1. How does it make you feel when you see something like this? Kids with Guns

2. Kony - 2012 Watch the following video and answer the questions in the booklet.

3. 10 minutes AR OR research time Start reading more widely on the topic of child soldiers. Keep a log of the sources you use (web addresses, names and dates, authors etc). There are some useful links in the bak of the boklet

4. What are you going to write? Skim read the feature article. This is the type of writing you are going to produce for this coursework unit.

5. Now, SCAN back through the article and highlight and label each of the features listed in the orange grid – cut them out and stick where relevant

6. Stacey Dooley – Investigates Kids with Guns As we watch this documentary, you will need to take down notes onto the NOTES SHEET provided. I will also be taking down some notes onto the flipchart which you are more than welcome to copy down if you need help with how to take notes.

7. Paragraph 1: 1 or 2 lines that captures attention and introduces the main subject. WHERE? : WHAT? IN the early 1980s, in the lowlands of Mozambique, a new technology of warfare emerged that would sweep across Africa and soon the rest of the world: the child soldier.

8. Paragraphs 2 and 3: Add detail and imagery. Build an evocative and memorable image in the reader ’ s mind. Use at least ONE language technique. Explain WHY children make such good soldiers. Rebel commanders had constructed a four-foot tall killing machine that cut its way through village after village and nearly overran the government. Its trail was smoking huts and sawed off ears. The Mozambicans learned that children were the perfect weapon: easily manipulated, intensely loyal, fearless and, most important, in endless supply.

9. Paragraphs 4, 5 and 6: Who and How? Explain how these children become soldiers and what happens to them. Tell us who is responsible and what types of kids are being forced into this life. Make sure you use: 1.Variation of sentence length to make the writing more interesting and emphasise the most shocking facts 2. Shocking vocabulary and imagery to grab the reader’s attention 3. Use of experts and people involved 4. Advanced and interesting vocabulary 5. Figures, statistics and dates 6. Lists to make the facts more dramatic 7. Connectives and discourse markers Look at the HELP YOURSELF card for the discourse markers

10. Paragraphs 7 - 10: Personal stories Use TWO specific children to personalise the issue. Explain how and why it is so difficult for child soldiers to return to their families/villages and be accepted by them. Make sure you use: 1. Variation of sentence length to make the writing more interesting and emphasise the most shocking facts 2. Direct quotations 3. Advanced and interesting vocabulary 4. Connectives and discourse markers

11. Paragraphs 11 and 12: A positive ending Explain who is trying to help and what they are doing. Make sure you use: 1.Variation of sentence length to make the writing more interesting and emphasise the most shocking facts 2. Use of experts and people involved 3. Advanced and interesting vocabulary 4. Figures, statistics and dates 5. Connectives and discourse markers

12. Paragraph 13: Make it stick Write a short conclusion (less than 3 lines) that makes this issue stick in the readers ’ mind. Make sure you use: 1.Variation of sentence length to make the writing more interesting and emphasise the most shocking facts 2. One clear language technique. 3. Connectives and discourse markers

13. Now what do I do? 1. Make sure you have drafted your entire article. 2. Come up with a headline. 3. Re-draft the paragraphs that have corrections in them. Ask if you want anything checked. 4. You can do this while you are waiting for your work to be checked. Go through each paragraph and check that it has the techniques in it that it Check your SPAG. 5. Read it through again and substitute any boring/plain words with better ones. ✤ 6. Choose TWO pictures to go with your article and write captions for them. ✤ 7. Create ONE diagram or fact table to go into your article. ✤ 8. Put it all together and make sure it is perfect! You can type or handwrite your final copy. A handwritten version should have the pictures cut out and stuck into it.

14. Self-Review Go back over each section and check your work against the BLUE BOXES. Are you missing any features? Is your spelling and punctuation accurate? Does it completely make sense? Does it flow fluently from one point to the next? Have you used formal, complex and interesting words?

15. Peer-review Now pass your work to someone else. Check each other ’ s work for the same things... Are they missing any features? Is their spelling and punctuation accurate? Does it completely make sense? Does it flow fluently from one point to the next?

16. Final articles are due on FRIDAY. Final lesson is today. Then you must complete your article outside of class time.

17. What can you add? Where else are child soldiers being used? Are there any countries outside of Africa who are using child soldiers? Are there any other personal stories from girls who were child soldiers that I can find and use? Who are the people in charge of these armies? Why can ’ t they be captured and punished? What are other countries and the UN doing to help? What has happened to Kony?

18. Where to next? 1 week of planning and drafting. 1 week to write your article. This will include time to edit and re-draft.