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

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

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.
ChristyJade1
KS3 Mother, Any Distance Simon Armitage A3 worksheet and PPT

KS3 Mother, Any Distance Simon Armitage A3 worksheet and PPT

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.
ChristyJade1
Target audience (KS5 media CTECH)

Target audience (KS5 media CTECH)

This lesson goes over the target audience profiles in KS5 Media (CTECH level 3). Including demographics (physical) and psychographics (mental) audience profiles. I printed off magazine covers and film posters to engage the pupils at the start and to gauge what pupils already know about target audience. Then going over target audience categories. Progress - then going back to the notes made in the starter - this could be purple penned. Then it goes through two adverts (Tesco and Volkswagen) for pupils to decide which audience they are targeted at. Then pupils are given two products to research in groups and they will present to the class which audience profiles the products have and how they attract these. Homework: to find the 'user types' of psychographics.
ChristyJade1
Gothic Horror conventions with Sleepy Hollow trailer clip

Gothic Horror conventions with Sleepy Hollow trailer clip

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?
ChristyJade1
KS3 Love's Philosophy Percy Shelley A3 worksheet

KS3 Love's Philosophy Percy Shelley A3 worksheet

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.
ChristyJade1
WJEC Eduqas poetry 'A Wife in London' Hardy with Boer War context and A3 extract sheet

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

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.
ChristyJade1
WJEC Eduqas poetry unseen and anthology with A3 sheets

WJEC Eduqas poetry unseen and anthology with A3 sheets

This bundle is all of my poetry resources from my KS3/GCSE/A-Level lessons and includes all PPTs from the lessons too. It also has GCSE poetic device posters for your classroom or for a carousel activity, and chunks down poems using A3 sheets for analysis. Whole bundle would cost £28.00, save 63%
ChristyJade1
WJEC Eduqas poetry Brooke's 'The Soldier'  two lesson analysis with context

WJEC Eduqas poetry Brooke's 'The Soldier' two lesson analysis with context

Two lessons to analyse 'The Soldier' by Rupert Brooke. First lesson looks at context and propaganda and the second allows the pupils to analyse the poem, with their independent time comparing 'The Soldier' with 'Dulce'. Lesson 1: Objective: To investigate war propaganda from World War I and war poem The Soldier. Outcomes: To annotate The Soldier using knowledge from today’s lesson. Starter: Through the room activity, mind map. Write down everything you know about war. Then engaging image activity - what do they think 'propaganda' means? Then context of WWI propaganda. Task: Spotting the AFORREST devices within the popular propaganda posters of the time. What does the role of women look like at this time? Task 2: First look at recruiting poems - 'Fall in' by Harold Begbie. Challenge task for most able. Video embedded into PPT - BBC documentary. I watched until 2:50, but this is a 7 minute clip if you had the time. Progress check - how has the presentation of war differed from when you first walked in? Discussion. Introduction to Rupert Brooke and key terminology: sonnet, patriotism. Lesson 2: Objective: To investigate war propaganda from World War I and war poem The Soldier. Outcomes: To annotate The Soldier using knowledge from today’s lesson and compare this to Dulce. Starter: Mind map recapping progress check - how has presentation of war differed? Recap of Rupert Brooke. Small introduction to the poem - first three lines with questions. Stimulus qus to differentiate. Discussion - how does this differ to Owen? Then two slides with independent annotation with questions surrounding the octave and then sestet. Independent 10 time to respond: Compare the presentation of war in both poems. Connective bank and challenge task to differentiate. Sentence starters for support: In the poem ‘Dulce’, Owen presents war as ___(explain)_. Quote to support. Conjunction, in the ‘The Soldier’, Brooke presents war as ___(explain)_. Quote to support. Zoom in on one word/phrase – In [poem] the [word/verb/simile/terminology] in [quote] further stresses Owen/Brooke’s view of the war as ______. On the other hand… Plenary: Letter home to Brooke's mother - how would his ideas of war change if he would have seen battle? This lesson worked very well with low set year 9 and year 10.
ChristyJade1
PSCHE lesson - British Values - tolerance

PSCHE lesson - British Values - tolerance

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?
ChristyJade1
GCSE/KS3 Unseen Poetry analysis A3 worksheet

GCSE/KS3 Unseen Poetry analysis A3 worksheet

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.
ChristyJade1
GCSE/KS3 Unseen Poetry comparison A3 scaffolded worksheet

GCSE/KS3 Unseen Poetry comparison A3 scaffolded worksheet

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.
ChristyJade1
GCSE/KS3 Unseen Poetry comparison A3 scaffolded sheet

GCSE/KS3 Unseen Poetry comparison A3 scaffolded sheet

GCSE Unseen Poetry comparison A3 scaffolded sheet, both original publisher file and PDF file for ease of printing. Poems: The Tiger in the Zoo and The Jaguar. 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.
ChristyJade1
CTEC Media Exemplar SWOT analysis of Women's Health

CTEC Media Exemplar SWOT analysis of Women's Health

This is a SWOT analysis (strengths, weaknesses, opportunities, threats) from when I was undertaking my degree in journalism. I asked pupils to use this model to write their own SWOT for a media publication. This could be used as an exemplar Dist* answer.
ChristyJade1
GCSE Eduqas WJEC Introduction to Poetry lesson KS3/KS4

GCSE Eduqas WJEC Introduction to Poetry lesson KS3/KS4

Focus on introduction to poetry, with a poetry device hunt around the classroom or a carousel activity for pupils to revise poetic terminology. Poetic device sheets could also be used as a classroom display once printed. Support sheets included for differentiation. Objective: To identify different poetic devices and explore their effects. Outcomes: To present these devices in table. Literacy objective: An apostrophe must be used to show who or what owns the object or idea (possession). Lesson is an introduction to poetry, unit focus on unseen poetry. I have used this with year 9 in preparation for their GCSE poetry exams. Lesson runs through literacy objective with tasks and a challenge task on apostrophes. It then goes through the exam board specification and what the examiner is looking for, and the different assessment objectives (AO1/AO2) for unseen poetry. Starter: As many poetic devices as the pupils can think of. Challenge task to include a definition and an example. 5 minute timer included. Introduction: What is poetry? Spot the devices within poetry. Using examples from modern songs - Pocahontas/Justin Bieber. Main task: Poetry device hunt. Pupils to fill in A3 sheet (included publisher file and PDF) two minutes for each device. I used my phone as a timer. This kept pace high. Pupils to write definition and effect in their own words. This can take longer depending on the ability of the class/time for each lesson. Assessment: Whiteboard questioning to gauge progress with plenary for pupils to write on a post-it or in their book. These resources took me over 8 hours to prepare! Can be used again and again for GCSE/KS3 classes.
ChristyJade1
KS3 transactional broadsheet opinion writing with differentiated resources

KS3 transactional broadsheet opinion writing with differentiated resources

Objective: To identify the features of a broadsheet opinion (comment) article. Outcomes: To apply our understand to plan a short comment piece, using the required features. Lesson is a differentiated version of one in my shop. Low set year 9 KS3. Lesson allows pupils to plan with heavy modelling throughout. The pupils can use the one on the board, or use the differentiated gold/silver/bronze provocative responses to write their own comment piece.
ChristyJade1
GCSE AO3 'compare and contrast' two lessons with A3 extract sheet Q5/6

GCSE AO3 'compare and contrast' two lessons with A3 extract sheet Q5/6

Two full lessons with model responses within a table of comparison for two attitudes to nursing extracts, one modern, one historic, and model paragraph with sentence starters for comparison between Duchess of Cambridge and Queen Victoria's wedding. Latter lesson includes A3 extract sheet which 'chunks' down tasks to scaffold a response for their exam style response question at the end of the lesson. Confidence checks included within the lesson. Second lesson was an observation lesson, rated 'Good/Outstanding'. Lesson 1: Objective: To compare and contrast information from two texts. Outcomes: To respond to a comparison-style exam question. Literacy objective: When a word ends in ‘e’, you must always remove it when adding ‘-ing’. Recap of component 1 reading exam (30%) question 5/6. Starter: Compare/contrast using conjunction bank. Elephant/mouse, apple/orange. Helpful tips for AO3. Then looking at the exam question - comparison attitudes to nursing and how writers get their argument across. Modern article has model responses (differentiation - pupils can find their own examples to compare). Within this lesson, pupils read through the historic text (Florence Nightingale) to find success criteria, highlight and annotate, and then 'chop up' their ideas and write them into the comparison table. Recap of the question, then pupils write their response. Sentence starters for support and 10 minute timer added. Connective bank included to support writing. Self assessment. Post-it plenary to give one comparison they gave in their response. Lesson 2: Objective: To compare and contrast information from two texts. Outcomes: To respond to a comparison-style exam question. Recap of component 2 reading. Confidence check 1-10. Emojis to support their rating. Starter: spot the difference between the two images with connective bank. Secondary starter: Two clips, one of DoC's wedding and fictional portrayal of QV's wedding. Write on post it ambitious adjectives and comparisons. Read through the two A3 extracts about arrival of royal wedding. 'Chunking' tasks to scaffold their responses. Success criteria for pupils to look through and find. Model example on the sheet. Challenge task: find the mood and how it compares. Then response: comment on, what is said (ideas), how it is said (terminology). Question support with sentence starters and a model answer, and a paragraph response structure. Connective bank. Self assessment and final confidence check. This was my observation lesson, rating Good/Outstanding.
ChristyJade1
Romeo and Juliet comparing and contrasting Friar Lawrence and Nurse

Romeo and Juliet comparing and contrasting Friar Lawrence and Nurse

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.
ChristyJade1
GCSE AO4 'evaluate' lesson with extract and table to select and analyse evidence

GCSE AO4 'evaluate' lesson with extract and table to select and analyse evidence

Objective: To revise AO4 evaluation questions. Outcomes: To respond to AO4-style examination question using knowledge from today’s lesson. Literacy objective: Doubling the consonant shortens the vowel sound. Bate - Batting, Hope - hopping, Ripe – ripping. Starter: Images with questions. What attracts you, what puts you off, adjectives to describe. Secondary starter: Watch the advert, how does it persuade you to visit the city, has it changed your opinion? How to answer AO4 questions - impression and terminology/quotes. Breaking down the question 'what should I write' with model sentence starters. Small quote from the extract on the PPT, how does the class feel the writer feels about the city of Bradford? Seeing our AO4 question. Task 1: As I read through the ‘Bradford’ by Bill Bryson, annotate around the text what impression is created of the city. Challenge: Can you find some key vocabulary which helps create this impression? Task 2: Take a few minutes to write an adjective (describing word) to sum up what each paragraph says. Challenge: Key vocab again. Task 3: In pairs, complete the table by finding evidence (quotes) which give a view on Bradford, write your reaction and then explain the effect. (Model task 3 response included on the table to aid the students' responses. Then they respond to the question, keeping in mind the assessment criteria. Then self assess for a plenary, giving themselves a mark and WWW/EBI.
ChristyJade1