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This ELT lesson plan is designed around a short film titled Ian inspired by the true story of a boy of the same name. The film was commissioned by Fundación ian, a foundation set up by the boy’s mother animated by MundoLoco and directed by Juan José Campanella. In the lesson students watch a short film, and speak, write and read about it and their reactions to it.
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Language level: Intermediate (B1) – Advanced (C1)
Learner type: All ages
Time: 90 minutes
Activity: Watching a short film, speaking, writing and reading
Topic: Disability and inclusion
Language: Vocabulary related to parks and playgrounds, and disability
Materials: Short film and article
Materials materials: ian lesson instructions the story behind the short film ian
Step 1
Put your students into pairs and ask them to come up with as much vocabulary as they can related to parks and playgrounds.
Step 2
Ask each pair to give you vocabulary and write the words on the board. Elicit or explain vocabulary such as grass, swings, seesaw, playing games, playing football, table and benches.
Step 3
Dictate or write on the board these actions:
a boy crying
a girl going up and down on a seesaw
two boys laughing at another boy
a boy and a girl sitting on a bench
boys playing football
a mother pushing her son in a wheelchair
a boy going down a slide
a girl throwing a paper aeroplane
a boy dropping a drink
a boy wearing glasses having a drink
Step 4
Tell your students they are going to watch the start of a short film. As they watch they should put the 10 actions into the order they appear.
Show the first part of the film (00.18–02.10).
https://www.youtube-nocookie.com/embed/6dLEO8mwYWQ
Correct order:
boys playing football
a girl throwing a paper aeroplane
a girl going up and down on a seesaw
a boy and a girl sitting on a bench
a boy going down a slide
a boy wearing glasses having a drink
two boys laughing at another boy
a boy dropping a drink
a boy crying
a mother pushing her son in a wheelchair
Step 5
Tell your students they are going to watch the first part of the film again. As they watch they should try to remember as much of the film as they can. Show the first part of the film again.
Step 6
Write this introduction on the board:
“It was a beautiful sunny day. A group of boys were playing football in the park. A girl threw a paper aeroplane …”
Put your students into small groups and ask them to retell the story the first part of the film tells in as much details as possible.
Step 7
In their groups ask your students to discuss these questions:
- What happened to the boy in the blue jumper?
- What problem do you think he has?
- How does the boy feel?
Step 8
Hold a plenary discussion based on the questions.
Possible answers:
- He wants to play with the other children but two boys laugh at him and other children ignore him. He drops his drink and is blown away from the park through a fence; he disintegrates but is then put back together and is sitting in a wheelchair. He cries and his mother pushes him away from the park.
- He has cerebral palsy (CP), a group of permanent movement disorders that appear in early childhood. Symptoms include poor coordination, stiff muscles, weak muscles and tremors. In most cases CP is caused by brain damage while the baby is still in the utero or shortly after birth.
- He feels very sad because he wants to play with the other children and be accepted, but he is laughed at and rejected.
Step 9
Tell your students that the boy’s name is Ian. Tell them they are going to watch the second part of the film. As they watch they should answer these questions:
- What toys are the three girls playing with?
- What toy is Ian playing with?
- What happens when Ian tries to follow the girls?
- What does the boy in the light green T-shirt do?
- What happens to Ian?
- What does Ian do when his mother pushes him away in his wheelchair?
Show the second part of the film (02.10–04.28).
Answers:
- Dolls
- A dinosaur
- He falls over.
- He laughs at Ian.
- He is blown thrown the wire fences, he disintegrates and is put back together again.
- He stops his wheelchair by putting on the brake and then turns the wheelchair so that he is facing the playground.
Step 10
Put your students into pairs and ask them to write the rest of the story. Walk around the classroom helping them with vocabulary. Set a time limit of ten minutes.
Step 11
Ask each pair to read out their stories.
Step 12
Tell your students they are going to watch the rest of the film. After they watch they should compare their narratives with the story told in the film.
Show the third part of the film (04.28–07.12).
Step 13
Show the film again and after ask your students to discuss these questions in small groups:
- Do you like the film? Why / Why not?
- How does the film make you feel?
- What do you think the film’s message is?
- Who do you think made the film?
Step 14
Hold a plenary discussion based on the four questions from the previous stage.
Step 15
Tell your students that the film is inspired by a true story. Show the rest of the film from 07.12 to 07.58 in which images of the real Ian appear. Pause at the caption which reads:
“To Ian,
for sparling with his smile,
strengthening us with his love,
and conquering our hearts.”
Elicit or explain the meaning of the message.
Step 16
Tell your students they are going to read about the story behind the film. Give your students the article The Story behind the Short Film Ian and ask them to answer these questions:
- What was the book Ian’s mother wrote about?
- Why did Ian’s mother set up a foundation?
- How did the animation studio respond when Ian’s mother approached them about making an animation?
- What has the response to Ian been since it was released?
Answers:
- The book is about the daily life of a family that includes people with disabilities.
- When Sheila saw how children who were not used to people with disabilities treated Ian in the playground, she set about changing minds and attitudes about people with disabilities by setting up a foundation.
- They were interested and enthusiastic.
The response has been very positive – it has won numerous international awards. It has even been nominated for the Academy Awards 2018.
Homework
Give your students this link to the Cerebral Palsy Guidance website:
https://www.cerebralpalsyguidance.com/cerebral-palsy/living/bullying/
Ask them to read and the page About Cerebral Palsy and Bullying and in the next class discuss what they have found out.
I hope you enjoy this ESL lesson.
Support Film English
Film English remains free and takes many hours a month to research and write, and hundreds of dollars to sustain. If you find any joy or value in it, please consider supporting Film English with a monthly subscription, or by contributing a one-off payment.
Monthly subscription |
| €7,00 EUR – monthly €3,00 EUR – monthly €10,00 EUR – monthly €25,00 EUR – monthly |
One-off payment |
| €10,00 EUR €20,00 EUR €30,00 EUR €40,00 EUR €50,00 EUR €100,00 EUR |
from Film Lessons – Film English http://film-english.com/2019/01/16/ian/
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