Heroism in Cartoons

Lesson 2 of 15: Reading Comprehension: Source A

Year Group: 7
Class Size: 12 students
Duration: 50 minutes
Special Considerations: SEN with ASC and SLCN needs, working 4+ years below chronological age
National Curriculum England Focus: English: Reading – Comprehension (Year 7)
Teaching Context: Step Up to English Silver Step

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National Curriculum Links

• Reading – Comprehension (Y7 Programme of Study):
  • Apply knowledge of morphology and etymology to read unfamiliar words
  • Identify and discuss themes and conventions in a wide range of texts
  • Retrieve and record information from non-fiction texts
  • Explain and discuss their understanding of what they have read, including through formal presentations and debates
  • Make inferences from the text and justify these with evidence
• Spoken Language (Y7 Programme of Study):
  • Listen and respond appropriately to spoken language, including questions and feedback
  • Use relevant strategies to build their vocabulary

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WALT (We Are Learning To)

• Analyze a cartoon to understand the concept of heroism.
• Answer comprehension questions to deepen understanding.
• Explore different representations of heroes in literature through visual media.

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Success Criteria

• I can explain the main idea and message of the cartoon.
• I can answer targeted comprehension questions with support if needed.
• I can use evidence from the cartoon to explain my answers.
• Advanced learners can create their own cartoon featuring a hero, applying the themes discussed.

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Resources

• Dyslexia-friendly print version of the cartoon (sans-serif font, 14pt, coloured paper background).
• Printed comprehension questions (with visual symbols for each question).
• Whiteboard with key vocabulary (e.g., hero, bravery, sacrifice, courage).
• Markers, paper, and pencils for cartoon extension activity.
• Visual aids – images of heroes from different cultures as starters.
• Reading rulers and coloured overlays to support dyslexic learners.

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Lesson Outline

Time	Activity	Detail	Differentiation
0-5 mins	Starter: Visual Vocabulary Activation	Show 3 diverse images of heroes (e.g., firefighter, mythological hero, everyday hero). Discuss briefly—what makes someone a hero? Write key ideas on the board.	Use sentence starters for SLCN learners: “A hero is someone who…”
5-10 mins	Introduce Cartoon (Source A)	Present the cartoon about heroism on board and give printed versions for all. Read the cartoon together aloud (teacher models fluent reading with expression).	Dyslexia-friendly copy with overlays; oral reading scaffold; pair reading for those needing support.
10-30 mins	Comprehension Questions	Hand out a set of 5 comprehension questions: 2 literal, 2 inferential, 1 evaluative. Questions may include: "What is happening in the cartoon?", "How does the cartoonist show the idea of heroism?", "Why do you think the hero acts this way?", "What message does this cartoon give about heroes?"	Use visual cues beside each question; guided reading support in small group or 1:1; merge comprehension questions with YES/NO or multiple-choice options for lower ability students.
30-40 mins	Guided Group Discussion	Share answers as a class, with teacher writing key points on the board. Encourage students to support answers with evidence from the cartoon or vocabulary displayed.	Provide sentence starters and model responses such as “I think… because…”. Use peer support partnerships.
40-50 mins	Extension Activity – Create Your Own Hero Cartoon	Students who finish early or the advanced learners design a simple cartoon strip featuring their own hero reflecting ideas discussed (can be real or fictional). Support creativity but keep it accessible (e.g., stick figures or simple drawings, captions).	Provide templates; allow oral description if drawing is challenging; extra scaffolding with vocabulary lists; creative prompts like “What powers does your hero have?”

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Differentiation Strategies

• Support for ASC & SLCN:
  • Use clear, literal language and visuals.
  • Break tasks into smaller chunks with frequent checks for understanding.
  • Consistent routine and clear expectations established at the start.
• Dyslexia-Friendly:
  • Printed material in dyslexia-friendly fonts (e.g., Open Dyslexic, Comic Sans).
  • Use coloured overlays and reading rulers.
  • Provide oral reading support and peer reading opportunities.
• Lower Ability Learners:
  • Multiple-choice or yes/no comprehension questions.
  • Use of symbol-supported worksheets (e.g., Widgit symbols).
• Higher Ability / Advanced Learners:
  • Extended comprehension challenge questions: “Compare this cartoon’s hero to a hero you know from literature.”
  • Create a new cartoon and write a short explanation of the hero’s qualities.

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Assessment for Learning (AfL)

• Observation during group discussion to assess understanding and use of evidence.
• Collection of completed comprehension questions to monitor individual progress.
• Informal check-in on cartoon creations to gauge ability to transfer learning creatively.

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Reflection & Next Steps

• Reflection prompt for students (can be oral or written): “What qualities make a hero? How do cartoons help us understand heroes differently from stories?”
• Teacher to note which students required extra support and plan to revisit inference questions in next lesson.
• Next lesson will build on this by exploring a written text featuring a hero and contrasting ideas of heroism across texts.

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Additional Notes

• Encourage a calm and structured learning environment to support SEN needs.
• Use praise and positive reinforcement to build student confidence.
• Make use of technology if available (e.g., interactive whiteboard to highlight parts of the cartoon).

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This lesson plan integrates specific Year 7 National Curriculum reading comprehension goals with tailored strategies for learners with ASC and SLCN, ensuring accessibility and engagement while building critical literacy skills through visual literacy.