This resource consists of an article written in the Independent in 2011, plus accompanying comprehension questions which I created. It was originally used with EAL 6th-formers but could be used throughout KS4 and KS5, not just in English but also in politics lessons. The questions range from asking students to define extremism and terrorism, encouraging student understanding of policy-making, and inviting student opinion on aspects of policy.

This is a fact sheet about the IRA designed to be distributed to students, or for teachers to use to give them some background knowledge. It has been adapted/created based on Wikipedia so naturally is basic/has limitations, but is suitable for student use and for teachers who are not history specialists. It can be useful for English teachers who are teaching plays or novels where this history is relevant, such as Brian Friel’s “Translations” or Joan Lingard’s “Across The Barricades”.

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.

This resource collates multiple WW1 letters from an American soldier, deployed in France, to his father back home in the US. The ensuing activities check on students’ comprehension of vocabulary and ask them to analyse the context, audience, purpose, and stylistic elements of the text. Best for students with some confidence at doing this already but could be adapted for weaker students or students who are only just starting to develop these skills. If using the final analysis-writing activity this could easily stretch to 2-3 lessons depending on the amount of groundwork you need to lay with your students beforehand. An alternative approach could be, for instance, to carousel the reading and analysis of letters so that e.g. a small group just works with one letter.

These Persepolis resources focus on Criterion A of the IB English A: Language and Literature courses, deepening students’ ability to understand and interpret texts through the use of Persepolis 1: p146-147. The Powerpoint is based on a template from SlidesGo, so there are some extra/superfluous generic slide templates included that haven’t been used, but the presentation makes the aims of the lesson clear for students and includes cutt.ly links to Quizlets and a digital version of the attached worksheet of comprehension tasks (which students can view, download and make copies of). The Powerpoint includes differentiated ways in which students can share their responses (Twitter, write on the whiteboard, or tell you in person). The comprehension tasks worksheet is also differentiated, offering 4 levels of tasks that encourage students to explore both explicit and implicit meanings inherent within the text. This allows students choices as to which tasks to complete. Finally, the answer grid enables them to type their responses rapidly alongside each question.

This webquest encourages students to investigate a variety of topics relating to media bias, including: what is bias factors influencing media bias how to assess whether bias is being used political agendas in the press balance of media coverage how readers of different newspapers tend to vote This webquest involves the use of a variety of skills, such as: interpreting data finding examples of facts and opinions in texts reading academic research summary-writing the use of in-text citations Students will read a variety of texts as part of this webquest, including: letters to newspapers fact-checkers First News research from the University of Oxford and the University of Hannover statistics from public opinion and data companies, such as YouGov and Statista Video resources are also included, along with ‘shortcuts’ for learners who can’t handle a full text, as well as a “go further” activity. The webquest is designed to not only develop students’ knowledge and understanding of bias, but also to develop their critical thinking skills. The resource is suitable for students aged 14 and up, particularly those studying Media, English Language, Global Perspectives, PSHE, Citizenship, TOK, Critical Thinking, or General Studies. This editable resource is designed for online learning, as students can type their responses directly into the document and click on the links directly. If uploaded to a collaborative workspace such as Google Docs, students could also work in groups to complete the webquest.