How to Train Your Dragon
Education Resource Kit
HOW TO TRAIN YOUR DRAGON, DEAN DEBLOIS AND CHRIS SANDERS, 98 MINS, USA, 2010.
How to Train Your Dragon
FILM SYNOPSIS
How to Train Your Dragon is a computer-animated film that follows the story of a young Viking
named Hiccup, whose village is constantly under attack by dragons. Hiccup aspires to bring down
one of the dragons to prove to his father and village that he is a strong Viking. However, in
attempting to achieve this dream Hiccup becomes the unlikely best friend of a young dragon,
Toothless a terrifying Night Fury, and learns that there may be more to the creature than he first
assumed.
The How to Train Your Dragon film is based on the book How to Train Your Dragon by Cressida
Cowell.
BEFORE WATCHING THE FILM
From Book to Film
You may like to read the 2003 book by Cressida Cowell. Especially take note of the illustrations
and descriptions of characters. Ask students to draw their own representation of each
character.
As a class, discuss the range of ways these characters and events could be represented in a
feature film.
Characterisation
Think about how dragons are typically represented. As a class make a list of books, films, and
art that feature dragons. You may like to ask students to conduct research to find appropriate
images and descriptions. Are dragons represented in a positive or negative way?
ACTIVITY: Ask students to draw their own representation of a dragon. Does the dragon have
magical powers? What are they? Can it fly? Can it breathe fire? Ask students to label the
characteristic of their dragon and explain why they included those characteristics in their picture.
ACTIVITY: Ask students what they know about Vikings. Hold a class discussion and create a list of
adjectives used to describe Vikings. Ask students to draw a picture of a Viking and label their
appearance. What are the similarities and differences in these representations?
Friendship and Teamwork
As a class, brainstorm qualities that make someone a good friend (or example, friendliness,
consideration, fairness and generosity). List some of the ways you can show friendship (or
example, hugs, helping, sharing, listening and tolerance).
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ACTIVITY: Have fun making faces with a partner. Take it in turn to guess what feelings your
partner is expressing.
ACTIVITY: In groups of two ask students to write and create a picture story book for a younger
audience with a message about friendship and teamwork.
AFTER WATCHING THE FILM
Initial response to the film
Which aspects of the film stand out? Which scene was the most memorable? Why?
How did the story make you feel? Did it make you happy, laugh, angry, upset or sad? Explain
and give examples.
Explore the ending. Was it a satisfying conclusion to the story? Explain.
What was the message of the film? Compare responses.
Narrative
Compare the opening and closing lines of the film How to Train Your Dragon:
In the opening scene of the film Hiccup narrates: “This is Berk. It’s twelve days north of
Hopeless and a few degrees south of Freezing to Death. It’s located solidly on the Meridian of
Misery. My village. In a word? Sturdy. It’s been here for seven generations, but every single
building is new. We have fishing, hunting, and a charming view of the sunsets. The only
problems are the pests. You see, most places have mice or mosquitoes... we have... dragons.”
In the closing scene of the film Hiccup narrates: “This is Berk. It snows nine months of the year,
and hails the other three. Any food that grows here is tough and tasteless. The people that
grow here are even more so. The only upsides are the pets. While other places have ponies or
parrots... we have... dragons.”
Discuss these opening and closing lines as a class. What do these quotes tell us about the
village and the people of Berk? What changes and what remains the same in these two
descriptions of Berk?
ACTIVITY: What are key plot points of the film How to Train Your Dragon?
Ask students to write ten key plot points of the film.
OR
Print and cut up the following screen shots and ask students to put them in the correct
order.
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ACTVITY: Film narratives are usually organised into three sections, beginning, middle and end.
1. Beginning - Main character or characters are introduced at the beginning of the story. Who are
these characters in How to Train Your Dragon?
2. Middle - Their world is disrupted in some way, there is a complication or a problem. What are
some of the problems faced in How to Train Your Dragon?
3. End - The story concludes as the problem is solved. In the case of a fairy tale, there will be a
‘happily ever after’ ending. What happens at the end of How to Train Your Dragon? Do you
think How to Train Your Dragon has a ‘happily ever after’ ending? Why, why not?
Ask students to write or draw what happens at each section of the narrative in How to Train
Your Dragon.
Characterisation
List the main characters and describe each one’s role in the story.
o Who is your favourite character? What is the role of that character in the story? What is
he/she like? Why were they your favourite character?
o Who was your least favourite character? Why?
Many animated children’s films have a strong focus on the development of character. Discuss
what character development means and why it is so important in a film narrative. If our
characters do not develop, the narrative will not move forward and it will be less engaging.
o Think about the four main characters of the film; Hiccup, Toothless, Astrid and Stoick. In
small groups ask students to copy and complete the following table on one of these
characters. In the first column write three things you know about the characters at the
beginning of the film and in the second column write three things that show how the
character has changed at the end of the film.
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Name of Character: __________________
What do you know about this character at the How has this character changed by the end of
beginning of the film?
the film?
1
1
2
2
3
3
Ask students to find quotes from the film that prove this development. Use the following
list of quotes to help:
Hiccup Quotes
Start
End
Hiccup - “I'll kill a dragon, my life will get infinitely
Hiccup - “Everything we know about you
better, I might even get a date!” Gobber – “You can’t guys is wrong.”
lift a hammer, you can’t swing an axe, you can’t even Hiccup - “I’m not one of them. No, I need
throw one of these.”
you all to see this. They’re not what we
Hiccup - “One day I’ll get out there, because killing a think they are. We don’t have to kill
dragon is everything around here.”
them.”
Hiccup - “I can't stop myself! I see a dragon and I
Hiccup - “I screwed up, I should have told
have to just kill it, you know? It's who I am, Dad.”
you before now. Take this out on me, be
Stoick - “Oh, you are many things Hiccup, but a
mad at me, but please don’t hurt
dragon killer is not one of them.”
Toothless.”
Gobber - “Point is, stop trying to be something you’re Hiccup - “And we’ve killed thousands of
not.” Hiccup - “I just wanna be one of you guys.”
them. They defend themselves, that’s
Hiccup - “I did it, this fixes everything. Yes, I have
all!”
brought down this mighty beast.”
Hiccup - “Why couldn’t I kill that dragon
Hiccup -“I’m gonna kill you dragon. I’m going to cut when I found him in the woods?”
out your heart and take it to my father. I’m a Viking! I Hiccup - “I'm the first Viking who wouldn't
am a Viking!”
kill a dragon.”
Hiccup - “I don’t want to fight dragons. Rephrase, I Hiccup - “I wouldn't kill him, because he
can’t kill dragons.”
looked as frightened as I was. I looked at
Gobber - “Don't worry. You're small and you're weak. him, and I saw myself.”
That'll make you less of a target! They'll see you as Stoick - “Turns out all we needed was a
sick or insane and go after the more Viking-like teens little bit of this.” Hiccup - “You just
instead. ”
gestured to all of me.”
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Toothless Quotes
Start
End
Hiccup - “And there’s the dragon no one’s ever seen.”
Hiccup - “This thing never steals food, never shows
itself and never misses.”
Gobber - “Remember a dragon will always, always go
for the kill.” Hiccup - “So, why didn’t you.”
Hiccup - “Night Fury: Speed, unknown. Size,
unknown. The unholy offspring of lightening and
death itself. Never engage this dragon. Your only
chance - hide and pray it does not find you.”
Hiccup - “How would someone sneak up on a Night
Fury?” Gobber - “No one's ever met one and lived to
tell the tale.”
Gobber - “It’s the wings and the tails you
really want. If it can’t fly it can’t get away.
A downed dragon is a dead dragon.”
Astrid - “I bet he's really frightened right
now. What are you gonna do about it?”
Stoick - “Thank you for saving my son.”
Hiccup - “The only upsides are the pets.
Where other places have ponies or
parrots, we have dragons!”
Astrid Quotes
Start
End
Astrid - “No turning back.”
Astrid - “Ok, I’m sorry, I’m sorry! Just get
Astrid - “Yeah, it’s only fun if you get a scar out of it.” me off this thing.”
Gobber - “Quick what’s the first thing you’re going to Astrid - “All right, I admit it. This is pretty
need.” Astrid - “A shield!”
cool. It's amazing. He's amazing.”
Astrid - “Is this some kind of a joke to you? Our
Astrid - “First to ride one, though.”
parents war is about to become ours. Figure out
Astrid - “That’s for scaring me…” Hiccup which side you’re on.”
“Is it always gonna be this way? I could
Astrid - “I normally don’t care what people do, but
get used to it.”
you’re acting weird.”
Astrid - “Stay out of my way! I‘m winning this thing!”
Astrid - “I want to know what’s going on. No one just
gets as good as you, especially you.”
Astrid - “I am not listening to anything you have to
say!”
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Stoick Quotes
Start
End
Stoick - “Just stop! Every time you step outside
disaster falls.”
Stoick - “Either we finish them, or they'll finish us!
It's the only way we'll be rid of them! If we find the
nest and destroy it, the dragons will leave!”
Stoick - “He’d be killed before you let the first dragon
out of its cage!”
Stoick - “Listen, you know what he’s like. By the time
he could crawl he’s been different.”
Stoick -“With you doing so well in the ring we finally
have something to talk about.”
Hiccup - “For once in your life would you please just
listen to me?” Stoick - “You've thrown your lot in
with them. You're not a Viking. You're not my son.
Stoick - “I was a fool.”
Gobber - “Every bit the bull-headed
stubborn Viking you were.”
Stoick - “Hiccup, I’m sorry for everything.”
Hiccup - “Yeah, me too.”
Stoick - “I'm proud to call you my son.”
Stoick - “Thank you, for saving my son.”
Gobber - “Well, you know, most of him.”
o Using this information create posters or multimodal presentations to present to the
class and display around the classroom.
Friendship and Teamwork
How does this film explore the power of friendship? Can you relate to any of the friendships
portrayed in these films?
At the beginning of the film Hiccup feels friendless and alone. How can you tell he is feeling
this way?
ACTIVITY: Have you ever felt like you have no friends? Draw a picture of yourself and how you felt.
When you are surrounded by friends and are having a good time, how do you feel? Draw a picture
of yourself surrounded by your best friends.
Have you ever seen someone at the playground or at school who looks like they have no
friends. What could you say or do to make them feel included and happy. Create and perform a
role-play with your classmates that shows a situation where the main character is alone and
then makes friends.
How important is the friendship between Hiccup and Toothless?
Are they friends from the beginning of the film? Why, why not?
Hiccup and Toothless do not trust each other at the beginning of the film. How does this
change throughout the film? What happens to make them become such good friends?
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At the end of the film Hiccup says, “I screwed up, I should have told you before now. Take this
out on me, be mad at me, but please just don’t hurt Toothless. He was protecting me, he’s not
dangerous.” This is when Hiccup tells the village about his friendship with Toothless. Why is
the friendship between Hiccup and Toothless considered taboo?
Why is teamwork so important? What makes a good team?
How do Hiccup and Toothless work together in the film? Do you think this is effective
teamwork? Why, why not? Are there some examples of both? Think about the progression of
the film, when do we see examples of good teamwork and when do we see examples of bad
teamwork?
Hiccup and Toothless work together throughout the film, especially when repairing Toothless’s
tail and learning to fly together. How was teamwork used in this scene?
ACTIVITY: What types of teams are people in your class a part of? After discussing how teamwork
is used in the film and how the students are involved in their own teams, create posters to hang
up around the school that provide lessons on how to achieve successful teamwork.
Identity and Belonging
Think about the following quotes from How to Train Your Dragon:
o Hiccup: “I’ll kill a dragon, my life will get infinitely better, I might even get a date!
o Gobber: “Point is, stop trying to be something you’re not.” Hiccup: “I just wanna be one of
you guys.”
o Hiccup: “One day I’ll get out there, because killing a dragon is everything around here.”
o Hiccup: “I can’t stop myself! I see a dragon and I have to just kill it, you know? It’s who I am,
Dad.” Stoick: “Oh, you are many things Hiccup, but a dragon killer is not one of them.”
o Hiccup: “Why couldn’t I kill that dragon when I found him in the woods?”
o Hiccup: “I'm the first Viking who wouldn't kill a dragon.”
o Hiccup: “I wouldn't kill him, because he looked as frightened as I was. I looked at him, and I
saw myself.”
What do these quotes teach us? What is the moral or message of How to Train Your Dragon?
ACTIVITY: Despite his eagerness, Hiccup does not fit in with the rest of the Vikings, much to the
dismay of his father, Stoick the Vast. Ask students to list some differences between Hiccup and
Stoick.
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ACTIVITY: Hiccup and Toothless share many identity traits. Discuss these as a class. At the end of
the film each of the trainee Vikings are assigned a dragon to ride. Each of these characters also has
something in common with the dragons they befriend. Think about your own personality traits.
Create, draw and label a dragon that would be your friend. What would be their special talent?
Adventure
Sometimes we seek adventure to learn about ourselves, develop new friendships and experience
new places.
In How to Train Your Dragon, what drove some of the characters to embark on an adventure?
Did the characters find what they were searching for?
Does How to Train Your Dragon ask the viewer to question where they belong? Do you think
your life would lack meaning without adventure?
ACTIVITY: How to Train Your Dragon tells the story from Hiccups perspective as he goes on an
adventure with Toothless. Write a short film script or a short story following this same adventure
but from Toothless’ perspective.
What would you consider an adventure? As a class come up with a definition for the word
adventure. Sometimes adventures do not go to plan and do not live up to our expectations.
Have you ever been disappointed by an activity that you thought would be really fun? Why
were you not happy?
Exploring Themes
How to Train Your Dragon is a funny film about the young Viking, Hiccup, who wants to join his
town’s fight against the dragons. But is that all it is really about? Do we learn anything while
watching this film? Books, films and texts in general try to teach us lessons; these are usually
related to the theme of the film.
Pretend you are trying to convince someone that a certain theme is shown in the film How to
Train Your Dragon. Choose one of the themes from How to Train Your Dragon and create a
paragraph following this structure:
1. Introductory sentence. Introduce the theme and outline how it is shown in the film.
2. Expand on this explaining in detail how the film explores this theme.
3. Give an example of a scene in which this theme is explored. Also, provide a quote from
one of the characters in the film to further support your argument.
4. Summarise your argument with a strong concluding sentence.
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Animation
Animation allows us create imaginary worlds. Why is it easier to do this in an animated film
rather than a live action film? Ask students to create a flip book displaying their own imaginary
world.
What kind of animation is used to tell the story in How to Train Your Dragon? What kinds of
things did the students notice about the film’s animation techniques? How to Train Your
Dragon is a film made by the computer animation film studio DreamWorks. Do students know
of any other DreamWorks films they have seen?
Think about the scene in How to Train your Dragon when Toothless and Hiccup begin to
become friends and Toothless smiles at Hiccup. The film’s animators based Toothless’s
movements and actions on various animals. Did Toothless’s actions in this scene remind of you
of any other animals’ way of behaving?
Book to Film
The book, How to Train Your Dragon was only loosely adapted for the film. This meant that a lot of
changes were made, including cutting out characters, writing in new ones and changing some key
events.
Create a Venn Diagram comparing the book and the film:
Which version of the story did you find most captivating, the book or the film version? Why?
What are the obvious similarities and differences between the book and the film?
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Are there differences in the way the characters are depicted? If so, describe the differences.
Were some things added or removed in the film adaptation? Why? What difference do these
changes make to the way the story is told? Have these changes altered the meaning of the
story and your response to it?
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