This sheet includes everything students will need in revising the character of Mr. Birling in AIC Side one: Quote analysis Side two: Contextual and thematic analysis, as well as space to find key vocabulary and write essay-openers using frames provided.

This lesson will give students an understanding of subjugation as a concept, and will allow students to detect evidence of government subjugation in an extract of ‘The Hunger Games’. After they have completed some analysis questions, students will be writing their own ‘choosing ceremony’ scene, and peer-reviewing each other’s creative efforts at the end.

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 the events and key themes in Act 4 of the play Dara. After reading the act in it’s entirety, students will have the chance to answer some comprehension questions, and reflect on the way they would stage the execution scene.

This lesson introduces students to speaking and listening as a topic, and asks them to consider what makes an effective speaker, and listener. By the end, students will write their own mini-speech on a topic of their choice.

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 includes a link to the IGCSE past paper that the assessment will be based on, (only section A) and a preparation lesson explaining to students how to best tackle Section A questions. I've chosen to only test my students on Section A, but this preparation lesson could help with Section B as well. This also includes a student assessment reflection sheet for when you give back their marked work.

This lesson focuses on the final act of the play Dara. The students will read the play, and then answer a series of comprehension questions, and one IGCSE style long answer question. The final slide will have students reflecting on their own feelings about the ending, and the change in Aurangzeb’s character between scenes 1 and 2.

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).

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 project allows students to work in groups, and is split into instructions for 6 lessons Each lesson, the students will be swapping stories with someone in their group, and continuing with theirs. The title of your story will be “How My Teacher Turned into a Monster”. For each section of the story, the students will be given a specific success criteria, images and language techniques to include. Lesson one and two: Students write the beginning Lesson three and four: Students swap, and write the middle Lesson five and six: Students swap and write the end

This lesson focuses on the idea of implementing 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. This could be a standalone lesson, as one slide explains the plot beforehand, so students understand the events of the story so far.

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.

This lesson focuses on having the students utilize the 5 senses in order to construct a solid piece of descriptive writing. Whereas this is in preparation for the Cambridge IGCSE Language Paper 1, it can be used for any exam board. E.g AQA Language Paper 1 Question 5 prep

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 introduces some key themes of the poem (industrial revolution, strict rules and punishments, monotony). It also allows the students to understand a bit of the context behind the poem, and the feelings of restriction and helplessness that inspired George Elliot (or Mary Evans) to write this poem.

Lesson One: Word of the Week (Cultural Identity) Lesson Two: Analysis and key concepts Lesson Three: Write up of analytical paragraph, and low-stakes multiple choice quiz.

This lesson includes a word of the week (emancipation), an exploration of the key context behind Blake’s poem ‘London’, and an exploration of key concepts related to the poem. By the end of the lesson, students will have conducted a first reading of the poem, and been able to connect key concepts and context to particular stanzas.

This sheet includes everything students will need in revising the character of Sheila in AIC Side one: Quote analysis Side two: contextual and thematic analysis, as well as space to find key vocabulary and write essay-openers using frames provided.

Lesson One: Word of the Week (Animosity) and key context Lesson Two: Analysis (pair work) Lesson Lesson Three: Writing a critical review lesson