I provide resources mainly for English (IGCSE and GCSE content), but also post useful Drama resources. There are also brand new English-with-Media resources to choose from, and many materials such as assemblies and certificates that could prove useful to Head of Years. All resources are differentiated appropriately and labelled with key year groups.
I provide resources mainly for English (IGCSE and GCSE content), but also post useful Drama resources. There are also brand new English-with-Media resources to choose from, and many materials such as assemblies and certificates that could prove useful to Head of Years. All resources are differentiated appropriately and labelled with key year groups.
This sheet includes everything students will need in revising the character of Eric in AIC
Side one: Quote analysis
Side two: contextual and thematic analysis, as well as space to find key vocabulary and write essay-openers using frames provided.
In this lesson (7th in a GCSE exam skills SOW) students will learn about the language paper 1 question 3 requirements, and test their understanding of tracking structure with an extract of Franz Kafka’s ‘Metamorphosis’. This lesson is also part of a question 3 bundle, and also a 24-lesson GCSE Language Paper 1 SOW. Check the shop for more!
This lesson covers:
The Viking invasion (from 793)
King Cnut and his reign
Edward the Confessor’s acension to the throne
Students will complete a ‘succession timeline’, ordering the potential heirs to the throne over 4 time periods from 1016.
This display is great for encouraging reading in your classroom. The butterflies are also resources that can be completed by students before being stuck on the wall.
This lesson will teach students:
Ethos, logos and pathos, and how to utilise all three in a persuasive piece
The AFOREST persuasive techniques, and how to write examples of each technique
How to combine AFOREST and ELP to write a persuasive piece about the banning of school uniforms
How to write an effective peer review
This lesson will have students explore various types of promotion and analyse purpose, form and audience. By the end, the students will be writing their own promotional pieces for a book of their choice.
This lesson focuses on the key concepts in 1984: The War, Doublethink/speak, and Hate Week. By the end the students will be writing their own polemical pamphlet using doublespeak, promoting hate towards the new enemy (Eastasia) and promoting Eurasia as an ally.
This lesson explores the concept of totalitarianism, and has the students analyse the opening scene of 1984 in order to detect evidence of totalitarianism in the environment.
This lesson introduces some key themes of the poem (industrial revolution, strict rules and punishments, monotony). It also allows the students to understand a bit of the context behind the poem, and the feelings of restriction and helplessness that inspired George Elliot (or Mary Evans) to write this poem.
This lesson focuses on tracking events in a text and analysing structural features such as juxtaposition and analepsis (excerpt from A Christmas Carol).This is one of 6 lessons uploaded with the aim of preparing students for answering Language Paper 1 Question 3.
Lesson One (Opening): This is the first lesson on ‘A Handmaid’s Tale’ in a dystopian SOW. This lesson introduces the students to the concept of objectification, and the key themes and techniques present in the opening chapter (surveillance, biblical allusion, threat).
Lesson Two (Horrors of Gilead): This lesson has students analyze the use of power and indoctrination in chapter 2 of A Handmaid’s Tale. After a class annotation task, students will construct an analytical point independently.
**Lesson Three (Aunt Lydia Analysis): **This lesson focuses on the character of Aunt Lydia, and the concepts of internalized misogyny, and indoctrination. The students will complete a pair-analysis task, and then at the end, they will construct an analytical paragraph in response to a GCSE style question.
This lesson teaches students to find violent verbs and onomatopoeia in Hughes’ poem ‘Wind’. This was made for my intervention year 7 sets, so would suit a year 5/6 class as well.
This lesson includes:
Word of the week (tragedy)
Intro to tragic heroes and hamartia
Study of Oedipus and his hamartia
Study of tragic soliloquies (using ‘Out out brief candle’ soliloquy).
This is the third lesson in a 3 lesson mini-scheme on Tragedy in Shakespeare. However, this can easily be a standalone lesson. This lesson can be taught even if the students don’t have a prior knowledge of Romeo and Juliet.
This project allows students to work independently, and is split into instructions for 6 lessons.
Lesson one and two will be a planning stage, in which the students will find their topic and research.
Lesson three and four will be the writing stage, and a clear success criteria and newspaper template is provided for this.
Lesson five and six will be the presentation stage, students are given instructions as to how to offer feedback verbally to each group.
Lesson one: Introduction to the dystopian genre, key concepts and terms
Lesson two: Understanding Dystopian character archetypes
Lesson three: Context behind dystopian fiction (understanding the link between history and literature)
