This resource is the companion to the Netflix series: ‘Witches: A Century of Murder’. It is the first episode of the series. The documentary and resource discuss the start and spread of witchcraft in Britain in the 16th century. These worksheets have: A critical thinking question for discussion short response questions Fill in the blanks A word search and glossary task

This amazing documentary is narrated by Helen Mirren and details the lives and experiences of those touched by the legacy of Anne Frank. The first part of this critical thinking activity deals with the everyday life of Anne and her diary ‘Kitty’. It also draws on the historical context of the time, such as, Hitler’s rise to power. This resource shows Anne as a ‘real girl’ experiencing the many of the same struggles teenagers face today. The parallel stories the title references not only talks about modern-day teens, but also four brave holocaust survivors describing their lives in WW2 Europe.

Already created success criteria and learning intentions Initial reflection task -students write a prompt based on making inferences. Before we read section on where and when the story takes place. Also, there is an inquiry question about Richmond in 1919 vs. today. Detailed introduction to characters in the novel and three themes you could potentially structure an essay prompt with. Introduction to character types in narrative texts, students then have to match the character type to the characters from the book. For example: The confidant character can be attributed to Charlie’s friend ‘Nostrils’. After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Chapter 2 has its own extension questions Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

A set success criteria and learning intentions slide for the lesson. Initial reflection task -students write a prompt targeting researching skills. Slides with chapter summaries for chapters 1-3. Skill focus: All about motifs and symbols (definitions and examples) Model answer for skill: Mr. Feehan’s boots as motif. Student task: SS identify each of the motifs or symbols from Runner and give an explanation about what each of these symbolise. After reading each chapter, I have set up key inquiry questions for students to either complete in class or as homework tasks. Comprehension questions for chapters 4,5 and 6. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

A set success criteria and learning intentions slide for the lesson. Initial reflection task -students write a prompt targeting characterisation of Mr. Peacock and Mrs. Feehan. Slides with chapter summaries for chapters 7-9 a. Task: T. explains each of the motifs or symbols from Runner and gives an explanation about what each of these symbolise. After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Comprehension questions for chapters 7,8 and 9. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

A set success criteria and learning intentions slide for the lesson. Initial reflection task -students write a prompt on how to compare and contrast. Slides with chapter summaries for chapters 10-12. Class discussion questions After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Writing skill: learning about two types of irony presented in Runner (verbal and situational). Activity: students read through 3 scenarios and identify and explain how irony has been shown in each situation. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

This resource is the companion to the Netflix documentary ‘Winter on fire’. It deals with the Maidan protests of 2014 when the Ukrainian government refused to honour it’s decision to join the EU under pressure from Russia. Please note that this is part one of a three part lesson plan. The other two parts and teacher’s guides are available here. It’s primary focus is the discussion of civil rights and how external pressures can either build up or destroy a nation,but, this documentary cleverly shows several key elements such as: Resilience and the human desire to support each other in need. Corruption in government. How protesting can make a difference. Thank you for your interest in this resource! The Netflix Teacher

Set success criteria and learning intentions slide for the lesson. Initial reflection task on the themes of wealth and violence in Runner. Slides with chapter summaries for chapters 19-21 Class discussion questions After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Writing skill: reviewing the TEEL structure. Activity: students complete a practice prompt from Runner using TEEL Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

Set success criteria and learning intentions slide for the lesson. Initial reflection task on the themes of wealth and violence in Runner. Slides with chapter summaries for chapters 16-18 Class discussion questions After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Writing skill: Learning about metonymy as a literary device Activity: students complete a think, pair, share activity. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

Set success criteria and learning intentions slide for the lesson. Initial reflection task -students write a prompt focusing on persuasive writing skills. Slides with chapter summaries for chapters 13-15 Class discussion questions After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Writing skill: Learning about paradox from the novel and from popular media sources. Activity: Think Pair Share tasks on paradoxes in Runner. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

Set success criteria and learning intentions slide for the lesson. Initial reflection task -students write a prompt about past and present gender roles Slides with chapter summaries for chapters 10-12 Class discussion questions After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Writing skill: Learning about 6 types of sensory writing. Activity: students create their own examples of sensory writing . Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.