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: Bullying

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 KS2-5 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.

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

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Why Comics? KS3 English Lesson Plan

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

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

Why Comics? English Lesson Plan: Bullying...............................................................................................4

Aims:....................................................................................................................................................4

Learning Objectives:..............................................................................................................................4

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

Additional Follow on Lesson Writing Non-Fiction about Bullying...............................................................6

Aims:....................................................................................................................................................6

Learning Objectives:..............................................................................................................................6

Lesson plan:..........................................................................................................................................6

Feedback..................................................................................................................................................8

Future Plans..............................................................................................................................................8

Who backs Why Comics? - About PositiveNegatives..............................................................................8

UK National Curriculum English requirements:[Source: UK National Curriculum Key Stage 3 English requirements]

Key Stage 3 specifications in English language should ensure students can read fluently and write effectively. Students 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.

ReadingPupils should be taught to:

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

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

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

read critically through: knowing how language, including figurative language, vocabulary choice, grammar, text

structure and organisational features, presents meaning recognising a range of poetic conventions and understanding how these have been used studying setting, plot, and characterisation, and the effects of these

WritingPupils should be taught to:

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Why Comics? KS3 English Lesson Plan

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

writing and selecting the appropriate form 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:

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

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

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: Bullying

Here is a suggested introductory lesson plan about writing using the subject of bullying told through Daria’s, Sagal’s, Julius’s, or Zein eyes. 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).

Bullying is an important issue to discuss with students. This lesson allows students to practice writing imaginatively and creatively using the topic of bullying. Students will learn various techniques and will practice writing in different forms using information provided by Why Comics?.

Aims:

This session will focus on writing creatively about bullying from the viewpoint of the victim. Students will:

Examine different descriptive and prose-writing techniques Understand how to plan a piece of fiction writing Learn to define and explain some literary devices and their effects

Learning Objectives:

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

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 your chosen comic.

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Why Comics? KS3 English Lesson Plan

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 – Respond to discussion points found at the end of the comic; identify any literary descriptive techniques employed in the comic. Make students debate how these techniques add to the reader's experience and understanding. (10 mins)

3. Individual/Group Work – Ask students to briefly outline or brainstorm on their own short piece of descriptive fiction, working either in smaller groups or individually. (15 mins)

4. Homework – Ask students to write a short descriptive piece imagining that they are Daria, using the plan that they started in class. They should 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:

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.

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Why Comics? KS3 English Lesson Plan

Additional Follow on Lesson Writing Non-Fiction about Bullying

Aims: This session will focus on writing non-fiction articles about the bullying experience from the perspective of victims. 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 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 and how the styles differ. 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 which covers the experience of bullying victims, perhaps concentrating on the case of Daria. You could also ask them to write the article as if it is an interview recorded with the comics’ main character. (10 mins)

4. Homework – Students will write 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!

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Why Comics? KS3 English Lesson Plan

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?

Bullying Statistics [Source: Ditch the Label; NSPCC]

The Annual Bullying Survey 2016 – Bullying Statistics in the UK:

1.5 million young people (50%) have been bullied within the past year. 145,800 (19%) of these were bullied EVERY DAY. People who have been bullied are almost twice as likely to bully others Twice as many boys as girls bully (66% of males vs. 31% females). 57% of female respondents have been bullied, 44% of male respondents and 59% of

respondents who identified as trans have been bullied. 24% of those who have been bullied go on to bully. Based on their own definition 14% of young people admit to bullying somebody, 12% say

they bully people daily. Twice as many boys as girls bully (66% of males vs. 31% females). 20% of all young people have physically attacked somebody. 44% of young people who have been bullied experience depression 41% of young people who have been bullied experience social anxiety. 33% of those being bullied have suicidal thoughts.

Bullying and cyberbullying: Sign, indicators and effects:

belongings getting “lost” or damaged physical injuries such as unexplained bruises being afraid to go to school, being mysteriously 'ill' each morning, or skipping school not doing as well at school asking for, or stealing, money (to give to a bully) being nervous, losing confidence, or becoming distressed and withdrawn problems with eating or sleeping bullying others.

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Why Comics? KS3 English Lesson Plan

FeedbackPlease 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, Torture & War Crimes, Natural Disasters, Human Trafficking/Slavery, Smuggling, Asylum, Homelessness, Climate Change, Radicalisation, Remittances & Migrant Workers, Revolution 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,

Dr Benjamin Dix

Director: Why Comics? Education CharitySenior Fellow: SOAS University of LondonWeb: 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,

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Why Comics? KS3 English Lesson Plan

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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