These bookmarks are designed to aid reciprocal reading groups. Each bookmark is intended as a prompt, to help remind the students what each role in the group should be doing. These can be also given out prior to reading so students know which role they are fulfilling.

A worksheet which guides students through analysis the use of metaphors in Langston Hughes’ classic poem ‘Dreams’ Students identify metaphors, explain what is being compared and examine the author’s purpose. This resource would fit as part of a figurative language unit or a unit on American poetry.

These resources can be either used as an introduction to film techniques, or as part of a ‘Boy’ unit. It is a workbook based around analyzing the film techniques used in one scene of ‘Boy’. After watching the clip, students define and identify examples of film techniques. Then, using the graphic organizers, students need to consider the purpose of techniques and how they convey information. Finally, as a summative assessment, students individually analyse a new scene of their or your choice. This is about three to four lessons of work, depending on how well your students already know film techniques.

These resources can be either used as an introduction to film techniques, or as part of a ‘V for Vendetta’ unit. It is a workbook based around analyzing the film techniques used in one scene of ‘V for Vendetta’. After watching the clip, students define and identify examples of film techniques. Then, using the graphic organizers, students need to consider the purpose of techniques and how they convey information. Finally, as a summative assessment, students individually analyse a new scene of their or your choice. This is about three to four lessons of work, depending on how well your students already know film techniques.

These resources can be either used as an introduction to film techniques, or as part of a ‘Billy Elliot’ unit. It is a workbook based around analyzing the film techniques used in one scene of ‘Billy Elliot’. After watching the clip, students define and identify examples of film techniques. Then, using the graphic organizers, students need to consider the purpose of techniques and how they convey information. Finally, as a summative assessment, students individually analyse a new scene of their or your choice. This is about three to four lessons of work, depending on how well your students already know film techniques. Answers, as well as a rubric for grading the summative assessment, are included