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 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
This lesson focuses on the key concepts in 1984: The War, Doublethink/speak, and Hate Week. By the end the students will be writing their own polemical pamphlet using doublespeak, promoting hate towards the new enemy (Eastasia) and promoting Eurasia as an ally.
This project allows students to work independently, and is split into instructions for 6 lessons. They will be writing an article on their ‘Time Person of the Year’, and in the final lessons, presenting it to the class.
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 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.
This lesson explores the concept of totalitarianism, and has the students analyse the opening scene of 1984 in order to detect evidence of totalitarianism in the environment.
Students can use this planning sheet and also the interview Q&A sheet to work towards writing an article. This could work in the context of any lesson.
Lesson complete with a word of the week focus (adversity), a real Titanic diary entry, and guided annotation practice. Great for An Inspector Calls context, Non-Fiction analysis or Unseen Prose practice.
Lesson One (1984 Lesson): This lesson explores the concept of totalitarianism, and has the students analyze the opening scene of 1984 in order to detect evidence of totalitarianism in the environment.
Lesson Two (O’Brien and the rats): This lesson focuses on the idea of false consciousness, and the character of O’Brien. The students will explore how O’Brien uses torture and fear to brainwash and control Winston, and in the end, students will write a paragraph analyzing O’Brien’s character.
Lesson Three (Key Concepts): This lesson focuses on understanding the key concepts in 1984: The War, Doublethink/speak, and Hate Week. By the end the students will be writing their own polemical pamphlet using doublespeak, promoting hate towards the new enemy (Eastasia) and promoting Eurasia as an ally.
Lesson 1: Intro to Dystopian Environments
Lesson 2: Dystopian Character Archetypes
Lesson 3: The Context Behind Dystopia
Lesson 4: Analysing the Setting of 1984
Lesson 5: Analysing the Character of O’Brien in 1984
Lesson 6: The Key Dystopian Concepts of 1984
Homework Sheet 1: Creating a Dystopia Worksheet
Homework Sheet 2: Dystopian Verbs
This lesson focuses on acts of rebellion in Dystopian Fiction, in particular the ‘berries scene’ in The Hunger Games. The students will detect rebellious/revolutionary language in the extract, and then write their own revolutionary speech against the Capitol and President Snow.
The first lesson focuses on Robert Louis Stevenson’s background, and the cultural anxieties that inspired Jekyll and Hyde.
The second lesson focuses on linking psychoanalytical theory to Jekyll and Hyde (mostly an exploration of the ego, superego and id/conscious and unconscious mind).
This is a fun lesson and worksheet that can come directly after watching the film ‘Elf’ and looking out for themes of identity/cultural identity. This lesson/sheet includes:
An analysis task
A poetry task
A film review task
A fun ‘elf-on-the-shelf’ creative task
Lesson 1: King Cnut and Æthelred the Unready, the Viking presence in England, Edward the Confessor’s early years
Lesson 2: The reign of Edward the Confessor, his relationship with Godwine, the failures of his rule.
Lesson 3: The claimants to the throne after the death of Edward the Confessor, class research and presentation task.
3 lessons on Commedia Dell’Arte.
Lesson One: Introduction Lesson
Exploring the comedy genre
Introducing Commedia as a whole
Introducing Commedia characters
Lesson Two: Practice Lesson
Focus on center of leading and tension states
Improvising a performance
Focusing on two characters in particular
Lesson Three: Test and Performance Lesson
Recapping the weeks’ knowledge of comedy types and commedia with a low stakes multiple choice quiz
Finalizing with a guided Lazzi performance.
This lesson is the fifth in a scheme of work on GCSE skills - however, it can easily stand alone. This lesson allows students to study a section of Of Mice and Men, and analyse any techniques they find. At the end, students will produce a question 2 style response.
These lessons were originally planned for my bottom set intervention Y7 group, and therefore would work for a Y5/6 group, or any bottom set Y7 or perhaps Y8.
Lesson 1: Intro to Romanticism
Lesson 2: Intro to I wandered Lonely as a Cloud
Lesson 3: Finding techniques in IWLAAC
Lesson 4: Writing a paragraph on IWLAAC
Lesson 5: Intro to ‘Wind’ by Ted Hughes, and finding connotations
Lesson 6: Finding violent verbs and onomatopeia in ‘Wind’ by Ted Hughes
Lesson 7: Planning and Writing a paragraph for ‘Wind’ by Ted Hughes
Lesson 8: Introduction to ‘The Moon’ by Robert Louis Stevenson
Lesson 9: Planning an assessment response on ‘The Moon’.
Lesson 10: Writing an analytical paragraph on ‘The Moon’
Lesson 11: Paragraph Improvement Lesson (with teacher feedback sheet)
This lesson is part of a three lesson scheme in which students analyse the origins of the tragic genre. In this lesson, students will become familiar with the themes and characters of the play ‘Medea’.
Lesson 1: Plot and Themes
Lesson 2: The pastoral and anti-pastoral
Lesson 3: Fate and Foreshadowing in the early chapters
Lesson 4: Fate and Foreshadowing – self assessed exam response
Lesson 5: Settings as a symbol of Tess’s tragic journey
Lesson 6: How to plan a section B (feedback from lesson 4)
Lesson 7: ‘The Nemesis within’ – to what extent is Tess to blame for her demise? Mapping external and internal influences.
Lesson 8: Critical reception and Victorian morality
Lesson 9: The assault of Tess and critical reviews
Lesson 9 (continued optional extra): The assault of Tess – the laws regarding women in Victorian England
Lesson 10: The Existentialist Lens
Lesson 11: Tess and Existential Crisis
Lesson 12: Comparative Analysis
This lesson, suitable for any KS3 class, contains activities to do with International day, including a questionnaire, a mind-mapping and a creative task.
