Bus Verse Visuals

Overview

In this lesson, students examine the sparse illustrations, cover design, and text formatting in the verse novel Bully on the Bus Journey. They then design an alternative cover and small icon set that matches the author’s intended purpose and audience.

Learning intentions

• Students will identify how visual elements and formatting help communicate meaning in a verse novel.
• Students will explain how design choices (cover, illustrations, layout) connect to purpose and audience.
• Students will create an alternative cover/illustration or icon and justify their choices.

Success criteria

• I can point to design features (cover, illustrations, spacing, line breaks, fonts/styles) and describe what they do.
• I can discuss how these features help the reader understand tone, setting, or characters.
• I can create a new cover/icon that fits the text’s mood and purpose.
• I can give a short explanation of my visual choices using specific evidence from the book.

Curriculum links

• Students identify how texts are organised differently and use language features for purpose and audience.
• Students analyse how illustrations and text structure support meaning in literary texts.
• Students use speaking and listening to share ideas and justify choices about texts.
• Students create texts by selecting visual and written features that suit audience and purpose.

Lesson structure (45 minutes)

1. (5) Quick warm-up: “Design detective”

• Show the class the current front cover and one page of verse (project or printed copy). Ask: “What do you notice first? What does the design make you think?”

2. (8) Model: spot sparse illustrations and formatting

• Read one short verse extract aloud. Pause to point out spacing, line breaks, and how the page is laid out. Briefly discuss why sparse visuals and clear formatting can make feelings stand out (tone, tension, pacing).
• Emphasise: “Visuals don’t just decorate; they guide attention.”

3. (10) Guided discussion in a small group (4 students)

• Use a simple prompt: “The author uses ___ (e.g., empty space / small drawing / cover colour / big title text) to help the reader ___.”
• Each student contributes one feature and one effect. Teacher writes responses on sticky notes to keep them visible.

4. (7) “Author choice, reader effect” sorting

• Give students 6–8 cards with features (e.g., minimal illustration, dark colours, lots of white space, bold title, italic/emphasis words, short lines).
• Students sort each card into two piles: “Author choice” and “Reader effect”, with teacher support as needed. Keep the pace brisk and tactile.

5. (12) Creating: alternative cover design (choice-based)

• Students choose ONE task:
• Design an alternative cover using drawn icons and a title tagline, or
• Create 3–4 small icons representing key moments (bullying tension, feelings, standing up, apology/repair).
• Provide templates with clear sections: title area, icon/illustration space, and a short “tagline” bubble (1–6 words, or dictated if required).
• Teacher circulates, prompting: “What feeling should the reader have? Which visual feature will help?”

6. (2–3) Micro-conference shares

• Each student shares 30 seconds: one design feature and one reason linked to audience/purpose (e.g., “I used big empty space to show how alone someone feels.”).

7. (0–1) Exit ticket: one-sentence justification

• Students complete a sentence stem orally or on paper:
• “The visual feature I changed was ____. It helps readers understand ____.”

Resources

• Printed copy or display of the verse novel cover and one inside page (short extract)
• Printed or projected page excerpts (spare illustrations and formatting visible)
• Feature cards (author choices) and reader-effect cards (possible impacts)
• Cover design templates (A4) with title/tagline and icon box
• Coloured pencils/crayons, markers, scrap paper, scissors, glue/tape
• Small sticker/marker dots for quick sorting
• Sentence stem cards for students with additional support needs
• Timer/visual agenda cards for time awareness

Assessment

• Observation checklist during sorting and creation: student identifies at least one visual/formatting feature and links it to meaning.
• Brief conferencing notes from micro-shares: evidence-based justification using “because” and reference to the text.
• Exit ticket sentence stem: assesses understanding of author choice → reader effect.

Differentiation

• Support:
• Provide sentence stems and a word bank (e.g., “tense”, “worried”, “alone”, “brave”, “calm”, “angry”).
• Offer a partially completed cover template and pre-drawn icon options to reduce fine-motor load.
• Pair visual sorting with verbal modelling and hand-under-hand support if needed.
• Extension:
• Ask students to add a short tagline that uses feeling words and explain how it connects to the story’s purpose.
• Challenge students to choose a second visual change and compare “original vs alternative” effects.
• ADHD/Autism adjustments:
• Keep steps short with clear start/stop cues and visual timers.
• Use predictable routine: model → discuss → sort → create → share.
• Offer fidget tools and sensory-friendly materials (thick pencils, limited choices of colours).
• EAL (if applicable):
• Allow oral responses first; accept drawing with labels.
• Use multilingual-friendly icon meanings and simple linking words (“because”, “so”).