Roald Dahl on Film
Our resources are designed to be used with selected film titles,
which are available free for clubs at www.filmclub.org
See, think, make.
Imagine
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Into Film is a trading name of Film Nation UK. Registered Charity number 1154030.
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Activity pack
Roald Dahl on Film
Background
Though his novels were written many years ago, Roald Dahl remains one of the world’s most popular children’s authors.
His stories have been told and re-told from generation to generation, many of them adapted for the big screen with
incredible results. To tie in with Roald Dahl Day on September 13th (which was the author’s birthday), and to celebrate
the 50th Anniversary of Dahl’s book Charlie and the Chocolate Factory, Into Film has produced this Roald Dahl on Film
resource for primary teachers to use in class with their students.
How to use this resource
The resource is comprised of two parts – the PowerPoint presentation Roald Dahl on Film, which can be used in class
with your students, and this document, which contains teacher notes and activities to accompany the presentation. The
resource highlights eight adaptations of his books, with synopses, film clips, discussion ideas and a range of activities.
Designed to engage students of all abilities, activities include: analysing characters; writing reviews; comparing books
with their film adaptations; filmmaking opportunities; as well as paper-based and practical cross-curricular activities.
For each film, the following activities are provided:
Ŕ
Ŕ
Ŕ
Ŕ
Ŕ
Discussion questions, which you can ask your students before and after watching the film. These questions are
designed to encourage critical thinking, and focus on various elements of film known as the 3Cs and 3Ss: character,
colour, camera, sound, setting and story.
Guidance on how to start an Into Film club and write reviews for www.filmclub.org
A filmmaking activity.
A curricular activity, including English/Literacy, Mathematics, Design and Technology, Science and more. Where
relevant, worksheets are provided at the end of this resource for teachers to print and photocopy for students to
work on.
Book to Film activity, involving reading chapters of Roald Dahl’s books to compare with screen adaptations.
Into Film has also teamed up with the National Association for Primary Education (NAPE) to celebrate
the author’s work in this resource. Visit www.nape.org.uk to find out more about NAPE’s work.
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Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Activity pack
Roald Dahl on Film
Films
The films and suggested key stages, levels and phases suitability included in this resource are:
England
The BFG
1985 | Cert. U | 87 mins
ITV Films © (1985) All rights reserved
James and the
Giant Peach
1996 | Cert. U | 79 mins
Disney © (1996) All rights reserved
Matilda
1996 | Cert. PG | 98 mins
N. Ireland
Scotland
Key Stage 1 Foundation First
(Year 1-2)
and Key
(P2-P4)
Stage 1
(Year 2-3)
Foundation
(Year 1-2)
Key Stage 1 Foundation First
(Year 1-2)
and Key
(P2-P4)
Stage 1
(Year 2-3)
Foundation
(Year 1-2)
Key Stages
1 and 2
(Year 1-6)
Foundation
and Key
Stage 2
(Year 1-6)
Foundation First and
Key Stage 2 Second
(Year 2-7)
(P2-P7)
Tristar © (1996) All rights reserved
Fantastic Mr Fox
2009 | Cert. PG | 87 mins
20th Century Fox © (2009) All rights reserved
Danny, The Champion
of the World
1989 | Cert. U | 99 mins
Disney © (1989) All rights reserved
The Witches
1989 | Cert. PG | 87 mins
Warner Bros. © (1989) All rights reserved
Charlie and the
Chocolate Factory
2005 | Cert. PG | 115 mins
Warner Bros. © (2005) All rights reserved
Willy Wonka and the
Chocolate Factory
(Referenced)
1971 | Cert. U | 95 mins
Wales
Key Stage 2 Foundation Second
(Year 3-6)
and Key
(P5-P7)
Stage 2
(Year 2-7)
Key Stage 2
(Year 3-6)
Key Stage 2 Foundation Second
(Year 3-6)
and Key
(P5-P7)
Stage 2
(Year 2-7)
Key Stage 2
(Year 3-6)
Key Stage 2 Foundation Second
(Year 3-6)
and Key
(P5-P7)
Stage 2
(Year 2-7)
Key Stage 2
(Year 3-6)
Key Stage 2 Foundation Second
(Year 3-6)
and Key
(P5-P7)
Stage 2
(Year 2-7)
Key Stage 2
(Year 3-6)
Key Stages
1 and 2
(Year 1-6)
Foundation
and Key
Stage 2
(Year 1-6)
Foundation First and
Key Stage 2 Second
(Year 2-7)
(P2-P7)
Warner Bros. © (1971) All rights reserved
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Curriculum links
Roald Dahl on Film
Curriculum links map
This UK-wide resource has been designed to support learning across a range of curricular areas. For each nation or
region, specific curriculum links have been provided on the following pages:
Page 4 England
Page 5 Northern Ireland
Page 7 Scotland
Page 9 Wales
Activities provided throughout the resource reference general subject names, which can be cross-referenced using the
curriculum links map below.
General
Subject name
England
National
Curriculum 2014
Scotland
Curriculum for
Excellence
Wales
Curriculum for Wales
Northern Ireland
Northern Ireland
Curriculum
English/Literacy
English; English
Language/ English
Literature (post 14)
Languages –
Literacy and English
Language, Literacy and
Communication Skills;
English
Language and Literacy;
English
Mathematics/
Numeracy
Mathematics; Maths
Mathematics
Mathematical
Development;
Mathematics
Mathematics
and Numeracy;
Mathematics
Science
Science; Science –
Chemistry, Biology,
Physics
Sciences
Knowledge and
Understanding of the
World; Science
The World Around
Us – Science and
Technology; Science
and Technology
ICT
Computing
Technologies
Language, Literacy and
Communication Skills;
ICT
Using ICT
Design and
Technology
Design and
Technology
Technologies
Knowledge and
Understanding of the
World; Design and
Technology
The World Around
Us – Science and
Technology; Science
and Technology –
Technology and Design
PSHE education
PSHE education
Health and
Wellbeing
Personal and Social
Development, Wellbeing and Cultural
Diversity; Personal and
Social Education
Personal Development
and Mutual
Understanding;
Learning for Life and
Work – Personal
Development
Art and design
Art and Design
Expressive Arts
Creative Development;
Art and Design
The Arts – Art and
Design
Music
Music
Expressive Arts
Creative Development;
Music
The Arts – Music
Drama
English – Spoken
Language
Expressive Arts
Creative Development/
Language, Literacy and
Communication Skills;
English
The Arts – Drama
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Curriculum links
Roald Dahl on Film
National curriculum links – England
This resource has been designed to work across a range of general curricular areas, including English/Literacy,
Mathematics, Art and Design, Design and Technology, Science, Music and PSHE Education. Each film section will
signpost the general curricular area addressed. The curriculum links map is a quick reference guide to how these
subject areas relate to each nation.
All activities support the development of critical thinking:
Through activities and discussion using:
Ŕ
Ŕ
Ŕ
Ŕ
Ŕ
Analysis
Inference
Ŕ
Ŕ
Application
Evaluation
Observation
Experience
Reflection
Ŕ
Ŕ
Reasoning
Communication
Links to the curriculum
Curriculum
subject
Programme of study
Film and activity
English/
Literacy
Reading – word reading
KS2 teachers may wish to provide students with
the relevant Roald Dahl book chapter mentioned
in the activity.
Reading – comprehension
All films
Writing – composition
All films
Writing – transcription
All films (if incorporated into composition tasks)
Writing – vocabulary, grammar and punctuation
All films (if incorporated into composition tasks)
Spoken Language
All films
Measurement – capacity
The Witches
Number – addition
The Witches
Science
Animals, including humans
James and the Giant Peach
Art & Design
‘design and make products’
Fantastic Mr Fox; Charlie and the Chocolate Factory
‘drawing, painting and sculpture to develop and
share their ideas, experiences and imagination’
James and the Giant Peach; Matilda; The Witches;
Charlie and the Chocolate Factory
Design
Charlie and the Chocolate Factory
Make
Fantastic Mr Fox; Charlie and the Chocolate Factory
PSHE
No statutory framework
Matilda; Danny, The Champion of the World
Music
‘improvise and compose music’
Danny, The Champion of the World
Mathematics
Design &
Technology
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Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Curriculum links
Roald Dahl on Film
Northern Ireland curriculum links
This resource has been designed to work across a range of general curricular areas, including English/Literacy,
Mathematics, Art and Design, Design and Technology, Science, Music and PSHE Education. Each film section will
signpost the general curricular area addressed. The curriculum links map is a quick reference guide to how these
subject areas relate to each nation.
All activities support the development of critical thinking:
Through activities and discussion using:
Ŕ
Ŕ
Ŕ
Ŕ
Ŕ
Analysis
Inference
Ŕ
Ŕ
Application
Evaluation
Observation
Experience
Reflection
Ŕ
Ŕ
Reasoning
Communication
Links to the curriculum on next page
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Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Curriculum links
Roald Dahl on Film
Northern Ireland curriculum links cont’d
Areas of
learning
Area of study
Film and activity
Language
and Literacy
Talking & Listening: Participate in group and class discussions for a variety of
curricular purposes
KS2 teachers may wish
to provide students
with copies of the
Roald Dahl book
chapter highlighted for
each film.
All Films
Reading: Read, explore, understand and make use of a wide range of traditional
and digital texts
All Films
Writing: Express thoughts, feelings and opinions in imaginative and factual
writing
All Films (if
incorporated into
composition tasks)
Mathematics Processes in mathematics: Understand mathematical language and use it to
and
discuss their work and explain their thinkin
Numeracy
The Arts
The world
around us
Personal
Development and
Mutual Understanding
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The Witches
Number: Understand and use fractions, decimal fractions and percentages and
explore the relationships between them
The Witches
Measures: Develop skills in estimation of length, ‘weight’, volume/capacity,
time, area and temperature;
The Witches
Art and design: Look at and talk about the work of artists, designers from their
own and other cultures; appreciate methods used in the resource materials.
Fantastic Mr. Fox;
Charlie and the
Chocolate Factory
Music: Work creatively with sound by creating musical stories, pictures,
patterns, conversations, accompaniments and by investigating ways of
preserving the music they have created;
Danny, The Champion
of the World
Interdependence: How living things rely on each other within the natural world;
James and the Giant
Peach
Place: Ways in which people, plants and animals depend on the features and
materials in places and how they adapt to their environment;
James and the Giant
Peach
Personal understanding and health: Develop knowledge, understanding and
skills in; Their self esteem, self confidence and how they develop as individuals;
Their management of a range of feelings and emotions and the feelings and
emotions of others;
Matilda; Danny, The
Champion of the
World
Mutual understanding in the local and wider community: Develop knowledge,
understanding and skills in; Initiating, developing and sustaining mutually
satisfying relationships;
ŔIVNBOSJHIUTBOETPDJBMSFTQPOTJCJMJUZ
ŔDBVTFTPGDPOŤJDUBOEBQQSPQSJBUFSFTQPOTFT
ŔWBMVJOHBOEDFMFCSBUJOHDVMUVSBMEJŢFSFODFBOEEJWFSTJUZ
Matilda; Danny, The
Champion of the
World
6
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Curriculum links
Roald Dahl on Film
Curriculum for Excellence links – Scotland
This resource has been designed to work across a range of general curricular areas, including English/Literacy,
Mathematics, Art and Design, Design and Technology, Science, Music and PSHE Education. Each film section will
signpost the general curricular area addressed. The curriculum links map is a quick reference guide to how these
subject areas relate to each nation.
All activities support the development of critical thinking:
Through activities and discussion using:
Ŕ
Ŕ
Ŕ
Ŕ
Ŕ
Analysis
Inference
Ŕ
Ŕ
Application
Evaluation
Observation
Experience
Reflection
Ŕ
Ŕ
Reasoning
Communication
Links to the curriculum
Curriculum
area
Organiser
E&O
Film and Task
Literacy and
English
Listening and talking - Enjoyment and
choice
LIT 1-01a / LIT 2-01a
All films
Listening and talking - Tools for listening
and talking
LIT 1-02a / LIT 2-02a
All films
Listening and talking - Finding and using
information
LIT 1-06a / LIT 2-06a
All films
Listening and talking - Understanding,
analysing and evaluating
LIT 1-07a / LIT 2-07a
All films
Listening and talking - creating texts
LIT 1-09a / LIT 2-09a
All films
Reading - Tools for reading
LIT 1-13a / LIT 2-13a
KS2 teachers may wish to
provide students with the
relevant Roald Dahl book
chapter mentioned in the
activity.
Reading - Finding and using information
LIT 1-15a / LIT 2-15a
All films
Reading - Understanding, analysing and
evaluating
LIT 1 - 16a / 2-16a
All films
Writing - Tools for writing
LIT 1-23a & LIT 1-24a/ LIT
2-23a & LIT 2-24a
All films (if incorporated into
writing tasks)
Writing - Organising and using
information
LIT 1-25a & LIT 1-26a /LIT
2-25a & 2-26a
All films (if incorporated into
writing tasks)
Writing - Creating texts
LIT 1- 28a & LIT 1-29a / LIT
2-28a & LIT 2-29a
All films
Number, money and measure - Number
and number processes
NMU 2-03a
The Witches
Measurement - capacity
MNU 2-11b
The Witches
Mathematics
Continued on next page
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Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Curriculum links
Roald Dahl on Film
Curriculum for Excellence links – Scotland cont’d
Sciences
Planet Earth - Biodiversity and
interdependence
SCN 1-01a
James and the Giant Peach
Expressive
Arts
Participation in performances and
presentations
EX 2-01a
Danny, The Champion of the
World
Art and Design
EXA 2-02a
Fantastic Mr Fox; Charlie and
the Chocolate Factory
Art and Design
EXA 1- 05a / 2-05a
James and the Giant Peach;
Matilda; The Witches; Charlie
and the Chocolate Factory
Music
EX 2-17a, 2-18a & 2-19a
Danny, The Champion of the
World
ICT to enhance learning
TCH 2-04a&b
Fantastic Mr Fox
Craft, design, engineering and graphics
contexts for developing technological
skills and knowledge
TCH 2-14a, 2-15a&b
Charlie and the Cholocate
Factory
Craft, design, engineering and graphics
contexts for developing technological
skills and knowledge
TCH 2-14a
Fantastic Mr Fox
Mental, emotional, social and physical
wellbeing
HWB 2-01a
Danny, The Champion of the
World
Mental, emotional, social and physical
wellbeing
HWB 1-05a & HWB 1-10a /
HWB 2-05a & HWB2-10a
Matilda
Relationships, sexual health and
parenthood
HWB 1-47a / HWB 2-47a
Matilda
Technologies
Health and
Wellbeing
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Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Curriculum links
Roald Dahl on Film
Curriculum links – Wales
This resource has been designed to work across a range of general curricular areas, including English/Literacy,
Mathematics, Art and Design, Design and Technology, Science, Music and PSHE Education. Each film section will
signpost the general curricular area addressed. The curriculum links map is a quick reference guide to how these
subject areas relate to each nation.
All activities support the development of critical thinking:
Through activities and discussion using:
Ŕ
Ŕ
Ŕ
Ŕ
Ŕ
Analysis
Inference
Ŕ
Ŕ
Application
Evaluation
Observation
Experience
Reflection
Ŕ
Ŕ
Reasoning
Communication
Links to the curriculum
Curriculum subject and
Foundation Phase strand
Sub strand, if applicable
Film and activity
Language, Literacy and
Communication; English
Reading
KS2 teachers may wish to provide
students with copies of the Roald Dahl
book chapter highlighted for each film.
Writing
All films
Oracy
All films
Measures and money: capacity/volume
The Witches
Number (addition)
The Witches
Knowledge and Understanding of
the World; Science
Myself and other living things
James and the Giant Peach
Creative Development; Art and
Design
Understanding, Investigating and
Making
Fantastic Mr Fox; Charlie and the
Chocolate Factory
CD Art, Craft and Design;
“Pupils should design and make both
imaginatively and expressively:
ŔPCKFDUT
ŔBSUFGBDUT
ŔJNBHFT
James and the Giant Peach; Matilda;
The Witches; Charlie and the
Chocolate Factory
Design
Charlie and the Chocolate Factory
Make
Fantastic Mr Fox; Charlie and the
Chocolate Factory
Personal Social Development,
Well-Being and Cultural Diversity;
Personal and Social Education
Well-Being; Moral and Spiritual
Development
Matilda; Danny, The Champion of the
World
Music
Pupils should be given opportunities to
improvise, compose and arrange music
Danny, The Champion of the World
Welsh Language Development
Reading; Oracy
All of the Roald Dahl books included in
this resource have been translated into
Welsh. Books could be used as a stimuli
for Welsh language ‘drama’ games.
Mathematics
Design and Technology
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Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Activity pack
Roald Dahl on Film
The BFG
1985 | Cert. U | 87 mins
ITV Films © (1985) All rights reserved
What’s this film about?
This is the animated adaptation of the classic Roald Dahl story of a lonely young girl and her unlikely friendship
with the Big Friendly Giant (BFG).
Early one morning at the orphanage where she lives, Sophie catches a glimpse of the BFG doing something odd
with a large trumpet over the children’s beds. Soon she discovers his mission to harvest the children’s dreams.
Together, the pair embark on a quest, which includes even Her Majesty the Queen herself.
What the critics think
“The BFG is a cool! When my teacher tried to read it to my class she couldn’t read what he was
saying because some of the words are made up but the person that does his voice is great at
saying them.”
- Into Film club member Sophie, aged 10
“A giant tale of imagination with a darker side.”
- Common Sense Media
Before the film
Discussion question
Think of a dream you have had. Why do you think we have dreams?
After the film
Discussion questions
Watch the film and focus on the following key questions:
1.
2.
3.
)PXJTUIF#JH'SJFOEMZ(JBOUEJŢFSFOUUPUIFPUIFSHJBOUTPOUIFTDSFFO
Why do you think the film has extra characters, like the mouse, not mentioned in the book?
How do you think The BFGţMNXBTNBEF )PXJTJUEJŢFSFOUGSPNPUIFSBOJNBUJPOTZPVIBWFTFFO intofilm.org
10
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Activity pack
Roald Dahl on Film
Teacher notes
Suggested responses may include the following:
1.
2.
3.
The BFG wears clothes like a regular person and he speaks in full sentences even though he occasionally
jumbles up his words. The other giants do not speak in full sentences and only wear loincloths to show that
they are not as advanced as the BFG, who can read and write.
The creature that first appears in the BFG’s room adds comedy to the film. He is important to the plot when
Sophie is in danger because he shows her which way to escape. His tiny stature also provides a reference
point for just how large the BFG is compared to Sophie.
Students may not be able to tell but they may pick up things such as the same pictures being used when the
BFG runs to the sky at both the start and end of the film. The film was hand-drawn in 2D by artists, painters
and producers working together. Ask students to compare the style to a recent animated film and ask them
which style they prefer.
Review
Get your students’ voices heard by starting an Into Film club and writing reviews at
www.filmclub.org
ITV Films © (1985) All rights reserved
Filmmaking activity
Forced perspective
Using a flipcam or iPad, shoot a scene from The BFG using ‘forced perspective’ to make your actors look like giants.
Forced perspective is an optical illusion that is used to make people or objects appear larger than they really are.
Refer to the Forced perspective guidance on pages 26 and 27. You could show your students an example of forced
perspective used in a video made by other children at www.bit.ly/ForcedPerspectiveExample An example of forced
perspective can be seen in the time slot 00:03:00–00:04:04 in this video.
English/Literacy activity
Letter to director
A new live action version of The BFG is currently in production and will be directed by Steven Spielberg. Ask students
to think about the animated film they have just seen and write a letter to the director giving their ideas for creating
a successful adaptation. You can use the Letter template worksheet on page 28 for children who require support in
laying out their letter.
Book to film activity
Storyboard
From the book The BFG, read the chapter entitled Dream. Using the Storyboard template on page 29, children can
pick one of the dreams from the chapter and create their own storyboard for it. Confident students can add speech
bubbles to the characters in their dream.
This activity will develop their sequencing skills.
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Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Activity pack
Roald Dahl on Film
James and the Giant Peach
1996 | Cert: U | 79 mins
Disney © (1996) All rights reserved
What’s this film about?
Young orphan James (whose parents were eaten by a rhinoceros) escapes from his evil aunts in an enormous
magical peach that is home to a group of human-sized and eccentric creatures – including a centipede and a
glow-worm. Befriending the charming insects inside, he attempts an escape. The 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 stopmotion animation. I just love it - it’s a family favourite.”
- Into Film club member Harris, aged 9
“It beautifully captures the book’s free-floating, fantastic sense of adventure and wonder.”
- Time Out Online
Before the film
Discussion question
What can you do to help somebody get over their fears?
After the film
Discussion questions
Watch the film and focus on the following key questions:
1.
2.
3.
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?
Do you think that mixing live action and animation works in this film? Should the film be one or the other?
Which would you prefer?
What was James afraid of in the film? How did he overcome his fear?
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Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Activity pack
Roald Dahl on Film
Teacher notes
Suggested responses may include the following:
1.
2.
3.
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 the chase adds more drama to the storyline and they get their just
desserts when James tells the New Yorkers about how badly they treated him before they got arrested.
The beginning of the film is filmed in live action but James’ journey in the peach is in stop-animation. Ask
students why they think the director chose to make this change.
James was scared of the rhinoceros that 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.
Review
Get your students’ voices heard by starting an Into Film club and writing reviews at
www.filmclub.org
Disney © (1996) All rights reserved
Filmmaking activity
Flick book
Create a flick book showing the adventure a giant peach or another giant fruit could go on. Use the Flick book
template on page 30 to support your students with this activity. For inspiration on how other children have created
and used flick books in filmmaking visit www.bit.ly/FlickBookExample
Science activity
Minibeasts quiz
Using the interactive quiz on the accompanying Minibeasts Quiz PowerPoint presentation, show children the
EJŢFSFOUNJOJCFBTUTGFBUVSFEJOJames and the Giant Peach. Discuss the minibeasts’ physical characteristics, such as
number of legs, colour, how they move etc. Complete the interactive quiz to identify the minibeast, answering the
questions correctly to unveil the secret character.
As an extension activity, children could then design a newly discovered minibeast of their own invention, using the
QIZTJDBMGFBUVSFTTUVEJFEJOUIFQSFWJPVTBDUJWJUZ$POţEFOUTUVEFOUTNBZCFBCMFUPMBCFMUIFEJŢFSFOUGFBUVSFT
Book to film activity
Character comparison
Read chapter 12 of James and the Giant Peach)PXBSFUIFDSFBUVSFTJOUIFCPPLEJŢFSFOUGSPNUIFDSFBUVSFTJOUIF
film adaptation? Why do you think the director has decided to make these changes?
Children can discuss their ideas orally, present them in a table or in a descriptive paragraph.
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Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Activity pack
Roald Dahl on Film
Matilda
1996 | Cert: U | 98 mins
Tristar © (1996) All rights reserved
What’s this film about?
An adaptation of the popular Roald Dahl book about an extraordinary girl who encounters a bullying headmistress
at school.
This fantastic adaptation of Dahl’s book Matilda, faithfully captures his unique storytelling voice and spirit. At the
fearsome Crunchem Hall School, Matilda makes a friend of the kind Miss Honey, and an enemy of the bullying
headmistress, Miss Trunchbull. But Matilda isn’t one to give in to bullies – and after all, what are special powers for
if not to teach someone a lesson?
What the critics think
“Now that I have seen the film I think it has changed my instincts about the book so I probably will
be able to read it now.”
- Into Film club member Kacey, aged 10
“Matilda doesn’t condescend to children, it doesn’t sentimentalize, and as a result it feels heartfelt
and sincere. It’s funny too.”
- Roger Ebert, Chicago Sun-Times Online
Before the film
Discussion question
If you could have one special power, what would it be and how would you use it?
After the film
Discussion questions
Watch the film and focus on the following key questions:
1.
2.
3.
How was Matilda shown to be an outsider in her own family?
What impression do you get of what life must be like at Crunchem Hall, just from the building and its
decoration?
Why do you think the scenes in Miss Trunchbull’s house were added to the film when they are not in the book?
What do these scenes show about each of the characters?
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14
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Activity pack
Roald Dahl on Film
Teacher notes
Suggested responses may include the following:
1.
2.
3.
When the family is at the table, Matilda is in a frame by herself with her family altogether in another frame. Matilda
also likes to read rather than watch TV like her family. In the book, Roald Dahl does not call them Mummy and
Daddy but rather ‘the father’ and ‘the mother’, which emphasises their cold nature towards Matilda.
The school building is dark and drab but Miss Honey’s classroom is bright and colourful and is a safe haven
for Matilda and her classmates. The Chokey is dark, enclosed and full of dangerous spikes, which strikes fear
into the children and the film’s audience.
These scenes are very dramatic and allow Miss Trunchbull to show just how wicked she can be. She is also
shown as an outsider who wants to let nobody into her life. The scenes also allow Matilda and Miss Honey to
form a trusting partnership and know each other outside of the school environment.
Review
Get your students’ voices heard by starting an Into Film club and writing reviews at
www.filmclub.org
Tristar © (1996) All rights reserved
Filmmaking activity
Audio description
Explain to children that audio descriptions are a part of the filmmaking process and help people who are visually
impaired. Audio descriptions enable them to understand what is happening on the screen in the absence of
dialogue, and understand how the story is being moved along.
Watch the ‘Hair swinging in playground’ clip on slide 9 of the accompanying Roald Dahl on Film presentation.
Discuss what they see happening in the clip and then ask children to get into pairs. Play the clip again, stopping
half way through. One partner should close their eyes whilst the other describes what is happening on the screen,
including as much useful information as possible to paint an accurate picture. This may include:
Ŕ
Ŕ
Ŕ
Ŕ
Ŕ
If the character looks angry or excited, etc.
What the character is doing.
How they are moving.
What they are wearing.
Where the scene is set.
Stopping the clip halfway through the scene allows the partners to swap over and give the other partner the
opportunity to give the audio description. Confident students could use the Audio description worksheet on page 31
to record their ideas.
This activity will support the development of descriptive language skills in English/Literacy.
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Activity pack
Roald Dahl on Film
PSHE/Art and Design activity
Hidden talents
This activity will develop students’ speaking and listening skills and encourage them to recognise and celebrate the
various special talents within the class.
Sitting in a circle, remind children that Matilda had a special, hidden and magical talent. Discuss what this talent was and
explain that everybody has a talent – even if it is not magical. Students will interview another person in the class to find
out what their special talent is. This can be anything skills based, from drawing or football, to reading or being caring to
others.
You might wish to ensure students interview a person they would not usually work with, by choosing names at random
from a hat or AfL (Assessment for Learning) lollipop sticks.
Once they have uncovered their various talents, children can present their findings in a film poster for a film entitled
their partner’s name (for example, Emma or Ben), ‘advertising’ the exciting talent that they have and the adventures this
talent takes them on. The Film poster template on page 32 will give children an idea of how they might wish to layout
their poster, and encourage them to develop an understanding of what encourages an audience to watch a particular
film.
Book to film activity
Character comparison
Explain to students that in the film, Matilda blows up the TV by accident when her father makes her angry, by forcing her
to watch it with her family. However in the book she first uses her powers in the chapter called The First Miracle, when
she tips the glass with the newt in it onto Miss Trunchbull, because she was angry at being accused of something that
she did not do. In the book, Matilda was able to show her powers to Miss Honey even when she was not angry, but in
the film she was not.
Read the chapter The Practice from Roald Dahl’s book Matilda, where students will learn that it takes Matilda six days to
practise her telekinesis powers, before ‘the third miracle’ happens.
6TJOHBDBNFSBQSPEVDFBQIPUPHSBQIJDTUPSZCPBSEPGUIFTJYEBZTPGQSBDUJDFUIJOLJOHBCPVUUIFEJŢFSFOUTFUUJOHTBOE
props which could be used to tell the story in stills.
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Activity pack
Roald Dahl on Film
Fantastic Mr Fox
2009 | Cert. PG | 87 mins
20th Century Fox © (2009) All rights reserved
What’s this film about?
A stop-motion animated version of Roald Dahl’s woodland tale that combines a beautiful old-fashioned aesthetic
with Wes Anderson’s trademark dialogue.
Mr Fox is a cunning (but sometimes a bit too clever for his own good) character, brought to life with the smooth
voice of celebrated actor, George Clooney. These work perfectly together to tell the tale of Mr Fox, his friends and
family in a battle against a group of bullying farmers. Eccentric director Wes Anderson has made a film that looks
unique, has a great soundtrack and works on lots of levels.
What the critics think
“I preferred the film to the book because I could see what was happening in colour. Although
when you read a book you have to use your imagination.”
- Into Film club member Ruby, aged 8
“Solid for adults, potentially captivating for little people, enjoyable on every level.”
- Laremy Legal, Film.com
Before the film
Discussion question
What are you fantastic at? How did you develop your skill?
After the film
Discussion questions
Watch the film and focus on the following key questions:
1.
2.
3.
The book is only 82 pages long, whilst the film is much longer. Why do you think this is?
%PFT"TIMJLFIJTDPVTJO,SJTUPŢFSTPO )PXDBOZPVUFMMBOEEPFTUIJTSFMBUJPOTIJQDIBOHFEVSJOHUIFţMN
What do you think is the meaning behind the scene with the lone wolf?
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Activity pack
Roald Dahl on Film
Teacher notes
Suggested responses may include the following:
1.
2.
3.
The film is much more detailed and develops the characters and their relationships to one another.
"TIEPFTOPUMJLFIJTDPVTJOCFDBVTFFWFOUIPVHI,SJTUPŢFSTPOJTZPVOHFSIFJTUBMMFSBOENPSFBUIMFUJDUIBO
Ash, which is why Mr Fox takes him out on a raid. He is also jealous of his cousin because the other students at
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cousin is very upset about his father’s illness. Ash tries to save his cousin when he is captured by Bloggs.
The wolf is the only animal not wearing clothes in the film. This shows that he is truly wild. When Mr Fox
finally sees the wolf, his phobia of them disappears because he realises that all animals need to embrace their
wild side as he and the others did in order to be free of the farmers. When they salute each other it shows
UIBUUIFZSFTQFDUPOFBOPUIFSFWFOUIPVHIUIFZIBWFEJŢFSFOUMJGFTUZMFT"UUIFFOE.S'PYJTOPMPOHFSBGSBJE
of wolves and is comfortable in being himself.
Review
Get your students’ voices heard by starting an Into Film club and writing reviews at www.filmclub.org
Filmmaking activity
Stop-motion animation
Using animal teddies or animals made from plasticine, reproduce a short scene using stop-motion animation in the
style of Fantastic Mr Fox. Think about the setting, what they might be doing and the lighting you will use for the scene.
For ideas, see the stop-motion animation guidance at www.bit.ly/CreatingMovieMagic. An example of stop-motion
animation in a short film created by students can be viewed at http://bit.ly/ExampleStopMotion.
English/Literacy activity
Alliterative animals
Ask your students if they notice anything interesting about the title, Fantastic Mr Fox. It uses alliteration, which makes
his name memorable and exciting. Thinking about his ‘trademark’ whistle and clicking, it also reveals something
about the characteristics of Mr Fox.
Using the Alliterative animals worksheet on page 28 ask students to think about the other animal characters in the
film, and create alliterative film titles for them. The animals include: badger, rat, weasel, otter, opossum, mole, rabbit,
field mouse and beaver. What do the adjectives tell you about how the character likes to be perceived?
Book to film activity
Bringing illustrations to life
Look together at the Quentin Blake illustrations in the book, Fantastic Mr Fox. Discuss his style of drawing and the
children’s feelings about them.
Watch the clip ‘The terrible tractors’ on slide 14 of the accompanying Roald Dahl on Film presentation and ask the
children how Blake’s illustrations have been brought to life in the film. How does the director make the audience feel
by the way he has arranged the scene? Encourage students to consider:
Ŕ
Ŕ
Ŕ
Colour
Camera angles
Sound
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Ŕ
Ŕ
Ŕ
Lighting
Development of character
Development of storyline
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Activity pack
Roald Dahl on Film
Danny, The Champion of the World
1989 | Cert. U | 99 mins
Disney © (1989) All rights reserved
What’s this film about?
A father and son live happily together, until their home is threatened by a local businessman. 9-year-old Danny
lives with his dad in a caravan at the back of the petrol station they run, where his father also works fixing cars.
The pair live a contented life, which aggravates a local businessman named Victor Hazell, who wants the land the
petrol station is sited on. Hazell tries every trick in the book to force them out of their home so he can take the
land for his business. When Danny and his dad hear that Hazell is planning a shooting party to hunt the pheasants
in his private wood, they hatch a scheme that will leave the mean-spirited bigwig very red-faced!
This is a well-made and highly enjoyable version of the rightly much-loved children’s book by Roald Dahl.
What the critics think
“All the boys in my class have read the book and they said the book was more interesting.”
- Into Film club member Aoife, aged 9
“I enjoy this film, even though it’s pretty old, because I am really fond of Roald Dahl’s book, and I
enjoyed the movie even more.”
- Into Film club member Gabriel, aged 9
Before the film
Discussion question
Can you think of a time when you had a good idea? What was it, and did somebody help you?
After the film
Discussion questions
Watch the film and focus on the following key questions:
1.
2.
3.
Why was the visit from the welfare included at the start of the film? What did it tell you about the characters?
What changes have been made to the original story? Why do you think this is?
Do you think it was right for Danny and his father to catch the pheasants?
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Activity pack
Roald Dahl on Film
Teacher notes
Suggested responses may include the following:
1.
2.
3.
The visit allows the viewer to have a look around the caravan and garage where Danny and his father live and
work. It also explains why it is just Danny and his father that live there.
Near the start of the film, Danny’s father frees a rabbit from a leg trap. This was added to show that he
believes in treating animals humanely. Danny goes to school after staying up late preparing the raisins and
then gets a detention from his teacher for falling asleep in class. This adds tension because Danny might miss
going to the woods with his father and shows how loyal he is to his father. The viewer is aware that Danny’s
GBUIFSJTGSJFOEMZXJUIUIFMPDBMEPDUPSBOEQPMJDFNBOGSPNUIFTUBSUPGUIFţMN5IFFOEJOHJTEJŢFSFOUBOEJT
not as dramatic as in the book.
Young people may feel that it was right for them to catch pheasants because they are poor. Others might
disagree because they are stealing the pheasants from somebody else’s land. Ask them their thoughts on
creatures being caught for sport.
Review
Get your students’ voices heard by starting an Into Film club and writing reviews at www.filmclub.org
Filmmaking activity
Creating a soundtrack
Watch the clip ‘Danny’s drive’ on the accompanying Roald Dahl on Film presentation. Create a soundtrack for the
scene using musical instruments (eg drums, keyboard, glockenspiel, cymbals). The soundtrack should reflect the
urgent, tense and exciting atmosphere created by the visuals in the scene.
Using a camera or iPad, film a student ‘driving’ a car, with the music being playing in the background.
PSHE activity
Poaching debate
Using the internet and other sources (this can include books, interviews and documentaries), ask students to research
facts and opinions about poaching. They should make notes and try to identify the pros and cons of poaching.
This activity will help students to understand the background of a major element of the storyline, and a little more
about the characters in the film. Confident students could present their findings in a written paragraph and conclude
on their personal opinion of poaching as an activity. Other students may wish to share their opinions orally.
Book to film activity
Narrative voiceover
Read chapter one of Danny, The Champion of the World. This chapter is written in the first person, and reveals a little
more about Danny’s character than in the opening scene of the film.
Using the tone of voice in chapter 1, and watching the first scene of the film again, write a narrative voiceover which
the director could include in the first scene of the film. This will include information about Danny’s background and
how he feels about certain parts of his life.
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Activity pack
Roald Dahl on Film
The Witches
1989 | Cert. PG | 87 mins
Warner Bros. © (1989) All rights reserved
What’s this film about?
A brilliantly creepy Roald Dahl adaptation about a 9-year-old who has a run in with some witches during a holiday
with his grandmother.
Orphaned Luke is looked after by his grandmother who often tells him stories about witches. He thinks they’re
just fairy tales, until they go to a hotel on holiday and stumble across a witches’ convention. Luke uncovers their
wicked plot, but they’ve got a few tricks up their sleeve. Will he be able to stop them?
What the critics think
“First an amazing book by Roald Dahl and now a major motion picture, a real adrenalin rush a real
heart pumping heart stopper.”
- Into Film club member Caoimh-Ella, aged 11
“Deliciously cruel to children, Roeg remains true to Dahl’s underlying sense of real horror.”
- Ian Nathan, Empire Magazine Online
Before the film
Discussion question
If you could change into an animal, what would it be? What would be the positives and negatives of being that animal?
After the film
Discussion questions
Watch the film and focus on the following key questions:
1.
2.
3.
Look at the picture on slide 21 of the accompanying Road Dahl on Film presentation. What do you think of this
character?
The film uses a combination of puppets and real mice. Why do you think this is?
Why does Miss Irvine, the Grand High Witch’s secretary, quit her job? Do you think that she is truly a good witch?
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Activity pack
Roald Dahl on Film
Teacher notes
Suggested responses may include the following:
1.
2.
3.
4UVEFOUTNBZTVHHFTUUIBUUIFXJUDIMPPLTTDBSZBOEHSVFTPNF5IFTQFDJBMFŢFDUTNBLFVQVTFEGPSIFS
face and body when she reveals her true self is grotesque and threatening. When we first see her in the
film, she is wearing black but the other witches wear colourful dresses. This makes her stand out and seem
powerful. Her accent and attitude make her very scary.
The real mice are used to make it realistic and the puppets have to be used sometimes because animals would
not be able to do exactly what the director wanted (and humanely). Ask students which they prefer and why.
She quits her job because she is treated badly by the Grand High Witch and she was not allowed to go to the
CBORVFU"TLTUVEFOUTBCPVUIPXIFSBQQFBSBODFJTEJŢFSFOUUPUIF(SBOE)JHI8JUDITIFESFTTFTJOXIJUF
dresses to show that she is the complete opposite to the Grand High Witch. At the end, her hands are like a
normal person and she is still able to do magic, but this time to help others.
Review
Get your students’ voices heard by starting an Into Film club and writing reviews at www.filmclub.org
Filmmaking activity
4QFDJBMFŢFDUTNBLFVQ
8BUDI#FIJOE5IF4DFOFTGPPUBHFPGIPXUPDSFBUFNBLFVQBOETQFDJBMFŢFDUTJOţMNNBLJOHBU
XXXCJUMZ4QFDJBM&ŢFDUT.BLF6Q.
Using the Make-up design face templateXPSLTIFFUTPOQBHFTBOETUVEFOUTDBOEFTJHOUIFTQFDJBMFŢFDUT
make-up for a witch, thinking about the physical features of the witches’ faces. Confident students could annotate the
design, highlighting key features necessary for the portrayal of this evil character.
Maths activity
Magic potion
Watch the film clip ‘Formula 86’ on slide 23 of the accompanying Roald Dahl on Film presentation.
Ask the children to decide which ingredients are used in the magic potion Formula 86, which is used to turn Luke into a
mouse. Ideas can be as inventive as students like!
Using the worksheet Formula 86 on page 36, design the potion and give quantities for each ingredient. If you wish,
a target quantity can be given (for example 100ml or 1 litre), allowing students to develop their addition (capacity)
and problem solving skills. Children can then create their potion using measuring equipment and child-friendly
ingredients. Don’t forget to film it!
Book to film activity
Pitch the sequel
3FBEUIFDIBQUFSFOUJUMFE*UōT0ŢUP8PSL8F(PBUUIFFOEPGUIFCPPL The Witches. You may also wish to watch a
small section of the film from again, from 01:20:07 to the end of the film. Discuss with students the ways in which the
CPPLFOEJOHJTEJŢFSFOUUPUIFţMNFOEJOHBOESFBTPOTXIZUIJTNJHIUCF
Based on the ‘book end’ of the story, imagine you are pitching a brief synopsis for a sequel to a film director. What is
the storyline? Who are the characters and how have they changed from the first film? Where will the film be set?
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Activity pack
Roald Dahl on Film
Charlie and the Chocolate Factory
2005 | Cert. PG | 115 mins
Warner Bros. © (2005) All rights reserved
What’s this film about?
Roald Dahl’s classic story comes to life in this entrancing film from director Tim Burton.
Charlie is a boy with no money and a good heart, who dreams wistfully of being able to buy the candy that other
children enjoy. Charlie enters into a magical world when he wins one of five ‘Golden Tickets’ to visit the mysterious
chocolate factory owned by the eccentric Willy Wonka and run by his capable crew of Oompa-Loompas. Once
behind the gates, a cast of characters join Charlie and Grandpa Joe on a journey to discover that a kind heart is a
far finer possession than a sweeter tooth.
Willy Wonka and the Chocolate Factory
1971 | Cert. U | 95mins
Warner Bros. © (1971) All rights reserved
You might wish to make children aware of the 1971 adaptation of Charlie and the
Chocolate Factory, called Willy Wonka and the Chocolate Factory (U, 95 mins). The
film starred Gene Wilder and has been a firm favourite for many years. If you choose
to watch this film also, children can compare and contrast elements of each film,
considering each director’s interpretation of Roald Dahl’s text.
What the critics think
“I have watched both ‘Charlie and the chocolate factory’ films and think that Johnny Depp plays
the ‘Best Ever- Willy Wonka’.”
- Into Film club member, Emily, aged 7
“Charlie and the Chocolate Factory is quite simply, wonderful; a brilliantly imagined story that will
win old fans and new fans alike.”
- Julian Roman, Rotten Tomatoes
Before the film
Discussion question
Describe a time when you won something? How did you feel?
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Activity pack
Roald Dahl on Film
After the film
Discussion questions
Watch the film and focus on the following key questions:
1.
Do you think that Charlie deserved to find the golden ticket? Explain your answer using examples about how his
character is portrayed in the film.
What are your impressions of Willy Wonka?
If this film was not a musical, how would it change your enjoyment of it? Why do you think this is?
2.
3.
Teacher notes
Suggested responses may include the following:
1.
2.
3.
Charlie is the child that is the most deserving of winning the golden ticket, because he is not spoilt and lives
with his large family and they do not have much money. He is grateful for the visit to the factory unlike some
of the other children who have been spoilt by their parents. He is very close to his Grandpa Joe, as they share
a love of chocolate and interest in Mr Wonka’s factory. However Charlie is not perfect and he can act like any
child, such as when he bought the chocolate bars with a coin that he found in the street instead of taking the
money back to his family to buy food for them all.
Willy Wonka likes to be a showman and entertain, much like his confectionery. However he also has a side
to him that is less comfortable around people other than the Oompa-Loompas, which can be shown in his
facial expressions and body language around the visitors. Wonka is quite critical of the children and makes
some unkind comments about them, which remind the viewer that he is an adult who is childlike. It also
shows us that he is not used to dealing with other people. When Charlie is the last child left he is warm and
loving towards him instantly, but still struggles to understand why Charlie would want to bring his family to
live in the factory with him.
The songs help the audience to understand the deeper thoughts and feelings of the characters and how
other people perceive their flaws. The songs that the Oompa-Loompas sing sum up the lessons that the
viewer should learn from the other children’s situations. For example, Augustus Gloop should teach other
children to not be greedy.
Review
Get your students’ voices heard by starting an Into Film club and writing reviews at www.filmclub.org
Filmmaking activity
Set design
Watch the film clip ‘The Chocolate Factory’ on slide 33 of the accompanying Roald Dahl on Film presentation. In this
clip, Willy Wonka introduces his guests to the colourful wonders of his factory and explains some of the processes that
take place in order to make his confectionery.
Using a shoebox and thinking about colour and props, children can design the set using paint, fabrics, plasticine and
other materials. If you wish to extend students’ understanding of a film set and how characters use the space, ask them
to think about lighting and camera angles and produce a short stop-motion animation to retell this part of the story.
For guidance see www.bit.ly/CreatingMovieMagic.
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Activity pack
Roald Dahl on Film
Design and Technology activity
Design your own chocolate bar
Imagine you are Willy Wonka and you have decided to launch a new chocolate bar. Think about the ingredients you
could use to create a truly unique and delicious bar. What would the packaging look like to entice customers to want to
buy your product? What colours reflect the taste and texture of the chocolate bar? What name will you give your bar to
reach out to your target audience?
Using the Design your own chocolate bar worksheet on page 37, children should design their chocolate bar wrapper
and either draw, describe or annotate it with labels to explain the ingredients of their chocolate bar.
You may wish to incorporate Food Education into this activity and allow students the opportunity to create their bar
using chocolate and other ingredients.
Book to film activity
Writing a script
Read the first chapter of Charlie and the Great Glass Elevator. In this chapter, Charlie and his family are going on an
adventure with Willy Wonka in the glass elevator.
Using the beginning of the Script on page 38, ask students to imagine they are writing the script for a film adaptation of
Charlie and the Great Glass Elevator. They should continue the script from where it ends thinking carefully about what
the various characters might be saying, what actions they are making and what else you can see on the screen that
adds to the audience’s understanding of the storyline.
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Worksheet - Forced perspective
Roald Dahl on Film
Forced perspective
Great films such as Lord of the Rings and ElfIBWFVTFEQFSTQFDUJWFUPDSFBUFNBHJDBMFŢFDUTNBLJOHUIJOHT
seem bigger or higher than they actually are. Optical illusions that play with the scale of objects are examples of
‘Forced perspective.’
Photographic examples of forced perspective:
© MMIII New Line Productions, Inc. © MMIV New Line Home Entertainment, Inc. All Rights Reserved.
© MMIII New Line Productions, Inc. © MMIV New Line Home Entertainment, Inc. All Rights Reserved.
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Worksheet - Forced perspective
Roald Dahl on Film
Forced perspective example: Driving a shoe
This scene can be shot using live video or stop motion techniques.
1. Position a shoe in the foreground and an actor in the background. The actor can walk on set or be there right from
the beginning. The aim is to get the actor to climb into the shoe, sit down and drive it away.
2. Start with a rehearsal first to get the correct shots. The camera person in your group should watch the scene through
the lens of the camera to make sure the scene runs smoothly.
3. Put the shoe on a movable flat surface, as it will need to roll away at the end of the scene. It should be laced up and
placed side-on to the actor. Make sure that it is flat and that you can’t see the inside of the shoe as this will spoil the
FŢFDU
4. Your actor will need to step up onto a chair, swing a leg over and climb down again and stand still facing forward
behind the shoe.
5. When it looks like the actor is ‘inside’ the shoe, more actors can get in.
6. Start the engine by turning the ignition and move the shoe forward. This should be done slowly. It is really important
that the shoe and actors move forward at the same time, so that the actors remain ‘inside’ the shoe until the props
BOEBDUPSTBSFPŢDBNFSB
"TBOFYUFOTJPOZPVDPVMEBEEZPVSPXOTPVOEFŢFDUTUPDSFBUFNPSFEFQUIUPZPVSBOJNBUJPO'PSBEWJDFPOIPX
to use music legally in films, visit: www.filmclub.org/behind-the-scenes/details/325/how-to-legal
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Worksheet - Letter template
Roald Dahl on Film
Address:
Date:
Dear Mr. Spielberg,
Yours sincerely,
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Worksheet - Storyboard template
Roald Dahl on Film
Stick
Stick
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Stick
Stick
Plan out the storyline for your flick book, making sure to keep most of the action in the bottom right hand corner.
Once you have drawn your story, cut round each box and stick the boxes together (you may want to number each box
to make sure you keep them in the right order).
Instructions
Worksheet - Flick book template
Stick
Stick
Roald Dahl on Film
Punchy, powerful descriptions
Simple sentences
Interesting sounding words
Rhyme and alliteration
4PVOEFŢFDUTGPSBDUJPOVTFE
around description
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1.
2.
3.
4.
5.
Top 5 tips for audio description:
Ideas:
Write your audio description transcript. Make sure that you include the following Top 5 tips.
Worksheet - Audio description
Roald Dahl on Film
Worksheet - Film poster template
Roald Dahl on Film
The film poster will usually have one promotional photograph or still image from the film as a background for the entire poster.
The film title will be bold and noticeable with the lead cast members credited above, and the date of relaese below.
At the bottom you will find credits for: The studio name, producer, scriptwriter, lead actors ,’film title’, music composer,
costume design, editor, production design, cinematographer, executive producer, producer, story writer, screen writer and
director...usually always in that order.
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Worksheet - Alliterative animals
Roald Dahl on Film
Animals
Badger
Rat
Weasel
Otter
Opossum
Mole
Rabbit
Field mouse
Beaver
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Worksheet - Make-up design face (male)
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Roald Dahl on Film
34
Worksheet - Make-up design face (female)
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Roald Dahl on Film
35
Worksheet - Formula 86
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Roald Dahl on Film
36
Worksheet - Design your own chocolate bar
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Roald Dahl on Film
37
Worksheet - Script
Roald Dahl on Film
Charlie and the Great Glass Elevator
INT. GLASS ELEVATOR – DAY
WILLY WONKA, animated and proud, points out of the glass
elevator, high in the sky, at the landscape below. The Bucket
family (CHARLIE, MR AND MRS BUCKET, GRANDPA JOE, GRANDMA
JOSEPHINE, GRANDPA GEORGE and GRANDMA GEORGINA) all look
intrigued to see what Willy is pointing at. The grandparents
are in bed and straining to see what is happening below.
WILLY WONKA
Everybody! You must take a look at this!
GRANDPA JOE
Well I never…
CHARLIE
Have you ever seen anything quite like it?
WILLY WONKA
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