El Dorado – The Lost City Of Gold
Lesson 1
This lesson is an introduction to the project as a whole. You will start to make some decisions which will shape
your final film.
NB. Always save your annotated interactive whiteboard files
Introduction
If you have never completed an A Tale Unfolds project before, use the IWB file to go over concept of films and
what that word means to the children.
If you have already made a film using A Tale Unfolds, have a short feedback session on your last film making
brief notes on what you thought went well and what you want to improve this time.
Watch the trailer for 'El Dorado'. Discuss the outline of your own film from the clues in the trailer - discuss
possible outcomes/themes/twists and turns.
Main
Use the IWB file to look at names of detective agencies from popular culture. Talk about the characteristics of
each agency. One agency you might not be familiar with is The Pinkerton Detective Agency.
In partners using whiteboards or note paper, discuss possible names for your own detective agency and what
the characteristics of your agency might be. Make up a motto for the agency – here are some examples.
 To infinity and beyond
 We never sleep
 Who dares wins
Are you going to be an eccentric team, the cool kids, the ultimate professionals or a mix of all three?
Writing task - what are the names and roles of the three detectives in the agency? Possible roles include things
like the tech wizard, the gymnast, the brains of the team, etc.
Plenary
Introduce / revisit Alan Peat 2A sentences - a sentence which contains 2 nouns, with 2 adjectives per noun.
e.g. He is a funny, kind-hearted boy with a fearless, determined nature.
In pairs, write one (or more) 2A sentence on a mini whiteboard, describing one of the characters. Find another
pair, improve adjectives/make nouns more precise, then share with the whole class.
El Dorado – The Lost City Of Gold
Lesson 4
Model how to move from the drafting phase to the editing phase before getting
the pupils to do it themselves.
NB. Always save your annotated interactive whiteboard files.
Introduction
Share some ideas from the previous character examples lesson. Discuss the peer
feedback from the previous lesson. Have a look at the 'Week 1 - how to film' video
so that everyone is clear on exactly how their work will appear on screen. The
character filming should be really short so just one edited, quality paragraph is
fine.
Main
Make sure you have a scanned or photographed or typed up piece of a pupil's
work which you can edit together as a class. Model how to improve work and
highlight good examples of writing.
Writing task: produce the final edit of your character description. Can you include
a 2A or De:de Alan Peat sentence in the final copy?
In pairs, write what might happen to you from the north and what might happen
from the south. Include a 2A sentence using the IWB example as a guide.
Plenary
Swap your work with someone else and give peer feedback using the IWB file
guidelines.
El Dorado – The Lost City Of Gold
Lesson 9
Turn the draft letters from the previous lesson into a final edit.
NB. Always save your annotated interactive whiteboard files.
Introduction
Revisit the whole class edit of a pupil's work from the previous lesson's plenary. Focus
specifically on the following:
•
•
•
Is the layout of the letter correct?
Have they included their super sentences from the day before?
Can they use their word bank to improve the standard of vocabulary used?
Main
The pupils then work on their drafts to turn them into a final edit. Leave the following
points included in the IWB file on the board so that they can check that they are doing
everything possible to improve their work.
•
Check your letter structure is correct
•
Include your superb sentences
•
Use adventurous vocabulary
•
Use your peer edits to improve your work
The teacher can use this opportunity to check back in with groups one at a time, perhaps
refocusing groups on their word banks.
Plenary
Take regular breaks to share examples of excellent work or get the children to swap
books or look at other pupils' books around the class. Invite children to read out
something impressive that they spotted from someone else’s work.
El Dorado – The Lost City Of Gold
Lesson 13
Produce a two day diary draft using the plans made in the previous lesson.
NB. Always save your annotated interactive whiteboard files.
Introduction
In their groups, give the children a copy of the diary section of chapter 2. Revisit the first
3 days of diary and analyse it in terms of what it talks about each day.
•
What is the main focus of each day?
•
Can you spot any of these? Hopes and fears, thoughts and feelings.
Teacher to make notes on the main focuses and hopes and fears, thoughts and feelings
in the box provided in the IWB file.
Main
Now plan a similar diary from the perspective of one of the minor characters. One
character for each group.
Birmingham Bert - musician
Doncaster Dave – morris dancer
Aberdeen Angus – one-eyed navigator
Welsh Walter – the lookout
Irish Ian – the cook
Writing task: Include a 3_ed Alan Peat sentence, which you practised in the previous
lesson, in your draft.
Plenary
Once pupils have done an initial draft for one or two days depending on ability, get the
pupils to swap books for some feedback following the guidelines on the IWB file.
El Dorado – The Lost City Of Gold
Lesson 20
This is diary recording and performance day for your film using your final diary edits.
NB. Always save your annotated interactive whiteboard files.
Introduction
Play 'Week 4 - how to film your diary' video. Invite feedback from the children on what
makes the performance work well using the guide on the IWB file.
• Can you hear everything loud and clear?
• What is happening on camera?
• How is the camera work?
Choose one person from each group to record their diary entry. The rest of the
people in the group will create freeze frame photographs to accompany that entry's
recording. You will have practised how to match the images to the writing in the
previous lesson.
Main
Give groups 10 minutes to practise reading the diary entry and stage the 4
photographs.
Prepare the class to be silent for the 4 recordings and use the IWB file to demonstrate
how the recording set up should be done. After each recording, get the relevant
group to the front in order to stage the 4 photographs. Make sure people take it in
turns if there is sometimes only one person in each photo.
Plenary
Review the photos and recordings at the end. Revisit the performance points from
the introduction to give feedback as a whole class.