A short unit covering Reading, Writing and Speaking and Listening. Could be used as a whole class unit of work, or small literacy group. Mixed ability but could be differentiated up or down. Extracts (all provided) from Robinson Crusoe, Life of Pi, Lord of the Flies. Real life survivor account analysed for descriptive writing techniques. Students invent their own survivor scenario and write diary entries and descriptions based on the example extracts and trailers shown in lessons. Opportunity to create class island map and use as stimulus for writing. Some lessons may take slightly longer than an hour so I estimate this unit is between 4 and 6 hours of lessons, depending on the pace.
A complete lesson looking at Gothic conventions, with particular focus on conventions of setting. Pupils identify techniques used in a range of example gothic setting descriptive sentences linked to a given gothic setting image. Using lesson knowledge so far, pupils create their own description of a gothic setting using a choice or combination of given gothic setting images.
This lesson is a general introduction into the artists and poets of the Romantic movement. Starts with a look at paintings by Turner and Constable, then moving onto 6 key Romantic poets - Wordsworth, Shelley, Coleridge, Keats, Byron and Blake. Ends with task to illustrate final stanza of Frost at Midnight to focus on presentation of Nature by Coleridge.
The intention of this unit is to provide students with some knowledge of how stories originated, came to be written down and how some of those same stories have been retold and developed over time, such as Horowitz’s re-telling of a popular Greek myth, in our unit. Students should understand that there does not have to be one single version of a ‘story.’ Some may have originally been made up to explain mysteries about the world and to enable humans to understand their place within it. Stories are constantly evolving and shaped by their social and historical influences. We can see, for example, that the concept of the Underworld has been around for centuries. Students will study the Underworld described in the Renaissance period by Dante, as a way of teaching his readers to live purer lives on Earth, but we can also enjoy its imaginative appearance in Rick Riordan’s modern ‘Percy Jackson’ tales. We can introduce the concept that, historically, the female figure has been presented as temptress and the cause of human suffering, an idea developed in ‘the Serpent’s Deception’ and Homer’s ‘Odyssey’, or later subverted in Le Morte d’Arthur, where the female is weak and in need of a chivalrous male to save her. We can see stories as a reaction to the beliefs and fears of society at the time. Shelley’s Frankenstein can be interpreted as a reaction to society’s distrust of the advancement of scientific experimentation. Running through all these stories is a series of symbols that capture a society’s values, beliefs and fears. Through the identification of symbolism in these stories, such as the snake in Serpent’s Deception, Daphne & Phoebus and Le Morte d’Arthur, it is hoped that our Y7s can learn to become confident in spotting symbols in future stories they read and have the confidence to critically evaluate the significance of them, in relation to their own contextual experience and a knowledge of literature throughout the ages.
Aimed at middle to low ability KS3, this lesson looks at the context of Victorian England, giving a range of information about life in the workhouse and looking at the difference between the lives of the rich and poor. There is also an extract from Berlie Doherty’s ‘The Street Child’ to analyse. Perfect for introducing any Victorian novel, but with A Christmas Carol in mind. Could be useful as re-capping context prior to exam.
A 21 lesson scheme (which includes 2 x introductory lessons on Dystopian Fiction) plus a mini assessment which asks students to answer two questions. 1 x Writer's Language question and 1 x Writer's Use of Structure question. Included is a ppt for feeding back to students, which contains example responses. The scheme itself covers a range of skills now required at GCSE.
2 X LESSONS
Students will look at Victorian society and the rise in crime rates that triggered the rise of the police force. They are then introduced to Jack the Ripper and encouraged to think how the context of the time actually enabled Jack the Ripper to commit his crimes so successfully / why the police were unable to catch him. Plenary tasks asks why detective fiction may have been popular at this time.
Students look at the history of detective fiction, beginning with Poe / Murders at the Rue de Morgue. A focus on the character of the detective and detective conventions, testing knowledge by applying knowledge of conventions to extracts from The Sherlock Holmes Tale ‘The Adventure of the Sussex Vampire.’ Then, students look at images of Holmes study (Sherlock Holmes museum) and deduce ideas about his character. Lesson ends with fun observational skills competition where students spot the hidden animals in the pictures.
2 x complete lessons analysing the character of Duncan in L1, followed by the character of Macbeth in L2. Both lessons look at whether each man can be considered a good king or not. A range of tasks are included such as note-taking, Kahoot quiz (you will need to log in), mind map, discussion, comprehension questions and challenges along the way. Resources at the end of the ppt to print off.
USING THE BFG BY ROALD DAHL AS INSPIRATION, STUDENTS WILL CONSIDER WHAT MAKES AN INTERESTING CHARACTER FOR A READER. THEY WILL ANALYSE DAHL'S DESCRIPTION OF FLESHLUMPEATER, WITH STEP BY STEP ANALYSIS, HELP AND SUPPORT & STRETCH AND CHALLENGE. NARRATIVE WRITING THEN FOLLOWS WITH THE OPPORTUNITY TO CREATE THEIR OWN GIANT AND PEER ASSESS USING GIVEN CRITERIA. A CREATIVE AND SKILLS BASED LESSON SUITABLE FOR BOTH KS3 & 4.
Using Anthony Horowitz’s retelling of this myth (copy not provided), there are several activities looking at the different sections of this myth. This is the tale of Perseus and how he slays Medusa. Please see my ‘shop’ for further resources. As an optional starter task, you could create a ‘Pandora’s Box’ of objects related to the Gorgon’s Head myth, for students to use to predict what will happen. I have used toy snakes, pebbles, Halloween eyeballs etc. Students then use inference skills to create an impression of King Polydectes, draw the gorgons using the given extract, list four things they have learned about them (in the style of Language Paper 1 Q1) with answers supplied for easy self assessment. After this, students can research Athena on computers or phones. Students then analyse the writer’s use of language to describe Medusa’s cave using an evidence table which supplies suggested answers for easy assessment. Finally, draw Athena’s shield to include Medusa’s head and play the interactive whiteboard game ‘Gorgon’s Head’ to sum up learning.
THIS IS PART ONE OF MY DECLARATION SCHEME AIMED AT KS3. I USUALLY TEACH IT TO Y8 OR Y9 AND STUDENTS LOVE IT! IT'S A FAB DYSTOPIAN STORY THAT RELATES WELL TO OUR WORLD TODAY. THIS PART CONTAINS TEN LESSONS, INCLUDING 2 INTRODUCTORY LESSONS TO DYSTOPIAN FICTION. PART TWO IS ALSO AVAILABLE IN MY 'SHOP'.
White Fang - AQA English Language Paper 1 Reading style tasks and questions. Extract provided with a list of techniques for students to identify. Followed by group discussion and feedback of the effects of these techniques. Exam style question given, with help sheet provided if needed. Final task is a further extract which can be used as an extension of class work or homework task.
This lesson works through Q1 and Q3 of one of AQA's KS3 practice papers for GCSE English Language. Answers are provided for Q1 to enable self assessment. Pupils are then asked to identify a set of given structural features before considering 4 different levels of example responses and deciding which is the 'best' one. Cloze exercise as a creative writing extension task.
Step by step approach to this past question on the supernatural. Students can work through the extract, finding relevant evidence and matching up suggested annotations to gain understanding of the key themes and ideas. Example paragraph response using extract evidence provided so that students can produce their own based on what they have uncovered.
To address the second part of the question, students are given an example quotation from the wider play and an example paragraph which uses the reference to respond. Four further key quotations on the supernatural are provided so that students can use them to create their own paragraphs. The quotations can be printed off and used for revision purposes.
Based on Anthony Horowitz's re-telling of the myth, this resource contains several activities to work through the story. Contains a range of teaching and learning activities to stimulate children's interest, with a focus on Q1 & 2 English Language Paper 1 skills. The final task is a dramatic performance of the humorous scene where Thrym tries to kiss Thor!
This is a poster for a collective memory activity, where pupils in small groups take it in turns to have a minute to memorise the images and quotes on the poster. The aim is to reproduce the poster as exactly as possible. This facilitates discussion about what the play might be about.
An introductory or revision task where small groups of pupils take it in turns to memorise the images and quotations on the poster. The aim is to reproduce it in their groups and use it as a talking point.
A LESSON LOOKING AT POSSIBLE EXAM QUESTIONS. ACTIVITIES INCLUDE A FOCUS ON MRS JOHNSTONE AND MRS LYONS (CUT AND STICK, TEAM COMPETITION) AS CHARACTERS WHO HIGHLIGHT THE DIFFERENT SOCIAL CLASSES SHOWN IN THE PLAY. GOOD PREPARATION FOR THE LITERATURE EXAM.