Why Comics? GCSE English Language Lesson Plan

1

Why Comics? GCSE English Language Lesson Plan

Why Comics? GCSE (age 14-16) English Language Lesson Plan: Fiction and Non-fiction Writing

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, Media Studies 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.

2

Why Comics? GCSE English Language 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 Language requirements...........................................................................3

Lesson Plan: Writing about refugees and migration..................................................................................4Aims.....................................................................................................................................................4Learning objectives...............................................................................................................................4Lesson plan...........................................................................................................................................4

Follow-up Lesson Plan..............................................................................................................................6Aims.....................................................................................................................................................6Learning objectives...............................................................................................................................6Lesson Plan...........................................................................................................................................6

Feedback..................................................................................................................................................7

Future Plans.............................................................................................................................................7Who backs Why Comics? - About PositiveNegatives..............................................................................8

UK National Curriculum English Language requirements:[Source UK Gov GCSE English Language Subject content and assessment objectives].

GCSE specifications in English language should ensure students can read fluently and write effectively. They should be able to demonstrate a confident control of Standard English and they should be able to write grammatically correct sentences, deploy figurative language and analyse texts.

GCSE specifications in English language should enable students to:

read a wide range of texts, fluently and with good understanding read critically, and use knowledge gained from wide reading to inform and improve their own

writing write effectively and coherently using Standard English appropriately use grammar correctly, punctuate and spell accurately acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical

terminology and linguistic conventions for reading, writing and spoken language.

Writing: producing clear and coherent text; writing effectively for different purposes and audiences; to

describe, narrate, explain, instruct, give and respond to information, and argue; selecting vocabulary, grammar, form, and structural and organisational features judiciously to reflect audience, purpose and context; using language imaginatively and creatively; using information provided by others to write in different forms; maintaining a consistent point of view; maintaining coherence and consistency across a text.

3

Why Comics? GCSE English Language Lesson Plan

writing for impact: selecting, organising and emphasising facts, ideas and key points; citing evidence and quotation effectively and pertinently to support views; creating emotional impact; using language creatively, imaginatively and persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis).

Please note teaching notes are in purple.

Lesson Plan: Writing about refugees and migration

Here is a suggested introductory lesson plan about writing using the various social and humanitarian issues featured in our comics. It is 45 mins long consisting of a reading in class, followed by group discussion and an assigned homework. We have also included ideas for a follow up lesson. The class can either read the comic collectively via projector, or at home via the web (www.whycomics.org/comics/). (NB we regularly release new comics, so check our Teaching Resources page for the most up to date list).

This lesson allows students to investigate a contemporary world issues while practicing writing imaginatively and creatively. Students will learn various writing techniques and will practice writing in different forms using information provided by Why Comics?.

Writing descriptive fiction

Aims: This session will explore writing creatively about refugees.

Students will discuss what fiction is and examples of fiction writing • Students examine different descriptive techniques and will put descriptive techniques into

practice. • Students will plan a piece of descriptive writing• Students will write a short piece of descriptive fiction using your chosen comic as

inspiration.

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

• Explain what fiction writing is and provide examples• Explain and utilise the different descriptive techniques• Understand how to plan fiction writing• Write an engaging and creative piece of descriptive fiction about your chosen comic

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

comic panel by panel. Ask different pupils to read out each page. (20 mins)

2. Classroom Discussion – As a class, discuss what fiction is and enumerate some examples of fiction writing. Go through the various descriptive techniques. Split the class into groups

4

Why Comics? GCSE English Language Lesson Plan

and ask for one example of each of the descriptive techniques below (examples should be related to your chosen comic). Briefly explain how to make a writing plan. (20mins)

Teacher’s Notes [Source: BBC Bitesize]

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

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

Technique Examples

Simile - 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.

3. Assign the class a homework: Ask the class to write a short descriptive piece imagining that they are the protagonist in the chosen comic. Ask the class to describe their feelings and surroundings, structuring the story in an engaging way. Remind the class to plan their descriptive writing before they begin. (5 mins)

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.

5

Why Comics? GCSE English Language Lesson Plan

Follow-up Lesson Plan Writing non- Fiction

Aims: This session will explain how to write an article effectively. Students will explore the difference between fiction and non-fiction writing and will practice writing in a different forms using the same information.

• Students will compare and contrast fiction and non-fiction writing • Students will learn the different techniques that can be used to persuade an audience. • Students will make a plan to write a newspaper article • Students will write a newspaper article about your chosen comic

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

• Explain the difference between fiction and non-fiction writing• Explain what an article is and provide examples of appropriate uses for articles• Explain and utilise the different persuasive techniques• Understand how to plan and structure an article• Write an informative, coherent and impactful article using your chosen comic

Lesson Plan:

1. Summarise the previous lesson: recap on the comic and what the class discussed. This time use the tabs around the comic to provide the class with facts and further information on your chosen comic (20 mins)

2. Classroom Discussion – As a class, discuss the difference between fiction and non-fiction writing. Provide an example of an article and go through the various persuasive techniques. Briefly explain how to plan and structure an article. (20 mins)

Teacher’s Notes[Source: BBC Bitesize ]

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

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

Technique Examples

Flattery - 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!

6

Why Comics? GCSE English Language Lesson Plan

Technique Examples

Imperative command - instructional language. Get on board and join us!

Triples - three points to support an argument.

Safer streets means comfort, reassurance 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?

3. Homework: Assign the class homework to write a newspaper article about your chosen comic, ensuring it is both informative and persuasive. Remind the class to plan their article before they begin. (5 mins)

Feedback 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 Plans

Over 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,

7

Why Comics? GCSE English Language Lesson Plan

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

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

8