Book to Film and Back Again
Key Stage Target
✓KS2
Curriculum Links
✓English
During National Storytelling Week 2013 explore some of the greatest stories in celebrated
children’s books ranging from the classic The Wonderful Wizard of Oz by L. Frank Baum to the
action-packed Stormbreaker by Anthony Horowitz. Directors have adapted novels into films
and have made them more accessible to reluctant readers due to the all-inclusive nature of
the medium of film.
Supported by National Association for Primary Education (www.nape.org.uk) and Scholastic
Book Clubs (www.scholastic.co.uk), this resource is aimed at engaging Key Stage 2 children
and especially reluctant readers by asking questions which will spark discussion about the
director’s adaptation of the book into a film and encourage them to read the original text
for themselves.
Running a film club in your school can enrich the curriculum, and may allow young people
to experience cultures beyond their own, explore a wide variety of issues and stimulate their
imaginations. After watching a film, students can comment during a post-screening
discussion with their peers, before writing reviews on the FILMCLUB website (which has a real
audience of other young people) where they can analyse the film and develop their
independent critique while relating it to the original literary text. Above all, students and
teachers can enjoy the shared experience of watching and discussing a film together.
To join FILMCLUB, order films, download the resource and find out about the Scholastic Book
Clubs promotion for FILMCLUB members, visit www.filmclub.org for further details.
Book to Film and Back Again
Key Stage Target
✓KS2
Curriculum Links
✓English
The films in this resource are:
Arrietty (2010, U) 5+, 94 mins Arrietty and her family of little people live secretly in a human
family’s home and they borrow items from them. Arrietty is discovered by an ill boy that has
come to stay at the house.
James and the Giant Peach (1996, U) 5+, 79 mins Stuck with his evil aunts, James creates a
magical, enormous peach. Befriending the charming insects inside, he attempts an escape.
Oliver! (1968, U) 7+, 139 mins Musical version of the famous Charles Dickens novel, about the
adventures of a Victorian orphan who falls in with a London street gang.
The Iron Giant (1999, U) 7+, 86 mins Superbly animated adaptation follows young Hogarth's
discovery of a colossal, friendly robot, and his plight to protect him from government agents.
The Wizard of Oz (1939, U) 7+, 101 mins This timeless family musical and one of cinema's
much loved productions, sees young Dorothy escape Kansas for the Technicolor land of Oz.
Coraline (2009, PG) 9+, 96 mins When Coraline discovers a secret path to another life she
finds a world where she's never told off and it's always cake for dinner.
The Chronicles of Narnia - The Lion, The Witch and The Wardrobe (2005, PG) 11+, 143 mins
Classic family adventure tale of four World War 2 refugees finding a gateway to a fantasy
world in the back of their old wardrobe.
Percy Jackson and the Lightning Thief (2010, PG) 9+, 120 mins Fun adventure about a
modern American who finds out he is the son of ancient Greek god Poseidon, and that Zeus
thinks he stole his lightning bolt.
Stormbreaker (2006, PG) 7+, 90 mins Action thriller about a teen who has been trained to be
a super spy by his uncle, whose death leaves him pitted against a sinister billionaire.
Private Peaceful (2012, 12) 11+, 102 mins Dramatic World War One drama from author
Michael Morpurgo, charting the story of two brothers journeying to no-man's land.
Book to Film and Back Again
Arrietty (2010, U) 5+ 94 mins
Enrichment Focus
This film is based on the book The Borrowers by Mary Norton. The Film Resource is aimed
at ages 7-11 but is also suitable for use with ages 5+. Suggested subjects for discussion
are growing up, freedom and prejudice.
What’s this film about?
Arrietty and her family of little people live secretly in a human family’s home and they
borrow items from them. Arrietty is discovered and befriended by an ill human boy that
has come to stay at the house but this threatens her family’s peaceful life.
Why this film?
Mary Norton's popular story, The Borrowers, gets the Studio Ghibli treatment, with all the
beauty and charm of the studio’s previous films. Arrietty's family are Borrowers - tiny
people who quietly explore and "liberate" their human neighbours’ everyday objects
and find alternative uses for them. Arrietty is a strong Ghibli heroine who learns life lessons
in the face of great adversity. The exquisite animation and lively score combine to
create an exciting, fantastical backdrop for this classic story.
What the critics think
“This film is a beautifully animated triumph. This film is similar to the Borrowers film because
they are both based on the book by Mary Norton, but Arrietty sticks more faithfully to the
written wonder”.
FILMCLUB Member Zoe, aged 11
“Visually lush, refreshingly free of family-friendly clatter, and anchored with soulful depth”
!
Rotten Tomatoes online
Before the film: Starter Activity
1. What kind of things do you borrow from
other people?
2. How would you feel if somebody did not
return something that they borrowed from
you?
After the film: Discussion Questions
1. Mrs May is the narrator of the opening and
closing chapters of the book but is not in the
film. Why do you think this is?
2. How do the creatures respond to the
Borrowers? Why do you think this is?
3. How did Arrietty change during the film?
4. What do you think will happen in the future
when Arrietty’s family follows Spiller to live
with other Borrowers?
Teacher Notes
1. Shawn tells the audience at the start that he will
never forget the summer that he spent in the
house where his mother grew up. At 20:29 Shawn
tells Arrietty that he saw her in the garden earlier
that day and that his mother had told him about
the little people in the house.
2. The cat tries to attack Arrietty, maybe it thinks
that she’s a mouse but at the end he helps
Shawn find the clock family before they leave.
Arrietty fights the ant. The woodlouse lets Arrietty
play with him. Pod warns Arrietty that rats are
their enemies probably because they compete
for items to scavenge.
3. Arrietty makes new connections with people
outside of her family and learns about their lives.
Also when she explores the house with Pod she
learns more about how to adapt and survive as
a borrower.
4. Students may decide that Arrietty and Spiller will
get married and have children to increase the
number of borrowers. Ask them if Shaun will ever
see Arrietty again.
Next Steps
1. Create a poster for a sequel to Arrietty. What will happen next to Arrietty and Shawn?
2. Read The Borrowers by Mary Norton. How does it compare to Arrietty?
3. Get your students’ voices heard by joining FILMCLUB and writing reviews at
www.filmclub.org
Book to Film and Back Again
James and the Giant Peach (1996, U) 5+ 79 mins
Enrichment Focus
This film is based on the book James and the Giant Peach by Roald Dahl. The Film
Resource is aimed at ages 7-11 but is also suitable for use with ages 5+. Suggested
subjects for discussion are friendship, overcoming fears and abuse.
What’s this film about?
Stuck with his evil aunts, James creates a magical, enormous peach. Befriending the
charming insects inside, he attempts an escape.
Why this film?
Young orphan James (whose parents were eaten by a rhinoceros) escapes from his
hated aunts in a huge magic peach that is the home to a group of human-sized and
eccentric creatures - including a centipede and a glow-worm. This extraordinary turn of
events then inspires an even more remarkable adventure that takes the giant fruit on an
epic trip across the Atlantic Ocean.
What the critics think
“The strange world of Roald Dahl's book is perfectly rendered using the painstaking craft
of stop-motion animation. I just love it - it’s a family favourite”
FILMCLUB Member Harris, aged 9
“It most beautifully captures the book's free-floating, fantastic sense of adventure and
wonder”.
Time Out online
Before the film: Starter Activity
1. What things are you afraid of?
2. What advice would you give to somebody
that was afraid of spiders?
After the film: Discussion Questions
1. Do you think that mixing live action and
animation works in this film? Should the
film be in one or the other? Which would
you prefer?
2. Read Chapter 12 of James and the
Giant Peach. How are the creatures
different from the book to the film?
3. What was James afraid of in the film?
How did he overcome his fear?
4. In the book, James’ two aunts are killed
by the rolling peach at the start. How
and why has this been changed in the
film?
Teacher Notes
1. James’s journey in the peach is in stop-animation.
Ask students why they think only this part is.
2. The Centipede is funny but less brash in the book
than in the film and he has an American accent
which is not mentioned in the book. The
Earthworm and Grasshopper are very similar to
how they are in the book.
3. James was scared of the rhinoceros which had
killed his parents. He overcame his fear at the end
when he stood up to the rhinoceros which was
going to kill his new friends.
4. In the film the aunts reappear in James’ dream
and on the pirate ship before confronting him at
the Empire State Building. They are in the film
because it adds more drama to have them
chasing him and they get their just desserts when
James tells the New Yorkers about how badly
they treated him before they got arrested.
Next Steps
1. Create a storyboard for what happened to the aunts while James was in the peach. How
did they get to New York?
2. Read James and the Giant Peach by Roald Dahl.
3. Get your students’ voices heard by joining FILMCLUB and writing reviews at
www.filmclub.org
Book to Film and Back Again
Oliver! (1968, U) 7+ 139 mins
Enrichment Focus
This film is based on Oliver Twist by Charles Dickens. The Film Resource is aimed at ages
7-11. Suggested subjects for discussion are poverty, crime and identity.
What’s this film about?
Musical version of the famous Charles Dickens novel, about the adventures of a
Victorian orphan who falls in with a London street gang.
Why this film?
This gem of a musical was nominated for eleven Oscars, winning five - and its popularity
is undimmed nearly 50 years after its stage premiere. Based on Charles Dickens's famous
novel about the adventures of a Victorian orphan who falls in with a London street gang,
the thrilling story is matched by the unforgettable songs, such as "Food, Glorious Food",
"Got to Pick a Pocket or Two" and "I'd Do Anything".
What the critics think
“I liked that it was crafty, adventurous, shocking, sad and also happy. By watching the
film it has inspired me to read the book”
FILMCLUB Member Isabel, aged 10
“A treasure of a movie. It is very nearly universal entertainment”
!
Roger Ebert, Chicago Sun Times
Before the film: Starter Activity
1. Think of a time when you had to
face a difficult situation?
2. How did you overcome it?
After the film: Discussion Questions
1. Watch the Consider Yourself scene
very closely (from 29:31 to 38:34). How
accurately do you think work and
leisure in Victorian London is
represented?
2. Do the songs make the film less
realistic or serious? Why is this?
3. Watch the part when Bill Sikes takes
Oliver hostage and tries to escape
over the rooftop. Read the chapter in
the novel - what differences do you
notice? Watch from 1:38:00 to 1:49:18
from the 1949 David Lean version.
How has this influenced the musical
version? Which do you prefer and
why?
4. Why do you think there that they
have been so many adaptations of
Dicken’s original story?
Next Steps
Teacher Notes
1. Work - child labour such as the chimney sweeps and
children selling chickens. Occupations such as bottle
washers and the Bow Street Runners who were the first
policemen are shown. Play - minstrels performing in the
street and the fair with its merry-go-round, strong man
and acrobats.
2. Students may find that the elaborate song and dance
numbers detract from the serious nature of the story.
Explain that Dickens based the story on real issues that
he faced himself as a child when he had to leave
school aged 12 to work in a shoe polish factory for 10
hours a day. This was because his father had been sent
to prison for not paying his debts.
3. The differences from the novel include the following:
after Sikes kills Nancy he runs away from London but he
is haunted by Nancy’s ghost and returns to the city. He
accidentally hangs himself trying to escape from an
angry mob across the rooftops. The musical version is
different from Lean’s version which has no soundtrack
during this climatic scene, has a larger mob and there is
absolute silence when Sikes is shot, before a fanfare
after somebody shouts ”we’ve got him”. In the musical
there is a constant musical soundtrack until Sikes is shot
and then Bullseye’s whimpers can be heard. Then
comic relief is created by Dodger picking a man’s
pocket. In the musical version Fagin escapes but in
Lean’s he is caught by the mob which is closer to
Dicken’s text.
4. The story is a quest story with Oliver aiming to seek his
fortune in London. It is also about good versus evil. Ask
students how many adaptations they can think of?
(There have been 12 film adaptations to date).
1. Watch David Lean’s Oliver Twist from 1949. How does it compare to the musical?
2. Read Oliver Twist by Charles Dickens.
3. Get your students’ voices heard by joining FILMCLUB and writing reviews at
www.filmclub.org
Book to Film and Back Again
The Iron Giant (1999, U) 7+ 86 mins
Enrichment Focus
This film is based on the book The Iron Man by Ted Hughes. The Film Resource is aimed at
ages 7-11. Suggested subjects for discussion are fear, guns and destiny.
What’s this film about?
Superbly animated adaptation follows young Hogarth's discovery of a colossal, friendly
robot, and his plight to protect him from government agents.
Why this film?
Bringing to life the much-loved story by British poet Ted Hughes, The Iron Giant takes
place in a quiet American town in the 1960s. The tale begins when a young boy named
Hogarth follows a trail of huge footprints leading from his house into the woods - and
finds an iron giant from space! Instantly the two form a firm friendship, and when the
army try and destroy this enormous visitor, Hogarth does everything he can to protect his
giant pal. Beautifully animated, this is a film with lots of wit and a huge amount of heart.
What the critics think
“I thought that the story was great and I liked the characters. I was disappointed that the
story differed from the book quite a bit. Wrong country, no space monster, title change”
FILMCLUB Member Luke aged 10
“It really is a wonderfully gripping and entertaining little film”
!
Peter Bradshaw, The Guardian
Before the film: Starter Activity
1. Do you think that people are born a
certain way or do they become who
they choose to be?
2. Why is this?
After the film: Discussion Questions
1. This film is based on a modern fairy tale.
What features of a fairy tale can you
find in the film?
2. Do you like the Iron Giant? How does
the director make us care for him?
3. At the end of the film do you think that
the Iron Giant really came back to life?
4. Do you think that this adaptation would
have been better as live action rather
than animation? Explain your answer.
Next Steps
Teacher Notes
1. Hogarth is the heroic young boy, like Jack and the
Beanstalk; the giant, who is scary at first, becomes
friendly after he has been taught by Hogarth; the
giant destroys guns and bombs rather than eating
people; the villain is Kent Mansley; the giant
chooses to use his powers for good rather than evil.
2. The Giant is humorous and is the ultimate toy robot
for Hogarth. He also develops a relationship with
Dean; he shows genuine sadness when the deer is
killed and even more when he thinks that he has
killed Hogarth. By sacrificing himself to save the
townspeople he really does develop a superman
status.
3. The ending is symbolic of the Iron Giant’s soul living
on in the spiritual sense. Ted Hughes wrote the book
to explain the death of his children’s mother to
them. The book is dedicated to them.
4. Students may have their own opinions. You can
prompt them about whether the character of the
Iron Giant would be as sympathetic, would the
violence be too much in real life, would the story be
too unrealistic for them to enjoy.
1. Read Chapter 1 The Coming of the Iron Man. Think about how the Iron Man is described in
metaphors and similes. Imagine that you are a director and planning on making a create a
storyboard of the chapter including the soundtrack.
2. Read the whole book of The Iron Man by Ted Hughes
3. Get your students’ voices heard by joining FILMCLUB and writing reviews at
www.filmclub.org
Book to Film and Back Again
The Wizard of Oz (1939, U) 7+ 101mins
Enrichment Focus
This film is based on the book The Wonderful Wizard of Oz by Frank L. Baum. The Film
Resource is aimed at ages 7-11. Suggested subjects for discussion are self-confidence
and good versus evil.
What’s this film about?
This timeless family musical and one of cinema's much loved productions, sees young
Dorothy escape Kansas for the Technicolor land of Oz.
Why this film?
A timeless family musical and one of cinema's much loved productions, The Wizard of Oz
sees young Dorothy Gale longing to escape black-and-white drudgery on a Kansas
farm, for a life 'Somewhere Over The Rainbow'. During a dramatic tornado her wish
comes true as she and her dog Toto are carried off into the sky. Suddenly in Oz, life is
Technicolor bedazzlement. In a bid to return to Kansas, new friends Tin Man, Scarecrow
and Cowardly Lion help her fend off the Wicked Witch to reach the Emerald City and
the wonderful but never-seen Wizard of Oz.
What the critics think
“A particularly early colour film that should have been outdated years ago, but it hasn't
been. It's forever a wonder”
FILMCLUB Member Shanti, aged 9
“Its underlying story penetrates straight to the deepest insecurities of childhood, stirs them
and then reassures them”
Roger Ebert, Chicago Sun Times
Before the film: Starter Activity
1. Can you think of a time when you did
not feel confident?
2. What did you do to overcome this?
After the film: Discussion Questions
1. Watch from the beginning to 18:40.
Read Chapter 1, The Cyclone, how
similar is it to the film? Why do you think
these changes were made?
2. In the book, Dorothy’s slippers were
silver but in the film they are ruby
slippers. Why do you think this was
changed for the film?
3. Frank L. Baum wanted to create a
“modernised American fairytale, in
which the wonderment and joy are
retained and the heartaches and
nightmares are left out”. Is this true of
the film?
4. Watch the trailer for Oz: The Great and
Powerful which follows the Wizard’s
story. In what ways has the director of
the 2013 film been influenced by the
1939 film version?
Teacher Notes
1. Differences - the three farmhands who become
Dorothy’s companions are introduced (foreshadowing);
Ms Gulch who will become the Wicked Witch is
introduced; Dorothy’s guardians do not stand up for her;
her Aunt Em tells her to find a place where she won’t be
any trouble; Dorothy sings about finding a better life over
the rainbow; she meets Professor Marvel, a fortune teller;
Dorothy is knocked out when the cyclone starts. The
novel starts with Dorothy on the farm and looking for
shelter from the twister. Similarities - the environment is
described as “the great grey prairie” and Dorothy falls
asleep waiting for the cyclone to stop. Changes are
usually made because the film director has limitations
that the author doesn’t but in this case the director has
technological advances to his advantage.
2. They were changed so that MGM could make the most
of the new Technicolour technology.
3. Ask students which parts of the film they find joy in and
which parts are scary. Ask students to think about how
younger children might respond to this. Ask students to
think whether Baum’s idea was realistic or will keep
children too sheltered from the realities of life.(The Grimm
fairytales that Baum read as a child were “horrible and
blood-curdling”).
4. Students may mention that it is black and white until he
arrives in Oz when it changes to colour. Also the director
is making use of the latest technological advances such
as CGI animation and 3D.
Next Steps
1. Create a storyboard for either The Woodsman’s, The Scarecrow’s or The Lion’s stories of
their lives before they met Dorothy?
2. Read The Wizard of Oz by Frank L. Baum and then watch Oz: The Great and Powerful which
is a prequel to both the novel and the 1939 film and is due to be released in Spring 2013.
3. Get your students’ voices heard by joining FILMCLUB and writing reviews at
www.filmclub.org
Related Resources
FILMCLUB Behind The Scenes at the Hollywood Costume exhibition webcast
Book to Film and Back Again
Coraline (2009, PG) 9+ 96 mins
Enrichment Focus
This film is based on the book Coraline by Neil Gaiman. The Film Resource is aimed at
ages 9-11. Suggested subjects for discussion are courage, fear and family.
What’s this film about?
When Coraline discovers a secret path to another life she finds a world where she's never
told off and it's always cake for dinner.
Why this film?
In this stop-motion animation, adapted from the book by Neil Gaiman, 11 year-old
Coraline finds a secret passage leading to a parallel version of her life. Beyond the
passage, her bedroom is huge, her mum never tells her off and it's always cake for
dinner. But is it all too good to be true? Director Selick (The Nightmare Before Christmas)
has created an imaginatively detailed world, but be warned, Coraline is probably too
spooky for the under-7s.
What the critics think
“Based on the fantastic novel by Neil Gaiman creative director Henry Selick captures the
sinister atmosphere and cleverly twists it into a hit movie. The completely unique story line
takes you away to whole new world”
FILMCLUB Member Zachary, aged 10
“Terrifying and beautiful, believable and fantastical, this is one of the best children’s
films”
!
Helen O’Hara, Empire Online
Before the film: Starter Activity
1. Describe your ideal house. What
kinds of rooms and furniture would you
have? Where would it be?
2. Would it have any secrets?
After the film: Discussion Questions
Teacher Notes
1. Are there any differences between
setting of the book in England and the
film in the United States of America?
1. The book does not mention Caroline having blue
hair. In both versions Coraline gets annoyed when
people cannot say her name correctly. Students
may find her selfish and annoying but nonetheless
intelligent.
2. Does Coraline remind you of any other
famous stories that you have read?
Does this make you enjoy the story less?
3. Why do you think that the character of
Wybie was added to the film?
4. Read Chapter 13. How is the ending
different to the film? Why do you think
the director did this?
Next Steps
2. Coraline’s adventures take place behind a small
locked door like Alice in Alice’s Adventures in
Wonderland. Coraline enters another world like the
Pevensie children in The Chronicles of Narnia. She
meets a nice lady who feeds her but really wants to
eat parts of her like in the Hansel and Gretel fairy
tale.
3. In the book Coraline spends a lot of time by herself.
Wybie is introduced to give Coraline somebody to
talk to while she is in the real world.
4. In the book Coraline spends half the time
completing the challenges set for her by the Other
Mother. In the film this is the dramatic ending.
Wybie also becomes a hero at the end of the film.
In the book, The Other Mother’s hand stalks
Coraline and she has to trick it into falling into a
well.
1. Write the script for what Coraline says to Wybie’s Grandmother. What does she tell her
about her missing twin sister? What does she say about The Other Mother?
2. Read Coraline by Neil Gaiman. How does it compare to the novel?
3. Get your students’ voices heard by joining FILMCLUB and writing reviews at
www.filmclub.org
Book to Film and Back Again
The Chronicles of Narnia - The Lion, The Witch and
The Wardrobe (2005, PG) 9+ 143 mins
Enrichment Focus
This film is based on the book The Lion, The Witch and The Wardrobe by C.S. Lewis. The Film
Resource is aimed at ages 9-11. Suggested subjects for discussion are betrayal and courage.
What’s this film about?
Classic family adventure tale of four World War II refugees finding a gateway to a fantasy
world in the back of their old wardrobe.
Why this film?
Based on the first of the classic series of novels by C.S. Lewis, The Lion, The Witch and The
Wardrobe is a fantasy adventure film about the four Pevensie children. Evacuated to the
countryside during World War II, the children find a way into another world - through the
back of an old wardrobe! Entering the strange world of Narnia, the children discover a
land in thrall to the white witch - and in order to break her wintry spell, they must join
forces with the Lion Aslan, and fulfil their destinies. This wonderful film brings the magic,
myths and sheer excitement of C.S. Lewis' story to life.
What the critics think
“This great film retains all the glory of the book with all the action, scenery, love and
tragedy”
FILMCLUB Member Alex aged 11
“The Lion, the Witch and the Wardrobe is a miraculously complete, digestible epic”.
!
Peter Bradshaw, The Guardian online
Before the film: Starter Activity
1. Describe a time when you
have had to be brave.
2. How did you work up the
courage to achieve your goal?
After the film: Discussion Questions
1. Watch from the start until the
opening credits at 05:30. What
does this section teach us about
each of the Pevensie children?
2. What do the other characters say
about Aslan before we see him?
Does he live up to your
expectations when you meet
him?
3. When all four children enter
Narnia, how do the costumes and
their positioning tell us about their
relationship?
4. How does the music and the
soundtrack make the battle
scene from 1:42:52 - 1:47:05 more
dramatic?
Teacher Notes
1. Edmund is the most complicated. He does what he wants even
if it isn’t the right or sensible thing to do, he is sulky and does not
want to listen to his elder brother Peter. However he is missing
his father because he went and rescued his photograph from
the bombing. Lucy is the baby of the family because she gets
told what to do by the others and cries a lot. Peter is the leader
and tells everyone to run to the air raid shelter. His mother tells
him to look after the others and calls him “good man”. At the
train station he is distracted by a young soldier, foreshadowing
Peter’s role in Narnia as a warrior. Susan is a mother figure as
she guides a disgruntled Edmund to the train.
2. Mr Beaver describes Aslan as a “top geezer” and “the real King
of Narnia”. When we first see Aslan all the other creatures bow
down before him and he is placed above everyone else.
3. The other children are wearing fur coats of a solid colour which
indicates that they have a solid character. Edmund’s coat is
black and white, which symbolises that he is torn between the
two sides of good and evil.
4. A mixture of diegetic (actually in the film) and non-diegetic
sound (added onto the film as commentary) such as the griffin
cries and trumpet signaling the start of the battle. Drums mimic
marching and reminds audience of upcoming battle. The bass
drum, sweeping vocals by male and female choirs and a
change in pitch for each character introduction. Female choir
for close up on Peter - higher pitch to show that he is a regal
"Saint-like" figure. A lower male vocal is used for the queen,
interesting gender power play. Drums mimic the sound of a
heartbeat to build tension and increase emotional connection
for the audience directly before start of battle. Soundtrack
stops when battle starts, only the cries of battle can be heard. !
Next Steps
1. Create an alternative ending to the film when the grown-up Pevensie chldren find the
lamp post. Do they all want to go back through the wardrobe and have their personalities
changed over the 15 years? Create a role-play and perform it to your class.
2. Read The Lion, the Witch and the Wardrobe by C.S. Lewis.
3. Get your students’ voices heard by joining FILMCLUB and writing reviews at
www.filmclub.org
Book to Film and Back Again
Percy Jackson and the Lightning Thief (2010, PG) 9+
120 mins
Enrichment Focus
This film is based on the book Percy Jackson and the Lightning Thief by Rick Riordan. The Film
Resource is aimed at ages 9-11. Suggested subjects for discussion are courage and destiny.
What’s this film about?
Fun adventure about a modern American who finds out he is the son of ancient Greek
god Poseidon, and that Zeus thinks he stole his lightning bolt.
Why this film?
In case you've never read one of the popular books that feature him, Percy Jackson is a
modern American with plenty of things wrong with his life. What Percy (Logan Lerman)
discovers not far into this film is that he is also the son of Poseidon, the ancient Greek god
of the sea. Not only that, but his uncle Zeus, king of the gods, wrongly thinks that Percy
has nicked his lightning bolt. Big trouble. Not a million miles from an American version of
Harry Potter, this is a fast, fun adventure with gods, serpents, and centaurs - not to
mention plenty of big stars popping in to help out.
What the critics think
“I thought it was a good film but as I had read the book before seeing the film I thought
it had a lot to do to give it justice. I am pleased to say that my expectations were met
with this movie as the characters were cast well and the effects were believable”
FILMCLUB Member Rose aged 13
“This is a big, often quite scary action movie, with tons of creepy computer-generated
imagery”
Mary Pols, Time magazine online
Before the film: Starter Activity
1. If you were a Greek god, what
power would you like to have?
2. What would you do with this
power?
After the film: Discussion Questions
1. What difficulties does Percy face in
his life from 5:39 - 9:19?
2. How are the gods different on Earth
with mortals, compared to at Camp
Half-Blood in front of other gods?
3. How does Percy develop from the
start of the film to the end? Why is
this?
4. Why do you think Rick Riordan used
Greek myths as the basis for his
book and this film adaptation?
Next Steps
Teacher Notes
1. Percy does not like school, has dyslexia which is
getting worse and ADHD. His new school is not
helping him to improve. At home he hates Gabe,
his mum’s boyfriend, and does not understand why
she stays with him.
2. Percy has dyslexia and ADHD but at Camp Half
Blood he can read ancient Greek and is impulsive
and brave. Grover walks with crutches on earth,
but as a satyr he is half-boy, half-goat. Mr Bruner
uses a wheelchair at school but he is a centaur and
is very wise.
3. Percy becomes braver and feels more confident.
He has discovered his talents, friends that are also
half-bloods and has achieved his aim of protecting
his mother. He is also more at peace with himself
because he now knows the identity of his father.
4. Greek myths have been passed down through
generations and have lots of heroes and villains
and themes such as mystery, magic and monsters.
Ask students why the the setting has been updated
to modern day USA (to add a different twist by
having the gods adapt to life on earth).
1. In a group, create a pitch for a film about Greek gods set in the UK. What will happen in
your film? What locations would you use? Present your pitch to the rest of your class.
2. Read Percy Jackson and the Lightning Thief by Rick Riordan.
3. Get your students’ voices heard by joining FILMCLUB and writing reviews at
www.filmclub.org
Book to Film and Back Again
Stormbreaker (2006, PG) 7+ 90 mins
Enrichment Focus
This film is based on the book Stormbreaker by Anthony Horowitz. The Film Resource is
aimed at ages 7-11. Suggested subjects for discussion are revenge, family and growing
up.
What’s this film about?
Action thriller about a teen who has been trained to be a super spy by his uncle, whose
death leaves him pitted against a sinister billionaire.
Why this film?
In this exciting action thriller, Alex Rider is just a normal 14-year-old boy, leading a
humdrum life and looked after by his kindly but ever-so-slightly boring bank manager
uncle Ian. However, when Ian is tragically killed in a car crash Alex's life is turned upside
down. Ian was, in fact, a spy - and he hadn't been teaching Alex skills such as
mountaineering, martial arts and marksmanship just for fun. Alex, in fact, was being
groomed to be super spy, and his uncle's death means he is now thrust into a dangerous
world of espionage. He needs all his skills when he comes up against sinister billionaire
Darius Sayle, whose charitable offer to donate "Stormbreaker” super-computers to every
school in Britain my not be quite the act of selfless generosity it initially seems...
What the critics think
“I liked this film because it was action-packed and exciting, it is a great film and now I
want to read the book by no.1 author Anthony Horowitz, I have read a lot of his books
and I can't wait to read Stormbreaker”
FILMCLUB Member Tom, aged 10
“Stormbreaker gets the balance right, managing to be both playfully humorous and
genuinely exciting”
Neil Smith, BBC Movies online
Before the film: Starter Activity
1. Explain what revenge is in your own words.
2. Do you think that people should get
revenge or can you think of another way?
After the film: Discussion Questions
1. How is Alex different to a spy like James
Bond?
2. In the film people are not always as they
seem at first. How does this apply to Alex,
his uncle Ian Rider, Wolf, Smithers and
Yassen Gregorovich?
3. How does the setting help the story?
4. How well do you think Alex deals with
being a kid in the adult world of
espionage?
Teacher Notes
1. Alex is still a child and he does not want to become
a spy at first. He did not know that his uncle was
training him for a future in the spy service because
he thought that karate, japanese and scuba-diving
were his hobbies.
2. Alex appears like a normal schoolboy but he is
really a spy; uncle Ian said he was a bank manager
but was really a spy; Wolf came across as a bully to
Alex but develops respect for him; Smithers looks
like a normal toy shop assistant but he is really a
Secret Service gadget specialist; Yassen
Gregorovich is Alex’s enemy because he killed his
uncle but at the end he saved Alex’s life.
3. The majority of the film is shot in London and the
locations such as the junkyard, Hamleys, the Albert
Bridge, Liverpool Street Station and St Helen’s
Building are used for the final scenes.
4. Alex struggles at first because he was not
expecting to become a spy. However his strength
lies in being a kid such as when he climbed up the
chimney on training camp and people
underestimate his abilities throughout the film.
Next Steps
1. Create a voiceover narrating what Alex is thinking and feeling as he chases after the
removal van from 12:30 - 15:30. Read the voiceover aloud accompanying the film to the
rest of your class.
2. Read Stormbreaker by Anthony Horowitz.
3. Get your students’ voices heard by joining FILMCLUB and writing reviews at
www.filmclub.org
Book to Film and Back Again
Private Peaceful (2012, 12) 11+ 102 mins
Enrichment Focus
This film is based on the book Private Peaceful by Michael Morpurgo. The Film Resource is
aimed at ages 11+. Suggested subjects for discussion are the First World War, jealousy
and justice.
What’s this film about?
Dramatic World War I drama from author Michael Morpurgo, charting the story of two
brothers journeying to no-man's land.
Why this film?
Another First World War tale from War Horse author Michael Morpurgo, this gut-wrenching
drama focuses on two brothers, Tommo and Charlie Peaceful, and their journey from the
idyllic English countryside to the hell of no-man’s land. There is a terrible injustice at the
heart of this story, which has haunted many families in real life: the execution of soldiers
for cowardice (a debatable term, as you’ll see). This makes for gripping viewing and
carries a genuine emotional impact – you’ll want to know more about this fascinating
and tragic issue.
What the critics think
“Brilliant film! Very realistic World War 1 scenes with things happening and changing all
the way through. Stays close to what the book says and is basically a second version of
the book!”
FILMCLUB Member Guy, aged 11
“With the feel of prestige telly, it's nicely done, sweet and moving”
Angie Errigo, Empire Online!
Before the film: Starter Activity
1. Have you ever felt jealous of
somebody?
2. How did you deal with the emotion?
After the film: Discussion Questions
Teacher Notes
1. Watch from 1:15 - 20:19 until Molly frees
Charlie’s leg from the trap. How would you
describe the relationship between the
Peaceful brothers? Do you think that
anything will change their relationship?
1. Tommo looks up to his big brother Charlie and
Charlie looks out for his little brother. They are
happy just like their childhood. Tension is created
between them by the arrival of Molly which
threatens to tear apart the brothers’ strong
bond.
2. Why do you think that Tommo enlists in the
army?
3. What do you think happens after the film
ends? What makes you think that this will
happen?
4. Why do you think that Michael Morpurgo
wanted to tell the story of soldiers shot for
desertion and cowardice during the First
World War?
Next Steps
2. He enlists as he thinks this will make Molly love
him; because he is jealous and upset at Molly
and Charlie’s relationship; to show that he is
braver than his brother; he still feels guilty for his
father’s death.
3. Students may suggest that Tommo survives
war, goes home and marries Molly because
baby has his name and Anna dies during
war. Or they may decide that Tommo dies in
trenches.
the
the
the
the
4. He wanted to show that war isn’t a game and
that it was unfair that soldiers had to go over the
top even though many of them were suffering
from shell-shock. 306 soldiers executed for
cowardice and desertion were pardoned in
2006.
1. The events in the film are told from Tommo’s perspective. Write the script for the opening of
the film from Charlie’s point of view. How is he feeling a few hours before his execution?
What is he thinking about? How does he feel about being charged with cowardice?
2. Read Private Peaceful by Michael Morpugo.
3. Get your students’ voices heard by joining FILMCLUB and writing reviews at
www.filmclub.org