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Teacher, classicist, poetry nut; Aristotle: 'We are what we repeatedly do".

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Teacher, classicist, poetry nut; Aristotle: 'We are what we repeatedly do".
Lesson 8 in The Study of Spoken Language / Speeches - Language (continued)
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Lesson 8 in The Study of Spoken Language / Speeches - Language (continued)

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Folowing the previous lesson on language, this is the final lesson in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to understand the meaning of key linguistic terms and identify these devices in a presentation, and their purpose. This provides a comprehensive review of language features, and practice analysis.
Lesson 7 in The Study of Spoken Language / Speeches - Language Techniques
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Lesson 7 in The Study of Spoken Language / Speeches - Language Techniques

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Folowing my lesson on engagement, this is lesson seven in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to understand the meaning of key linguistic terms and identify these devices in a presentation, and their purpose. Devices used in direct audience engagement that are examined include: imperatives, rhetorical questions, pronouns, alliteration, superlatives, and statistics. This may take more than one lesson, depending on the duration of periods.
Lesson 4 in The Study of Spoken Language / Speeches - Structure
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Lesson 4 in The Study of Spoken Language / Speeches - Structure

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Folowing my lesson on audience, this is lesson four in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: be able to identify techniques that are used to create an effective opening and ending to a presentation. Three elements are examined: introductions, conclusions, and sentence structure. Includes videos of speeches to illustrate points.
Lesson 6 in The Study of Spoken Language / Speeches - Engagement
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Lesson 6 in The Study of Spoken Language / Speeches - Engagement

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Folowing my lesson on tone, this is lesson six in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to identify techniques used by speakers to effectively engage their audience. Five techniques are examined: voice, accent, volume, pace, and pauses. Includes videos of speeches to illustrate points.
Language techniques: fact/opinion and rule of three
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Language techniques: fact/opinion and rule of three

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A differentiated starter on facts/opinion when introducing language techniques (persuasion). Use the polar bear questions first, and high achievers can move on to Shakespeare (or allow pupils the choice at the start). Also includes a handout on Rule of Three. I designed this for use at KS3, but then, teaching lower-ability classes at GCSE, it came in very useful as a resource for language study in all kinds of units: multi-modal/media texts; speaking and listening writing own speeches; the study of spoken language; reading non-fiction; and functional writing.
Creative writing: peer evaluation
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Creative writing: peer evaluation

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Two past-pupil GCSE creative writing exemplars and a detailed peer-evaluation grid. Can be used for GCSE, but I've also adapted for KS3 writing (just change the theme in the grid from 'change' to whatever applies to your unit!).
Creative writing: structure (The Hero's Journey)
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Creative writing: structure (The Hero's Journey)

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A pdf to be used as a class presentation (or could be adapted to handout format!), based upon Christopher Vogler's work on mythic structures and the 12 stages of the archetypal hero's journey, to enable pupils to understand and create structure. I have illustrated each stage with examples. Particularly suited to GCSE creative writing, but I have also taught at KS3, and even used this in after-school creative writing club to compose fairytales.
Creative writing formats - play scripts and letters
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Creative writing formats - play scripts and letters

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A pdf for handout or presentation on formal letters, and a detailed look at play scripts and how to format them, using two exemplars (one of which is from a past pupil). I have used both of these formats to differentiate GCSE English Language creative writing: for pupils who struggle with story structure, they can write a series of letters, or a letter and a reply, based upon characters they know from novels they've studied. Scriptwriting is excellent for gifted and talented pupils who find short story composition not challenging enough. Drama pupils will also benefit from the analysis in the scriptwriting section of how setting and stage directions function. This will aid GCSE and A-level pupils compose their own scripts (I adapted this from a course I taught in first-year university). For KS3 Communication, I used this letter-writing framework for final assessment on novel (so, can be adapted to mark either Reading or Writing as a Key Curriculum Skill).
Unseen Poetry
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Unseen Poetry

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A set of poems to use as possible practice pieces for unseen poetry, and a guide to aid pupils in approaching unseen poems. Designed for GCSE, but I have also used for top-set KS3 pupils, and used the poem selection to widen A-level pupils' experience of poetry.
Unseen Poetry: Lesson 1
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Unseen Poetry: Lesson 1

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A whole lesson introducing unseen poetry (in both original Keynote format, and in PowerPoint). Lesson objective: To consider our personal preconceptions about poetry, and then identify and explore the effects of poetic features upon our own individual responses to a poem. I use Simon armitage's poem 'Out of the Blue' and 'Incendiary' by Vernon Scannell. I've had really good feedback on this lesson from both GCSE and A-level pupils, as well as an observation panel when I delivered it as part of a job interview!
Unseen Poetry
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Unseen Poetry

6 Resources
Five lessons and resources to guide 14+ pupils through studying unseen poetry (some material based upon CCEA GCSE Literature mark schemes).
Homer's Odyssey Study Map: Leadership
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Homer's Odyssey Study Map: Leadership

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A comprehensive study map in two parts, addressing the statement that Odysseus's men all die because of his poor leadership skills. Based upon a past-paper mark scheme, I look at the argument from both sides, covering books 9 - 12. These study maps can be completed by pupils individually as revision. I would recommend spending class time letting pupils gather their responses in pairs or groups at first, and then chair a whole-class discussion based upon my completed versions, included here as teacher's answers. Pupils can then produce a final version of the completed study map for their reference.
Homer's Odyssey Study Maps: Female Characters
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Homer's Odyssey Study Maps: Female Characters

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Two study maps for pupils to complete, considering the insignificance of female characters other than Athene in the Odyssey, based upon an examiner's past-paper mark scheme, looking at both sides of the argument. I have included my completed maps as teacher's answers, to facilitate whole-class discussion once pupils have formulated their own responses, either in groups or independently. I composed these maps with the purpose of pupils then using their outcomes as structured plans for writing a practice essay.
Homer's Odyssey Study Maps: Fate and the Immortals
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Homer's Odyssey Study Maps: Fate and the Immortals

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Two study maps for pupils to complete, guiding them through the theme of fate in the Odyssey, then the role of the immortals in the text. Pupils can complete the maps independently as revision, or teachers can lead the class through them in lesson time. Alternatively, what worked well for me was getting pupils to work in groups to produce responses, then in whole-class discussion, each producing a final version of the study map for their use.
Homer's Odyssey Study Map: Servants
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Homer's Odyssey Study Map: Servants

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A comprehensive study map in two parts, addressing the 'good' and the 'bad' servants in the Odyssey, which can be completed by pupils individually as revision. I would recommend spending class time letting pupils gather their responses in pairs or groups at first, and then chair a whole-class discussion based upon my completed versions, included here as teacher's answers. Pupils can then produce a final version of the completed study map for their reference.
Thomas Hardy, 'The Withered Arm' Analysis
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Thomas Hardy, 'The Withered Arm' Analysis

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Examining the theme of strength and weakness in Thomas Hardy's short story, and how this reflects the time in which it was set, looking at the supernatural, social class and people, the environment, vanity, and criminal punishment, as well as possible links with Shakespeare's Macbeth as a comparative text.