TITANIUM

Over the next few days you will be doing work on the music video to Titanium. At the end of this, you will be writing the story in your own words.

Titanium Timeline

Lesson 1

Find this video. If the link doesn’t work, search for Titanium on the Literacy Shed website.

https://www.literacyshed.com/the-music-video-shed.html

Watch Opening up to 0:40

Where do you think this is?

What do you think has happened?

Task 1A

Watch rest of video

Titanium Timeline

Task 1B – Main Lesson Activity

Your task is to create a timeline of events from the video. Look at the next slide for an example.

Timeline of Events

1. As the camera zooms out, we see a boy curled up on the

floor with his head in his hands. He looks sad or hurt because

he is curled up.

2. When the camera zooms out further we can see he is in a

corridor. There are broken lockers and paper all over the floor.

Lesson 2

Setting Description

Re-watch video

In which country do you think the video is set? Why?

Task 2A

Re-watch video up to where the police arrive

What is this building?

How do you know? - List the evidence in your book.

Task 2B

Look at this example description from 'The Lord of the Rings‘ and read the notes

below.

‘The gasping pools were choked with ash and crawling muds, sickly white and grey, as if the mountains had

spat the filth of their entrails upon the lands about. High mounds of crushed and powdered rock, great

cones of earth fire-blasted and poison-stained, stood like an obscene graveyard in endless rows, slowly

revealed in the reluctant light.’

The author could have said, ‘Frodo was horrified buy the horrible landscape in front of him,’ but instead he

has shown how horrifying the place is through his description.

Which do you think are the best bits of description in this? Write them in your book.

Task 2C

The sun beat down on his back making him sweat as he made deep foot prints in the

wet sand. The golden sand squelched between his toes and tiny waves splashed over

his feet up to his ankles in a futile attempt to cool him down. Faintly a breeze blew and

the sun-kissed salty air caressed his face.

The beach

Can you workout the location of this description?

CLICK TO REVEAL

Task 2C continued

Notice how the description shows you where the location is without needing to tell you.

Task 2D – Main Task

Your task is to write a paragraph to describe the opening scene

using 'show, not tell'. (Write in third person and past tense)

You must not use the words school, teacher or classroom at

anytime.

How many of these grammar techniques can you include?

Fronted adverbial of place

Expanded noun phrase

Sentence with a subordinate clause

Simile or metaphor

Start sentence with a verb phrase

Start sentence with an adjective

Start a sentence with an adverb

Integrating character description

Lesson 3

Task 3A – Look at the examples and advice on the next

couple of slides.

Imagine you are writing a description of a dragon. What

different ways could you start your sentences?

- Start with the noun (Spikes, as broken glass, protruded from its head).

- Start with an adjective (Sharp spikes protruded from his head).

- Preposition (On top of his head, a row of sharp spikes formed a

threatening mane).

- Adverb (Menacingly, sharp spikes protruded from its head).

Look at this example:

Through a well-used spyglass, a solitary figure watched the gathering clouds and paused,

momentarily, at the helm of the airship. He turned. With slow, deliberate paces, he walked

the length of the wooden platform towards the gondola of the craft. His tattered coat grazed

his ankles as he moved purposefully along the walkway. Passing the dragon, he

outstretched his arm and revealed a gloved hand. He offered three pats to the dragon’s

head, lingering slightly on the last, before moving inside. After consulting the maps, which

had long been sat on the table of the living quarters, he returned to the helm and steered

the ship towards the clouds. Once the course had been adjusted, he resumed his position

inside, stopping at the table to turn a bottle of strange green liquid over in his fingers again

and again. The furnace door hung open, greedily awaiting the green liquid, and as the fluid

ignited, the figure gazed into the fire: unmoving, frozen, watching the flames and sparks.

Notice that there is less specific character description and more description about

his character through his actions.

Task 3B This lesson we are focusing on integrating (mixing) description with action. For example, rather than saying, ‘The boy was wearing a red hat,’ you could say, ‘Knowing he needed to leave quickly, the scared boy promptly pulled his red hat down over his blonde hair whilst hurrying toward s the exit. Look at some of your own story books. Can you find any examples of when the author has mixed the description into the action?

Write your own short paragraph about when the boy is getting up

from the floor and walking through the school. Try to mix the

description (of both him and the location) in with the action. Try to

avoid starting any sentences with the same words.

Task 3C – Main Task

Integrating dialogue to convey character and advance

the action.

Lesson 4

Task 4A

Watch the video until the boy gets on his bike.

What time of year do you think it is?

Why didn't the boy stop to speak to the policeman?

What do you think the woman was saying on the phone?

What do you think was said in the conversation between

the woman and the policeman?

Task 4B - What are the rules of speech?

See how many you can remember before

checking the list below – write them in your book.

- Inverted commas around direct speech

- Capital letter at the start of speech.

- If the reporting clause (who is speaking) comes first, use

a comma before the speech. If the reporting clause

comes after the speech, finish the speech with a comma

before the inverted commas.

- New line each time the speaker changes (even if you are

already part way through a new line or the speaker has

already spoken before)

- Indirect speech is often in past tense (if the rest of the text

is).

CLICK TO REVEAL

Main Tasks

Task 4C: Write a couple of sentences of direct speech for

when the woman is on the phone - try not to give away the

rest of the story.

Task 4D: Write a short paragraph that includes the

conversation between the woman and policeman.

Remember to punctuate your speech correctly.

Different Sentence Styles

(This lesson is made up of lots of medium tasks and

does not have a main task)

Lesson 5

Task 5A

In your book, write down at least 5 different emotions that

the boy would feel during the film?

Could you use a thesaurus (or the internet) to up level

any of your words? Have you used the most accurate

synonym to describe how he is feeling? (E.g Rather

than upset, he is troubled; rather than sad, he was

sorrowful).

Task 5B – Write a few sentences that could work in your

Titanium story using the structures below.

Simple main clause

Main + Main (linked with a coordinating conjunction)

Main +subordinate (linked with subordinating conjunction)

Subordinate + Main (linked with a subordinating conjunction)

Main clause with a relative clause

Task 5C

Watch section when the boy is on his bike until the point where he gets into his

house.

How do we know the boy was going fast?

The boy was going fast.

Can you up level this sentence? You need to paint a picture in the reader's head.

Try to avoid using the words 'fast' or 'quickly'.

Write a few different sentences about the boy cycling.

Lesson 6

Building Suspense

Task 6A

Watch film up to the point where the police burst in. (1m58 – 2m46).

Which moments help to build tension? These may be points where the boy

panics or the audience think something is about to happen. Think about what

the camera zooms in on.

List the key moments in your book.

Task 6B – Main Task

Using ‘show, not tell’ write a paragraph from the point the boy enters his house

up to the police breaking in, building tension within your writing.

Lesson 7

Finishing a Story

Task 7A

Write a strong sentence to describe this scene.

Task 7B

Make a list of effective words to describe the scene (use

the different senses).

Task 7C

Now combine these words to make a few strong

sentences. Remember to include the boy in some of

them and start your sentences in different ways.

Task 7D - Watch the ending

- How does the action of the boy change when he sees a

flashing light in the dark?

- List 3 different words to use instead of ‘ran’

- How do you think the boy will be feeling when he is

surrounded by police?

- How will you explain the explosion?

Task 7E – Main Task

Write the ending paragraph to Titanium. Please think about

the atmosphere change from calm as he walks through the

forest to scared when he's lying on the floor. Try to include

a strong final sentence.

Lessons 8 and 9

Titanium

Your task is now to combine all of your work from the last 7 lessons to write the story of Titanium in your own words. This can be handwritten in to your book or typed up if your prefer. We look forward to reading them. You could use the following to help structure your story and paragraphs if you want to: Paragraph 1: Setting the scene (Lesson 2) Paragraph 2: The boy gets up and walks through the school. He sees the woman on his way. (Lessons 3 and 4) Paragraph 3: He leaves the school and goes past the policeman. He cycles home. (Lessons 4 and 5) Paragraph 4: Suspense paragraph. Everything that happens whilst he’s in the house. (Lesson 6) Paragraph. Walking through the woods. Police find him. Explosion. (Lesson 7)

Lesson 10 Editing and up-levelling

Task 10A – Punctuation check. Have you included all the necessary punctuation. Are there any commas that should actually be full stops? (If two clauses are not joined with a conjunction then they must have a full stop between them). Have you included all the necessary apostrophes for contractions and possession? Have you remembered capital letters for all proper nouns? Task 10B – Dialogue check. Have you included dialogue? Does it tell the reader more about the character? Have you punctuated the dialogue correctly? (Check back to lesson 4). Have you used a new line each time you have changed who is speaking? Task 10C – Sentence structures. Have you started your sentences in different ways. Have you used coordinating and subordinating conjunctions? Task 10D – Spelling. Please check your spellings carefully using a computer or dictionary. Task 10E – Finally, read your work through one more time aloud. Does it sound right to you? WHEN MAKING ANY CORRECTIONS, KEEP YOUR PRESENTATION NEAT. USE A RULER (SINGLE LINE) AND PENCIL WHEN CROSSING THINGS OUT.