Why Comics? KS3 English Lesson Plan

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Why Comics? KS3 English Lesson Plan

Why Comics? Key Stage 3 (age 11-14) English Lesson Plan: Exploring Identity

IntroductionLooking to engage your students in contemporary human rights and social issues? Based at SOAS University of London, Why Comics? Education Charity brings contemporary humanitarian and social issues into the classroom (such as racism, conflict, migration, trafficking and climate change) through interactive literary comic books based on real-life testimony.

Our free easy-to-use Key Stage 2-5 resources build empathy and enhance learning for 7-18-year-old students and teachers alike, alongside UK national-curriculum relevant lesson plans to support multiple subjects.

Each sample UK National Curriculum based Lesson Plan is provided as a Word.doc – so you can use it as a building block. Please feel free to adjust the content to suit your teaching style and students’ needs, all the content is only suggested.

Our innovative resources help enhance learning to support multiple subjects (such as English, ESOL, Personal, Social, Health and Economic [PSHE] education, Citizenship Studies, Art and Design, Media Studies, Business Studies, Information Computing Technology (ICT) and Geography). Our support materials are intended to inspire teachers and enhance teaching practices and different ideas.

Why Comics? resources are embedded with a wealth of age-appropriate contextual multimedia (such as news articles, maps, videos, infographics and reports) to educate and inspire pupils across a wide demographic.

Our materials encourage learners to make connections between their own lives and the lives of others throughout the world, promoting critical and reflective thinking on vital global themes. In this way, Why Comics? can help combat racism and intolerance in schools.

Already, over 600 schools in 27 countries have provided detailed feedback on our free interactive educational resources to overwhelmingly positive feedback. From September 2017, our materials will be disseminated to over 25,000 schools worldwide.

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Why Comics? KS3 English Lesson Plan

Please help us by filling out a short anonymous SurveyMonkey questionnaire after you have used our materials for our funders. This helps ensure that our great resources remain free.

Please email info@whycomics.org for more information. Thank you.

Why Comics? Charity number - 1172791

Table of ContentsIntroduction........................................................................................................................................................ 2

UK National Curriculum English requirements.....................................................................................................3

Why Comics? English Lesson Plan: Writing Fiction on Identity.............................................................................4

Aims........................................................................................................................................................................5

Learning Objectives................................................................................................................................................5

Lesson plan:............................................................................................................................................................5

Additional Follow on Lesson................................................................................................................................ 7

Aims........................................................................................................................................................................7

Learning Objectives................................................................................................................................................8

Lesson plan.............................................................................................................................................................8

Feedback............................................................................................................................................................ 9

Future Plans........................................................................................................................................................ 9

UK National Curriculum English requirements:[Source: UK Gov KS3 English Subject Content]

ReadingPupils should be taught to:

understand increasingly challenging texts through:o learning new vocabulary, relating it explicitly to known vocabulary and understanding it

with the help of context and dictionarieso making inferences and referring to evidence in the texto knowing the purpose, audience for and context of the writing and drawing on this

knowledge to support comprehensiono checking their understanding to make sure that what they have read makes sense

read critically through:

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Why Comics? KS3 English Lesson Plan

o knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning

o recognising a range of poetic conventions and understanding how these have been used

o studying setting, plot, and characterisation, and the effects of these.

WritingPupils should be taught to:

write accurately, fluently, effectively and at length for pleasure and information through:o summarising and organising material, and supporting ideas and arguments with any

necessary factual detailo applying their growing knowledge of vocabulary, grammar and text structure to their

writing and selecting the appropriate formo drawing on knowledge of literary and rhetorical devices from their reading and

listening to enhance the impact of their writing plan, draft, edit and proofread through:

o considering how their writing reflects the audiences and purposes for which it was intended

o amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness

o paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in English appendix 1 to the key stage 1 and 2 programmes of study for English.

Please note teaching notes are in purple.

Why Comics? English Lesson Plan: Writing Fiction on Identity

For this introductory lesson plan we recommend using our comic Sagal from the Meet the Somalis series. You can also use Zein ’s Story , Shamso ’s Story , Born Julius or Julia or Daria’s Story., This 50-minute lesson encourages and prepares students to write about the topic of identity from the perspective of Sagal. It consists of a class reading, group discussion, assigned homework and suggested follow-up lesson.

Migration and refugee issues have been a consistent focus of the news in the last three years. Thus, identity, i.e. how people identify themselves and how others view them, especially when they may have a multi-cultural background, is more than ever a sensitive topic. This lesson

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Why Comics? KS3 English Lesson Plan

allows students to practice writing imaginatively and creatively using the topic of identity. Students will learn various writing techniques and will practice writing in different forms using information provided by Why Comics?. The class can read Sagal either collectively via projector, or at home via the web (www.whycomics.org).

Aims:This session will focus on writing creatively about identity from the viewpoint of Sagal. Students will:

Learn about identity Examine different descriptive and prose-writing techniques Understand how to plan a piece of fiction writing Learn about some literary devices and their effects Produce a short story from the perspective of Sagal, whose identity is being questioned.

Learning Objectives:By the end of this session, students will be able to:

Given reason of what identity is, and discuss how identities can differ Explain and use different descriptive and prose-writing techniques Plan a piece of fiction writing Define, explain and utilise literary devices such as simile, metaphor, alliteration,

onomatopoeia, and hyperbole Write an engaging piece of fiction about Sagal.

Lesson plan:1. Read through the comic as a group – Project the story in class and go through the comic

panel by panel, asking different students to read each panel aloud. If there is time, you could explore several of the additional resources in the interactive boxes dispersed throughout the comic. (15 mins)

2. Classroom Discussion – Discuss identity as a class: what makes up your identity? How do identities differ? How would you feel if someone questioned your identity or your identity began to change? Identify any literary descriptive techniques employed in the comic and discuss how they add to the reader's experience and understanding. (20 mins)

Teacher’s Notes[Source: Heart Kids Smart Kids ]

Here are some useful questions you can pick from to help students understand what makes up their identity

Who are you? What words best describe you? What are you really passionate about? What are your most important values?

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Why Comics? KS3 English Lesson Plan

What are five things you can't live without? What are your likes and dislikes? What are your favourite things (e.g. books, foods, toys), and why do you like them? What makes you happy? Sad? Angry? etc.? When are you at your best? Who or what inspires you? What do you enjoy doing? Why do you like doing these things? What do you think is unique and special about you? What are you most proud of? What can you do really well? What are your strengths? What are your challenges? What would you like to be better at? For what purpose do you want this? What are your greatest accomplishments? Who are your loved ones in your life? How are they special to you? How do they support

you? How are you similar/different to other people? How do you feel about your differences? Does being different from others make you better or worse? Why? How would other people describe you? How do you want others to see you? How is this different from who you are? When do you feel most like yourself? How does it make you feel to hide your real self? Why is it so important to be yourself? What circumstances or events have helped shape who you are? Can you change your identity? Who could you be if there were not limits and you knew you couldn't fail? Who do you need to be to get the results you want? What will you gain or lose when you have this identity? What is holding you back from already being this person? What and when is your first step in making this change happen?

1. Individual/Group Work – Ask students to briefly outline or brainstorm their own short piece of descriptive fiction imagining that they are Sagal and how they would react to having their identity questioned, working either in smaller groups or individually. (10 mins)

2. Homework – Ask the class to write a short descriptive piece using the plan that they started in class. Ask the class to describe their feelings and surroundings, structuring the story in an engaging way. (5 mins)

Teacher’s Notes[Source: BBC Bitesize]

Use the list of Descriptive Techniques below or play the short video using the link below:

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Why Comics? KS3 English Lesson Plan

http://www.bbc.co.uk/education/guides/zpr49j6/revision

Technique ExamplesSimile - a descriptive technique that

compares one thing with another, usually using 'as' or 'like'.

The trees stood as tall as towers.

Metaphor - a descriptive technique that names a person, thing or action as

something else.

The circus was a magnet for the children.

Hyperbole - a use of obvious exaggeration for rhetorical effect.

The sun scorched through the day.

Personification - a metaphor attributing human feelings to an object.

The sun smiled at the hills, ready to begin a new day.

Pathetic fallacy - a type of personification where emotions are given to a setting, an

object or the weather.

The clouds crowded together suspiciously overhead as the sky darkened.

Onomatopoeia - words that sound a little like they mean.

The autumn leaves and twigs cracked and crunched underfoot.

Oxymoron - a phrase combining two or more contradictory terms.

There was a deafening silence

Emotive language - language intended to create an emotional response.

A heart-breaking aroma of death filled the air as he surveyed the devastation and destruction that had befallen them all.

Please help us by filling out a short anonymous SurveyMonkey questionnaire after you have used our materials for our funders. This helps ensure that our great resources remain free.

Please email info@whycomics.org for more information. Thank you.

Additional Follow on LessonWriting Non-Fiction about Identity

This 50 mins follow on lesson encourages students to discuss identity through the form of non-fiction articles. It consists of a summary of the previous lesson, class reading, group discussion and assigned homework.

Aims: This session will focus on writing non-fiction articles about the experience of individuals with a multi-cultural identity. Students will:

Contrast the styles and techniques used in fiction and non-fiction writing Learn emotive and persuasive techniques as used in non-fiction writing

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Why Comics? KS3 English Lesson Plan

Plan and write a piece of non-fiction writing focused on the same subject as their piece of fiction writing

Learning Objectives:By the end of this session, students will be able to:

Notice the differences between fiction and non-fiction styles of writing Identify emotive and persuasive techniques used in non-fiction writing Understand the purposes of a non-fiction article Plan and write a non-fiction article

Lesson plan:1. Summarise the previous lesson: Recap on the comic and on what the class discussed.

Exchange fiction-writing homework examples between pairs or invite volunteers to read their work. (10 minutes)

2. Classroom Discussion – Discuss the difference between fiction and non-fiction writing. Identify literary techniques used in non-fiction writing and invite students to consider the effect that these have on the reader. (20 mins)

3. Individual/Group Work – Ask students to brainstorm, plan, or outline a newspaper article covering the experience of individuals with multi-cultural identities, perhaps concentrating on the case of Sagal and the factors that caused her to become upset. You could also ask them to write the article as if it is an interview recorded with the subject of the comic. (15 mins)

4. Homework – Assign the class the homework of writing the newspaper article that they have already planned in class. (5 mins)

Teacher’s Notes[Source: BBC Bitesize]

Use the list of Persuasive Techniques below or play the short video using the link below:

http://www.bbc.co.uk/education/guides/zpr49j6/revision/2

Technique ExamplesFlattery - complimenting your audience. A person of your intelligence deserves much

better than this.Opinion - a personal viewpoint often

presented as if fact.In my view, this is the best thing to have ever

happened.Hyperbole - exaggerated language used for

effect.It is simply out of this world – stunning!

Personal pronouns - ‘I’, ‘you’ and ‘we’. You are the key to this entire idea succeeding – we will be with you all the way. I can’t

thank you enough!Imperative command - instructional

language.Get on board and join us!

Triples - three points to support an Safer streets means comfort, reassurance

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Why Comics? KS3 English Lesson Plan

argument. and peace of mind for you, your family and your friends.

Emotive language - vocabulary to make the audience/reader feel a particular emotion.

There are thousands of animals at the mercy of

our selfishness and disregard for kindness.Statistics and figures - factual data used in a

persuasive way.80% of people agreed that this would change

their community for the better.Rhetorical question - a question which

implies its own answer.Who doesn’t want success?

F eedback Please help us by filling out a short anonymous SurveyMonkey questionnaire for our funders. This will help keep our great resources free. We will be happy to hear about how it works in the classroom, and are keen to receive any comments or feedback.

We are particularly interested if you would like to receive more resources like this. If so please include on the SurveyMonkey questionnaire which topics you would like us to cover (e.g. Divorce, Migration, Racism/Prejudice, Cyber/Bullying, Identity, Memory, Racism, Conflict, Natural Disasters, Human Trafficking/Slavery, Asylum/Refugees, Homelessness, Climate Change, Remittances & Migrant Workers, and Drug Trafficking & Addiction).

We are also interested to have feedback from pupils so if it is possible, please pass on the SurveyMonkey questionnaire link to them as well. Many thanks again, your help is most appreciated.

Future PlansOver the coming year, we’re intending to expand our bank of database for KS2 (age 7-11) and KS3 (age 11-14) and KS4-5 (age 14-18) and their teachers, and produce national curriculum based accompanying lesson plans for multiple subjects. You can view all our resources on our Teachers Resources page.

We will continue to design and test our resources to ensure that they are made by teachers for teachers.

If you would like any more information or would like to be involved further, please contact info@whycomics.org. Thank you.

With very best wishes,

Dr Benjamin Dix

Director: Why Comics? Education CharitySenior Fellow: SOAS University of London

Web: http://www.whycomics.org/Email: info@whycomics.org Twitter and Instagram: @WhyComicsOrg Facebook: Why Comics? Education Charity

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Why Comics? KS3 English Lesson Plan

Why Comics? Education Charity is based at the Faber Building, SOAS University of London.

Why Comics? Charity number - 1172791

Who backs Why Comics? - About PositiveNegatives

The award-winning non-profit PositiveNegatives produce literary comics, animations and podcasts about contemporary social and human rights issues. We combine ethnographic research with illustration and photography, adapting personal testimonies into art, education and advocacy materials. Since 2012, PositiveNegatives has worked extensively for over four years for an array of international organisations such as United Nations (UN), Overseas Development Institute (ODI), Open Society Foundations (OSF), The Nobel Peace Centre, The Guardian, BBC, and with leading academic institutions such as; Harvard South Asia Centre, SOAS University of London and University of Sussex.

Our work endeavours to combine literature, journalism and education. Visual story-telling engages audiences of all ages, backgrounds and levels of literacy. Approaching subjects like conflict and forced migration through the prism of personal narratives emotionally engages general readers and students alike. We have developed comics from research, policy papers and first hand testimonies for organisations such as these and many more. Each comic has reached millions of viewers, and many have been translated into multiple languages reaching diverse international stakeholders.

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