The essence of theatre is conflict, the fight between good and evil. ‘The Lion King’ revels in this conflict, drawing the audience into partisanship, feeling the highs and lows of the hero, willing the defeat of the villain. In this lesson, students explore the characters a little further, especially Scar, the notorious villain of the piece.

Contrasting viewpoints

L E S S O N P L A N 8

LEARNING OBJECTIVES

• Explore empathetic writing through role-play and oration• Discuss and evaluate conflicting evidence to arrive at a considered viewpoint• Express a point of view persuasively• Convey action, character, atmosphere and tension in the presentation of drama

Lesson outline

Remind students, and discuss with them, what they have learnt from ‘The Lion King’ so far. Focus especially on the relationships between the characters, how they develop or meet difficulties.

For example: Mufasa and Simba; Simba and Nala; Scar and Nala; Timon & Pumbaa; Simba, Timon and Pumbaa.

Which of these relationships are successful and why? Which are not successful and why?

Ask students to consider Mufasa and Scar. They are brothers, but very different. How might they have been as young cubs together? When did they become enemies? Perhaps Scar is, in a way, a victim, denied the throne first because he is the younger brother, and then because of the birth of Simba? Can your students relate in some way to Scar?

Divide the class into two groups and distribute the project sheets. One half of the class will represent Mufasa and the other will play Scar. Explain that they are to complete the project sheet as their character, bearing in mind that they are writing a dramatic piece to be performed out loud, and must pay particular attention to the use of language and rhythm.

The task completed, choose one student from each camp and stand them side-by-side. They are not to address each other directly, but speak their lines alternately, moving about as they wish, using facial expression and gesture, and appealing to the audience, or the stars, or whatever they choose.

It might run like this:

Mufasa: I am Mufasa, ‘The Lion King’, mate of Sarabi and father of Simba.

Scar: I am Scar, the rightful heir to the throne, with a fool for a brother.

Mufasa: I love my family, my glorious pride, the beauty of Pridelands and the velvet night sky.

Scar: I love power and luxury. I love to command those who are lesser than me, which frankly, means everyone.

Repeat the exercise with more pairs of students.

Plenary

Discuss what has been learned from the lesson. Can students understand Scar’s point of view? Did anyone change their opinion of Scar?

Extension activity

Write a monologue for a character from ‘The Lion King’ explaining their perspective on the story. Length should vary according to the ability of individual students, up to a maximum of 200 words for the more able, possibly in verse. These are to be performed to the class (the more able encouraged to perform from memory) using any props brought from home or made available, and, if wished, accompanying themselves on percussion instruments.

PREPARATION

Photocopy the project sheet (Secondary 8) for each student.

Simba

DISNEY’s ‘the Lion King’ SECONDARY SCHOOL teaching Resource

CURRICULUM LINKS

ENGLANDEnglish KS3 Reading a,b,d KS3 Writing d KS3 Grammar and vocabulary a KS3 Spoken English c KS4 Reading a,b KS4 Writing a KS4 Grammar and vocabulary a,b KS4 Spoken English a-d

WALESEnglishKS3 Oracy f KS3 Reading a,b KS3 Writing a-d,f KS4 Oracy a-e KS4 Reading a-d KS4 Writing a-c

NORTHERN IRELANDLanguage & Literacy 11-16Developing knowledge, understanding & skills c,d,f,g,j Developing pupils as individuals a-d Developing pupils as contributors to society a,d

SCOTLANDLiteracy 3-18Levels 3 & 4 Writing a-d Levels 3 & 4 Listening & talking b-d Expressive Arts 3-18 Levels 3 & 4 Drama a,h

To learn more viewThe Lion KingBehind The ScenesEPISODE 3 - MEET THE CHARACTERS

© Disney

contrasting viewpointsComplete each phrase in the persona of either mufasa or scar. Pay special attention to your choice of words and the rhythm of your writing;

its object is to be performed back-to-back with another performer.

education programmeSecondary 8

I am______________________________________________________________________________

I love ____________________________________________________________________________

when i was a cub ______________________________________________________________

my brother ____________________________________________________________________

our parents____________________________________________________________________

young simba ___________________________________________________________________

nala_____________________________________________________________________________

the hyenas _____________________________________________________________________

the hunting ground_________________________________________________________

my destiny _____________________________________________________________________

what matters to me most ___________________________________________________

i will be remembered as ______________________________________________________

Lesson PLAN 8 - CONTRASTING VIEWPOINTS ENGLAND

ENGLISHKEY STAGE 3Reading a) Understand increasingly challenging texts through knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension. b) Read critically through studying setting, plot, and characterisation, and the effects of these. d) Read critically through knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning. Writing d) Write accurately, fluently, effectively and at length for pleasure and information through summarising and organising material, and supporting ideas and arguments with any necessary factual detail. Grammar and vocabularyConsolidate and build on their knowledge of grammar and vocabulary through: a) knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English. Spoken English Speak confidently and effectively, including through: c) improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact. KEY STAGE 4Reading Understand and critically evaluate texts through: a) drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation. b) identifying and interpreting themes, ideas and information. Writing Write accurately, fluently, effectively and at length for pleasure and information through: a) adapting their writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue.

Spoken English Speak confidently and effectively, including through: a) improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact. b) working effectively in groups of different sizes and taking on required roles, including leading and managing discussions, involving others productively, reviewing and summarising, and contributing to meeting goals/deadlines. c) listening and responding in a variety of different contexts, both formal and informal, and evaluating content, viewpoints, evidence and aspects of presentation. d) listening to and building on the contributions of others, asking questions to clarify and inform, and challenging courteously when necessary.Grammar and vocabularyConsolidate and build on their knowledge of grammar and vocabulary through: a) analysing some of the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English. b) using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language.

WALES

ENGLISHKEY STAGE 3Oracy f) Levels 1-8: Learners talk and listen confidently in different contexts, exploring and communicating ideas. Writing a) Level 1: Learners’ writing communicates meaning through simple words and phrases. b) Level 2: Learners’ writing communicates meaning in both creative and factual forms, using appropriate and interesting vocabulary, and showing some awareness of form and the reader. c) Levels 3-5: The main features of different forms of writing are used appropriately. d) Levels 6-7: They present information for various purposes and express opinions, developing some points in support of a point of view. f) Level 8: Learners’ writing shows the selection of specific features or expressions to convey particular effects and to interest the reader. Flair and originality is evident within their written work. Literary writing shows control of characters, events and settings and shows

variety in structure. Non-literary writing is coherent and gives clear points of view. They structure their arguments, offering evidence consistently. The use of vocabulary and grammar enables fine distinctions to be made or emphasis achieved.Reading a) Levels 1-4: In responding to a range of texts, learners show understanding of significant ideas, themes, events and characters, and are beginning to use inference and deduction. b) Levels 5-8: Selecting essential points and using inference and deduction where appropriate. They analyse and evaluate how particular effects are achieved through the use of linguistic, structural and presentational devices. KEY STAGE 4Oracy Developing and presenting information and ideas Speaking Aspect a) Year 10 and 11: use formal and informal languages, structuring their talk and non-verbal features to meet the demands of a range of contexts and purposes; make appropriate and effective use of standard English vocabulary and grammar. b) Year 10 and 11: confidently organise and extend their spoken language using varied syntax and adventurous vocabulary precisely (including terminology) to make sustained, well thought-out contributions that engage listener interest. Listening aspect c) respond to the ideas of others in thoughtful and considerate ways, seeking clarification through appropriate questioning. d) listen to a range of information and ideas from different viewpoints, identifying how different speakers present specific points of view. Collaboration and discussion aspect e) develop and support their own and others’ ideas with evidence; engage and respond in thoughtful ways to increasingly challenging topics and written texts. Writing Organising ideas and information a) Year 10 and 11: Meaning, purposes, readers - show control, coherence and sense of personal style when writing in continuous and non-continuous forms to achieve particular effects and firmly sustain the readers’ interest. b) Year 10: Structures and organisation - organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections. c) Year 11: Structures and organisation Use a wide range of peer- and self-assessment strategies to effectively evaluate and improve the text.

CURRICULUM LINKS

DISNEY’s ‘the Lion King’ SECONDARY SCHOOL TEACHING RESOURCE

Reading Locating, selecting and using information a) Year 10: Reading strategies - evaluate the characteristics of a wide range of challenging texts (continuous and non-continuous) in terms of languages, theme, structure and organisation/presentation Responding to what has been read. b) Year 10: Comprehension - make careful comparison and connections between continuous and/or non- continuous texts. c) Year 11: Reading strategies - confidently evaluate the characteristics of a wide range of challenging texts (continuous and non-continuous) in terms of languages, theme, structure and organisation/presentation. Responding to what has been read. d) Year 11: Comprehension - make sustained comparisons and connections between continuous and/or non-continuous texts. SCOTLAND

ENGLISH LITERACY 3-18Writing a) Enjoyment and choice – within a motivating and challenging environment, developing an awareness of the relevance of texts in my life LIT 3-20a/LIT 4-20a. b) Tools for writing – using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning LIT3-21a/22a/23a/24a, LIT4-21a/22a/23a/24a. c) Organising and using information – considering texts to help create short and extended texts for different purposes LIT 3-25a/26a, LIT 4-25a/26a. d) Creating texts – applying the elements which writers use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary LIT 3-28a/29a, LIT 4-28a/29a.Listening and Talking b) Tools for listening and talking– to help me when interacting or presenting within and beyond my place of learning LIT 3-02a/LIT 4-01a. c) Finding and using information – when listening to, watching and talking about texts with increasingly complex ideas, structures and specialist vocabulary LIT 3-04a/05a, LIT 4-04a/05a. d) Understanding, analysing and evaluating – investigating and/ or appreciating texts with increasingly complex ideas, structures and specialist vocabulary for different purposes LIT 3-07a/08a, LIT 4-07a/08a.

EXPRESSIVE ARTS 3-18Drama a) Be creative and experience inspiration and enjoyment. b) Creating and presenting. c) Participate in scripted or improvised drama. d) Explore real and imaginary situations. e) Develop capacity to enjoy drama and their knowledge and understanding through evaluating technical aspects and scripts. f) Commenting in their work and work of others. g) Create, develop and sustain a realistic or stylised character through the use of voice, movement and language EXA 3-12a. h) In response to a variety of stimuli, use understanding of characterisation to create characters using different approaches, making use of voice, movement and language EXA 4-13a.

NORTHERN IRELAND

ENGLISH LANGUAGE AND LITERACY 11-16Developing pupils’ Knowledge, Understanding and Skills Pupils should have opportunities to become critical, creative and effective communicators by: c) writing and presenting in different media and for different audiences and purposes. d) participating in a range of drama activities. f) developing an understanding of different forms, genres and methods of communication and an understanding of how meaning is created. g) using a range of techniques, forms and media to convey information creatively and appropriately. j) analysing critically their own and other texts. Developing pupils as individuals Pupils should have opportunities to: a) engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential. b) explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion. c) develop the ability to use language (including body language) effectively in communicating with and relating to others (Key Element: Mutual Understanding). d) explore the use of language and imagery in conveying and evoking a variety of powerful feelings (Key Element: Spiritual Awareness).

Developing pupils as Contributors to Society Pupils should have opportunities to: a) explore the power of a range of communication techniques to inform, entertain, influence and persuade. d) use literature, drama, poetry or the moving image to explore others’ needs and rights (Key Element: Citizenship).

CURRICULUM LINKS

DISNEY’s ‘the Lion King’ SECONDARY SCHOOL TEACHING RESOURCE