Exploring *My Name is Leon*

Overview

This 60-minute introductory lesson engages Year 10 students with My Name is Leon by Kit de Waal. The session focuses on understanding key characters, plot basics, emerging themes, and identifying literary and linguistic devices, setting a strong foundation for the upcoming 15-lesson GCSE study series. The lesson closely follows the National Curriculum for England KS4 English, ensuring curriculum alignment and meeting diverse learner needs.

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Learning Objectives (WALT)

• WALT analyse key characters and understand their motivations.
• WALT summarise the initial plot and emerging themes in My Name is Leon.
• WALT identify and explain literary and linguistic devices used in the text.
• WALT develop written responses using textual evidence with clarity and structure.

National Curriculum references:

• English programmes of study: key stage 4 (DfE 2013)
• Reading: Analyse how language, structure and form contribute to writers’ presentation of ideas, themes, and settings (NC KS4).
• Writing: Students write clearly, coherently and accurately, ensuring that meaning is clear.
• Spoken Language: Participate in discussions, listening and responding to others.

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Success Criteria

• I can describe Leon’s character traits and motivations with examples.
• I can outline the early plot events clearly and identify initial themes such as family and belonging.
• I can find and explain examples of literary devices (e.g. imagery, symbolism, dialogue).
• I can structure a short written paragraph analysing a character or theme using evidence from the text.

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Resources

• Copies of My Name is Leon (extracts from chapters 1–2; printed on dyslexia-friendly paper fonts such as OpenDyslexic or Comic Sans).
• Whiteboard and markers.
• Character and theme mind map templates (visual aids).
• Colour-coded literary device handout (simple definitions and examples).
• Audio recording of extract for auditory learners.
• Laptops/tablets (optional) for word processing and spellcheck tools.

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Lesson Structure

1. Starter (10 minutes)

Activity: Think-Pair-Share: Initial Impressions

• Teacher reads aloud a short extract from Chapter 1 (Leon’s introduction).
• Students reflect silently then share responses with a partner: What kind of character is Leon? What do you notice about the setting?
• Whole class brainstorm on whiteboard: list character traits and setting details.

Differentiation:

• For students with dyslexia or ADHD, provide printed copies in dyslexia-friendly fonts before reading.
• Provide sentence starters on the board: “Leon seems… because…”, “The setting feels… due to…”.

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2. Main Activity Part 1 (15 minutes)

Activity: Character & Plot Mapping

• Students use a printed mind map to record:
  • Key facts about Leon and other characters introduced so far.
  • Important early plot points.
  • Emerging themes (family, identity, belonging).
• Teacher models an example on the board with Leon’s character traits linked to quotes.

Differentiation:

• SEN students can use simplified mind maps with visuals and keywords.
• Provide audio version of this section for processing support.
• Higher attainers challenged to link character actions to possible motivations and themes.

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3. Main Activity Part 2 (15 minutes)

Activity: Literary and Linguistic Devices Exploration

• In pairs, students use a colour-coded device handout to identify at least two literary or linguistic devices in the extract (e.g., metaphor, simile, dialogue style).
• Discuss in pairs and write brief explanations for how these devices affect understanding.
• Teacher circulates, prompts deeper analysis (e.g. "Why has the author chosen this metaphor?").

Differentiation:

• Students with dyslexia can highlight sentences using coloured overlays.
• Provide device examples with easy definitions and visual icons.
• Extension: Students write a short explanation about how the devices develop a theme.

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4. Plenary (10 minutes)

Activity: Quick Write and Share

• Students write a 5-sentence paragraph: Describe one character from the extract and explain how the author uses language to present them.
• Volunteers share writing aloud with the class.

Differentiation:

• Provide writing sentence starters: “Leon is shown as… This is clear because… The author uses… to…”
• Allow verbal responses for students with written expression difficulties.
• Encourage advanced learners to include multiple devices or discuss broader themes.

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Differentiation and Inclusion

Learner Type	Strategies
Dyslexic learners	Dyslexia-friendly fonts (OpenDyslexic), coloured overlays, audio support, sentence starters, chunked texts.
ADHD learners	Clear lesson structure, movement breaks (e.g., short stretch), varied activity types, pair work for engagement.
SEN (cognitive processing)	Visual mind maps, simplified language handouts, extra scaffolding, modelling tasks.
Advanced learners	Analytical extension tasks on theme/device, encourage essay-style responses, independent research on author/background.

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Assessment

• Formative: Observation during discussions and paired activities.
• Written quick-write paragraph assessed for: clear character description, use of textual evidence, and basic literary device commentary (informal teacher feedback).
• Teacher notes on individual engagement and understanding to plan intervention or extension.

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Homework (Optional)

• Read next 2 chapters of My Name is Leon (extracts provided in dyslexia-friendly format).
• Write a brief diary entry from Leon’s perspective about his feelings in the opening scene.

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Reflection for Teachers

• Evaluate which differentiation strategies were most effective.
• Note student ability to connect character to theme and recognise devices; inform next lesson’s focus.
• Consider additional multisensory or technology tools for SEN support.

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This lesson plan combines strong curriculum alignment with varied teaching approaches tailored to diverse learners, ensuring an inspiring and accessible start to studying My Name is Leon at GCSE level.