I provide resources mainly for English (IGCSE and GCSE content), but also post useful Drama resources. There are also brand new English-with-Media resources to choose from, and many materials such as assemblies and certificates that could prove useful to Head of Years. All resources are differentiated appropriately and labelled with key year groups.
I provide resources mainly for English (IGCSE and GCSE content), but also post useful Drama resources. There are also brand new English-with-Media resources to choose from, and many materials such as assemblies and certificates that could prove useful to Head of Years. All resources are differentiated appropriately and labelled with key year groups.
This lesson introduces students to the dystopian genre, explores key dystopian concepts and addresses common misconceptions (the difference between science fiction and dystopian fiction).
This lesson explores all of the historical events that inspired and shaped dystopian fiction. The students will conclude the lesson by completing a creative task titled ‘walking around a dystopia’, in which they will include all of the elements of dystopian fiction that they learned about in the lesson.
This lesson teaches students about the differences between hyphens, en, and em dashes. The students will be able to test their knowledge by completing a section of comprehension, and then writing a creative piece which will be peer-reviewed.
This lesson covers:
The Viking invasion (from 793)
King Cnut and his reign
Edward the Confessor’s acension to the throne
Students will complete a ‘succession timeline’, ordering the potential heirs to the throne over 4 time periods from 1016.
This lesson will teach students:
Ethos, logos and pathos, and how to utilise all three in a persuasive piece
The AFOREST persuasive techniques, and how to write examples of each technique
How to combine AFOREST and ELP to write a persuasive piece about the banning of school uniforms
How to write an effective peer review
This lesson will have students explore various types of promotion and analyse purpose, form and audience. By the end, the students will be writing their own promotional pieces for a book of their choice.
This lesson focuses on tracking events in a text and analysing structural features such as juxtaposition and analepsis (excerpt from A Christmas Carol).This is one of 6 lessons uploaded with the aim of preparing students for answering Language Paper 1 Question 3.
Lesson includes a word of the week (impregnable) with accompanying questions, context on Heaney, Stormont and The Troubles, a first reading of the poem and group/discussion work activities.
Lesson One (Opening): This is the first lesson on ‘A Handmaid’s Tale’ in a dystopian SOW. This lesson introduces the students to the concept of objectification, and the key themes and techniques present in the opening chapter (surveillance, biblical allusion, threat).
Lesson Two (Horrors of Gilead): This lesson has students analyze the use of power and indoctrination in chapter 2 of A Handmaid’s Tale. After a class annotation task, students will construct an analytical point independently.
**Lesson Three (Aunt Lydia Analysis): **This lesson focuses on the character of Aunt Lydia, and the concepts of internalized misogyny, and indoctrination. The students will complete a pair-analysis task, and then at the end, they will construct an analytical paragraph in response to a GCSE style question.
This lesson teaches students to find violent verbs and onomatopoeia in Hughes’ poem ‘Wind’. This was made for my intervention year 7 sets, so would suit a year 5/6 class as well.
This is the third lesson in a 3 lesson mini-scheme on Tragedy in Shakespeare. However, this can easily be a standalone lesson. This lesson can be taught even if the students don’t have a prior knowledge of Romeo and Juliet.
This project allows students to work independently, and is split into instructions for 6 lessons.
Lesson one and two will be a planning stage, in which the students will find their topic and research.
Lesson three and four will be the writing stage, and a clear success criteria and newspaper template is provided for this.
Lesson five and six will be the presentation stage, students are given instructions as to how to offer feedback verbally to each group.
Lesson one: Introduction to the dystopian genre, key concepts and terms
Lesson two: Understanding Dystopian character archetypes
Lesson three: Context behind dystopian fiction (understanding the link between history and literature)
This display is great for encouraging reading in your classroom. The butterflies are also resources that can be completed by students before being stuck on the wall.
Very low-level differentiated lesson. Students will recap simple word types (adjective, verb, etc.), and simple language techniques. They will then try to find these techniques in the poem ‘Daffodils’. This is very scaffolded and should be quite straightforward.
This lesson will teach students:
•Analysis techniques (on a sample brochure)
•How to embed ambitious vocabulary into their persuasive writing
•The structuring/planning a persuasive brochure
• How to complete a thoughtful reflection
