Stop motion
Literacy Lesson 1
Inferring and implying
Introduction
Watch the video for an introduction to the lesson.
Understanding the tasks
Rating the tasks
This lesson contains a few activities. Each activity will have one or more tasks. These tasks have been given a rating.
Some of the tasks in this lesson are must do. These are important to help you understand the introductory ideas or skills.
Have a go at the should do tasks and reach out to your friends or teacher if you need some advice. These will usually take a bit longer to complete than must do tasks.
Could do tasks will probably take you some extra time and might need you to get creative or problem solve. We strongly encourage you to try these.
Activity 1 - What is an inference?
Task 1 - Stop motion
This week you'll be working towards making your own stop motion: a special and popular form of animation.
Answer the questions as you watch the trailers for 2 famous stop motions.
Task 2 - What is an inference?
The questions in Task 1 required you to make inferences.
Complete the interactive presentation to learn about how we make inferences and what steps we should take to ensure we are correct.
Note: On the last slide, make sure you use the blue Export text button to create a Word document containing all your written answers so you can share your work with your teacher.
Task 3 - Great gallery heist
Activity 2 - Show, don't tell
Task 1 - What is implying?
In this week's unit you will be designing a short stop motion animation that 'shows, not tells' an experience or emotion.
Check your understanding of 'show, don't tell' by answering the questions below.
Task 2 - How do we imply?
Work through the interactive below to build your understanding of how to 'show, not tell' as a composer of an imaginative text.
Note: On the last slide, make sure you use the blue Export text button to create a Word document containing all your written answers so you can share your work with your teacher.
Task 3
Watch these stop motions and complete the 'Show, don't tell' Google slide.
Click on the button to open a new tab and view the Google Slide.
Click on the Use Template button to create a copy for you to edit.
Want to check your written answers for Activity 1, Task 1 and 2 and Activity 2, Task 2?
Note: You may have given different answers and that's OK! All of these questions will be affected by your own personal experiences.
Activity 1, Task 1
Question 4
Write down 3 pieces of evidence that you could look for to see if the police were there because somebody had robbed the shop.
Suggested answer(s):
crime scene tape
police taking photos of parts of the store
a crying or distressed shopkeeper
media crew
police taking witness statements
signs of a break-in.
Question 6
A person comes inside and is sweating a lot. Write down at least 3 possible explanations.
Suggested answer(s):
It is hot outside.
The person is wearing too many clothes for the weather.
The person has been exercising.
The person is extremely nervous.
Activity 1, Task 2
Question 7
How does each girl feel about sport? Provide textual evidence to support your inferences.
Suggested answer:
Sohaila clearly likes sport. This is shown by her saying "yess!" when she realised she had sport. Combined with the use of exclamation marks, her dialogue clearly conveys her excitement. Mehwish clearly doesn't like sport. She sighs which suggests she isn't excited by sport.
Question 11
Why is Patrick cleaning the house? Provide textual evidence to support your inference and explain what background knowledge you used.
Suggested answer:
Patrick is cleaning the house because he is having guests over. In the text it says, he heard "we're here" at the door, which suggests people were coming to visit him and that he was expecting them. We know he was expecting them because he said he "didn't have time" to wash the dishes and also because their greeting implies that he would know who the "we" was - because he knew they were coming.
Activity 2, Task 2
Slide 4
Turn this tell statement: the girl was bored by the class, into a show statement.
Suggested answer:
While the teacher droned on, the girl began to think about what she would eat when she got home. She wasn't that hungry, but it was something to look forward to. This class lasted for only half an hour, but to her it felt like an eternity.
Slide 6
Without saying that it is COLD, use sensory description and character actions to describe a cold day.
Suggested answer:
As the people walked along the road outside, being careful not to slip on the icy path, he noticed that their breath was forming clouds in front of them. They all looked as if the wind were pushing them back, their bodies (wrapped in scarves and coats) were braced against the elements. The smell of hot soup wafted through the air and he wondered where it was coming from. He longed to warm his palms against a large bowl and imagined his insides defrosting as he finished every last mouthful.
Handing in your work
Don't forget to hand in the work you completed today!
Your teacher will have told you to do one of the following:
Upload any digital documents you created and any photos you took of your written work to your Learning Management system (MS Teams, Google Classroom for example).
Email any digital documents you created and any photos you took of your written work to your teacher.
Make sure you keep any handwritten work you did in your exercise book or folder as your teacher may need to see these when you are back in class.