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EYEOFTHEFLY

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Most resources I develop are geared towards GCSE 2016-18 (AQA and Edexcel) curriculum and are practical solutions to classroom teaching. I keep most of these black and white for simple/cost-effective print. I read each novel/play/poem and break down into manageable parts. I find this most effective within classrooms where students require chunks of information they can order, in sequence. The 'study-packs' I create can apply to any book/play/poem and provide visual tools for memory recall.

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Most resources I develop are geared towards GCSE 2016-18 (AQA and Edexcel) curriculum and are practical solutions to classroom teaching. I keep most of these black and white for simple/cost-effective print. I read each novel/play/poem and break down into manageable parts. I find this most effective within classrooms where students require chunks of information they can order, in sequence. The 'study-packs' I create can apply to any book/play/poem and provide visual tools for memory recall.
LEAD YOUR LIFE
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LEAD YOUR LIFE

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Motivational poster for teachers/individuals. Can also be used as a study piece for English with questions based around the Author and general message from the piece.
THE CURIOUS INCIDENT OF THE DOG IN THE NIGHT TIME
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THE CURIOUS INCIDENT OF THE DOG IN THE NIGHT TIME

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A Student-Teacher 13-page booklet with a wide variety of questions and tasks relating to the text that really test the student ability to recall and interpret key meanings and terminology. This resource works through the book in order of the chapters and could very much be used across a whole term, or as a revision guide for students to take home. Includes: Grammar, Punctuation, Writing Techniques, Lists, Timelines, On-Line Research. The strength of this tool is that, once completed, it provides the student with a detailed 'visual' map of the entire book, i.e. most useful for GCSE examination 'recall' purposes. It also provides the English Teacher with a 'very' clear understanding of the learner's level of understanding. Resource can be used as a natural progression tool towards students reading or watching the play and responding to AO4, i.e. typical teenage behaviour; how Stephen's presents Christopher in the play; how characters deal with loneliness; how characters are presented. This is SUCH an amazing book on so many levels.
THE HUNGER GAMES - Figurative Language and Inference
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THE HUNGER GAMES - Figurative Language and Inference

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A ten-page resource printing as 5-page booklet. Two pages of text to read and respond to. From: When I wake up, the other side of the bed is cold To: Fine bread like this is for special occasions Brief description of what figurative language is, then asks the reader to list two similes from the opening paragraphs, then two of their own. Analysing the extract and meaning of 'foraging' and 'black-market'. Describing how the central character wakes up when she thinks about her Father. The reader is then asked to: - Describe their own experience of having been placed in District 12 - Plan and respond to the suggestion that the reader is breaking free of District 12 and starting a revolution
HORROR GENRE - COMPARING FILM
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HORROR GENRE - COMPARING FILM

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A resource developed specifically to compare films and can be related to novels from the same genre. Assists the student greatly in encouraging their skill-development to critically analyse. Other resources available are similar by design and relate to the Superhero genre and the film Tsotsi.
YEAR 7-8 RESEARCH PROJECT - COMPASSION
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YEAR 7-8 RESEARCH PROJECT - COMPASSION

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A seven-page resource (prints back to back as four) used in class in 2016, leading to students researching a whole range of topics, from Animal Cruelty to Forest Fires to Homelessness to Bullying. The resource includes sections for students to: - Compile internet research into their chosen topic/subject/cause - Create and label the parts of a leaflet they design themselves - Dictionary research, i.e. words such as Compassion, Sympathy, Empathy
NEVER LET ME GO - STUDY PACK
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NEVER LET ME GO - STUDY PACK

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Study Pack containing resources to link to any novel or play, containing Quotation Booklet; Timeline; Mind Map. These resources were grouped together to apply to a range of study-texts, as they proved highly effective for students wanting an orderly overview. They also act as excellent revision tools as research across a range of schools found similar resources to be 'bitty' and 'inconsistent'.
MACBETH - A 'WHOLE PICTURE' RESOURCE
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MACBETH - A 'WHOLE PICTURE' RESOURCE

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A resource looking at the ‘whole picture’ surrounding MacBeth including it’s Holinshed Chronicle influence; the true to life King MacBeth; the Jacobean Period and King James; Religious Belief of the era; burning of 6,000 witches; Middle Age illiteracy and Macbeth’s seemingly ‘genuine’ initial want to simply celebrate his achievements, until Lady MacBeth’s manipulative ways take control. With focus on the so important (turning point) Act I Scene 7. An eight-page resource with space for student notes and trial-exam attempts. Can link to either AQA or Edexcel.
DYSTOPIA UTOPIA
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DYSTOPIA UTOPIA

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A six-page resource containing word definitions and research prompts. This resource asks the student to define Utopia and Dystopia in their own words and then research and complete their own descriptive piece of writing, as an introduction to their own novel.
SPaG
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SPaG

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Repeat sheet. An efficient means of allowing each student to log and monitor their SPaG progression.
ENGLISH MEDIA ARTICLE(S) ANALYSIS
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ENGLISH MEDIA ARTICLE(S) ANALYSIS

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Three media extracts. Read and respond with 6 key facts and write a summary using connectives. Elephant seeks out human help. Scientists create brain machine. Students discover new planet.
POETRY TYPES
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POETRY TYPES

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A six-page resource, ideal to display via Google Drive, listing more than 50 types of poetry, including a final option that encourages the student to devise their own unique form.
LEARNING OUTCOMES SHEET
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LEARNING OUTCOMES SHEET

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Resource used in class to allow pupils/students to plan and map their own learning outcomes, with additional acknowledgement of on-going targets and understanding and measuring of effectiveness of classroom teaching practice.
TESS OF THE D'URBERVILLES: DRILLING INTO LANGUAGE
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TESS OF THE D'URBERVILLES: DRILLING INTO LANGUAGE

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Used with top-set Year 10's today who had already completed the initial task of identifying language features from Hardy's text. They then read the additional (4) drafts of text by another author and began the section 'Drafting and Re-Drafting' their own narrative opening, with specified choice of two headings, or a combination of the two. The results were dynamic and the response was (overall) that the students could more effortlessly understand and implement language features because of the process set out in this resource. Used full resource yesterday and today with Year 9's (May 2016). Was wonderful to observe the students analysing Thomas Hardy; then discussing the extract; then identifying the language features; then reading four drafts from another writer; then devising their own narrative. Straightforward steps with massive results! A nine-page resource - used May 2016 in class with Year 9's who have been (previously) struggling to observe how a writer can 'layer' their narrative and build from an often very basic concept into something quite wonderful. The students have recently attempted the section of this resource where they read four 'drafts/re-drafts' of a piece of descriptive writing and then create their own - with the intention of them then becoming aligned in their ability, with the greats. LO1 To identify key language features within an unseen text and note their meanings LO2 To discuss key themes from the narrative LO3 To read and respond to a writer’s four basic ‘draft’ attempts LO4 To create a narrative draft(s) on either of two themes incorporating features Explores: Connotation Onomatopoeia Personification Alliteration List Metaphor Simile Juxtaposition Has now been linked to work the students are completing with MacBeth, i.e. the resource is generic and can prepare students in a range of ways.
THE TEMPEST STUDY PACK
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THE TEMPEST STUDY PACK

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A pack containing combined resources to create a complete study-aid for students which includes: New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet Can be used effectively alongside any Novel or a Play.
COMPLEX AND COMPOUND SENTENCES - SCIENCE FICTION WRITING - POWER POINT (25 SLIDES)
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COMPLEX AND COMPOUND SENTENCES - SCIENCE FICTION WRITING - POWER POINT (25 SLIDES)

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An effective PP used within KS3 with some excellent prompts and visuals. Learning Objective: To focus on building compound and complex sentences for effect – exploring this through texts Slides contain: Compound and Complex sentences Punctuation Examples of everyday technologies first recognised in literature References to The Iron Man; Do Androids Dream of Electric Sheep?/Blade Runner Seven types of narrative 'openers' explained
HORROR/GOTHIC ADJECTIVES
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HORROR/GOTHIC ADJECTIVES

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Worksheet used with Year 7-8's in conjunction with 'Gothic Novel Create Your Own' resource, as a feed-in to them exploring The Castle of Otranto and Frankenstein. SUGGESTION: Circle three from the options and then add three 'unique' adjectives of your own. Then create a piece of horror-writing with your new words incorporated using the resource associated with this (available by the same author) or develop your own.
GOTHIC NOVEL - CREATE YOUR OWN
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GOTHIC NOVEL - CREATE YOUR OWN

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A nine-page resource, prints as five-page double-sided. Initially discusses Sir Robert Walpole's 'The Castle of Otranto', then mentions modern-day books influenced by this genre, such as the Twilight series. Provides a template of an 'ancient book' so the students (suited more to KS3) can create a cover/title and a synopsis. The pages then contain 'gargoyles' to suggest the student plans their own Gothic Story and complete this within the lined-pages provided.
YOU ARE SUPERB - POSTER
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YOU ARE SUPERB - POSTER

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Poster used when mentoring/working with unemployed adults who attended Gateshead College over a four-week period. They all had strengths but many had accumulated so many layers of loss of self-belief and severe barriers to learning. This poster, together with a wide-range of 'business' resources, was designed as a motivation tool, in order to explore the 'superbness' in each individual. This type of positive affirmation tool, together with some emotionally-intelligent response to viewing their situation through fresh eyes, really did assist their journey. Why shouldn't we celebrate our superbness, in a reality picture where, quite often, it is only our faults and weaknesses that are examined? If others will not, then celebrate it yourself! Or email me at eyeofthefly@hotmail.com and I'll tell you myself.