UKS2 Topic: Early Islamic Civilisation Block E: Everyday life in Baghdad

Session 5 Movie-Makers 2
National Curriculum / History: Select and organise relevant historical information. Understand how our knowledge of the past is constructed from a range of sources; Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study; Address and devise historically valid questions about change, cause, similarity and difference, and significance.
Teaching Objectives / To create an informative short film on a chosen theme, selecting material from a range of sources.
National Curriculum / Computing: Be discerning in evaluating digital content.
Teaching Objectives / To evaluate the reliability of information sourced from the internet.
Resources
N/A / Weblinks
http://writingcommons.org/evidence/supporting-sources/630-what-might-be-a-more-credible-reliable-source - Reliable sources of information; http://www.bbc.co.uk/northernireland/myplacemyspace/promote-your-day-out/with-film/sample-storyboard.shtml - Storyboarding explanation & examples; http://www.freesoundeffects.com/ - Sound effects; http://freemusicarchive.org/genre/Middle_East/ - Background music; http://www.partnersinrhyme.com/ - Background music; http://zimmer.csufresno.edu/~candace/basics/shooting.htm - Effective film-making.
https://www.pobble.com/for-schools Pobble, an on-line writing website which showcases over 100,000 pieces of writing, including examples based on Hamilton plans, where you could upload examples of your children’s writing.
Whole class: The Key Question for this session is: What was life like in Baghdad during the ‘Golden Age’ of Islam?
Revisit the plenary from the previous session. Ask chn to reflect on what they need to achieve today and who is responsible for it. They need to focus particularly on quickly sketching out a storyboard, then writing the script/ commentary to accompany their images/filmed clips. You might like to upload your children’s work onto Pobble, an on-line platform for sharing writing. Remind them of the peer-assessment/success criteria too: the finished film will be evaluated by the rest of the class in the following three areas: i) historical information content; ii) acknowledgement of wider historical significance; iii) audience engagement and enjoyment. Before they go back into groups, ask chn to consider the audience for their film. Are they going to target a specific group of people: perhaps a more mature audience with a formal news broadcast, or a film that has wider appeal by making it easy to follow and is more light-hearted? Remind the chn to be critical of the sources of information they encounter on the internet, evaluating their accuracy and reliability (weblink).
Hard/Medium/Easy
Chn make notes on their plans of their intended audience, before sketching out their storyboard (weblink). They will then write the script/ commentary to accompany their images/filmed clips. According to defined roles in the group, one child will probably be responsible for sourcing and downloading sound effects and background music; several sources are suggested (weblinks). Another child might be responsible for sourcing and saving images, while the third may be typing up the commentary/ captions for the film. Towards the end of this session, the chn should aim to film any ‘live’ pieces to camera. Some guidance on effective filming is suggested (weblink). Chn may wish to have sourced suitable costumes, according to the characters featured. Any voice recordings needed should also be made in this session
All images, film clips, sound effects and music should be carefully saved in one place that can easily be accessed for film editing in the next session.
Plenary / Bring class back together to reflect on progress made today. Ask chn to evaluate their film, suggesting what the ‘best bit’ is going to be, and why! Ask chn to say who their intended audience will be and how they are targeting that group.
Outcomes / Children will:
·  Continue to source images for their film and collaborate in pairs to write a commentary to accompany the images
·  Begin to record commentaries and film ‘live’ pieces to camera
·  https://www.pobble.com/for-schools Pobble, an on-line writing website which showcases over 100,000 pieces of writing, including examples based on Hamilton plans

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

We refer you to our warning, at the foot of the block overview, about links to other websites.