Stories from Parliament

Gunpowder Plot: Storytelling Exercise- KS2 & 3Curriculum areas: English Writing, Citizenship, History, Design & Technology

Aims :

• To learn the key facts of the story• To consider filmic approaches to storytelling• To consider character and point of view (KS3)

After listening to both episodes of the Gunpowder Plot, recall the key facts of the story using quick-fire questions:

• Who was Will Danby*? (Servant to Robert Catesby)• Can you remember the names of any of the plotters? (Robert Catesby,

Thomas Percy, John Wright, Thomas Wintour and Guy Fawkes)• Why were they plotting to kill the King and destroy the Parliament? (As

Catholics they were persecuted)• How did they plan to do this? (With gunpowder under the House of Lords)• Who was to light the fuse? (Guy Fawkes)• How was Guy Fawkes captured? (Lord Monteagle received a letter about the

plot)• Who wrote the letter? (no one knows)• How were the plotters punished? (Hanged, drawn and quartered)• What happened to Catholics as a result of the plot? (Harsher persecution)

*Point out that Will Danby is a fictional character. He says, ‘You won’t find my name is the history books’. All the other names and facts are based on historical evidence.

K S 2 S t o r y bo a rd Exe r c i se Pupils create a storyboard for a film of the Gunpowder Plot. They should divide a sheet of A4 or A3 paper (landscape) into eight equally sized frames, then choose the eight key elements of the story and draw them as if designing a film. You could reference comic book art as an inspiration to think graphically.

Encourage them to think about the below (adding arrows and notes to each frame) -

Type of shot:• Close up (CU): when the head fills the frame• Medium close up (MCU): head and shoulders• Point of view (POV): as if seeing the view through the characters eyes (such

as running down a tunnel)• Two shot: two people in shot (usually head and shoulders)• Long shot: a wide angle view of the whole scene, often used as an

establishing shot to set the scene

Camera Movement:• Pan: movement from one side to the other swivelling from a fixed point• Tilt: moving the camera from up to down or down to up• Zoom: from full frame to detail or the other way round• Track: following a character as they move• Crab: moving the camera sideways

F u r t her d e v e l op m ent Design the poster for the film with the following elements:

• Title• Starring...• An engaging strap-line (such as ‘See our family and feel better about yours’

from The Simpsons Movie or ask for examples from current popular films).• An image that people will notice that conveys the style of the film

K S 3 Tr ea t m e nt a nd S t o r y bo a rd exe r c i se Students write a treatment (like a pitch) for a new film about the Gunpowder Plot before moving on to create the storyboard as for KS2.

To write the treatment they will need to think about how they will tell the story from a new and interesting angle. Our story used a servant’s point of view but who else might feature: one of the plotters, the King, Parliamentarians? Could they find a peripheral character that gets caught up in the plot? This could be a family member of one of the plotters or the man who sold them the gunpowder for example.

The treatment should use the following headings:• Title• Directed By...• Story synopsis (short paragraph that will ‘hook’ potential backers)• Proposed main cast (the main roles and the best actors to play them)• Style including anticipated certificate (U, PG, 12A, 15, 18)• Sample storyboard (see KS2 exercise)

Curric ulum Links :

England and Wales KS2:English Writing – Students can demonstrate knowledge of how to use language and style as appropriate to a designated readership, and the ability to use features of layout, presentation and organisation effectively (1c/e). They can demonstrate the use of planning, drafting, revision, checking and presentation work (2a-e), and an understanding of different types of written forms, adapting the style to suit the task in hand (5b). Using writing to inform and explain, focussing on the subject matter, and knowing how to convey details to a reader (9b). They can write for a range ofreaders, and use a range of forms of writing including narratives and reviews (11/12). Citizenship – Students are enabled to think about the lives of other people in their times, and appreciate their values and customs in relation to their own (4b2), and to realise the nature and consequences of bullying and persecution, and the necessity to challenge stereotypes (4d/e).History – Students can demonstrate knowledge of characteristics, features of a historical period, including beliefs, as well as understanding of the social, cultural and religious diversity and prevalence of the time (2a/b). Students can display an abilityto identify and describe reasons for, and results of, historical events (2c), and recognise that the past can be represented in different ways, and that there are not always definitive answers to every question (3). Students will also display an ability to recall, select and organise historical information (5a).

England and Wales KS3:English Writing – Students can use inventive approaches to tasks, and can demonstrate an ability to play with language creatively (1.2b). The ability to write imaginatively, creatively and thoughtfully, engaging a readership (2.3b). An understanding of what details a reader needs to know, and the use of planning, drafting and editing work for maximum effect (2.3k/q). Students will be able todevelop ideas, themes, imagery and characters when writing to imagine, explore and entertain (3.3a), and develop writing skills through works that enable cross-curricular links with other subjects (4.3g).Citizenship – An ability to weigh up what is fair and unfair in certain situations, and exploring how democracy, justice, diversity, toleration, respect and freedom are valued by different types of people, can also relate this directly to Parliament (1.1b- d). An understanding of the diverse national and regional, ethnic and religious communities in Britain, today and in the past (1.3b). The ability to communicate a viewpoint, drawing on what has been learnt through research and debate (2.2b). History – An understanding of the diverse experiences, ideas, beliefs and attitudes of people in past societies(1.2a). An analysis and explanation of, and reasons for, historical events (1.4a). The ability to understand the significance of events, people and developments in their historical context and in the present day (1.5a). An understanding as to the issues around different interpretations of historical events (1.6a-c). Communicating explanations about the past that are coherent and structured, in a variety of ways, using chronological conventions and historical vocabulary (2.3a-b).Design and Technology – Reinterpreting and applying learning in new design contexts and communicating ideas in new or unexpected ways (1.3b).

Scotland Curriculum for Excellence:English Writing – Creating texts and developing their own style, selecting format and resources to suit the needs to the audience (LIT 3-20a/LIT 4-20a). Can consider the impact that layout and presentation can have, and understanding how lettering, graphics and other features engage a readership (LIT 2-24a). Consider the type of text they are creating, then independently select and organise ideas and essential information into a logical order, whilst choosing a suitable vocabulary with which to communicate more effectively with their audience (LIT 3-26a/LIT 4-26a). Can convey information, explain processes and synthesise ideas in different ways (LIT 4-28a). Can explore events and characters, and can invent their own in imaginative ways(LIT 0-09b/LIT0-31a).Social Studies – Can use knowledge of a historical event to interpret the evidence and present an informed view (SOC 3-01a).Expressive Arts – Can use and combine visual elements and concepts to convey ideas, thoughts and feelings (EXA 3-03a). Can work towards a design brief, developing imaginative and original design solutions (EXA 4- 06a).

Northern Ireland KS2:Language and Literacy – The ability to apply various features of the layout, as appropriate, and tailor their work for a variety of audiences. Express thoughts, feelings and opinions through factual writing. The use of various stylistic features to create mood and effect.The World Around Us – Examining the decisions made by historical characters and evaluating and considering their opinions. The use of creative writing to demonstrate empathy with the past. Can reconstruct their own representations of the past through various mediums.Personal Development and Mutual Understanding – Understanding human rights and social responsibilities.The Arts – Use a range of media and tools to realise personal ideas and intentions.

Northern Ireland KS3:English – Engage, through language, with fictional and real – life characters and situations. Use literature, drama, poetry or the moving image to explore ideas of needs and rights. Communicate effectively in various mediums with an awareness of audience and purpose.History – Understand the idea of interpretation within history. Investigate critical issues in history, or historical figures who have behaved ethically or unethically. Manage historical information and communicate it effectively in various mediums. Demonstrate creatively and initiative when developing ideas and following them through.Local and Global Citizenship – Exploring social justice and the concept of treating everyone fairly. Investigate factors that influence individual or group identity. Explore how inequalities and discrimination can arise.Art and Design – Researching, gathering and interpreting information from observation, memory, imagination and traditional and digital sources. Demonstrates creativity and initiative when developing ideas following them through.