Read/act Scene 1 then use this PPT to walk pupils through an annotation of the scene. Includes discussion questions and finishes with pupils writing about how Williams’ presents the contrast between Stanley and Blanche is Scene 1.
There is a epigraph worksheet somewhere on Tes that works well with this lesson.
Assembly aimed at Year 8 or 9. Includes the YouTube short film 'Exposed'. This 10 minute drama has been designed for 14 to 18 year olds. 'Exposed' deals with the subjects of sexting and cyberbullying, issues that teenagers commonly face. PPT includes two real life examples of male victims who take their own lives - consider audience.
A Year 8 scheme of work for David Grant’s play Free
The play tells the story of a Year class with no teacher and the adventure of their ‘free’ lesson.
The PPT guides pupils through setting, characterisation, dramatic tension and themes. Various tasks encourage class discussion, independent writing and a final group task producing a programme for the schools own production.
Pupils throughly enjoy this short play. It can easily be read and studied over a few weeks.
Pupils discuss the painting ‘In the Night Cafe’ by Vincent Van Gogh, as mentioned in the opening stage directions to the scene. They then go on the look at the 1947, Thomas Hart Benton painting based on the scene from the film version of the play. Annotating both images to find links to the characters, themes and setting. The PPT details presents pupils with information about the characters and symbols in this scene, for discussion and text annotation. Pupils are given an extract to analyse the stage directions to prompt discussion of William’s unusual descriptive use of the technique. The lesson ends with pupils completing a written task.
A lesson to encourage discussion on critical responses to William Blake. Pupils discuss the quotes on the PPT, read the critical reception handout then using notes/research complete the quote table. During class feedback pupils agree on the most useful quotes to create revision cards.
Year 7 lesson activity, guiding pupils through writing their own mythological story. I normally use this after studying Greek Myths or Myths and Legends. Pupils are asked to select a natural phenomenon and consider how this would have been explained in Ancient Greece. Pupils select four components from a list, their challenge is to include these in their story within a limited word count. Pupils create neat booklets, these look great on a display.
KS3 Assembly - although would also be relevant to older year groups.
PPT details the connection between attendance and attainment - illustrating how 'odd days off' add to make a significant difference.
A lesson based on John Agard’s Checking out Me History. Encourages pupils to consider what identity means and to analyse the use of metaphor in the poem. Pupils complete PEE paragraphs to show understanding.
Assembly what Summer Solstice is and what we spend all of our time doing.
Sleeping: 24 years (approximately one third of our lives!) Eating: 6 yearsWatching TV: 9 yearsWaiting in a queue (including at traffic lights): 5 yearsHousework: 4 yearsToilet: 18 monthsKissing: 2.5 weeks
Purpose is to encourage pupils to make the most of every day. Hands up revealed some of my pupils spend more time on the xbox than sleeping.
A Year 12 presentation on literary theory. An introduction to the main theories and detailed information on colonalism, post-colonialism and feminism. Lots of areas for discussion, pupils record key information.
I provide pupils with a handout of Conventry Patmore’s poem ‘The Angel in the House’ - wikipedia, this is used for some ‘unseen’ poetry analysis and then to prompt class discussion on Victorian ideals. I also give pupils a copy of 'An extinct Angel’
by Charlotte Perkins Gilman - as this is a ‘talk back’ to Patmore’s poem it goes well with the study of Rhys’s response to Jane Eyre.
Year 12 Lesson on Scenes 10&11. Pupils read both scenes and annotate selected quotations with guided questions. Class discuss a critical interpretation making notes before completing a ‘quote quest’ for animal imagery. Individuals write a detailed response to William’s use of animal imagery in the play. Finish with questions on Scene 11 and the whole play.
PPT initially created to guide Year 8 pupils through making a good speech/presentation for their English Speaking Board examination (ESB), however could be used for any speech/presentation task. A series of images and tips to prepare and give pupils confidence in their own performance.
A lesson guiding pupils to consider pace, tone, accent and body language in performing poetry.
Ideal for group work and a fun task. Pupils are encouraged to apply the different aspects to their own poem throughout the lesson.
The lesson objective is to understand why many young men like Tommo were so eager to go off to
war. Pupils will identify the ways that men were persuaded to enlist in the army, and produce a piece of work which persuades people to join up for something.
The lesson encourages analysis of War posters the Sergeant Major's speech and Jessie Pope's poem Who's for the Game?
Year 8 or 9 lesson. Discussion and questions based on Chapter 1 and 2. Pupils are asked to identify if the characters are animals or humans and consider the language used to describe them? In groups, pupils discuss Old Major’s speech and then go on to create character profiles. The lesson ends with pupils using the idea of the 10 commandments to agree on a list of seven ‘school rules’ – to present to the class with explanations.
A look at Aristotelian tragedy and how this fits with A Streetcar Named Desire. Discussion of Scene 5 and pupil task on how Blanche can be seen as a predator. Introduction to Irony, dramatic irony and other dramatic terms. Finishes with an independent written task for pupils.
A discussion of illusion versus reality in Scenes 7&8 of A Streetcar Named Desire. Starts with listening to Ella Fitzgerald’s ‘It’s Only a Paper Moon’ and pupils annotating the song lyrics in relation to Blanche and illusion. Pupils go on to write a detailed paragraph comparing the song to Blanche and explaining how it illustrates her emotional state. Pupils read Scene 8 and answer True/False questions about race and class before discussing this in greater detail.