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I am a teacher of secondary English, providing resources and lesson plans in this domain. My lessons are on the interdisciplinary side and as such can at times also be applied to other subject areas, such as history or drama. I hope you find them useful! Please don't hesitate to provide constructive feedback as I am always keen to improve my resources and ensure that you get the very best value for money.

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I am a teacher of secondary English, providing resources and lesson plans in this domain. My lessons are on the interdisciplinary side and as such can at times also be applied to other subject areas, such as history or drama. I hope you find them useful! Please don't hesitate to provide constructive feedback as I am always keen to improve my resources and ensure that you get the very best value for money.
Simple - case study of persuasive language as used in business/marketing - PPT
AngelilAngelil

Simple - case study of persuasive language as used in business/marketing - PPT

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This lesson was designed for KS4 and was used in English lessons to illustrate the impact of persuasive language and connotation. However, it could also be used as part of lessons in business studies/marketing. Opportunities are given for whole-class and small-group discussion, as well as for students to work alone. Students are invited to compare their initial thoughts about a brand with the brand’s mission statement, and to chart their changing impressions over the course of a lesson. Students are also able to consider the ethics of companies’ decisions behind their choices of brand name. There are some elements of the PPT which pertain specifically to the IGCSE First Language English syllabus run by CIE; however, these are not the main part of the presentation and could be easily adapted or deleted. For extension in an English lesson, there is the opportunity to discuss euphemism (especially in relation to Simpsons episode Realty Bites) - or this could be done as a separate lesson. This PPT was created for use with KS4.
Idioms
AngelilAngelil

Idioms

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This activity has 3 separate parts. After eliciting a class definition of idioms from students, the worksheet requires them to match idioms with their true meanings. Interesting discussion could follow, not just to correct the answers, but to explain how they knew/guessed if they were unsure. Students can then write sentences using the idioms before developing their ideas into a story (more than one idiom could be used in the story - e.g. through dialogue - or one idiom could be developed more thoroughly into a narrative). This was originally made to use with KS3 but could also be used with able KS2s.
'Bright Star' sonnet (John Keats) - comprehension activities
AngelilAngelil

'Bright Star' sonnet (John Keats) - comprehension activities

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These comprehension questions on John Keats’ Bright Star sonnet were designed for (I)GCSE students studying the poem but could also be used for A Level/IB students. The 4-page pack includes a copy of the poem as well as a vocabulary matching activity, space for handwritten definitions of any other unfamiliar vocabulary, note-taking space, comprehension questions, and an optional extension task.
The Sound of Waves - key quotes and ideas
AngelilAngelil

The Sound of Waves - key quotes and ideas

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These notes on The Sound of Waves list potentially useful quotations from each chapter through the themes of innocence and experience (I have taught this text once privately and my student’s essay was based on this idea, so I read and made notes on the text with a view to helping her with this). Using the prism of these universal themes enables connections to be made between other curriculum texts, such as the poetry of William Blake and the plays of William Shakespeare. The notes are aimed at teachers (rather than students) and do not constitute full lesson plans in themselves but serve to provide inspiration for lessons depending on what skills and topics you hope to teach when instructing students on the novel. They provide opportunities to help students understand the effects of techniques such as simile and metaphor, foreshadowing, personification, pathetic fallacy, and symbolism. The notes also make links to critical thinking courses such as TOK (Theory of Knowledge) so can also be used by IB teachers to facilitate links to the Diploma core. Obviously all ideas presented in the notes are interpretations which you may agree or disagree with. Nonetheless, I hope they help!
THE DEMON HEADMASTER 6-week unit plan
AngelilAngelil

THE DEMON HEADMASTER 6-week unit plan

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This unit of work is designed to guide Year 8/Grade 7 students through Gillian Cross' The Demon Headmaster. While Teachit resources are referenced (and are available for free download via that website), many other resources and activities are also included, which are designed to stretch students in this age bracket given the text involved. Ultimately, however, it is accessible to all, including ESL, with various differentiation suggestions included (e.g. vocabulary-based activities).
Text types revision PPT
AngelilAngelil

Text types revision PPT

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This Powerpoint is most suitable for IB Diploma (Language A) or A Level language and literature students looking to revise text types. The Powerpoint covers the features of the following text types, as well as things that students can look for/consider when analysing an unseen text of this type: News article Editorial Blog or diary entry Political cartoons Graphic novels Brochures and leaflets Forum posts Academic journal articles Reviews Speeches and talks Tweets Letters and emails Interviews Advertisements Infographics The resource also covers reminders of the purposes of writing, the differences between literary and linguistic features, and further tips to enhance performance in analytical tasks of this nature (e.g. commenting on context, planning skills). This is not intended to serve as a full lesson in itself but could potentially be developed by teachers to create one according to the needs of their class. It’s perhaps more appropriate as a revision resource to be distributed for students’ own independent learning.
Comprehension activity - Black Roses (Simon Armitage)
AngelilAngelil

Comprehension activity - Black Roses (Simon Armitage)

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This file consists of 9 questions in relation to poems 4-6 from Simon Armitage’s Black Roses collection. (The questions are repeated twice on one page in the file for easy printing/cutting out/distribution). Students could complete these in small groups or on their own. These were devised for a sixth-form group of EAL students. However, they could be used in KS4 as well (not sure I would recommend for KS3 as the content of the Black Roses collection could be disturbing for children who are too young).
Full year's lesson plans: Language and Cultural Context (IB DP English Lang/Lit)
AngelilAngelil

Full year's lesson plans: Language and Cultural Context (IB DP English Lang/Lit)

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PLEASE NOTE: These lesson plans pertain to the ‘old’, outgoing Lang/Lit course (final exams in 2020). While a lot of the material will still be usable in the new course (first exams 2021), please bear this in mind when purchasing and, subsequently, using the plans yourself (whether as written or to make your own). Thanks for your understanding! This file contains at least 50 hours of lessons pertaining to Part 1 (Language and Cultural Context) of the English A: Language and Literature IB program. This would normally last you at least one academic year when taught alongside a minimum of 2 IB set texts (based on a schedule of 4 hours a week at standard level, with a supplementary hour per week at higher level). Topics include spoken language, censorship, translation, metalanguage, and historical and geographical contexts. Texts used include Charles Dickens’ A Christmas Carol, Amy Tan’s Mother Tongue, Marcel Proust’s In Search of Lost Time, and Jonathan Swift’s A Modest Proposal. Tasks are differentiated and activities are suggested to support students in TOK and with their extended essay, as well as to support you in the event of your absence from school. Extra resources can be supplied upon request at no extra charge to support you as far as possible. Created by an experienced IB teacher and examiner.
Information sheet - how to write a feature article
AngelilAngelil

Information sheet - how to write a feature article

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This information sheet can be used by secondary students of all ages who need guidance on how to write a feature article. It encourages the use of statistics, illustrations and vox pops for the more mathematically and artistically minded English and media students.
Fact sheet: Machiavelli
AngelilAngelil

Fact sheet: Machiavelli

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This resource was designed for students studying Christopher Marlowe’s play The Jew of Malta, but it could equally be of use to teachers and students of History or Politics, as well as English and Drama. It consists of a brief overview of Machiavelli’s life and work, with 3 copies per page to ease printing, photocopying and distribution.
The Caged Skylark (Gerard Manley Hopkins) - worksheet
AngelilAngelil

The Caged Skylark (Gerard Manley Hopkins) - worksheet

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This worksheet was designed for use by MA-HA (I)GCSE students learning about Hopkins’ poem “The Caged Skylark”. The grid on the sheet encourages them to identify techniques and imagery used to compare the man and skylark, and to cite examples using line numbers. There is also room for students to expand upon their observations, which could be used as extension. This activity could be completed in groups or alone in class, used as homework, or completed for revision.
The Moving Finger (Edith Wharton) - comprehension questions
AngelilAngelil

The Moving Finger (Edith Wharton) - comprehension questions

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These comprehension questions were designed for use by MA-HA (I)GCSE students reading Edith Wharton’s short story “The Moving Finger”. These questions could be completed all in one go after reading the whole story (perhaps as homework) or could be completed after reading each part (maybe as a class activity). The questions encourage students to consider how characters are developed and evolve, as well as their overall significance to the story, using evidence from the text to support their ideas. As such these could also be used as stimuli for essays or presentations (as opposed to short answers). The final question could be done as an extension activity in writing and/or the quotation given to all students as a starter or plenary activity.
The Open Boat (Stephen Crane) - techniques worksheet
AngelilAngelil

The Open Boat (Stephen Crane) - techniques worksheet

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This worksheet covers techniques used in parts 1 and 2 of Stephen Crane’s short story “The Open Boat”. It was designed for MA-HA (I)GCSE students. Students are encouraged to match literary and linguistic techniques with their definitions before filling out a table that shows they can identify these techniques being used within the text, as well as finding quotations to support them. A third column is included in the table by way of extension, with students being asked to explain the effect this has if they can.
The Third and Final Continent (Jhumpa Lahiri) - comprehension tasks
AngelilAngelil

The Third and Final Continent (Jhumpa Lahiri) - comprehension tasks

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These comprehension tasks in relation to Jhumpa Lahiri’s short story “The Third and Final Continent” were designed for MA-HA (I)GCSE students. They could be completed in class or alone as short-answer tasks, or used as revision or homework. Alternatively, different questions could be assigned to small groups and developed into a presentation; or, if you would prefer a longer/more detailed answer, individual questions can be set as essays. The questions require students to find evidence from the text to support their answers and focus mainly on cultural contexts and differences, and character development. Multiple copies of the questions fill the page for ease of printing, photocopying and distribution.
Blackberrying (Sylvia Plath) - literary and linguistic techniques
AngelilAngelil

Blackberrying (Sylvia Plath) - literary and linguistic techniques

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This worksheet/activity is designed to follow on from a lesson covering the poem’s content. Once students have understood its content, the sheet can be used. The first task encourages students to match techniques found in the poem with definitions. (Students can also find examples from the poem once they are done.) Suggested follow-up activities, mentioned on the sheet, include inviting students to guess information about the poem’s time period and author, and asking students to explain why the literary/linguistic techniques are used (with sentence stems included to start them off). Aimed at MA-HA KS3 but could also be used with KS4.
The Demon Headmaster, chapters 2 and 3: techniques and effects
AngelilAngelil

The Demon Headmaster, chapters 2 and 3: techniques and effects

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This chart helps students to identify techniques used by Gillian Cross in chapters 2 and 3 of The Demon Headmaster. Alliteration and assonance are the most obvious ones to focus on but this can be adapted according to your students’ existing skills (other possibilities include repetition, emphasis, metaphors and imperatives). Students also have space to give examples/quotes to support their ideas. Higher ability students are encouraged to fill in the third column to explain the effects of the techniques used. Aimed at MA-HA KS3 students.
Full year's lesson plans: Language and Mass Communications (IB DP English Lang/Lit)
AngelilAngelil

Full year's lesson plans: Language and Mass Communications (IB DP English Lang/Lit)

(1)
**PLEASE NOTE: These lesson plans pertain to the 'old', outgoing Lang/Lit course (final exams in 2020). While a lot of the material will still be usable in the new course (first exams 2021), please bear this in mind when purchasing and, subsequently, using the plans yourself (whether as written or to make your own). Thanks for your understanding!** This file contains at least 50 hours of lessons pertaining to Part 2 (Language and Mass Communications) of the English A: Language and Literature IB program. This would normally last you at least one academic year when interspersed with set text study and Part 1 (Language and Cultural Context) lessons (this equivalent pack is also available via TES). This is based on a schedule of 4 hours a week at standard level, with a supplementary hour per week at higher level. Topics include the analysis of social media and online language, advertisements, past paper practice lessons, persuasive speeches, journalistic texts, and historical and geographical contexts. Texts used are diverse and include texts from The Economist, The New York Times, The Huffington Post, and The Financial Times, as well as texts by writers such as Dave Barry, Camilla Long, and Earl Spencer. Tasks are differentiated and activities are suggested to support students in relation to TOK and other official IB assessments. Extra resources can be supplied upon request at no extra charge to support you as far as possible; where possible these are already free to download on TES. Created by an experienced IB teacher and examiner.
Full unit plan: Songs of Ourselves (Cambridge IGCSE)
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Full unit plan: Songs of Ourselves (Cambridge IGCSE)

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This 16-lesson (4-week) unit explores a variety of poetry from the 1500s to the present day. It examines several aspects of poetry, including specialist structures, rhythm, rhyme and meter, as well as techniques common to several types of literature, including personification, alliteration, and onomatopoeia. An effort is made in the unit to encourage text-to-self, text-to-world, and text-to-text connections in the pupils' readings. Contextual information about the lives of the poets studied is introduced as and when it is relevant, as opposed to systematically. Pupils consider the links between style, context, content and purpose. Their studies of poetry culminate in the production of a piece of official coursework – an essay addressing a key theme across several poems studied. The unit was designed for students studying the Cambridge IGCSE in World Literature, but could easily adapted for (I)GCSE, IB or A-Level students studying the same poems. The poems for which there are lesson plans in this unit are as follows: Futility (Wilfred Owen) The Death Bed (Siegfried Sassoon) First March (Ivor Gurney) Last Sonnet (John Keats) If thou must love me (Elizabeth Barrett Browning) lion heart (Amanda Chong) I years had been from home (Emily Dickinson) Homecoming (Lenrie Peters) The Border-Builder (Carol Rumens) Rhyme of the Dead Self (ARD Fairburn) The Caged Skylark (Gerard Manley Hopkins) Song (George Szirtes) The Road (Nancy Cato)
Possible reasons for Blanche's behaviour (sc 1)
AngelilAngelil

Possible reasons for Blanche's behaviour (sc 1)

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This revision sheet lists possible reasons for Blanche's behaviour in scene 1 of A Streetcar Named Desire. Underneath are spaces for students to write in evidence from the scene supporting each point. This could therefore be used not just for revision but also as a scaffold for weaker students&' essay-writing.
Christmas advertisements
AngelilAngelil

Christmas advertisements

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These Christmas ads can be stuck to the wall so that your students can react to them in relation to context, audience, purpose and style. If laminated on first printing they can be used for years to come. Students can annotate using Post-It notes. If you are in a rush, then just print them and have students write on them directly. Colour printing is highly recommended. These posters are mainly of use to A-Level/IB students, but could also be used for (I)GCSE language and media courses. Note: one of the posters is appropriate for 16+ only.