Writing
AF2, AF3
Prepare radio broadcast of breaking news for Roswell.
Include interviews, and key information from the story.
Students to utilise persuasive writing
techniques in order to convince their
reader that their view is correct.
Students are not to sit on the fence!
Produce an essay based on an aspect of the ‘space’
activities covered:
- Do you believe there is intelligent life on other planets?
(Why or why not?)
Students develop core group working
skills to produce a piece of drama
using different dramatic techniques
to convey action, character,
atmosphere and tension.
Optional - Small groups. Devise a short scene of the first
meeting between aliens and humans (Can they understand
each other? Do they have the same goals of tolerance and
peace?) Show each in turn, evaluate.
3 hours
P1-P6
2
Topic Area
Fears, Spells & Witches (6 hours)
Learning Objectives and
Learning Outcomes
Suggested Teaching Activities
Students deduce how writers present
ideas and issues to have an impact on
the reader, recognising the writer’s
intentions
Read: Terror in the night – complete the follow-up
activities, culminating in creation of students’ own horror
story!
Students use different dramatic
approaches to explore ideas, texts
and issues
The Scottish Play – Double, double, toil and trouble… (Act
4, Explain and enlighten/translate where necessary!
Students explore the ways that
words, actions, sound and staging
combine to create dramatic moments.
Whole class rehearse ‘performance’ of all or part of the
scene up to the witch’s response at line 60 (including choral
speaking, ‘solo’ witches, action and (maybe) ‘victims’ or
‘ingredients’ – however class and/or teacher decide).
Students collaborate in order to
create a House Spell Book
Having explored the gruesome ingredients of the
Macbeths witches’ cauldron, students now create their own
individual spell in order to create their Form’s ‘Compendium
of The Dark Arts’.
Resources/
Organisation
Implications / Time
Terror In The Night story
and follow-up activities
from Impact English pages
4 -10
D7 Macbeth Act 4 Scene 1,
lines 1 – 60 (Double double)
DRAMA STUDIO – Blackout
facilities and stage lighting
Assessment
Opportunity
L4
Potential for
capture using iPad –
the more confident
could create an
iMovie of the Class
performance for
YouTube, shooting
the action as a
single shot drama.
Instil sense of
competition/stand
out from crowd/etc!
Be Creative!
3
Topic Area
Waxworks & The Chamber of Horrors (4 Hours)
Learning Objectives and
Learning Outcomes
Suggested Teaching Activities
Students use individual and group
improvisation and performance skills.
What sort of figures/scenes might you find in a Waxworks
Exhibition? Who’s been to one? (…etc)
Use of different dramatic techniques
to convey action, character,
atmosphere and tension devising.
Slow race – winner is last one across the room who is still
taking full strides, using full energy, will to win apparent in
face and eyes (preparation for capturing ‘action’ in
freezes) – use small numbers of students each time if
space is limited.
Resources/
Organisation
Implications / Time
Powerpoint and projector (if
necessary)
Presentation Top Tips
Assessment
Opportunity
.L4
P1-P6
Up to 2 hours of Class Time
Homework option
Pairs (A + B) A sculpt B (silently) into statue of a famous
person or thing. B’s stay frozen, A’s write on piece of paper
below each statue (except their own) what/who they think
they see, plus a mark out of ten for stillness.
Challenge: How much of a ‘story’ can you tell through
building a statue? (attention to body shape, energy levels,
Captured, facial expression etc) Same pairs – B now build
A. A’s stay frozen, B’s ‘label’ the statues.
Welcome to the chamber of horrors
Discuss: Has anyone seen a waxworks ‘chamber of horrors’?
Do we enjoy being frightened or seeing something
gruesome occasionally?
Teacher: Tell ‘true’ story of frightening episode with
waxworks. (Tell your own, or use mine – story sheet in
resources pack)
Groups of 4-6. Produce a waxworks exhibit for ‘The
4
chamber of horrors’ – it must also have a plaque with its
title. Make it really good, it’s to be used in a number of
ways!
Show each in turn (teacher improvising a gory story to
accompany each one – success criteria; at least one person
feels sick or has to leave the room).
Students write imaginatively,
creatively and thoughtfully, producing
texts that interest and engage the
reader
Students collaboratively develop
ideas, themes, imagery, settings
and/or characters when writing to
imagine, explore and entertain
Back to previous groups.
Creative Writing activity
Write the background story of your exhibit (using lots of
descriptive detail and adjectives to make it as horrible as
possible). It must be written in the third person.
Divide the story between the members of the group. Learn
your own section.
Use your original ‘exhibit’ freeze – tell the story from the
freeze – individuals can and should move, but only when
they are telling their section of the story. Everyone must
start and finish in the same freeze as before.
Show each in turn.
Short discussion/evaluation.
Creative Writing
E&U
5
Topic Area : Analysing the opening credits of Edward Scissorhands
Learning Objectives and
Learning Outcomes
Suggested Teaching Activities
Resources/
Organisation
Implications/Time
Students will discover what is meant
is meant by the word ‘genre’.
Begin with a game of ‘charades’ with film titles. Make sure
different genres of film are covered (fantasy, thriller,
science fiction, romance, comedy, fairy tales etc). Have at
least two titles representing each genre.
Opening Credit stills
Assessment
Opportunity
Pose the question: if we had to pair these films off ( you
could have students holding the cards and ask the class to
find them an appropriate partner!) how could we do it.
Work towards the idea of ‘type of’ film - genre. Some may
already know the term genre from reading.
Students will learn to ‘read’ media by
analysing the opening credits of
Edward Scissorhands.
Introduce the stills from the film one card between two.
Ask them to think about what kind of film these might be
from. Class then place them in the order they think they
go. This can be done on the wall with blue tack or on a
table.
Give out opening credit sheets and explain that the opening
credits will be played three or four times. Each time focus
on one topic. Students will fill in the second column. Once
the topics have been covered. Give the students time in
groups to discuss what they have seen. Fill in the third
column.
Edward Scissorhands DVD
Opening Credit sheet
2 hours
(U)
6
Topic Area – I Have A Dream (4 Hours)
Learning Objectives and
Learning Outcomes
Suggested Teaching Activities
Students collaborate with their form
group in order to gain a clear picture
of the political and sociological
climate leading up to Martin Luther
King’s historic speech.
Research (Individual/pairs?): “I have a dream…”. Who said
this? Where, when, WHY? Find and write out the complete
sentence containing the quotation.
Present information and points of
view clearly and appropriately in
different contexts, adapting talk for
a range of purposes and audiences,
including the more formal
Optional Extension – Look at events that happened to Rosa
Parks and Martin Luther King. Is racism still a problem in
our culture/society? What about other societies?
Individually. Based on the discussions, write (and
preferably prepare and learn by heart) your own ‘visionary’
speech, starting with: “I have a dream.” (Some, all if
possible, should then be presented to class, evaluated and
discussed)
Resources/
Organisation
Implications / Time
ICT Rooms, Learning
Platform forum for
collaborating on research.
Give students a little time
and space to discover the
info themselves and get a
collaborative ball rolling!
Use 'I Have A Dream'
Sheets, or students can
generate own (most enjoy
conceptualising their own
designs for display)
Assessment
Opportunity
C1, C2
P1 - P6
English Speaking &
Listening
Students use a range of ways to
structure and organise their speech
to support their purposes and guide
the listener
Students vary vocabulary, structures
and grammar to convey meaning,
including speaking standard English
fluently.
7
Topic Area: Analysing media.
Learning Objectives and
Learning Outcomes
Suggested Teaching Activities
Students will learn to ‘read’ media by
analysing the opening credits of
Edward Scissorhands.
Class now feedback on each topic with the teacher pausing
DVD to illustrate points made. Look back at class sequence
– is it right?
Students now answer the question: How does the director
create a mysterious atmosphere in the opening credits of
‘Edward Scissorhands’? Say what genre of film you think it
will be. Students use their notes to write up an answer.
There is a writing frame available for those writing at
Level 3 and below. Encourage the use of connectives to join
ideas and detailed explanations.
Resources/
Organisation
Implications/Time
Assessment
Opportunity
2 hours
( L)
Reading AF3, AF6
Watch the opening shots up to the Avon Lady meeting
Edward. Pause film to discuss:
 the housing estate
 the Avon Lady and the women she calls on
 the approach to the house
 the garden ( look at topiary)
 inside the mansion (can they spot anything from
the opening credits – look at newspaper clips and
pictures)
 first impressions of Edward
8
Topic Area: Edward Scissorhands
Learning Objectives and
Learning Outcomes
Suggested Teaching Activities
Students will learn how to engage
with media as a text and make a
personal response to what they have
seen.
Continue now to watch the rest of the film – encourage
students to make a note of any of the amusing moments.
After watching the film give students the time to discuss:
 parts they liked or didn’t like
 favourite characters
 the issues they feel the film raises.
Resources/
Organisation
Implications/Time
Assessment
Opportunity
Ask individuals to write down on a piece of paper, in one or
two sentences, what they think the message of the film is.
Class consider the responses.
(E)
Now students get to design their own version of an
Edward. They will draw him/her and label the picture using
adjectives, similes and metaphors.
2 hours
9