Carla Pilon

Unit of work Shrek 2010

Unit Title: Close study of film Shrek Stage: 4 Year group: 7 Length of Unit: 13-15 lessons Unit Placement: Term four
 Weeks 6-10
Unit Description: Outcomes:
This unit is a close study of the computer-animated film Shrek. A film that draws significantly from the fairytale genre 10: a student identifies, considers and appreciates cultural expression in texts.
and makes satirical references to popular culture, historical figures and events. Students will analyse the director’s 9: A student demonstrates understanding that texts express views of their
choice of character to establish deep understanding of the filmmaker’s purpose. Students will compare and contrast broadening world and their relationship within it.
fairytales from various cultures and times as well as modern adaptations to assist them in composing their own ESL Outcomes:
narratives and dramatic role-plays. Student will be given the opportunity to create their own cartoons utilizing ICT 4.6 Relates own culture, knowledge and experiences to information in the text.
resources to explore how filmmakers use specific techniques to create meaning. The film contains archetypal CALD: Consideration has been made in order to include students of all
characters who behave atypically to the expected norm and students will explore the notion of what gender roles mean backgrounds and learning abilities. A variety of teaching methods are employed
to them in a student-led discussion to discover how society and fairytales can influence the experiences gained in their throughout the unit to be inclusive of all learning styles. The assessment task is
lives. The teaching strategies employed in this unit are diverse and the learning experiences relate the everyday lives modified to ensure students are reaching attainable goals that foster deep
of the students and involve a variety of activities including art, drama, ITC, discussion, and writing tasks with a focus understanding of the process of editing and revising of narrative structures.
on visual literacy.
Assessment: Students are assessed using a variety of formative assessment tasks that require group work, paired work and individual work. Students will gain deep understanding and knowledge of the
codes and conventions of filmmaking, character analysis as well as the narrative structure of the hero’s journey. Students use ITC to explore the conventions of animated films by composing their own
cartoons. Students analyse gender roles in fairytales and how this relates to their real world experiences as well as composing their own adaptations of a fairytale in narrative form as well as role-play.
LITERACY RESOURCES
Reading and responding: Film analysis, discussions, visual literacy comprehension Text: Shrek.
Writing: narratives, character analysis, descriptions.
Language: extending vocabulary, informal discussion scenarios, communication.
ICT: Basic operations & animation creation. Lesson 1: Copies of traditional fairytales as handouts, 3 texts from other cultures, butcher’s
MANDATORY CROSS CURRICULUM CONTENT FOCUS paper, A4 paper, textas.
Difference and Diversity: The nature of teaching and learning activities allow for freedom of Lesson 2: Revolting Rhymes handouts, The Princess & the Packet of Frozen Peas, Into the
expression, self regulation, relevance and critical thinking to engage students during each forest, Cindy-Ella. Worksheet 1
lesson. Lesson 3: DVD Shrek & AV equipment & worksheet 2
Values: This unit recognizes the nine core values of: Care and Compassion, Doing your Best, Lesson 4: DVD Shrek & AV equipment & worksheet 3
Fair go, Freedom, Integrity, Respect, Understanding, Tolerance and Inclusion. In particular it Lesson 5: DVD Shrek & AV equipment, Worksheet 4 & charcoal/textas for fingerprints.
explores the understanding of the values embedded in specific realms and how this influences Lesson 6: DVD Shrek & AV equipment & film technique glossary.
the perception of others.
Civics and citizenship: Understanding how the real world is represented in the world of the
Lesson 7: Library & procedure handout
text. Lesson 8: Library & procedure handout
Multicultural/Gender: Explore the ways in which society engages with and fosters the Lesson 9: DVD Shrek & AV equipment.
expected behaviours of males and females. Lesson 10: DVD Snow White and Seven Dwarves, Sleeping Beauty & AV
Key competencies: analysing and organising information, communicating ideas and equipment/Smartboard & Handout hero’s journey plot outline, worksheet 5, 6 & 7.
information, planning and organising, working with others in a team, solving problems, Lesson 11: Magazines, posters, cardboard, textas, glue, scissors, crayons
engaging with technology. Lesson 12: Index cards, arrange chairs in circle, talking stick, 3 rewards (canteen tokens etc)
Lesson 13: Role play

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Unit of work Shrek 2010

Outcom QT (BOS, ASSSEMENT/EVIDENCE

e LESSON ACTIVITES TEACHER ROLES 2005; OF LEARNING
Killen,
2007)
Lesson one: Fairytales
Explain to students that fairytales have been told N
10.11 Fairytale mind map: for hundreds of years and the originally they were E Student’s identification of
Consider authors, genre, audience, oral stories. So in a way, when a fairytale is BK themes and characters
characters, themes, titles. adapted onto screen it is essentially going back to DU indicate background
its roots. knowledge of genre.
Read fairytales (The Frog prince, Puss in Boots,
Rapunzel).
Modelling example for
Students respond with relevant examples After reading each story, record on butchers paper
next activity ensures
from fairytales and discuss similarities and key events and characters.
students have deep
differences which introduces genre. understanding of
requirements for the task.
Hand students individual copies of fairytales from
European and other cultures:
In pairs read the fairytale and record key (Princess and the Pea, Little Red Riding Hood, CK
Students demonstrate
Cinderella, The three Pigs, Goldilocks and the SS
events and characters on A4 paper. understanding of fairytale
BK
three bears, Jack and the beanstalk, The girl the purpose and genre by
N
Discuss as a class the similarities and fish and the crown, The Ainu and the Fox, Crow breaking down key events
E
differences across the cultures. and Waterhole). and acknowledging
DK
similarities and differences
10.10 DU
between cultures.
7.15
Key questions for discussion: Responses to questions will
Who is telling the story? What does this tell us about the nature and purpose of
fairytales (social and cultural)? provide formative
When was it written? HOT
Social purpose- attitudes, knowledge and values being assessment of student

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Unit of work Shrek 2010

Whose point of view is represented? handed down. (Consider gender roles, personal PK understanding of cultural
Whose perspective is not heard? behaviour) assumptions and the ability
Who is the intended audience? to respond to texts.
10.9 Lesson Two: Appropriations
Read Little Red Riding Hood from Revolting
Challenging the conventional. Rhymes.

Students identify what type of appropriation Appropriation is taking an image, character or

category this fits into. technique from one context and placing it in
SS Students engage in the
another or taking a stereotyped character out of E activity by responding to
Identify the conventions relied on for the their context and putting them in a different DU questions and offering
reader understand the subversion. setting. Another form of appropriation is when the DK explanations or examples of
List on the board. composer wants the audience to view the HOT other fairytales.
conventional text through an unconventional N
perspective. One example would be composing a I
fairytale where the story, usually told from the HE
10.8 knight’s point of view, is told from the dragon’s
point of view.
Subverted readings
Subverted readings and interpretations of texts
involve twisting the conventions (what usually
occurs/what you expect to occur) or the
stereotypes of a well-known text. A very common
7.5
variety of subverted readings are so-called
fractured fairy tales. In these fairy tales the
characters or conventions are changed. The most
common convention of fairytales to be subverted
is the happy ending, for example, in The Three
Little Pigs the ending could have the wolf climb
down the chimney and capture the three little pigs

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Unit of work Shrek 2010

(Which is a happy ending for the wolf!)

10.2 In pairs, students read the stories and share Handout copies of the Revolting Rhymes stories Students work together
them around to gain greater exposure to the and the texts: communicating their ideas
forms and features of appropriations of The Princess & the Packet of Frozen Pea, Into the and understanding of the
forest, Cindy-Ella, The three Pigs, Goldilocks. task.
fairytales. N
SS
Complete worksheet 1 HOT
6.6 PK Assessment task
9.4 Assessment: Students then create their own DU demonstrates a student’s
9.8 adaptation or re-creation of fairytale. DK understanding of the
Handout 1 E structure of narrative and the
SC genre of fairytale
subversions and adaptations.
Lesson three: Introduction to Shrek
5.7 BK
6.10 Mind Map: heroes and anti-heroes/villains. Understanding stereotypes and archetypes.
What are the physical and inherent qualities Students identify the main
about these characters? qualities of heroes & villain
in preparation to
Key questions:
Watch the beginning of Shrek up until Shrek understanding the genre of
On the board list the reasons why the filmmakers HOT the hero’s journey.
sits down to eats. Ask students to
may have decided to begin the film with a DK
acknowledge any contrasts within the film,
voiceover from a medieval style book. PK
sound, music, colour/light, tone, action
Who is reading the book? SS Evidence of understanding
(speed).
Where is he while he is reading the book? I will present in verbal
What is his reaction to the story? BK responses and level of
How does this set the scene for the film? engagement with film.
HOT
PK
Continue the film up until Shrek eats dinner I
List responses on board.

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Unit of work Shrek 2010

alone and students complete Worksheet 2. HE

Create a master list with all student responses. Students demonstrate
List references to other stories. Do you need to understanding of basic
have significant knowledge of these stories to concepts of filmmaking
techniques. Review
gain the deep understanding of the film?
worksheet as a class.
6.10
Lesson four: Characters

Watch film up until end of Lord Farquaad DK Immediate verbal and

scene. DU written responses to the film
Students complete Worksheet 3 Animations allow a good deal of control over the E will enhance a student’s
features of a character. HOT understanding of character.
As a class use the student’s data of character What are some of our “readings” of character that M The worksheet is structured
qualities to write a detailed paragraph may include information relating to: as a reference for the next
describing the looks, behaviour and audio Gender task.
qualities of one character. Costume
Questions deliberately tap
Behaviour/action (posture, gestures, facial
into student’s background
Extension/homework: Create own paragraph expressions) knowledge of film
8.3 of another character. Physical appearance metalanguage.
Voice (accent, dialogue, speech impediments)
Make a class list in two columns of all the Music associated with character.
fairytales that have monsters, ogres, beasts SC
etc. Under categories of scary and not scary. SS It is important to clarify that
Discuss reasons why authors include characters I different viewers will
with distinguishing features. E interpret characters
Compare Shrek with the class list. PK according to their
Discuss the actions of the townspeople and army. DK background experiences,
6.11 DU including an understanding
Why do they have this opinion of Shrek?
M of film codes and
conventions and cultural
Introduce students to close-up of Shrek’s mouth knowledge.
as he screams at townsfolk.
How does this filmic convention create meaning?

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Unit of work Shrek 2010

Lesson five: Police Report BK

6.2 Watch opening scene again ask students to

look for detail in the setting, what characters
are wearing, actions and environment (time EC
of day, surroundings). HOT
Explicit criteria: E
Using worksheet 4 and based on the SC
previous lesson students write a police Write your eyewitness report in the first person. PK
report based on an eyewitness account from Describe only what you actually witnessed. There
one of the townsfolk stating what was seen is no room in an eyewitness report for personal Student’s engage in
and heard when they visited the ogre opinion or dramatic effect. If you want to add substantive communication
(Shrek), or what was seen when donkey something that you didn’t actually see, use a in applying the interview
escaped the army, or from the point of view phrase like ‘He appeared to have a gun’ Using the process. In composing an
eyewitness report students
of any fairytale creature concerning the word ‘appear’ let’s anyone reading the report
are developing their literacy,
capture of loved ones by Lord Farquaad’s know that although you didn’t actually see the communication and creative
army. gun, it looked as if there may have been one. SS skills as well as
3.1 understanding alternative
NOTE: this activity can be completed Be specific and try to remember any identifying perspective and point of
electronically. marks, odd behaviours, or out-of-place events view.
surrounding the situation you're reporting on.
Ask students to volunteer to read various
reports.

DU
Lesson Six: Setting Usually films open with an established shot that
DK
8.5 gives the viewers an idea about when and where PK
Watch scene where Shrek and Donkey enter the film is set and provides clues to the film CK
Duloc. genre. Setting is established through a BK Students will engage in
combination of visual and sound. E substantive communication

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Unit of work Shrek 2010

Compare and contrast the swamp with I concerning the ideas, themes
Duloc. What other places do these settings remind you SS and structure of the film.
Make two columns on board with of? (Disneyland, suburban property development
subheadings space, size, colours, music, estate, the city, the country, homely cottage,
sounds, camera angles, soft/hard lines. fairytale setting)
How do the choices made by the filmmakers to
depict Lord Farquaad’s castle like this provide HOT
information about his character? DK Responses will identify
Watch up until Donkey and Shrek get to the PK higher order thinking as
4.13 bridge. students start to link the film
Handout film glossary one techniques with purpose.
8.2 Key questions:
-How does Shrek respond to Lord Explain how the filmmakers use montage to
Faquaad’s challenge to go on a quest? create a sense of time. What particular scenes
-How would you usually expect a hero to suggested this?
accept a challenge?
-What does Shrek mean by saying Ogre’s Review the camera angles used to emphasize the
are like onions? difference between Donkey and Shrek and Lord
Farquaad and Shrek.
Students give examples from
Watch scene again of necessary to discuss Consider the editing process (pairing) during the the film demonstrating deep
the filmic techniques in glossary. conversation. understanding of film
KI techniques and elaborate
Consider the camera movement (panning) at DK with knowledge
Duloc. DU integration.

9.6
Draw examples of powerful camera shots in
Demonstrate understanding
Shrek, identify what type of shots they are Consider the any shots from the film so far. with drawings and verbal
(long, close-up, extreme close-up, mid, low responses.
angle, high angle) and explain why you
think each shot was selected. SD

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Unit of work Shrek 2010

EC
Lesson Seven: Making animations Students will demonstrate
Using the websites featured decide which the ability to discuss options
http://www.creaza.com/my_tools cartoons the students would prefer to make. and arrive at conclusions
9.1 concerning their own
http://goanimate.com/studio Choice between creating still cartoons or
6.4 learning.
animations.
Students compose cartoons/animation using
a variety of shots, close-ups and angles, Explicitly demonstrate one example of the
music and voice to convey a purpose with cartoon making and provide students with a
6.6 strong development of character. worksheet that describes the procedure.
6.7
Lesson Eight: Making animations Ensure students are on task and confident in their SS
work. SC
Continue working on animations. E
I Group work enables students
to demonstrate effective
listening and speaking skills.
Lesson Nine: Finish watching Shrek.

9.1 Complete watching the entire film. In groups using worksheet 5 complete the story
ladder by placing events in correct sequence.
Discuss student’s responses to film. Ask BK
5.1 about favourite scenes, funniest, saddest, I
silliest, most rude, soundtrack etc. SS
CK Students demonstrate deep
Lesson ten: Archetypes and The hero’s PK understanding of codes and
journey Most fairytales generally involve a struggle EC conventions of narrative
HOT structure and character
between a protagonist and an antagonist, a hero
development.
and a villain. They are the two archetypal
Recall scene where Shrek rescues Princess characters the audience expects to see and
Fiona. recognize immediately. Characters can either be
rounded or flat.

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Unit of work Shrek 2010

Find and view versions in Snow White, Archetypes are characters that have represent
Cinderella and Sleeping Beauty where universal human qualities:
Prince Charming reunites with the Princess. Write on board:
-Compare the interactions between Shrek  The willing hero
and Fiona and the other examples.  The reluctant hero Students use worksheets to
-How does Shrek compare with knights  The comic mentor identify how archetypal
from other stories?  The powerful King characters can display
 The villain atypical behaviours to create
Recall the scene in the forest where Princess  The damsel in distress DU rounded characters.
Fiona fights Robin Hood. DK
 The evil witch
HOT
 The anti-hero PK
Is this expected behaviour?
What is Shrek’s response? SS
What does Fiona say to Shrek? I
Some writers invent a group of characters whom E Students will demonstrate
11.3 they find interesting. Then they imagine putting EC deeper understanding of the
Individual/in groups mind map the
those characters into situations or confronting key concepts and ideas the
characters of Princess Fiona and Shrek director wants to visualise.
them with problems that will force them to act
using worksheets 5 & 6.
and interact. Out of this action and interaction a
8.5 Write down dialogue, action, traits,
plot will eventually emerge.
movement, music.
Are they archetypes? Students will demonstrate
Other writers start with a topic or issue they want
Are they stereotypes? cooperative discussion
to explore. They may choose a premise – a techniques and express deep
Do they behave in an atypical manner?
thematic message or moral they want their novel understanding of the content
to deliver. Then they create characters who can SSR acquired so far in the unit.
Ask students to recognise and name the
illustrate different points of view, experiences, or SD
characters who represent these archetypes in
attitudes related to the topic.
the Shrek film or any other film.

Discuss the plot of the Hero’s journey.

Handout the hero’s journey worksheet 7 CK
Using the guide students can trace key events of
the film in relation to the journey structure. BK

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Unit of work Shrek 2010

Students complete the hero’s journey HOT

worksheet 8 for a character of the choice
from any relevant movie.

Lesson Eleven: Who are we? Discuss the importance of this dialogue in relation The topic of today’s
KI lesson can be related to
to the message in the film. E
“Sometimes things are more than they  Inner beauty PDHPE as we are delving
6.5 SS into gender concepts and
5.5 appear”  Outward perceptions SD
how males and females
 Conceived perceptions of appearances SSR
“They judge me before they even know I
behave in society. This
(the purpose of making Shrek an ogre to highlight
me” CK sociology concept is
this point)
Today examines what acting like a man and BK developed in personal
being ladylike means in our society. What HOT growth sessions during the
Questioning students with open questions that
are the gender stereotypes, and how do these first years at secondary
develop their sense of belonging in the world.
stereotypes affect our relationships with school mainly utilising the
This lesson will develop positive relationships
others? school counsellors,
between students and the teacher and the students
PDHPE staff or year
themselves as we are gaining a deeper insight into
advisers.
how we act and the effect we have on each other
Brainstorming responses on two sides of the
as gendered individuals. Communicative skills are
board about what it means to act like a
man/woman. What words or expectations evident with group work
Questions: collaboration.
1.13 come to mind? Record information into two
1.8 boxes drawn on board and then title the Where do we learn these gender roles? What
2.15 boxes with “act like a man” and “be people teach us these stereotypes? Where else in This lesson will build on
ladylike”. Use colours pink and blue. Inside society do we find these messages? positive relationships
these boxes are the attitudes and behaviours through modelling of
that boys and girls are expected to adopt in quality interactions which
the process of becoming men and women in will scaffold students in
our society. Statement: “Men and woman the willingness of
are not born this way; these roles are Write around the boxes the student responses with participation in classroom
learned.” A stereotype rigidly confirms the arrows, indicating influence. discussion.
belief that if you are a woman or a man, you

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Unit of work Shrek 2010

must perform these specific roles, and do

them well. This belief takes away our Hang posters on the walls.
personal choices in determining our own HOT
interests and skills. It also discourages men SSR
DU
from participating in “women’s work” (such
CK Personal narrative in
as pre-school teaching, fashion design) and BK
restricts women from choosing roles that are which describes an
I element of the narrator
traditionally “male” (such as labouring, This task provides the students with a perfect C
engineering and science). opportunity to explore the meaning of their provides an insight into
learning and connect it to their own worlds, the student’s psyche as
Students respond: media, film, TV, family, resulting in student engagement. well as their literacy
parents, books, newspapers, magazines, (ask abilities.
for specific examples of these). Students demonstrate
knowledge and
In gendered pairs students create collage understanding of task
6.6 posters to explore the ways in which boys requirements.
6.1 and girls can step outside gender stereotypes The WOW time in today’s
6.8 utilising their background knowledge. lesson will enable students
to illustrate their deep
Students have 10 minute WOW (or
understanding of the
homework task) to explore something
central ideas and concepts
within themselves that it non-conformist to
shared during the lesson.
the gender stereotype. This may be an
interest, behaviour, dress sense, or a hobby.
Students create a short exposition or journal
entry no shorter than one page.
M
HOT The student-led discussions
PK create opportunities for
Lesson Twelve: Student led discussion E students to develop listening,
SSR speaking and problem
Gender stereotypes are present in many SD solving skills without
5.1 fairy tales. In so many stories you have the SS teacher intervention.

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Unit of work Shrek 2010

1.12 beautiful maiden who is in distress. She C

1.13 must endure mistreatment sometimes even CK By sharing insights,
cheat death, to be happy. However, usually BK experiences, questioning
the only way the girl is saved is by her I each other and
prince. This could be interpreted as females interpreting their own
being weak and unable to help themselves knowledge students will
and men as being strong and brave. This come to an agreement or
type of scenario is found in Cinderella, disagreement about how
Sleeping Beauty, and Snow White. gender roles are
Use prompt questions to facilitate discussion and established in society and
bring it back to the key concepts of the lesson. how this influences their
own choices and
Discussion focus question: What if
Teacher not to intrude too much on the group behaviour.
Cinderella became a fireman, the
discussion.
Handsome Prince had a fear of horses
and Sleeping Beauty told her father she
Help define ideas, give encouragement and re-
wanted to travel and establish a career
phrase questions and opinions that students are
before getting married? Are these stories
finding difficult to understand.
designed for entertainment purposes only
The teacher remains on the perimeters of the
or do you think they were created to
discussion using prompts, redirection and offering
reinforce gender stereotypes?
clarity for students.
Reflect on discussion lesson. Ask students
to write on index cards two things that may Prompt new lines of thought.
have influenced a change in attitude or ideas
or reiterated your own ideas further. Write
down a student they thought contributed
most effectively. To be handed in.

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Unit of work Shrek 2010

2.9 Lesson Thirteen: Role-play Write time frames on the board to visualise the Students demonstrate their
1.19 stages groups should be at. understanding of narrative
In groups students work collaboratively to SSR structure, express
enact a fairytale form a different perspective SD collaboratively their ideas
or time and place displaying characters who E and work toward a common
plan I goal within specific time
behave atypically (students can utilise their
SS frames.
narratives). C Self-assessment and peer
Brainstorm some suggestions. KI assessment incorporates key
All group members are to contribute. Re- PK elements of student support.
group practice HOT

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Unit of work Shrek 2010

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