the way an author describes and develops the personalities and traits of the characters in a story

the special qualities that make a character in a story unique and interesting

the way people communicate their thoughts, feelings and emotions through their movements and gestures without using words

an educated guess, based on evidence in the text or prior knowledge

Identity and characterisation in 'Frizzy'

English

Introducing the context of 'No Country'

Identity and characterisation in 'No Country'

Analysing a scene in 'No Country'

Exploring themes in 'No Country'

Introducing the context of 'No Country' SS

Identity and characterisation in 'No Country' SS

Analysing a scene in 'No Country' SS

Exploring themes in 'No Country' SS

Introducing the context of 'Frizzy'

Analysing a scene and exploring themes in 'Frizzy'

In 'No Country and Frizzy: graphic novels exploring identity and belonging' pupils have explored themes through the graphic novel form. In 'Cloud Busting: book club', pupils will consider how reading a narrative in verse can convey themes and characterisation.

Pupils will have been exposed to some of the codes and conventions in graphic novels in 'When Stars are Scattered: book club'. In this unit, we will explore the form in greater detail, ensuring pupils gain an understanding of key features and more complex terminology. Pupils will explore how both image and text can create meaning on their own, together or in contrast to one another.

In this unit, pupils read and explore two fictional graphic novel texts, 'No Country' and 'Frizzy'. They discuss the context of both graphic novels. Finally, pupils explore the visual, narrative and contextual elements of specific scenes and discuss the key themes within each text.

'No Country' and 'Frizzy': graphic novels exploring identity and belonging

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

As the celebration begins, Marlene is unfairly compared to her cousin, Diana.

Marlene’s Auntie Ruby arrives; she empathises with Marlene.

Marlene’s cousin, Angel, makes rude comments towards her.

Put the following events from the ‘Quince’ (pages 18 - 43) into chronological order.

True or false? The expectations that Marlene's mother had of Marlene when she was younger and those she has now haven’t changed.

the way an author develops the personalities and traits of a character

the qualities that make a character in a story unique and interesting

True or false? Readers are able to infer what a character might be feeling through their body language.

What are some of the traits or qualities that Marlene shows to the reader?

What objects tell the reader more about Marlene and her family's cultural heritage?

Which languages are spoken by Marlene and her family?

Which of the following adjectives best link to Marlene's Mother, Paola?

Which of the following adjectives best link to Marlene?

At what age do girls celebrate their quinceañera (quince)?

True or false? Graphic novels are able to portray characters' cultural heritage.

This lesson was made for home learning during the pandemic.

Identity and characterisation in 'Frizzy'

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.