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English and Media teacher in North-West England.
Uses of Dialogue with extracts from Harry Potter
ChristyJade1

Uses of Dialogue with extracts from Harry Potter

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Full lesson PowerPoint which goes through the reasons for using dialogue in your writing, the Golden Rules of dialogue. This leads on to the children reading the three extracts from Harry Potter (written out for you in the attached Word document) and a task sheet (again attached). The pupils must: Identify characteristics of dialogue in the three extracts (why the dialogue is used e.g. does it reveal character relationships, move the story forward or build tension), explain how Rowling has showed this characteristic, find a quote and explain why Rowling may have chose this use of dialogue in the extract, e.g. at what point of the story is this dialogue occurring? WAGOLL (what a good one looks like) is also included in the PowerPoint.
GCSE Eduqas WJEC Unseen Poetry lesson KS3/KS4 Autumn Alan Bold
ChristyJade1

GCSE Eduqas WJEC Unseen Poetry lesson KS3/KS4 Autumn Alan Bold

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Lesson on analysing unseen poetry using SMILE technique, focusing on the 'L' - language. A3 worksheet to help pupils analyse the language of the poem Autumn by Alan Bold (I don't own this poem). Objective: To investigate poetic devices in unseen poetry and explore the effects on the reader. Outcomes: To respond to a question about the language used within an unseen poem. Literacy objective: An apostrophe must be used to show who or what owns the object or idea (possession). Literacy objective starter task, and (this can be included if used with my previous GCSE Eduqas WJEC Intro to Poetry lesson) any extra time to complete the poetic device hunt. This slide can be removed, however. Starter: What could 'SMILE' be? Structure, meaning, images, language, effect on reader. Handout to support and stick in books to refer back to. Then pupils to read blind through the poem and think what is the poem about, share with partner and write their response around the poem. Repeated for the mood of the poem. Pupils to then match-up poetic devices within the poem (some are underlined for differentiation support). Then pupils must find more content points. Repeating think, partner, share to gather what might the effect be on the reader and if there is deeper meaning in any of the lines. Model response to an analysis of two lines of the poem with a model paragraph. Pupils are to then follow by example and pick any two lines and write about the language to answer the question 'How is nature presented in Autumn?' for independent 10/15 time. Plenary (post-its or in books): What have we learnt today/What would you like to improve on.
PSCHE lesson - British Values - tolerance
ChristyJade1

PSCHE lesson - British Values - tolerance

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PSCHE lesson to promote fundamental British Values - tolerance. Literacy objective: Affect/effect Firstly, the pupils will sign a pledge which can be printed off and stuck into books. This is to listen to others opinion, respect each other etc. The pledge will start in this classroom and will be continued throughout their school education, fits within school ethos etc. This can also be used with a speaking stickball//pen/pencil etc. So, whomever has the stick has the floor. Discussions regarding what it means to be tolerant. Think, pair, share, square group tasks. Card sort activity for 'tolerant or intolerant' behaviour scenarios - card sort to cut up from PowerPoint slide 7 for slide 8's card sort mat. What should you do vs. What shouldn't you do? For when pupils come across intolerant behaviour in their lives. Plenary - what have we learnt today?
KS3 Mother, Any Distance Simon Armitage A3 worksheet and PPT
ChristyJade1

KS3 Mother, Any Distance Simon Armitage A3 worksheet and PPT

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Whole lesson with accompanying A3 differentiated worksheet for a 'way into' the poem for low ability year 8. This could be used for all KS3 classes or low ability Y10/11 as well if this is in your anthology. Lesson uses a post it starter and image starter to engage and think about the metaphors in the poem, e.g. anchor, kite. What could these represent? Then pupils work around the A3 sheet both collaboratively with 'think, pair, share' signposted boxes and independently, with writing full sentences and justifying their responses. This worked well with my low ability Y8 class. After every box I used whole class feedback before moving on. After the A3 sheet, pupils write a letter (10 minute timer) from the perspective of the son, telling the mother the reasons he is moving out with success criteria. Glossary to go through with pupils with some of the more sophisticated vocabulary in the poem. I have included the publisher and PDF files of the A3 sheet for ease of use.
GCSE/KS3 Unseen Poetry analysis A3 worksheet
ChristyJade1

GCSE/KS3 Unseen Poetry analysis A3 worksheet

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GCSE Unseen Poetry comparison A3 scaffolded sheet, both original publisher file and PDF file for ease of printing. Poem: Autumn by Alan Bold (I don't own this poem). Very useful for the section A analysis of unseen poetry for Eduqas WJEC. Sheets scaffold the pupils to bullet pointing the meaning, mood of the poem. Then discussing the language/spotting devices, identifying structure and seeing if there is a deeper meaning, and the effect the poem has on the reader. Lovely resource and well scaffolded for the ability of my classes. Easily differentiated up or down, this worked with low set year 9 as well as GCSE.
Romeo and Juliet comparing and contrasting Friar Lawrence and Nurse
ChristyJade1

Romeo and Juliet comparing and contrasting Friar Lawrence and Nurse

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Objective: To investigate evidence which explores the characters of the Nurse and Friar Lawrence. Outcomes: To compare and contrast the attitudes of the Nurse and Friar Lawrence in Act 2. Literacy objective: When a word ends in ‘e’, you must always remove it when adding ‘-ing’. Starter: Task: Write a sentence to compare these two pictures using a comparative or contrasting conjunction. Use the word bank below to help you. Elephant and a mouse with comparative connectives to help. Comparing and orange and an apple. Going over the main plot of Friar Lawrence and the Nurse within Romeo and Juliet. Key terminology: Foreshadowing. Think pair share activity on an A3 sheet to help compare and contrast the attitudes of Friar Lawrence and the Nurse. Using comparative connectives. Venn diagram to compare and contrast different adjectives which might apply to FL or N. Main task: To compare and contrast the attitudes on an A3 sheet. Models with analysis for a response for Friar Lawrence and the Nurse. Evidence and then exploding the quote. Then comparing whether it is similar or different. AO3 context challenge. Assessment objectives to go over how they should respond. Task to compare and contrast by writing a paragraph - success criteria with AO1, AO2 and AO3 context challenge. Half way through their independent 10 - stop - and read the model response from the teacher to see if they can improve their answer. Post it plenary to put their post it on the 1-10 scale either 1 its tragic or 10 its exciting. Then discuss how they feel about the play so far.
Romeo and Juliet KS3 GCSE Who is to blame for tragedy? Carousel
ChristyJade1

Romeo and Juliet KS3 GCSE Who is to blame for tragedy? Carousel

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Carousel activity with A3 sheets, posters for around the room and PPT all included with PDF and publisher files for ease of use and so you can adapt these. Speaking and listening activity for Y8, can be differentiated up or down. Objective: To explain who is to blame for the tragic events of Romeo and Juliet. Outcomes: To present my reasons to the class for a speaking and listening activity. Literacy objective: Doubling the consonant shortens the vowel sound. E.g. Bate – batting, Ripe - ripping Starter: Pupils write down phrases to do with Romeo and Juliet in a Venn diagram, this will help them with their speaking and listening paragraph later on in the lesson. At least 5 phrases for both Romeo and Juliet. Then pupils use their A3 sheets to go in pairs around the room and take notes and give a rating out of 10 to how much they feel the character is to blame for the death of Romeo and Juliet. 1) Romeo, 2) Juliet, 3) The Montagues, 4) The Capulets, 5) Friar Lawrence, 6) The Nurse, 7) Mercutio, 8) Tybalt. A3 sheet is included in PDF and publisher file. 4 minutes on each station. Pupils then write a paragraph (sentence starters included and challenge activity - ambitious vocabulary) explaining their reasons why they feel one character is the most to blame. Using A3 sheet to help. Carousel posters around the room give reasons and questions afterward to encourage pupils to think for themselves. Then pupils, in register order, must read out their paragraphs one by on for the speaking and listening activity. (Challenge - adopt a serious tone, like you are trying to convince a jury). Then class together says who they think is to blame, and two pupils help to create a tally chart on the board to present our final verdict on who is the most to blame. Plenary to put a post it describing their view of the play on the board, 1-10, 1 being 'tragic', 10 being 'exciting'. Then they can explain their verdict. This can be stretched over two lessons or one, depending on length of time pupils have in class and ability.
WJEC Eduqas poetry 'A Wife in London' Hardy with Boer War context and A3 extract sheet
ChristyJade1

WJEC Eduqas poetry 'A Wife in London' Hardy with Boer War context and A3 extract sheet

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Two lessons in one PPT on 'A Wife in London' by Thomas Hardy with Boer War context in one lesson with a table of comparison and the other full lesson to analyse AWiL by utilising an A3 sheet to 'chunk' down the learning and ask questions. A3 sheet available in original publisher file and PDF for ease of use. PPT encourages independent learning with a more pupil-led analysis rather than 'copy this'. Comprehension and creative task at the end of the poems analysis for the pupils to describe a scene of a eerie, foggy London using as much vocabulary as they can from the poem. This worked very well. Observation: Good/Outstanding lesson. Lesson 1: Objective: To investigate the context (AO3) of A Wife in London by researching the Boer War. Outcomes: To engage with a clip and present this in a table. Starter: Questioning - could use a post-it, what do you think these three images on the board are telling you? (British flag, SA flag, gold). Verbalise and engage. Introduction to the Boer War, main facts and statistics for context. Task with clip: Split your page in two, one side British Army, one side The Boers. Note down any key contextual facts you hear E.g. statistics, soldiers, methods of fighting. Share your partner and pick a fact to share with the class. Telling pupils this is AO3 context - linking to GCSE exam criteria. Plenary: Name three facts you have learnt about the Boer War. Lesson 2: Objective: To analyse the language and structure of A Wife in London. Outcomes: To describe a scene of an eerie, foggy London evening in the 19th Century. Literacy objective task. Starter: Engage - how does this picture make you feel? 3 adjectives. Task: Closed question activity, filling in the blanks to recap from last lesson (answers on next slide). Then going through the A3 extract sheet. Teacher to read through the poem, pupils to write any devices they spot around the poem. Task: Pair work with questions on the board for stimulus - most questions links to a box on the sheet, or pupils can annotate around. Challenge boxes to differentiate up. Task: Describe an eerie, foggy 19th Century London. Plenary: Imagine Twitter was around in the 19th Century. Summarise the thoughts of the wife either after she has received the first message or her husband’s letter. Use emoji's to illustrate this. Lesson worked well with low set year 9 and year 10.
Reactions of Macbeth and Lady Macbeth after Duncan's murder (Act 2, Scene 2)
ChristyJade1

Reactions of Macbeth and Lady Macbeth after Duncan's murder (Act 2, Scene 2)

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This lesson explores the different reactions of Macbeth and Lady Macbeth after the murder of Duncan (Act 2, Scene 2). It gives a quick re-cap of the implications of regicide in Shakespearean England, then re-caps the attitude of Macbeth and Lady Macbeth (key words for stimulus - differentiation). Then you'll read through Act 2, Scene 2 with your class (can't upload the copies I used for copyright reasons, my school uses Macbeth: GCP English for GCSE), [Act 2, Scene 2 is on pages 23-25]. The pupils then used the copies of Act 2, Scene 2 and highlighted the reactions of Macbeth and Lady Macbeth with different colours. The pupils then split these into similar reactions and different reactions (added points on PowerPoint for stimulus - differentiation), with an extension question at the bottom. Pupils can then pick one of their points and compare or contrast these (model paragraph included on PowerPoint).
Gothic Horror conventions with Sleepy Hollow trailer clip
ChristyJade1

Gothic Horror conventions with Sleepy Hollow trailer clip

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Half lesson starter: Teacher Standards: S1 Engage the pupils in the starter activity and use multimedia (YouTube) to consolidate knowledge learnt. S2 Construct and scaffold learning, consolidate knowledge regarding genre and develop this into a clearer understanding of Gothic Horror. S3 Breaking down ideas logically to support development of learner’s knowledge. Learning objective: To identify conventions of Gothic Horror genre. Learning outcome: To be able to pick out these conventions from a YouTube clip (Sleepy Hollow). Strategies: Ensure pupils understand the conventions of gothic horror literature e.g. setting – remote locations, haunted houses, gothic architecture, dungeons, hidden rooms, dark towers, crypts. Key concepts: Gothic horror conventions (characters, setting and themes). Questions: What other characters can we think of which may fit into these typical categories? – Perhaps think about books you have read or films you have watched. What can you spot in this setting? What is typical of the image on the board, what is the weather like? What time of year is this?
Romeo and Juliet KS3 GCSE Act 3 Scene 1 exploring tension Mercutio's death
ChristyJade1

Romeo and Juliet KS3 GCSE Act 3 Scene 1 exploring tension Mercutio's death

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Objective: To investigate how Shakespeare builds tension using dramatic techniques. Outcomes: To evaluate the effect of the dramatic techniques in Act 3, Scene 1. Literacy objective: Doubling the consonant shortens the vowel sound. E.g. Bate – batting, Ripe - ripping This lesson included some PRT (pupil response time) at the start aka purple pen, so they could make some corrections - took 5/10 minutes off the lesson. Starter - pathetic fallacy key terminology - what kind of a mood do these images create. 6 images on the board. Challenge - what kind of a mood was Act 2, Scene 6 (marriage). Recap of the scene before watching the clip from the Baz Luhrmann DVD. After watching the clip (DVD - not included) then discussion to talk about the tension created within the scene and linking to pathetic fallacy. How, when Mercutio falls, the storm comes. Then pupils in groups or pairs, use a card sort activity (included) going through the quotes and plotting when the dialogue was said, and whether or not it increased or decreased tension. Time/Tension graph - linking to numeracy within the curriculum. Discussion when finished, plotting the time over tension graph on the board with key quotes. Then pupils for their independent 10 time choose a quote from the graph that is of high or low tension and they then explode this quote in their books. AO3 context challenge. Model explode-a-quote is included. Plenary for pupils to create a series of text messages between Benvolio, Mercutio, Tybalt and Romeo about the happenings of Act 3, Scene 1. For A3 tension over time graph, there is one illustrated on the PPT and I just drew this out onto A3 paper.
A Monster Calls three weeks of scheme KS3
ChristyJade1

A Monster Calls three weeks of scheme KS3

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Three full weeks of A Monster Calls study for Year 7/KS3. This goes up to 'destruction'. All lessons have outcomes/objectives/homework included and a range of engaging activities. This worked very well with year 7, but then I swapped novels halfway through the half term.
KS3 Love's Philosophy Percy Shelley A3 worksheet
ChristyJade1

KS3 Love's Philosophy Percy Shelley A3 worksheet

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KS3 year 8 low ability (can be adapted or used for any KS3 or KS4 class with differentiated questions). The worksheet allows ways into the poem e.g. list all of the verbs within the poem (doing words), challenge to find personification throughout the poem. Using collaborative work and individual work with think, pair, share activity boxes to chunk their way into the poem. Discussing structure and reflecting the way Shelley references pairs within the poem. Challenge to link to religion - coming from a short Shelley context discussion before the lesson. This worked very well with my low ability Y8's. Both publisher and pdf files for ease of use.
GCSE/KS3 Unseen Poetry comparison A3 scaffolded worksheet
ChristyJade1

GCSE/KS3 Unseen Poetry comparison A3 scaffolded worksheet

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GCSE Unseen Poetry comparison A3 scaffolded sheet, both original publisher file and PDF file for ease of printing. Poems: Geriatric Ward and Warning. I don't own these poems. Sheets scaffold the pupils to bullet pointing the meaning, mood of the poem. Then discussing the language/spotting devices, identifying structure and seeing if there is a deeper meaning, and the effect the poems have on the reader. Lovely resource and well scaffolded for the ability of my classes. Easily differentiated up or down, this worked with low set year 9 as well as GCSE.
KS3 Bayonet Charge Ted Hughes
ChristyJade1

KS3 Bayonet Charge Ted Hughes

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Objective: To identify techniques used within the war poem Bayonet Charge. Outcomes: To apply our knowledge to discuss the attitudes and realities of the soldier. Lesson analysing the poem Bayonet Charge by Ted Hughes. Starter to engage using an image, then a word sort activity to identify the key themes in the poem. Main task after analysing and discussing is to write an overview of the poem.
Narrative Structure full lesson, worksheet and crip sheet
ChristyJade1

Narrative Structure full lesson, worksheet and crip sheet

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Full lesson on Narrative Structure for KS3. Includes PowerPoint going through the four stages of narrative structure (exposition, complication, climax and resolution - uses a short story about Homer Simpson to illustrate this). Crip sheet is attached to stick in children's books for a clear guide, without the need to make too many notes in class (differentiated resource - not needed for top sets etc). The pupils are then asked to plan a story, or re-plan their end of term assessment story, and start to write it out in full. List of success criteria added on the story page. There is also a 'hot seat question' section included in the PowerPoint, and a challenge task. A range of stories for task 1 sourced, for children to identify the different narrative structures within the stories, and to complete the work sheet. Learning Objective: To identify the structure of a story, and use this to improve the stories we have written this term. Learning Outcome: To use the story we have been given to identify its narrative structure. To work in pairs to arrange a story into the correct order. To start to write a story using the techniques we have learnt so far.