Frightful Film Trailer
NB. You may wish to take photographs of a particular location in your school before this lesson starts. See the main section of this lesson plan.* Lesson 1 LO: To write an effective description of a setting Introduction 15 mins This lesson introduces the concept of the project. Tell the pupils that they are going to create a film trailer for a film that is mysterious, thrilling and a little scary. Watch the​
Trailer for a Trailer ​
video. Discuss with pupils the job of the film trailer and what makes a good one. Ask the pupils to rewatch the ​
Trailer for a Trailer ​
and count the number of scenes (each scene is separated by the titles). Discuss as a group what happens in each scene, perhaps playing the video again and stopping it at each title screen. Example scene names: introduction of setting, introduction of character, building tension etc. Model 15 mins Share just the opening scene from the film ‘Alma’ (up to approximately 3 minutes). As pupils watch, they may be able to write down any words or phrases that describe the setting. They may describe the setting as a whole using words such as snowy and deserted or they may describe particular parts of the scene visually, e.g. dark, mysterious corners, shopfront like a gaping jaw, etc. Make notes on the IWB of the pupil ideas for modelling. Discuss use of language for effect. There is a stark contrast between; ‘Snow fell gently like dancing cotton wool on its own blanket’, and, ‘Snow was falling on the ground.’ Model writing using the class’s ideas to create an effective setting description for Alma which includes language for effect and imagery such as simile and metaphors. e.g. The snow fell slowly from the sky, like dancing cotton wool, in the deserted streets of the village.’ Main 10 min Watch ​
How to Film (Lesson 1). ​
Use the IWB file to choose one setting as a whole class for your ​
own ​
trailer based on the three suggestions. *You may wish to use a few of photos from your own school in order to give the children some real context to work with. Whatever scene you decide to use, you may find it easier to encourage a whole class decision so that everyone is working on a common idea. Make notes on the IWB on the setting for their trailer so that they have a bank of ideas to work from in the next task. 10 mins Pupils write an effective setting description, making use of the Write Brothers’ example in the IWB file as well as the modelled writing section of the introduction. Plenary 10 mins Ask pupils to spend 5 minutes reading their work to a partner. They should try to make it sound scary without the need for special sound effects. Encourage using intonation instead. In partners or groups, children discuss and highlight one sentence from a partner’s work which effectively describes the trailer setting. Write the setting description in box ​
Sentence A ​
of the ​
Trailer template​
. This sentence will form the opening line of their trailer during the editing phase. Frightful Film Trailer NB. You may want to prepare one costume (hat & scarf and/or glasses) so that different pupils can play the part of the main character. Lesson 2 LO: To introduce the main character. Introduction: 10 mins Watch the film Francis up to 2 mins 21 secs (the line ‘something very strange’). Ask students to write down things they found out about Francis creating a mind map from the template in the resources section which is split in half for her personality and things that she has done in the film so far. Discuss what they have written as a whole class. 10 mins Use the IWB to create a quick, whole class character with personality traits from the prompt questions. Also, what is the character doing in the location you have chosen? (Abandoned fairground, woods, old building) Main: 10 mins Introduce pupils to relative clauses. Demonstrate how they can be used to add information to character descriptions whilst allowing action. E.g. Francis climbed into the boat. ­> Francis, who was a rebel at heart, climbed into the boat at night. On whiteboards, get pupils to come up with their own relative clauses based on the notes they have on Francis. 15 mins Explain that pupils should now write an extended piece of work, making sure they use relative clauses, to tell the viewers about the new character they have created and what they are doing in the trailer setting. Use the Write Brothers’ example in the IWB file as a guide. Plenary 5 mins ​
Pupils swap books with a peer. Peers highlight sections that they think should be celebrated. Having swapped back, they choose two sentences and write them into the two ​
Sentences B ​
of the template. These sentences will form the main narrative of the trailer. Filming: Today the children will be learning how to introduce the main character using wide introductory shots. 10 mins ​
Watch ​
How to Film (Lesson 2).​
Discuss, in pairs and then as a class, what the character could be doing to show who they are and how they would behave. E.g ‘Rufus is very confident so there’s a shot of him standing on a chair singing.’ Teacher to choose one or more children for the following two shots: • 3.2 sec shot (called group shot in iMovie) • 6.0 sec wide shot You may choose to display an interestingly spooky background from the resource sections on your whiteboard if you wanted to give them a backdrop to act against. Optional: ​
Watch together as a class using AirPlay if possible. Read ​
Instant Media sharing in the Classroom ​
for help on how to do this in your classroom. Frightful Film Trailer Lesson 3 LO: To build tension and show feelings through ​
Show, Don’t Tell​
. One of two sessions that will allow pupils to develop the skill of building tension. This first session will focus on building tension through ​
Show, Don’t Tell​
, the second session will focus on the use of short sentences for dramatic effect. Introduction 5 mins ​
Use appendix activity 1. Ask volunteers to read the ​
Show, Don’t Tell​
cards. Other pupils should guess what the feeling is. Ask how they could tell and encourage pupils to give synonyms for the same emotion. 15 mins ​
Show the film, ‘Adventures are the Pits’ from start to finish. After some class discussion, play the film again and stop it at 17 seconds when he is petrified as he stands at the top of the slide. Ask pupils to share in pairs what being scared looks and feels like without actually saying he is scared. This is called, ​
Show, Don’t Tell​
. Invite pupils to share their ideas with the class and then create a class collection on the IWB before using it to model a shared write. Shared writing: In discussion with the pupils, create a model text for them to emulate and innovate. Main 5 mins ​
What are your characters going to be scared of? Use the prompts in the IWB to generate ideas. It will be easier for the filming task if you come to a whole class decision. 15 mins ​
Show the Write Brothers’ trailer sentences on the IWB as examples of ​
Show, Don’t Tell​
. Ask pupils to write an extended piece about their character being scared, based upon the discussion above, using ​
Show, Don’t Tell​
. Plenary 10 mins ​
In partners or small groups, children take it in turns to read out their writing with expression. Which two sentences were the most tense and made people want to know what happens next? Pupils select their two best Show, Don’t Tell​
sentences with help from their partner. Highlight them and write them in ​
Sentence C ​
of the template. These sentences will form the main narrative of their trailer. Filming Today the children will be building tension by filming shots that evoke fear to start building tension in their trailer. 10 mins ​
Watch the ​
How to Film (Lesson 3). You will need to film the following shots: • 2.2sec group • 1.2sec wide • 0.2sec medium • 0.3 sec wide • 0.7sec medium • 1.1sec close up One of the simplest ways to film this is in one continuous shot. You can separate the whole class or a group of pupils into three emotions (suspicious, scared, nervous). Film them at random angles and distances to keep it interesting. Aim for a couple of seconds on each pupil so that you have enough footage to choose from. It may be even easier to film the children in one long line with the camera person moving along the line every few seconds. Encourage the children to show different emotions/different stages of suspicion, nervousness and fear using different parts of their bodies as well as their faces. How can they represent their sentences with their acting skills? e.g. How would you show tension with your hands? Optional ­ ​
If you have time, watch your footage together as a class. Read ​
How to use AirPlay on your iPhone, iPad or iPod touch​
for help on how to do this in your classroom. Appendix 1 ‘Show, Don’t Tell’ give the children the cards, they need to show how they are feeling without using any words on the cards. EXCITED Enthusiastic Eager Animated Exhilarated Thrilled Enlivened SUSPICIOUS Cautious Wary Apprehensive Watchful Cagey Skeptical Or any words which mean the same. Or any words which mean the same. SCARED Fearful Frightened Nervous Upset Worried Agitated NERVOUS Worried Agitated Scared Edgy Tense Restless Or any words which mean the same. Or any words which mean the same. Frightful Film Trailer Lesson 4 LO ­ To build tension with varying sentence lengths. Introduction 5 mins ​
Share the two story extracts from ​
appendix 2 ​
from the IWB file. Read ​
Little Red Riding Hood – Version A​
​
to your pupils. Then read ​
Little Red Riding Hood – Version B​
making sure that, at the end of B where the short sentences are, you read with pace and tension in your voice. Show that you become breathless, just like someone who is scared. Ask which is most exciting and which has the most effect on the reader. Then ask again which piece is most effective and why. Try to encourage someone to refer to the difference in sentence length between the two versions. Main 10 mins ​
Watch the film ​
Francis​
(you can stop once the credits start). After a short class review, replay 4m – 4m13s. There are five short sentences here before the writer uses a long sentence again. Show the script on the IWB file. Discuss how short sentences are used for effect to build tension. 5 mins ​
Use the IWB file to generate ideas and prompt discussion on something which leads to tension, whether it be an object or a new character. In the example trailer, the Write Brothers used a tin and the white­haired lady. 15 mins ​
Ask pupils to write a section of a narrative which builds tension using long descriptive sentences with short sentences added for effect. Try not to use more than four or five short sentences or the effect can be lost. Plenary 10 mins ​
In their partners/groups, the children take it in turns to read out their writing using dramatic pauses. Which were the most tense? Did anyone make you jump? 10,000 house points if they did. Which are the most dramatic but don’t give the whole story away? Pupils select their two best short sentences with help from their partner. Highlight them and write them in ​
Sentence D ​
of the template. These sentences will form the main narrative of their trailer. Filming Today the children will be increasing tension through filming close reaction shots. 15 mins ​
Watch the ​
How to Film (Lesson 4). ​
You will need three types of shot for this section. One easy way to do this is to split the class into three groups for each shot type and film each group continuously allowing each group member to have a go. That way, you only have one video file to deal with for each shot type. Shot type 1​
: close up of the object/character. Focus on how the object or character is discovered or introduced. There may be some interaction with the object or some subtle action from the character. • 1.1sec wide • 0.9sec medium • 0.9sec group Shot type 2​
: reaction shot. Focus on head turns to camera and facial reaction. Film the pupils in this group continuously, keeping the camera on each child for a couple of seconds so you have a wide range of options to choose from in the edit. • 0.9sec close up • 0.9sec medium Shot type 3​
: action shot. Focus on what the main character might do as a result, how they would move. • 0.9sec action • 0.9sec action • 0.9sec action Optional ­ ​
If you have time, watch your footage together as a class. Read: ​
Instant Media sharing in the Classroom for help on how to do this in your classroom. Appendix 2 Which version is most effective? Little Red Riding Hood – Version A It was slowly going dark; it was never a good idea to be out in the woods in the darkness. She heard footsteps behind her. She stopped and listened for a moment. The moon shone brightly through the twisted limbs of the trees. She listened again, trying hard to see if someone was behind her in the darkness. They, whoever they were, had stopped too, was she imagining this? She continued on her journey, as she had done before a hundred times, to her grandmother’s house with the basket of treats for the old lady. There it was again – footsteps behind her in the darkness of the forest. There was rustling to her left so she ran as fast as her little legs would carry her. Something followed her and it was getting closer. All of a sudden she tripped over and landed on her face in the mud. The thing was on top of her snarling and growling. Can you guess what it was? It was a huge, grey mean wolf. Little Red Riding Hood – Version B It was slowly going dark; it was never a good idea to be out in the woods in the darkness. She heard footsteps behind her. She stopped. The moon shone brightly through the twisted limbs of the trees. She listened. They had stopped too. She continued on her journey, as she had done before a hundred times, to her grandmother’s house with the basket of treats for the old lady. There it was again…footsteps. She hurried. There was rustling to her left. She ran. Something followed. She tripped. It was on top of her. Snarling. Growling. Frightful Film Trailer Lesson 5: The Big Finish! Introduction 10 mins You’re nearly there; you’ve worked really hard to create a masterpiece! It deserves a masterful ending. There are many ways in which a story can end. At this point, you may want to discuss endings from stories that pupils are familiar with. Is the audience left wondering what has happened? Is there a cliffhanger or is everything nicely rounded off? Watch the end of ‘Alma’ from 3 minutes to the end. Discuss how the ending tells the viewer everything they need to know. Now watch the end of the Write Brothers’ example trailer and discuss how it ends. What does it tell or not tell you? Discuss how a trailer isn’t meant to tell the viewer how it ends as it is just a teaser to encourage the viewer to watch the full film. Does it make the audience ask any questions? ‘​
What happens next?’ ​
is a common question. This is because it is advertising for the main film, making people want to watch it. Main 5 mins ​
Use the IWB file to decide what the main event is and what happens immediately afterwards. Discuss as a whole class and make notes on the IWB slide to develop ideas for their writing task. The choices made here can be unique to each writer. 10 mins ​
Read and discuss the writing from the Write Brothers’ trailer. Discuss the use of rhetorical questions at the end of the writing example. Can the pupils come up with some more examples of rhetorical questions that would fit at the end of the film? 15 mins ​
Allow the pupils to create their own narratives. Many of them will already have strong views as to how they want their narrative to end. Plenary 5 mins​
In partners or small groups, children take it in turns to read out their writing with expression. Which sentences was the most tense and made people want to know what happens next? Which rhetorical question was the most impactful? Highlight them and write them in ​
Sentence E ​
of the template. Filming Today the children will be creating tension through filming jump scares, isolating and disorientating shots. 15 mins Watch ​
How to Film (Lesson 5). ​
Remember you don’t want to answer any questions in any of your shots but create more questions for the audience to ask. E.g. Why is she screaming? What moved across that wall? Split the class into five groups (or just use five individuals) as you will be filming five different shots: 1. A disorientating spinning shot ­ the main character spinning one way and the camera revolving around them the other in the opposite direction ​
(0.8sec medium ­ spinning shot) 2. An establishing shot with a character ­ the character should look small and lost/frightened in the scene (0.9sec wide) 3. The main event ​
(0.9sec medium) 4. What happens after the main event ­ e.g. we filmed a hand clawing at a tree (​
0.9sec close up) 5. The jump scare, a shot of the main event that makes the audience jump! (​
1.2sec medium) Optional ­ ​
If you have time, watch your footage together as a class. Read: ​
Instant Media sharing in the Classroom for help on how to do this in your classroom. Watch​
‘Well Done! A Celebration Video’ Editing ­ an additional ICT day at the end of the project When all the material is shot, you and your class are ready to start editing! The children will use their physical, paper­based trailer templates to help them put all of their shots in the correct order. See the ​
Filming and Editing ​
resource for detailed steps on how to edit. Finish When all the children’s films are processed and exported, and if the trailers aren’t too scary, why not have a mini­premiere between classes or an assembly? Why not frighten the parents and show how effective your writing is? As this could be a particularly delicate genre, we trust that the school will show discretion in what they publish and share. The final product should veer more towards ‘tense’ than horror. If you decide to publish your trailers online, include our usernames @ATaleUnfolds and @LiteracyShed. We love to see and share wonderful writers’ work! You may get a retweet and comment if it is particularly good! Look out for more schemes of work from: https://ataleunfolds.co.uk http://www.literacyshed.com