Darren Shan Learning Resources - Scottish Book Trust

LEARNING RESOURCES
THIRD LEVEL
FOURTH LEVEL
Darren Shan
Resource written by Graeme Lamb

Contents
2 About this resource
3 Introduction to Darren Shan and the Zom-B series
Zom-B and Zom-B Underground resources
4 Poster contest
4 Racism Lessons
4 Anti-racism poetry
4 Domestic Abuse Lessons
5 The Mayor’s Speech
6 Scavenger Hunt
7 Newspaper Report
7 Zombie Survival Guide
8 Speed Read
9 Discussion Activity: Zombie Attack – Which weapon would you
choose?
10 Zombie Survival Plan
11 Zombie Links
12 Appendix 1
13 Appendix 2
About this resource
This resource is designed to help you and your pupils enjoy our Authors
Live event with Darren Shan on 24th January 2013. The resources can help
you to make the event a meaningful part of your teaching. The video of the
event will be available soon after the event itself has finished, meaning you
can make use of it in the future as well!
You’ll have your own class with unique requirements, and so the activities
aren’t set in stone: feel free to modify as you see fit. A wide range of
literacy experiences and outcomes are covered, and all links to the
curriculum are documented next to each activity, which hopefully will save
you some time.
Please bear in mind that Level 3 Experiences and Outcomes are used
throughout, but the resource can ‘hit’ the equivalent outcomes at Level 4
as well.
2

Introduction to Darren Shan and the Zom-B series
Darren Shan is the number one bestselling author of the young adult series
Cirque du Freak, The Demonata and The Saga of Larten Crepsley, as well
as the stand-alone books, The Thin Executioner and Koyasan. For adults
he has written Procession of the Dead, Hell’s Horizon and City of the
Snakes, collectively known as The City Trilogy, as well as his latest, Lady of
the Shades. Shan’s books are sold in every continent, in thirty-one
languages, and have been bestsellers in countries including America,
Britain, Ireland, the Netherlands, Norway, Hungary, Japan, Taiwan and the
UAE. In total they have sold over twenty-five million copies worldwide.
Zom-B and Zom-B Underground are the first two books in his new 12-part
serial about a zombie invasion, and is first with SImon and Schuster. Shan
divides his time between his homes in Limerick and London.
Zom-B is the first installment of the twelve book series written by Darren
Shan. When news reports start appearing of a zombie outbreak in Ireland,
B Smith's racist father thinks it's a joke – but even if it isn't, he figures, it's
ok to lose a few Irish. B doesn't fully buy into Dad's racism, but figures it's
easier to go along with it than to risk the fights and abuse that will surely
follow sticking up for Muslims, blacks, or immigrants. But when zombies
attack B's school, B is forced on a mad dash through the serpentine
corridors, making allegiances with anyone with enough guts to fight off
their pursuers.
Zom-B Undergound is the second installment in the series. Waking up in a
military complex, months after zombies attacked school, B has no memory
of the last few months. Life in the UK has turned tough since the outbreak,
and B is woven into life – and battle – in the new military regime quickly.
But as B learns more about the zombies held in the complex and the
scientists keeping them captive, unease settles in. Why exactly was B
saved? And is there anyone left in the world to trust?
3

Zom-B and Zom-B Underground resources
CfE
POSTER CONTEST
Have students design and create posters illustrating ways to be prepared
for emergencies. Examples of preparedness tips include: assembling a kit,
creating a family plan, knowing evacuation routes, and knowing where to
get information. Winners can be based on originality, amount of
information, and impact.
Lit 3-28a
Exa 3-03a
RACISM LESSONS
‘B’ Smith has a racist father and displays some of these characteristics
herself. Discuss experiences of racism with the class and encourage them
to share their own understanding of what constitutes racism. Once they
have discussed general issues, look more closely at the experiences B has
and ask members of the class to ‘hot-seat’ as B with the rest of the class
asking questions about her motives and experiences. This can then be
reversed and pupils take turns ‘hot-seating’ as one of B’s victims. The
lesson could end with a short debate between B and a victim, led by the
teacher.
HWB 3-01a
HWB 3-05a
Lit 3-02a
Lit 3-09a
Eng 3-19a
Extension/Homework
have pupils write ‘A day in the life of...’ for one of the characters
that experiences racism in the novel.
ANTI-RACISM POETRY
Have pupils write an anti-racism poem. You could use the very good
resources at ‘Show Racism the Red Card’ to help them with ideas.
http://www.srtrc.org
This could then be turned into a poetry ‘Slam’ event where students battle
it out against each other with their poems. For more ideas on Slam poetry,
see Scottish Book Trust’s website: http://www.scottishbooktrust.com/
authors-live-teacher-ambassador-programme-poetry-slam
Eng 3-31a
Eng 3-27a
Lit 3-01a
Lit 3-09a
DOMESTIC ABUSE LESSONS
Display/issue to pupils the information from Childline on Domestic Abuse.
http://www.teachrelationships.org.uk/_includes/attachments/P58/NSPCC
%20InfoSheetDomesticViolence%2029.01.09.pdf
Lit 3-28a
Lit 3-02a
HWB 3-14a
After discussing their findings, students should discuss in groups before
creating a poster/information leaflet/podcast/ TV advert that informs young
people about domestic abuse and where they can seek support.
4

THE MAYOR’S SPEECH
Prompt: The zombie apocalypse threat is imminent. The mayor’s staff has
been compromised, and it is up to you to write a speech for the mayor
advising the community about what actions to take. What do you tell the
community to do?
CfE
Eng 3-27a
Lit 3-28a
Write the speech in a logical, chronological order discussing the steps
citizens should take in this emergency situation.
Think about the following:
l Where do you tell people to go? Is there a good place in the
community for shelter? Will they be protected there? Should they
evacuate?
l What service would break down first and what would you do without
them (police, fire, internet, phones, power)?
l It’s time to use emergency kits, but how long would it take for the
essentials to run out? What do you tell the community to do next?
l What is your plan for evacuating/sheltering the disabled?
l What about pets?
l How will the mayor’s office communicate with the citizens without
electricity?
l How will you transport people without vehicles?
l What to do when they encounter an infected individual? What is the
best way to prevent infection?
l It is important to convey a strong warning to make people act, but not
too strong as to make people freeze or panic. How would you alleviate
fears?
Follow up: Have the students discuss their plans and messages and
consolidate into one class message.
5

SCAVENGER HUNT
Encourage fitness as your class learns about preparedness! Hide the
attached emergency kit items in various locations in and around your
school according to the clues below. The students will figure out the clue,
go to the location, and take out one emergency kit item.
CfE
Lit 3-14a
HWB 3-14a
Give the students a set amount of time to collect as many of the
emergency kit items as they can from different locations. Teams must stay
together at all times, and the team that finishes first or collects the most
items is the winner!
Example Clues
(Modify the clues to fit your school and location. You can use the pictures
in Appendix 1 on page 12 to accompany the clues.)
Make sure you have a first-aid kit to take care of a scratch or a bite. Pick
up what you need from a friendly nurse at this campus illness site.
(NURSE)
You should have one of these handy, even in your car. Go where there are
cars and a stop sign. We hope you don’t have to walk too far.
(PARKING LOT)
For watches and warnings and fires and floods, weather radios broadcast
the news. In a tornado drill you would go here and wait for your teacher to
tell you what to do. (ASSIGNED PLACE FOR TORNADO DRILLS)
In an emergency, things can go dark and you’ll need a flashlight. The
generators would kick on here, where there is a maintenance closet in
sight. (MAINTENANCE ROOM).
The best food for your kit should be in a can to save it from rotting and
spoiling. Find a few in the place to grab lunch, and there might be some
hot dogs broiling. (CAFETERIA)
Without water you can’t survive long, so make sure there’s enough in your
kit. Find the fountain closest to ____, near the bench where you can sit.
(WATER FOUNTAIN)
You’ll need this to open cans, if you want your food freed. This machine
dispenses cans, just not the kind for emergency needs. (VENDING
MACHINE)
Have matches to spare in case the situation becomes dire. This spot is the
closest to a hydrant in the event of a fire (FIRE HYDRANT)
No chance to use debits if electricity is out, so keep cash tucked away.
You won’t be able to access the internet here if a power outage takes it
away. (COMPUTER LAB)
6

Following the hunt, put the following questions to students:
l
l
l
l
l
l
How would you feel if we were under Zombie attack?
Would you try a different plan?
What would you use to protect yourself?
What objects would you need to survive?
Where would the safest place in the city be?
Who would you call first?
Ask your students to answer these questions or others of your choice in
pairs, then follow-up with a writing exercise, which you can mark later.
Make sure you give model examples and ask them to answer in complete
sentences giving reasons.
CfE
You could consider completing this exercise as a blog post or as
homework.
NEWSPAPER REPORT
Have students write a newspaper article describing their miraculous
escape from the zombies or write a report which details the events at B.
Smith’s school the day the zombies attacked.
Lit 3-28a
Eng 3-27a
Eng 3-19a
ZOMBIE SURVIVAL GUIDE
Ask students to write their own guide/poster / leaflet to surviving a Zombie
attack (display the image in Appendix 2 on page 13 as inspiration)
Lit 3-28a
Lit 3-24a
Exa 3-03a
Website: http://www.craftster.org/forum/index.php?topic=202668.0
7

SPEED READ
A speed read is when you give the students sheets of paper that have two
sentences on them, one sentence begins with “when you hear” and one
sentence begins with “you say.” There are maybe 30 or so slips of paper
(one for every student) and together all the sheets create a story. However,
the order is all mixed up! The only way that you can tell the story is to listen
for the sentence before yours (i.e. “when you hear”). The idea behind the
speed read is to practice listening comprehension and speaking speed –
because you have to say the story as fast as possible!
CfE
Eng 3-31a
Lit 3-01a
Lit 3-02a
Without further ado, my speed read, tentatively titled “Everyone at (insert
name of school) becomes a Zombie and Dies.”
You say: Emily Teacher was at ..... on Halloween.
When you hear: Emily Teacher was at ..... on Halloween.
You say: She was in her office preparing for the lesson.
When you hear: She was in her office preparing for the lesson.
You say: She heard the door slowly open.
When you hear: She heard the door slowly open.
You say: “Who is it?” She asked.
When you hear: “Who is it?” She asked.
You say: She heard someone say “braaaaaaaaiiiiiiinnnnnnnsssss”
When you hear: She heard someone say
“braaaaaaaaiiiiiiinnnnnnnsssss”
You say: She looked at the door and saw a zombie!
When you hear: She looked at the door and saw a zombie!
You say: She was very scared.
When you hear: She was very scared.
You say: Zombies eat the brains of living people.
When you hear: Zombies eat the brains of living people.
You say: Also, if you are bitten by a zombie, you become a zombie.
When you hear: Also, if you are bitten by a zombie, you become
a zombie.
You say: Emily Teacher does not want to be eaten by a zombie, or
become a zombie!
When you hear: Emily Teacher does not want to be eaten by a zombie,
or become a zombie!
You say: Emily Teacher quickly ran to the classroom.
When you hear: Emily Teacher quickly ran to the classroom.
You say: She locked the door and told the class to hide.
…and so on. The above narrative might progress with the zombie breaking
into the classroom, or the teacher becoming a zombie. Have a go at
creating your own class speed read and then read it together.
As a follow up, you could even record the audio and upload it to a site like
Radiowaves: https://www.makewav.es/
8

This might be a good opportunity to talk to your class about the famous
Orson Welles War of the Worlds broadcast:
http://en.wikipedia.org/wiki/The_War_of_the_Worlds_(radio_drama), and
how dramatists have innovated by presenting fiction as fact. You could ask
your pupils to create a news report based on the events in their speed
read, and then record and/or broadcast it.
CfE
DISCUSSION ACTIVITY: ZOMBIE ATTACK – WHICH WEAPON WOULD YOU CHOOSE?
Split students into groups and give each group a folder (or some groups
shared) with five weapons or materials in it. Students have to come up
with pros, cons, and how to use each item. Each folder has different items.
Then they have to switch groups and give the teacher back the folders and
from memory in their new groups decide which four of the 15 items they
would keep and how they would use them. Anyone who survives gets a
reward; anyone who dies becomes zombie food. To push creativity tell the
class that the most creative group gets two rewards!
Weapons List:
Baseball Bat A regular, wooden baseball bat.
Chainsaw This chainsaw comes in either “scary-looking,
manly” or “pink Gucci” style. You get six litres
of diesel with the chainsaw.
Flamethrower This flamethrower can shoot fire eight meters.
You get six litres of diesel with the flamethrower.
Blankets Enough blankets for everyone in your group.
It’s winter – you might get cold.
Matches These waterproof matches will still work if you
get them wet!
Megaphone
Rope 110 metres of very strong rope.
Shotgun This shotgun comes with a case of shotgun
shells (bullets). One case has 20 boxes of shells
inside. One box has 25 shells inside.
Spam This is a LIFETIME supply of spam. Yum.
Bamboo
Tabasco sauce It’s really spicy, and good for your health!
Wood and a Nail Gun This is an unlimited supply of wood planks,
a nail gun, and an unlimited supply of nails.
An Axe
A Dog
A Mirror
HWB 3-14a
Lit 3-02a
Lit 3-05a
9

ZOMBIE SURVIVAL PLAN
Procedure:
Begin by watching six short (3-5 minute) videos taking different
approaches to zombies. (see links below) Students write a 2-3 page
zombie plan that incorporates and cites evidence from at least three of
these sources.
CfE
HWB 3-14a
Lit 3-14a
Lit 3-09a
Eng 3-27a
Before class: Open a PowerPoint that guides students through the steps of
this project. If you prefer, you can give out paper copies of the instructions.
1. Have students sit in groups and get out their zombie plan from last
lesson. Explain that we have received unconfirmed reports of a zombie
outbreak in Glasgow. Government officials are saying everything is
fine, but Glasgow local news and Youtube users are broadcasting
scenes of pandemonium in the streets. We need to come up with
some sort of plan to keep our class and our loved ones safe. Make
sure they know that there are lots of ways to approach this problem
(For instance, they don’t have to believe that there are actually
zombies in Glasgow, but they at least need to deal with the people
who assume the news story is true).
2. Have students briefly review their written plans so that they remember
what they wrote. Then, in their groups, they need to share their zombie
survival plans.
3. Have group members work to weigh the advantages/disadvantages of
their individual plans and combine their strongest ideas to come up
with one group survival plan. Like their writing, it should include main
ideas, support, and evidence from at least three of the zombie sources
on the list of links (10 minutes). You could provide these links on a
platform such as GLOW to allow students to access them throughout
the lesson.
4. After the students have set their plans, they must turn it into a 3-5
minute group speech that includes each of the following items: 1) An
attention catcher 2) a clear establishment of need 3) a detailed survival
plan 4) information on how/why this plan is our best chance for
survival 5) a specific Call to Action 6) a clear structure 7) a conclusion.
Each student must speak for part of the group speech.
5. Have students present their plans to the class and allow the class to
ask critical questions about the plans. For groups having trouble
getting feedback, be prepared to ask a question or two. At the end of
each question and answer session, ask students if anyone is willing to
go along with this particular survival plan.
10

ZOMBIE LINKS
(I try to go for relatively non-graphic ones)
“Florida Professor: Zombies Aren’t Real:” http://www.cio.com/article/
26134/Fla._Prof_Ghosts_Zombies_Vampires_Really_Aren_t_Real
Cracked.com: “5 Scientific Reasons a Zombie Apocalypse Could Actually
Happen” http://www.cracked.com/article_15643_5-scientific-reasonszombie-apocalypse-could-actually-happen.html
“Real Zombies” http://www.youtube.com/watch?v=tIS4t-sF0AQ
Jonathan Coulton: “All We Wanna Do Is Eat Your Brains”
http://www.youtube.com/watch?v=S6vnM9I7HIo
“Zombies in Plain English”
http://www.youtube.com/watch?v=bVnfyradCPY
“Tips for Surviving the Zombie Apocalpyse with P. Allen Smith”
http://www.youtube.com/user/ehowhome?v=9vNz9RQRt9k
“Zomcon: A Bright New World”
http://www.youtube.com/watch?v=x7_dHWQMG54
“A Guy’s Guide to Zombies” http://www.youtube.com/watch?v=_3-
bKMpU2-E
11

Appendix 1
12

Appendix 2
From http://zombiesign.com/
13