Suggested Activities for Lost and Found



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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 first level experiences and outcomes. This means that they are suitable for use with P2 - P4 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.

All activities can be adapted for nursery and P1 classes, again with an emphasis on discussion.


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.

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

  • Group the children into 'book' and 'film' and photograph each group.

  • Stick the photos onto a large piece of paper and allow the children to write their thoughts as to why they prefer that version round the photograph.

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

I can share my thoughts about structure, characters and/or setting, recognise the writer's message and relate it to my own experiences, and comment on the effective choice of words and other features.



ENG 1-19a
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.

  • Each group chooses either the boy or the penguin.

  • On a large sheet of paper, write the character and his feelings in the middle.

  • Watch roughly the first 5 minute and 20 seconds of the film, jotting down evidence to back the statement on the paper (this is an ideal opportunity for mind-mapping as children may choose to take notes in phrases or quick drawings.)

  • You may need to stop and start the film to allow time for note making and more than one viewing is recommended to gather all the evidence.




  • 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:-

I can share my thoughts about structure, characters and/or setting, recognise the writer's message and relate it to my own experiences, and comment on the effective choice of words and other features.

ENG 1-19a

When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect.


LIT 1-02a

*Responsibility of all

As I listen or watch, I am learning to make notes under given headings and use these to understand what I have listened to or watched and create new texts.


LIT 1-05a

*Responsibility of all



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, sort and use information for a specific purpose.



LIT 1-14a

*Responsibility of all

I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts.

LIT 1-15a

*Responsibility of all

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

*Responsibility of all

By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others.


LIT 1-26a

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 do you think he should 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 know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect.

Lit 1-02a

When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more.

Lit 1-09a

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:-

I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions.


LIT 1-07a

*Responsibility of all

When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect.


LIT 1-02a

*Responsibility of all

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 1-18a

I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics.



EXA 1-17a

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.

  • Give the children a piece of paper, fold in two and ask them to draw two versions of the same character, one which might be 'bad' and one which might be 'good.' You might ask the children to draw the octopus or create their own, simple character.

  • Share drawings with class and display.

Curriculum for Excellence links:-

I can share my thoughts about structure, characters and/or setting, recognise the writer's message and relate it to my own experiences, and comment on the effective choice of words and other features.


ENG 1-19a

I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture.



EXA 1-03a

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design.



EXA 1-05a

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.

Curriculum for Excellence links:-

I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions.



LIT 1-07a

*Responsibility of all

When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more.

LIT 1-09a

*Responsibility of all

I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or create new text.

LIT 1-25a

*Responsibility of all



Activity 8

Learning Intention

To write a story.



Context

Lost and Found - book

  • In the book, the boy tells the penguin stories on the journey. what kind of story would you tell?

  • Discuss the different types of stories the boy could tell - stories about his own life or imaginative stories.

  • Decide what kind of story the penguin would like and write a story for him.

  • Share the stories.

This activity has possibilities for individual, paired and group work.

Curriculum for excellence links:-

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience.


LIT 1-20a

*Responsibility of all

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

*Responsibility of all



By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others.

LIT 1-26a

*Responsibility of all



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