TEACHERS RESOURCE

ELEANORS SECRET
2nd Level suitable for P5/7

Curriculum for Excellence subject areas:

Expressive arts / Health and wellbeing / Languages
Written by Kirsteen Davidson, Primary Teacher
This learning resource is produced by Glasgow Youth Film Festival with support from our partners:

Thanks to Soda Pictures

Eleanors Secret
Original Title:
Country of Origin:
Year:

Director:

Length:

Language:
Genre:

Kerity, La Maison Des Contes

France
2009
Dominique Monfery
1h 15m
English language version (also available in French)
Fiction, Animation

What is the film about?

Seven-year-old Nathaniel still isnt a confident reader. When his eccentric old aunt Eleanor dies,
she leaves her house to his parents and her huge book collection to the young boy. Nathaniel
discovers that the books serve as a shelter for all the heroes found in childrens literature. Among
them are Alice in Wonderland, Puss in Boots, Pinocchio and Little Red Riding Hood and they are
counting on him for protection: if they leave the library, they will disappear along with their
stories forever! When his parents start selling off the books, Nathaniel is shrunk by the evil witch
Carabosse and must brave everything to save his tiny friends.

Release
Eleanors Secret was released in 2009 and has been shown in Italy, France, USA, the Netherlands
and Australia. Eleanors Secret is released in UK cinemas by Soda Pictures and will be available to
buy on DVD in 2011.

PRE-FILM ACTIVITIES

1. CREATIVE WRITING

Look at pictures of the main characters. Ask pupils to describe in pairs what each character looks
like and their personality.

Look at this picture of the setting. Pupils should describe the setting in pairs:
Where is it?
What does it look like?
What mood is created by using this setting?
Discuss the film title. What might aunt Eleanors secret be?

PRE-FILM ACTIVITIES

Ask pupils to write a short story using the title and characters from Eleanors Secret.

Once pupils have seen the film they can discuss how close their version of the story is to the real
one.
Having explored the elements which writers use in different genres, I can use what I learn to create
stories, poems and plays with an interesting and appropriate structure, interesting characters and/
or settings which come to life.
ENG 2-31a
I am learning to use language and style in a way which engages and/or influences my reader.
ENG 2-27a

DURING AND POST-FILM ACTIVITIES

1. FILM SHOTS
a

Discuss with pupils the ways that different scenes are composed using framing and camera
movement.
Talk about what a close up, medium shot, long shot and extreme long shot are and why a
filmmaker might use them. You can print off a handout on shot sizes from
www.movingimageeducation.org/analyse/camera

Pick a short section of the film that shows a variety of shots. Ask pupils to identify the different shots
and then explain why they are used.
By considering the type of text I am creating, I can select ideas and relevant information, organise
these in an appropriate way for my purpose and use suitable vocabulary for my audience.
LIT 2-26a

2. A STORY WITHOUT WORDS

a

Discuss Nathaniels problem in the story. How did he feel about this? How did he know the fairy
stories if he couldnt read?

Ask pupils to retell Eleanors Secret in pairs using only pictures. Give them a maximum of six
storyboard frames to do this in.
I can convey information, describe events, explain processes or combine ideas in different ways.
LIT 2-28a
I consider the impact that layout and presentation will have and can combine lettering, graphics and
other features to engage my reader.
LIT 2-24a

DURING AND POST-FILM ACTIVITIES

3. DESIGN AND CREATIVE WRITING

a

Discuss different books and what makes the children pick a book to read. Talk about the
importance of a catchy title and making the cover colourful to attract attention. What characters
appear on the front cover?

In groups design a storybook cover. It can be any genre that the pupils like.

Encourage the pupils to write the story.

I consider the impact that layout and presentation will have and can combine lettering, graphics and
other features to engage my reader.
LIT 2-24a
Having explored the elements which writers use in different genres, I can use what I learn to create
stories, poems and plays with an interesting and appropriate structure, interesting characters and/
or settings which come to life.
ENG 2-31a

4. DRAMA
a

Recall the part of the film where Nathaniel falls into the book. Discuss with the pupils what might
have happened next.

Allow the pupils to work together in groups to create a one-minute drama showing what they think
happens next. Allow them the opportunity to create a short script.
I have created and presented scripted or improvised drama, beginning to take account of audience
and atmosphere.
EXA 2-14a

DURING AND POST-FILM ACTIVITIES

5. HEALTH AND WELLBEING

a

Circle Time: Talk about how everybody is different and how some people are good at some things
but not so good at others. Encourage the children to talk about what they are good at and not so
good at.

Lead a discussion about feelings. Talk about Angelica teasing Nathaniel and how he might have
felt. Encourage children to discuss a time when someone has teased them about something and
how they felt and what they did about it.
I am aware of and able to express my feelings and am developing the ability to talk about them.
HWB 2-01a
I recognise that each individual has a unique blend of abilities and needs. I contribute to making my
school community one which values individuals equally and is a welcoming place for all.
HWB 2-10a

6. STORYTELLING
a

Discuss with the pupils what makes a good story. Start a story off and allow each child to add their
ideas to this.
When I engage with others, I can respond in ways appropriate to my role, show that I value others
contributions and use these to build on thinking.
LIT 2-02a

7. CLASSIC STORY BOOKS

a

Discuss the different stories and storybook characters that feature in the film. Ask the pupils how
many they have read and which ones were their favourites. Do they know the names of the
authors?
Discuss the common features in each of the classic novels (good and bad characters, setting,
ending). Talk about how the story would change if one of these elements was adapted (e.g. if
Alice in Wonderland was set in a city and she didnt fall down a rabbit hole, she fell off a bus).

Pupils rewrite a new version of a classic story by changing the setting or characters.
I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to
suit the needs of my audience.
LIT 2-20a

Helpful Websites
Eleanors Secret official website
In French with resources

www.kerity-lefilm.com/enseignants/ressources.php

Moving Image Education

Educational resource to analyse and create films

www.movingimageeducation.org

Filmstreet
Moving Image Education resources for teachers

www.filmstreet.co.uk/pages/teachers.php

Alices Adventures in Wonderland by Lewis Carroll

www.literature.org/authors/carroll-lewis/alices-adventures-in-wonderland

Pinocchio by Carlo Collodi

www.gutenberg.org/ebooks/500

The Little Match Girl by Hans Christian Anderson

Online audiobook

http://literalsystems.org/abooks/index.php/Audio-Book/TheLittleMatchGirl

The Sleeping Beauty by Charles Perrault

Annotated versions

www.dltk-teach.com/rhymes/sleeping-beauty/story.htm
www.tonightsbedtimestory.com/the-sleeping-beauty-in-the-wood

Little Red Riding Hood by Charles Perrault

Online audiobook

http://storynory.com/2007/06/03/little-red-riding-hood-2

Soda Pictures

UK Distributor of Eleanors Secret

www.sodapictures.com