Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). This lesson includes: 1 x list of source types for warm up evaluation activity (can be laminated with a magnet on the back for sorting activity) 1 x PowerPoint 1 x Source Booklet with sources about Hitler Youth 1 x Independent Work Booklet with various activities designed to help students practice the evaluation skill Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The lesson begins with some teaching that both grades can do together before the year 12s are assigned some independent work and the year 11s are given some more focused teaching. Then the year 11’s do independent work while the year 12s share their answers and receive feedback. The sequence of the lesson: The lesson begins with a warm up activity where students have to place types of sources on a grid in terms of how reliable and useful they typically are. Next students have to brainstorm some synonyms and antonyms for ‘reliable’ and ‘useful.’ Following this, year 12s are given a booklet which has evaluation activities (starting at simple activities and building up to those styled like the short response questions in the Term 4 exam). They begin completing these while the year 11’s get a more teacher centred lesson. In this portion of the lesson we begin with defining ‘evaluate’ before zooming in on the evaluation criteria we use in modern history – reliability and usefulness. There is information about what reliability is and that there are levels of reliability. There are tips for how to write a judgement of reliability and some things to look for when determining reliability. There is a list of reasons why a source may be deemed unreliable. There is an example reliability statement which has been colour coded to show how the writer has included various features of evidence in their evaluation. Following this, the gradual release method is used to engage with the first few sources in the booklet. (I explain the first activity, we engage with Source 1 and then complete the question together – with me modelling my thinking process via think alouds. Students then do Source 2 as a pair and Source 3 on their own). This is followed by explicit teaching on how to determine the usefulness of a source. There is also information about the importance of corroboration (including a video from the History Skills website). This is followed by some sentence starters which can be used when corroborating. This is followed by completing activities from the booklet (first as a we do, then students do one in a pair, then they do one on their own). Following this, the year 11’s continue doing the booklet independently while I go through the answers with the year 12s.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in German Nationalism between 1914–1945 (World War I begins –World War II ends). This lesson includes: 1 x Worksheet – match the definitions 1 x PowerPoint 1 x Source Booklet – containing 8 sources (a mixture of types) for analysis 1 x Handout containing a graphic organiser for analysing sources 1 x Handout explaining CAMPORUM acronym with tips for what to look for when analysing sources The lesson begins with a matching the definitions warm up (historical concepts and other relevant historical terms). This is followed by a definition of ‘analyse’ and a 9 step process for analysing. A run down of the 7 features of evidence we look for when ‘analysing’ in history (based on those in the QLD syllabus). Students are then introduced to an acronym which will help them to remember what each of these are (CAMPORUM). Students are shown the A standard criteria for analysing and the are unpacked. The year 12 students then begin independently analysing sources in the source booklet and filling in the handout (CAMPORUM tables). The year 11’s then receive focused teaching about the difference between primary and secondary sources, things to keep in mind when discussing the source origins in a written analysis, how the origins of the source may impact its reliability and tips for evaluating the reliability of different source types. There is some information about historical context and why it is crucial to understand the creator’s motive when engaging with a source. This is followed by an explanation of what the sources will look like in the exam (i.e. a context statement, an excerpt from a source and an APA reference). Following this, the gradual release method is used to engage with the first few sources in the booklet. (I have done the first one on the slides to show how to complete the table, we do the second one together, they do the third one in pairs and they do the fourth one independently). The types of sources in the booklet: An extract from Mein Kampf, an extract from a textbook, an extract from the Alpha History website, an extract from The United States Holocaust Memorial Museum website, an infographic, a poem, an artwork and a history magazine. They were chosen to deliver content at the same time as teaching the analysis skill. Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The lesson begins with some teaching that both grades can do together before the year 12s are assigned some independent work and the year 11s are given some more focused teaching. Then the year 11’s do independent work while the year 12s share their answers and receive feedback.

A PowerPoint used to teach students about the Hundred Flowers Campaign. It includes notes from textbooks and online sources, viewing activities (propaganda posters, images and videos from YouTube) & different historian’s interpretations of this event. The homework task is for students to research the Anti-Rightist campaign and create a poster to display on our learning wall. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A unit introduction PowerPoint for a unit entitled Literary Representations of Australia. Within this unit, students learn about Australian identity and then consider how this is represented in the novel Deadly Unna? By Phillip Gwynne. The PPT includes an assessment overview, a discussion of what it means to be Australian and how our Australian identity is constructed and defined. Students completed a brainstorming activity based on texts they viewed in the last few weeks of the previous term. A thought-provoking poem entitle ‘How Australian are You’ is included to prompt discussion of the many ways of being Australian and some of the stereotypes which exist about us. This is followed by a think-pair-share activity. Following this, students are introduced to the term representations. They are then shown the first two verses of the Australian national anthem to explore (with 4 questions). This is followed by a paragraph writing task to consolidate what they have learned. If time permits, students are introduced to some critical literacy terms: marginalised and silenced. Students are also talked through the elements of their novel study booklet. Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

The lesson begins with an explanation of what themes are, and an image of common themes in literature. Following this there are slides explaining the following themes: Masculinity (and toxic masculinity) Racism The importance of family Mateship Duty and Sacrifice Examples from the novel are provided. This is followed by a practice question + some planning activities around this question. Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

A PowerPoint designed to explain the rules of articulate and a slide which displays an articulate style board with Modern History categories (People, Geography, Historical concepts/skills, Events, Random, Groups) A series of cards designed for units taught in Senior Modern History Frontier Wars Russian Revolution Vietnam Independence Movement Waves of Feminism World War Two (the Holocaust) Communist China (Mao) The Cold War Australian experiences in the Vietnam War Scramble for Africa Apartheid in South Africa

A useful resource for an introduction to Science Fiction and key terms. In addition to definitions taken from a cinema subject I completed at university, there are a series of viewing activities (trailers for various films which illustrate the key features of these subgenres of science-fiction.) Most of these slides also come with questions designed to get students to think about our focus: TECHNOLOGY and the role of technology in these imagined worlds. These questions challenge students to consider how filmmakers position and influence their viewers regarding the discourse of technology in texts and whether these representations work to naturalise, reinforce or challenge prevailing beliefs and attitudes about the role of technology in society.

A PowerPoint which focuses on Act 3 (Scenes 2-5). To be taught after a lesson acting out the first scene (fight scene). The lesson includes a summary of each scene with key quotes and questions. Additionally, it features important historical context information that students need to know to understand the play. There is a link to an Australian performance of Juliet’s famous soliloquy (Act 3, Scene 2). This is followed by a close look at the lines of this soliloquy. Viewing Act 3, Scene 5 from the 2013 film. Important things to note from Act 3. An updated PowerPoint which features all of Act 3 (Scenes 1-5). This lesson is designed to run over a couple of lessons. It includes more quotes from the play, checking for understanding questions (some to answer in books and some to discuss as a class) & some brain breaks (viewing activities + one game of scattergories). This lesson is designed to fit into a unit where students must complete an exam where they respond to an essay which argues that Friar Laurence is solely to blame for the deaths of Romeo and Juliet. Through studying each scene in depth, students should begin to see that a range of other characters could be referenced in their counter argument. A handout - revision activity - a list of jumbled up events from this act which students have to reorganise into chronological order. Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced).

This is a media lesson designed for a year 9 class (however a lot of the content could also be used for an English lesson). Narrative music videos and their key components: plot, theme and structure Defining narrative. Visual display of the narrative structure. Defining the key terms plot, structure, and theme and watching a film clip to identify these (teacher answers provided on slides). Links to other narrative music videos Also included: a music video report card for analysing music videos

PowerPoint 1: Unit introduction including classroom expectations (rules), an explanation of the unit, key questions for the unit, explaining the 2 assessment tasks, looking at famous quotes about teens and seeing if they agree, a list of teen issues and themes, common settings and characters for teen films. PowerPoint 2: exploring teenage stereotypes. This lesson defines stereotypes and gives examples of what stereotypes are, explores why we stereotype people, looks at common stereotypes about teenagers. The PPT includes excerpts from 2 Hollywood films (10 Things I Hate About You & Mean Girls) and questions to encourage students to identify the stereotypes in them.

Two PowerPoints for a 10 English class. defines satire, introduces key terms that students need to know including hyperbole, irony and parody. Introduces Daria as an example satirical text.An example clip and viewing questions. Defining mockumentaries. How mockumentaries use satirical elements to reflect human experience. View excerpts an example mockumentary (Summer Heights High). 3 clips and responding questions.

A PowerPoint which lists each of the characters in the play alongside key points about them (with images from the Baz Luhrmann movie). Activities to check for student understanding (including filling in a character tree.) This is followed by an explanation of key themes in the play (fate, love, hate, authority, time/timing). It concludes with an exploration of The Prologue which opens the play (Act 1). An updated version of this PowerPoint which removed the key themes which has been replaced with information about the life and times of Shakespeare. (It also includes classroom rules as it was used at the beginning of a new term). Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced).

The PowerPoint includes definitions and examples of poetic devices including rhyme, repetition, simile, metaphor, personification, alliteration, assonance, symbolism etc. There are also slides with famous examples from songs (some oldies but mostly contemporary). The homework sheet is a match the terms handout to consolidate learning.

This booklet has been designed as part of a unit of work on Catching Fire (the second book in the Hunger Games trilogy). It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a creative writing assessment where students take what they have learned to create two or three diary entries which provide insight into a minor character from the novel. In doing so they must reveal the personality of their character through what they see, think, feel, hope for and fear. Students were assessed on how purposefully they shaped their representations of people, places, events and concepts in the novel.

3 resources used in a 9 English unit. 1) A homework sheet which includes the poem 'Then and Now' by Oodgeroo Noonuccal and comprehension questions which are designed to help students begin to analyse the text. This poem touches on the dispossession of land and the consequences for the poet and her people. 2) A PowerPoint which teaches visual source analysis using the picture book 'The Rabbits' by John Marsden (illustrated by Shaun Tan). Students have to respond to the images by answering the following questions: What do you feel about the imagery? What does it mean to you? What is the idea of Australian identity portrayed in the picture? Afterwards, the PPT explains that this story is an allegory. The PowerPoint also includes some examples of Australian slang (as this is part of a stereotypes unit). 3) A PowerPoint which points out that for a long time there were “entrenched negative stereotypes” about Aboriginal people in Australia and how the media’s focus on negative Aboriginal issues creates much hurt when it presents the problems of individual Aboriginal people as problems of all Indigenous Australians. It explores the negative stereotypes about Indigenous people as shown in Bran Neu Dae and the positive attributes shown in The Sapphires. The clips I have selected from Bran Neu Dae are humorous but touch on serious issues and often generate good classroom discussions.

Two powerpoints used in a 8 English protest poetry unit I designed. The first explores: What is critical literacy and why do we need these skills? How will it help us to understand protest poems? It introduces key critical literacy terms (ideology, privileged, intended reading, marginalised, silenced etc.) It includes a list of things it is important to be aware of when viewing or reading a poem/text. It also begins to introduce students to Indigenous Australian issues as these are the first series of poems to be explored. It includes poems about colonisation and questions to prompt students to analyse these poems. The second is an introduction to poetic devices which includes definitions and examples of personification, rhyme, onomatopoeia, alliteration, simile, metaphor etc. Additional resource: A handout I use at the end of the poetic devices lesson to check whether the students have understood what was taught (it is a matching terms activity).

Useful resource for English or Theology classes. Defines key terms and presents students with scenarios to discuss.

List of emotive words which are useful for creative writing tasks.

This worksheet can be used as a one on one tutoring resource. Alternatively, you can take activities from here to use as fast finishers or homework activities. This document introduces students to key terms like fact, opinion and embellishment. It includes sentences and paragraphs and challenges students to identify whether they are subjective/objective. It also provides some information about zoos and asks students to write a subjective and objective paragraph about the topic. The second section explores how verbs, adverbs and well-constructed, extended noun groups can position the reader to form an opinion or judge a person. It gives an example of a famous Australian and shows how by changing a few words you can change the connotation of the text. It includes comprehension questions to check the students understanding. In the third section, a subjective newspaper article about the Vietnam war is included for students to analyse. There are comprehension questions which follow this. The final section introduces students to the concept of tone and gives them a list of different words to describe the tone of a text. Students then look at an advertisement and have to suggest the tone. Subsequently, they read a bias newspaper article and answer questions about this. Finally, there is a writing activity for students which encourages them to write persuasively.

A PowerPoint to guide students as they read the World War One poem ‘Aftermath.’ It includes information about the author’s background and encourages students to speculate about how that influenced him to write Aftermath. As they read the poem there are little discussion-prompting questions and annotations down the side. Afterwards, students will suggest an intended reading and explore how the language features contributed to this message. Finally, students will review what they have learned about WW1 as next lesson they will move onto a new time period. The handout with the typed questions from the PPT.