Activity/length:

6-8 Weeks

Year/Class:

Year 8

Resources:

Task sheets, computers, projector, internet access.

Key concepts: (Specific sub-concepts that are relevant to this unit)

To create a comic book sketch using a piece of online software.

Pupils will have a design brief / scenario that they will need to study and research.

Aims/objectives: (first statement links aims to range and content and curriculum opportunities; second statement links to specific sub-processes (maximum of 4 assessed in each unit) using the language of the level the unit is aimed at; final statement links to specific skills (PLTS/Functional/other) to be developed)

To become independent and creative learners by designing their own comic book on a piece of online software. During this process, they will develop their own knowledge, skills and understanding by using their existing skills from other units of work.

Their work will be assessed on the complexities of their design and how it relates to the design brief.

PLTS – Pupils able to use their imagination to create a comic book from the design brief which will then link to SMSC such as designers as employment.

Inclusion Strategies: (Link to National curriculum inclusion statement categories specific to unit)

Setting suitable learning challenges: All tasks will be differentiated to ensure that suitable learning challenges are met for SEN pupils.

Responding to Pupils’ diverse learning needs: Teacher to assist with diverse needs.

Overcoming potential barriers to learning and assessment for individuals and groups of students:

Outcome/Process: (Specific learning outcomes linked to the sub-processes outlines in the unit aims and objectives using the language of the level the unit is aimed at)

To develop skills, knowledge and understanding of animation software to create and design a comic book strip.

Pupils able to

Core tasks: Weeks 1-3(specific learning challenges that students will complete to achieve the learning outcome of that phase of the unit)

Lesson 1

All: Will understand what a comic book is and its history.Most: Will explain what is included in a comic book.Some: Will evaluate what is included in a comic book.

SMSC: Cultural – looking at the history of comic books.

DISPLAY THESE LO’s ON THE WHITEBOARD.

Starter activity;Students have 5 minutes to think of anything they know about comic books. Possible questions include;Do you read any comic books?Are there any famous ones that you know of?Where can you buy comic books?

Activity 1Teacher to show History of Comic Books video to the class.Teacher to stop and discuss any points or answer any questions the class may have.https://www.youtube.com/watch?v=JqvJ0UHFaugVideo is primarily to inspire the pupils and give them ideas on how they would like to complete their own comic books.

Teacher to explain the outline of the next 6 weeks. Pupils to have 6 weeks to design their own comic books using ‘ToonDoo’

(internet based software). First 2 weeks will be researching and experimenting Next 3 weeks designing Last week to present

Compelling / irresistible learning: (What environments, teaching styles, interactive opportunities, Out of hours learning, extension / enrichment , themes will be used to make this unit motivating and exciting for the learners?)

Pupils to become independent learners and complete research tasks.

Able to use design their comic books on anything they like.

Activity 2Teacher to show examples of comic books on the whiteboard. Discuss as a class what they can see and what needs to be included.Teacher can gain these images from a search engine or website.

Activity 3Pupils to research what is needed to be included in their comic books. For differentiation, pupils can create their ideas either on a PowerPoint, Word document, mind maps, images etc. They can research this using the internet. They can use resources such as Youtube or search engines;What needs to be included (this is what the pupils will need to write on their presentations);

Characters – What characters are there? What is the goal of the character in the comic strip? Is he / she a super hero? Does the character have an occupation?

Storyline – What happens in the story? Are there any dangers / problems in the story?

Plotline – What is the plot? Speech bubbles – What needs to be said?

Plenary – Discuss todays learning.What have you completed this lesson?

Lesson 2

All: To identify why a storyboard is important when designing.Most: To create a storyboard with a clear plot and characters.Some: To create a storyboard that includes a detailed plot with two or more characters.

SMSC: Cultural – link to history of comic books.

DISPLAY THESE LO’s ON THE WHITEBOARD.

Starter Activity:Students to write down everything they can remember of what needs to be

include in a comic book; (answers below) Characters – What characters are there? What is the goal of the character

in the comic strip? Is he / she a super hero? Does the character have an occupation?

Storyline – What happens in the story? Are there any dangers / problems in the story?

Plotline – What is the plot? Speech bubbles – What needs to be said?

Activity 1Teacher to explain what a storyboard is.Storyboards are a sequence of drawings with dialogue and are mostly used within television productions. Storyboards are a great way to draft ideas.Teacher to explain the storyboard sheet;Graphics – What graphics are used in the frame?Audio – What speech bubbles will they put in?Action – What is happening in the scene?Any other notes.

At the bottom of the sheet is an extension task for higher ability pupils.

Pupils are then to complete a storyboard (STORYBOARD ICT KS3) of their comic books using the sheet provided. They can do this either on a computer or on the sheet. They can use the internet to research any other comic book characters to gather inspiration.

Differentiation:See attached sheet of a list of comic book super heroes that pupils may use if they are unable to create their own / use ones they know of. This is called List of comic book super heroes.At the bottom of the storyboard sheet is an extension task for higher ability pupils.

Plenary – Discuss todays learning.What have you completed this lesson?

Outcome/Process cont. (Specific learning outcomes showing progression from weeks 1-3, linked to the sub-processes outlines in the unit aims and objectives using the language of the level the unit is aimed at)

Core tasks: Weeks 3-6(specific learning challenges that students will complete to achieve the learning outcome of that phase of the unit, should

show progression from the previous phase)

Lesson 3

All: Will create a log in name for ToonDoo and start to create their comic books.Most: Will include a plot with detailed strips.Some: Will design speech bubbles with their comic strips.

SMSC – Society – creating a comic book.

Starter Activity: Class discussion on what needs to be included in their comic books. Show examples of pupil’s storyboards from previous learning. Ensure they have characters, a plot and a beginning, middle and end.

Activity 1Pupils to log on to www.toondoo.com.

PUPILS WILL NEED TO CREATE AN ACCOUNT AND WILL HAVE TO HAVE A VALID EMAIL ADDRESS TO SIGN UP.

THEY MUST REMEMBER THEIR USERNAME AND PASSWORD – SUGGESTION IS FOR TEACHER TO HAVE A RECORD OF THIS.

TEACHER WILL NEED TO COMPLETE THIS AND HAVE THE CLASS FOLLOW THE PROCESS VIA THE PROJECTOR.

Go to ‘create a comic book’ and follow the simple instructions.

Activity 2Allow pupils (and teacher!) to practice and get to know the software and allow them to experiment with it.Possible ideas for the teacher to do when experimenting;

Take a look at other ToonDoo’s (pupils to look around the website) When creating their comic books, they can go through all the different

props etc.

Compelling / irresistible learning cont.:

TaskTo experiment with the ToonDoo software and create a selection of characters to use in their comic strips.

Activity 3Start to design their comic books.They can choose any type of lay out they like, however it must show a story so the layouts with boxes in would be the better ones to choose.Ensure pupils refer back to what they need to include in their comic books and their comic strip must resemble their storyboard that they have created.ENSURE PUPILS SAVE THEIR COMIC STRIPS.

Lesson 4

All: Create a comic book with at least 6 boxes.Most: Will include a plot with detailed strips with a minimum of 8 boxes.Some: Will design speech bubbles with their comic strips and have at least 12 boxes.

SMSC – Society – creating a comic book.

DISPLAY LO’S ON BOARD.

BY THE END OF THE LESSON, PUPILS SHOULD HAVE COMPLETED 2 GOOD QUALITY BOXES FOR THEIR STRIPS.

Assessment criteria:Level 4 – 6 boxes, lacks detail but resembles their storyboard with one character.Level 5 – 8 boxes, continues on a theme and has at least 2 characters and some speech bubbles with dialogue.Level 6 – 12 boxes with a theme and detailed information regarding their characters and include a detailed plot with a beginning, middle and end. The strip must be engaging.

GO THROUGH THE ASSESSMENT CRTIERIA WITH THE PUPILS SO THEY KNOW

WHAT THEY ARE AIMING FOR.

Starter activity:Teacher to go through what needs to be included in their comic book strip and show evidence of someone’s work either via their own computer screen or have them log onto the main computer and put it up on the projector.Things to include;

Beginning / middle / end. Characters / super hero theme? Plot Speech bubbles / dialogue

Activity 1Pupils to log on to www.toondoo.com and continue their design of the comic strip.DifferentiationIf pupils are struggling with their design please type in ‘Comic book strips’ to a search engine to give them some ideas. Also, see the attached sheet of the database of comic book superheroes that they may want to include.

PlenaryCheck progress of pupils throughout and at the end of the lesson. Ensure they have a minimum of two ‘boxes’ completed by the end of the lesson.

Lessons 5 - 9

All: Continue with the design of their comic strips and have 4 good quality boxes completed by the end of the lesson.Most: Continue with the design of their comic strips and have 6 good quality boxes completed by the end of the lesson with at least 2 characters.Some: Continue with the design of their comic strips and have 8 high quality boxes completed with characters and dialogue included.

SMSC – Society – creating a comic book.

DISPLAY LO’S ON BOARD.

Starter:Teacher to discuss the prospect of a career as a cartoonist and link to the comic strips they are creating. Info can be found here;http://www.theartcareerproject.com/discover-the-lighter-side-of-life-with-a-career-in-cartooning/7617/

Activity 1Continue with their comic strip designs.

Lessons 9 - 11

ALL: To present their comic strips using a powerpoint or word document.MOST: To present their comic strip with detail of character, plot and a simple evaluation.SOME: To present their comic strip with accurate descriptions of their comic strips and an explanation of the plot, characters, comic strip and a detailed evaluation with suggestions for improvement.

SMSC – Social – presenting in front of peers.

DISPLAY LO’S ON BOARD.

Starter:Ensure that their comic strips are completed and make sure it is all saved on the website.

Activity 1Make a PowerPoint presentation on their comic strip to present to the class.Below is an example of what to have on their presentation;

Slide 1 : Title of comic strip Slide 2: What characters are involved. Slide 3: What is the plot. Slide 4: Copy and paste the comic strip (or save from ToonDoo) and put

into presentation. Slide 5: List the good points about their own comic strip Slide 6: List the areas of improvement.

Lessons 11 - 12

ALL: To show respect and listen to others presentations.Most: Will give the good points of their peers presentations / comic strips.SOME: Will give areas for improvements to their peer’s comic strips.

SMSC – Respect for others work.

Activity 1:Each pupil to present their comic strips to the class. Teacher to ensure they evaluate each others presentations and discuss each one.

Outcome/Process cont. (Specific learning outcomes showing progression from weeks 4-6, linked to the sub-processes outlines in the unit aims and objectives using the language of the level

Core tasks: Weeks 7-9specific learning challenges that students will complete to achieve the learning outcome of that phase of the unit, should

show progression from the previous phase)

the unit is aimed at)

Outcome/Process cont. (Specific learning outcomes showing progression from weeks 7-9, linked to the sub-processes outlines in the unit aims and objectives using the language of the level the unit is aimed at)

Core tasks: Weeks 10-12specific learning challenges that students will complete to achieve the learning outcome of that phase of the unit, should

show progression from the previous phase)