A powerpoint and booklet guiding students through a study of Todd Phillips 'Joker.’ The powerpoint + booklet includes Film Review Analysis + Film Review Writing Activity, Context: Philosophical Ideas study, Theme analysis task, Character Analysis task (Arthur Fleck, Penny Fleck and Murray Franklin), Comparison of Arthur Fleck as Joker to ‘The King of Comedy’ and ‘Taxi Driver,’ Film Techniques Revision + Close Viewing, and Settings Analysis. There is also a game included ‘Get The Joke?’ expanding students knowledge of nihilism, absurdism and anarchism.

A booklet taking students through study of Shilo Kino’s ‘The Pōrangi Boy.’ This is designed for a Year 9 NZC Class. The booklet includes: Comprehension Questions- Interview with the Author Chapter Summaries + Important Quotes During Reading Questions Plot Diagram Task Theme Analysis Character Study Relationships Analysis Setting Questions Inquiry Task- Māori Land Occupation

A powerpoint guiding students through a study of Greta Gerwig’s ‘Lady Bird.’ The powerpoint includes film techniques, genre study, close viewing, theme analysis, director’s purpose, historical context, character study, conflicts, relationships, settings/themes, brief details on essay structure

A booklet guiding students through a study of ‘Falling into Rarohenga,’ a novel by Steph Matuku. The booklet includes: A plot summary Information on the Māori Pantheon Chapter Summaries + Important Quotes Theme Study Event Timeline Activity Character Development Activity Settings Activity Relationship Chart- Sociogram Task Comprehension Tasks Essay Writing Guide

A unit of work taking students through pre-viewing, comprehension and post-viewing analysis. Tasks include: Film techniques refresher Horror Genre Study Film Review Writing Philosophical Ideology: Existentialism, Nihilism + Absurdism Theme Analysis Character Analysis 3.2 NCEA English Essay Writing Skills Revision Booklet

Resources to support pre, during and post-reading of Veronica Roth’s 'Divergent.' Students are guided through a range of critical and creative thinking activities to gain an understanding of dystopian literature. Chapter Questions are included. Following this, students are guided through a range of activities to strengthen their understanding of characters, conflicts, events, settings, themes and author’s purpose.

A resource to support the pre, during and post-reading of Philip Pullman’s 'Northern Lights’ Students are guided through a range of critical and creative thinking to develop their understanding of the themes, characters, events, settings, relationships and conflicts of the novel. Two Comprehension Articles are included as are Chapter Questions. Activities include: Creative writing prompt- Setting A book review Creating an Infographic on their favourite story Creative Writing Diary Entries Event Timeline Discussion Questions Script-Writing Tasks Character Facebook Profiles Drama Adaptation of a Favourite Scene Settings Worksheets Creating a Community Newsletter for the Setting

A booklet leading students through pre-reading, during reading and post-reading activities. The booklet includes: Genre: Dystopian Literature Study Author’s Purpose- Interview + Comprehension Questions Chapter Questions, Summaries + Important Quotes Reviewing the Novel- Write a review Themes Task Characters Task Events Task Settings Task Conflict; Internal + External Task Creative Writing Response Formal Writing Response Language Features Table

A unit of work to take students through a Extended written text study of ‘Montana 1948’ by Larry Watson. Pre-reading activities include a study of the American West, class discussion of the American Dream and a Race-Relations Inquiry. Chapter Questions are included Post-reading activities include discussion of themes, characters, relationships, events and settings.

A Unit of Work to support teachers during the pre, during and post-reading of ‘Of Mice and Men’ by John Steinbeck. Activities include a guided inquiry into the 1920’s, the Great Depression, the American Dream and the cultural, social and political climate of the 1930’s. Students are prompted to think critically and creatively during their study through a variety of creative activities. Chapter Questions throughout reading are included. For post-reading, students are guided through activities to develop their understanding of the themes, characters, settings, events and conflicts of the novella.

The resource takes students through pre-reading activities inclusive of an inquiry into the era, before offering Chapter Questions and additional resources for during reading

Resources to support the study a series of short Written Texts including: Short Stories: ‘Robocop in Long Bay’ by Albert Wendt Poems: ‘Eating Dark Chocolate while watching Paul Holmes’ Apology’ by Karlo Mila ’Colonisation’ by Haunani Kay Trask ’Adrift’ by Paul Kawana ’At the End of the Road’ by JacQ Carter ’Comparatively Speaking, There is No Struggle’ by JacQ Carter Students are guided through an Inquiry into the cultural and historical context of New Zealand, teaching the class about their chosen topic before beginning close reading and analysis of the texts. Students are encouraged to respond creatively and critically to the texts through a range of activities including Slam poetry, Discussion Questions, Essay-styled responses and Black-out Poetry

Unit of work guiding students through pre-reading, during-reading and post-reading activities for John Marsden’s dystopic teen novel ‘Tomorrow When The War Began.’ Resources include a dystopian genre creative writing activity, Themes activities, A scenario based group game, Chapter Questions, a Plot Structure Mapping Activity, A Conflict Drama activity and Setting/Theme Worksheets

A unit guiding students through the pre-reading, during-reading and post-reading activities of the novel study. Activities include creative writing tasks, a research tasks, theme podcasts, worksheets and chapter questions.

A unit of work breaking down the historical and social context of ‘Macbeth’ and offering Close Reading of translated key scenes. Activities include: an Elizabethan world inquiry, translated scenes of Macbeth, creative tasks for each scene and a guided theme discussion at the end of the unit.

A unit of work taking students through Pre-reading, Close Reading and Reflection of Shakespeare’s ‘Romeo and Juliet’ Pre-reading includes a Shakespeare inquiry task, research into the Elizabethan era, and tasks to grow students confidence in working with Shakespeare’s Language. Close Reading Questions are posed for Scenes: Act 1, Sc 1 Act 1, Sc 3 Act 1, Sc 5 Act 2, Sc 2 Act 2, Sc 3 Act 2, Sc 5 Act 3, Sc 1 Act 3, Sc 5 Act 4, Sc 3 Act 5, Sc 1 Act 5, Sc 3 The Unit concludes with an examination of Petrarchan Love in comparison to the love of the play and a reflection considering Blame, fate, key quotes and Shakespeare’s Purpose

A novel study taking students through pre-reading, during-reading and post-reading tasks. The resource includes: Author research task Author Bingo Prediction Task Reading Questions Comprehension Questions Chapter Summaries + Quotes Events Task Character Analysis: Kirby Greenland Character Analysis: Student Choice Themes Task Settings Task Societal Connections- Inquiry Task Essay Writing Skills Essay Structure + Example