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I am an experienced teacher based in the South East who has taught English and Media Studies.

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I am an experienced teacher based in the South East who has taught English and Media Studies.
Macbeth, Act 3, sc 4: Banquo’s ghost at the feast
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Macbeth, Act 3, sc 4: Banquo’s ghost at the feast

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In this lesson students are asked to consider how Shakespeare exposes Macbeth’s loss of control. The lesson starts by asking students to identify where in the play so far the theme of the supernatural has been explored. Students are then asked to read the scene where Macbeth alone sees Banquo's ghost and reacts wildly in front of his guests (a link is provided to Patrick Stewart's performance). In groups they are then asked to consider key questions about how his behaviour builds tension and how it reflects his loss of control. The lesson ends with an opportunity to respond independently by writing an essay paragraph. All lessons in this series include: - Links to online videos (see 'notes' under powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.
Nothing's Changed by Tatamkhulu Afrika
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Nothing's Changed by Tatamkhulu Afrika

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An oldie but a goodie! This is still an interesting poem to explore with classes who you feel would benefit from studying the themes of conflict, prejudice and racism. This could be a lesson within a unit on conflict poetry in year 9 or may be used as a chance to explore an 'unseen' poetry which is not in your GCSE class's anthology of Literature exam poems. The poem, if you don't know it, describes a South African's feelings whilst walking through a familiar community that was devastated by the effects of the Apartheid in South Africa. The lesson begins by asking students to define the concept of segregation and then teases out any facts they may already know about the Apartheid regime. There are images and some facts for them to consider. They are then introduced to the 'WPSLOMP' method of analysing poetry as well as being asked to colour code devices the poet uses for effect (metaphor, simile, peaceful and violent imagery). The lesson ends with a chance for students to write independent essay paragraphs with a generic success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. Attached is; - A blank copy of the poem with a word box for tricky words - A handout of Apartheid images - Essay PEA styles sentence starters writing frames for weaker students - A worksheet with a range of tasks on it along with the poem (good cover work?) - A storyboard template - A powerpoint with the lesson clearly outlined
Gothic Horror Villains: Count Dracula
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Gothic Horror Villains: Count Dracula

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In this lesson students are asked to explore what a reader expects from a villain and explain how one is portrayed in an extract (AO2, 3 + 4) I put this lesson together for a year 9 scheme of work which referred to the AQA English Language marking criteria but the success criteria can be adapted beyond a level 3 so that it's more demanding for a year 10/11 class. Students are asked to consider what a villain is and what conventions they usually follow with the gothic horror genre. As a challenge task they can consider whether they're always so complicated. After the starter, the class can can feedback and a list of 5 main features can be collated on the next slide. Next there is a slide which introduces Count Dracula which states some basic facts about him referring to the original novel by Bram Stoker and a link to a video clip. Next students can stick the attached extract into their books which describes Dracula's appearance and in pairs they could highlight key quotes and annotate it with their ideas. On this sheet there is a word box which defines any archaic language. The lesson ends with a chance for students to write independent essay paragraphs with the AQA English Language GCSE success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills.
Macbeth Act 2, sc 4: Order is lost in Scotland
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Macbeth Act 2, sc 4: Order is lost in Scotland

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In this lesson students are asked to explain how Shakespeare uses the theme of disorder in order to reflect the Jacobean fear of evil . The lesson starts by asking students to identify how there has been disorder so far in the play and comment on some provided quotes. Students are then asked to read the scene where Ross and the Old Man discuss the chaos within Scotland since Duncan's death and identify and explain key quotes. The lesson ends with an opportunity to respond independently by writing an essay paragraph. All lessons in this series include: - Links to online videos (see 'notes' under Powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.
Mrs Sybil Birling in 'An Inspector Calls'
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Mrs Sybil Birling in 'An Inspector Calls'

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This lesson asks students to analyse what Mrs Birling’s dialogue shows about her as a character and consider how the audience is meant to react. The lesson starts by asking students to consider what what role she plays and how she develops as a character. There is a 'challenge task' also provided which asks them to think about how a modern audience responds to her. There is a list of quotes from across the play attached as a handout which students can think about in pairs and they can then be annotated on the board by students/the teacher. Students are then asked to list the positive and negative aspects of her character and what she does across the play. There are some suggestions which follow this. The lesson ends with a chance for students to write independent essay paragraphs with the AQA English Literature GCSE success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills.
Act 4, sc 1: Macbeth revisits the Witches
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Act 4, sc 1: Macbeth revisits the Witches

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In this lesson students are asked to explain how events up to the start of Act 4 fit into the structure of the play and create more tension. The lesson starts by showing students Gustav Freytag's structure for a 5 act play and asks them to plot what would go where in the play so far by drawing a diagram in their book. Students are then asked to read the scene where Macbeth revisits the witches to retrieve more information about his position as King and consider how the story could now unfold. There are 2 links to both the McKellen and Fassbender film for this scene. There is an activity designed to help student unpick their fresh predictions and consider the concept of 'equivocation'. The lesson ends with an opportunity for students to explore how dangerous or useful the witches are to Macbeth using a continuum. All lessons in this series include: - Links to online videos (see 'notes' under powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.
Arthur Birling in 'An Inspector Calls'
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Arthur Birling in 'An Inspector Calls'

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This lesson asks students to analyse what Mr Birling’s dialogue shows about him as a character and consider how the audience is meant to react. The lesson starts by asking students to consider what his attitudes expose about attitudes in 1912 and what he symbolizes as a 'challenge' task. 2 extracts from the play follow this which students can think about in pairs and they can then be annotated on the board by students/the teacher. There is a handout to use with this task attached which has a word box to explain some of his political comments. Also attached is a list of quotes from across the whole play which illustrate a range of ideas about Arthur (either what he says or what others say about him). Students can annotate these in their books or they can be blown up to A3 size to write on. The lesson ends with a chance for students to write independent essay paragraphs with the AQA English Literature GCSE success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills.
KS3 English/Media Project: Magazines
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KS3 English/Media Project: Magazines

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Attached are some resources for students to use in groups in order to make a magazine. This would be perfect for year 7 and 8 since from this age students need to be encouraged to read a wide range of non fiction texts in preparation for GCSE and magazines are a good place to start. I would suggest that you provide piles of different types of magazines for them inspect and scrutinize such as ones based on music, fashion, teen girl, cars, football/sport and gaming. Within their groups, students can assign roles and each student can plan and design their own page. Since I can't share images of front covers or pages from real magazines, I have left boxes on some of these planning sheets blank so that students can stick their own in to demonstrate their decision making. I have made these resources into PDFs so that the text boxes don't shift. The resources attached include: - Magazine Planning Sheet (a sheet to record their group's initial decisions) - Front Cover Analysis Sheets (provides space to stick examples and thinking prompts) - A suggested questionnaire for students to distribute or an exemplar which students can build on - Design a Contents Page - a planning resource - Design a Front Cover - a planning resource - Design a Letters or Problem Page - a planning resource - Design a Product Review - a planning resource - Page Templates - boxed sections to place text and images - Planning an Advert - a planning resource - Spellings - suggested spelling lists which can be adapted - Write a Feature Article - a planning resource.
Revising Macbeth as a Tragic Hero
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Revising Macbeth as a Tragic Hero

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This lesson asks students to explore the character of Macbeth across the play by commenting on the significance of quotes (A01,2, 3). It refers to the success criteria of the AQA English Literature GCSE but can be adapted for your course. The lesson starts by asking students to summarize him as a character using adjectives and then to narrow down his appearances into 5 'top' moments in order to remind them of the wider picture. Slides reminding them of these follow as well as a list of links to online videos of some of these key scenes. Since there's not always time in lessons, perhaps they can be given to students to watch as homework. Attached is a 'quote explosion' sheet of quotes that he says or that others say about him. Students can stick these across a page in their exercise book and annotate what they show about him as a character and pick out any imagery (symbolism, metaphor, antithesis, apostrophe etc). It could also be blown up to A3 size (great for displays!) A copy of this is on a slide in the Powerpoint for the teacher / students to also annotate on the board when the class gathers their ideas together. Next there is a list of 'challenge/extension' tasks which explore Macbeth as a tragic hero. A list of qualities expected in tragic protagonists is listed and students can discuss how Shakespeare used this formula to enrich the plot. The lesson ends with a chance for students to write independent essay paragraphs with AQA's exam success criteria but this can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are 'Talk for Writing' activities and Challenge tasks for more able students. Please see my other lessons on Macbeth which explain his state of mind in more detail.
Persuasive Lady Macbeth, Act 1, scene 7
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Persuasive Lady Macbeth, Act 1, scene 7

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In this lesson students are asked to peer assess an extract from an essay and set themselves their own target based on their scrutiny of success criteria provided. After this, they are asked to identify and explain how Lady Macbeth uses language to persuade Macbeth to kill Duncan. Attached is a printable grid listing persuasive devices where students can annotate suitable quotes from the text. On these slides are essay prompts where students can then write up their findings, aiming to act on the target they set at the start of the lesson. All lessons in this series include: - Links to online videos (see 'Notes' under Powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.
Autobiography: Jessica Ennis Extract
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Autobiography: Jessica Ennis Extract

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In this lesson students are asked to explore how a writer can write in vivid detail and create tension. It would ideal to use as part of a KS3 unit on autobiography. The lesson starts by asking students to write down what they know about Jessica Ennis. Other suggested starter tasks include listing synonyms for the word ‘victorious’. There is a slide with explains who Ennis is and why she is famous as well as a link to an online video narrated by her. There’s also a list of synonyms that they may wish to use later in the lesson. There is a group task for students to do after reading the extract from her autobiography where they are given 4 questions on the board and a challenge task. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. Students are then asked to colour code where in the article Jessica uses particular devices in order to create tension (emotive words, feelings, senses, metaphors). The extract has been pasted on some slides with the devices already shaded in for you so it’s quick and easy to go through with the class. There is some space around the text if you want to annotate it. The plenary asks students to write a paragraph describing their own victorious sporting achievement in an interesting way, using the key descriptive skills. There is a slide to set up a peer assessment. This lesson, as my other lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)
The Matron, Chapter 12 from 'Boy' by Roald Dahl
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The Matron, Chapter 12 from 'Boy' by Roald Dahl

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In this lesson students are asked to explore how Roald Dahl describes his childhood in chapter 12 of his autobiography, Boy. It would ideal to use as part of a KS3 unit. The lesson starts by asking students to ‘think, pair, share’ about what it would be like to go to boarding school. They are then to read chapter 12. There is an extract attached which students can stick into their book. There is a group task for students to do after reading the chapter where they are given 4 questions on the board and a challenge task. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. There are slides with the text on for teachers to annotate on a smart board. There is a slide which demonstrates to students how they can structure an essay. The plenary asks students to write an essay paragraph using the SQUID structure provided. There is a slide which demonstrates how students can peer assess each others’ essay writing skills. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)
'Checking out Me History' by John Agard
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'Checking out Me History' by John Agard

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In this lessons students will be able to explain how a poet explores particular contexts within a poem and discuss useful quotes in order to prove their ideas (A01, 2, 3). The poem is part of AQA's anthology of Literature exam poems. The poem, if you don't know it, illustrates Agard's anger at the inadequacy of teaching of black history taught in schools and how certain figures are still unknown by many. It is a conflict poem which explores the themes of prejudice and ignorance which can be linked to other poems taught within a unit. It's particularly useful to compare to 'The Émigrée' by Carol Rumens and 'Tissue' by Imtiaz Dharker. The lesson starts with asking students what context is. The next few slides introduce them to key words relating to colonialism as well as some facts about the British / European occupation of Agard's homeland, Guyana. There are also some facts about the famous black people he lists: Toussaint L’Ouverture, Nanny of the Maroons, Shaka the Zulu, etc. This background information will help them contextualize his feelings which are presented in the poem. In pairs, they're asked to use the WPSLOMP acrostic to annotate the poem and there is a slide with it on to be presented on the board. The lesson ends with a chance for students to write independent essay paragraphs with AQA's exam success criteria but this can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are 'Talk for Writing' activities and Challenge tasks for more able students. Attached is; - A powerpoint with the lesson clearly outlined - Essay PEA styles sentence starters writing frames for weaker students. - Links to online videos/readings (see 'Notes' under slides).
Lord of the Flies, Character Quote Banks
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Lord of the Flies, Character Quote Banks

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Attached are quote banks from across the novel on the following characters: - Ralph - Jack - Piggy - Roger The quotes listed are either taken from the narration or from dialogue and the page each comes from is referred to so that they're easy to find (based on the Faber and Faber edition with the red cover: https://www.amazon.co.uk/Lord-Flies-William-Golding/dp/B00IIAU0EK). At the top of each page is an easy to read bullet point list which summarises the main ideas about that character. These sheets are useful for revision for the English Literature GCSE. Students could add the quotes to revision cards or stick these across a double page in their exercise book and annotate them as a class exercise.
Lady Macbeth as the Perfect Hostess, Act 1, scene 6
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Lady Macbeth as the Perfect Hostess, Act 1, scene 6

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In this lesson students are asked to comment on what Lady Macbeth's use of language shows about her intentions within the story. As with the last lesson, there is emphasis on how dramatic irony works within scene. Students are asked to identify where she is deliberately being polite in order to hide her murderous intentions towards Duncan who has arrived at her castle. After this stage, students are then asked to find imagery within her dialogue which is a key skill that these lessons encourage throughout the project. All lessons in this series include: - Links to online videos (see 'Notes' under Powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.
Papa and Mama, Chapter 1 of 'Boy' by Roald Dahl
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Papa and Mama, Chapter 1 of 'Boy' by Roald Dahl

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In this lesson students are asked to explore how Roald Dahl describes his childhood in chapter 1 of his autobiography, Boy. It would ideal to use as part of a KS3 unit. The lesson starts by asking students to read the preface and respond to it in pairs. There is a group task for students to do after reading the chapter where they are given 4 questions on the board and a challenge task. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. There are slides with the text on for teachers to annotate on a smart board as well as a map to show the area in Wales in which Dahl grew up. The plenary asks students to discuss anecdotes about members of their own family which links to the text. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)
Chapter 3, Mrs Pratchett from 'Boy' by Roald Dahl
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Chapter 3, Mrs Pratchett from 'Boy' by Roald Dahl

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In this lesson students are asked to explore how Roald Dahl describes his childhood in chapter 3 of his autobiography, Boy. It would ideal to use as part of a KS3 unit. The lesson starts by asking students to discuss Dahl’s villains and what they have in common. There is a challenge task which asks students to think about the complexities of what a villain is. Students are then to read the last couple of pages of chapter 3 (extract attached here) about Mrs Pratchett who owned a sweet shop. Students are then asked to discuss a list of questions on the board within a group about the extract. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. The plenary asks students to write an essay paragraph about Mrs Pratchett, using the SQUID structure provided. There is a slide which demonstrates how students can peer assess each other’s writing. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks (a separate document is attached with GCSE style Language paper 1 style questions) Opportunities for pair and group talk within activities (‘Talk for Writing’)
Lady Macbeth defends herself: Persuasive Writing
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Lady Macbeth defends herself: Persuasive Writing

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This lessons asks students to plan how they could write convincingly in role, using persuasive techniques to develop their ideas whilst referring to their knowledge of the play Macbeth. The lesson is good writing practice for AQA English Language Paper 2, section B and of course the Literature Paper 1. Students would need to know the whole play in order to complete this task. The lesson starts by asking students to list persuasive devices (I have used the DAFOREST acrostic here but you could change to which ever you use). They are then asked, initially in pairs, to plan for the following task: Imagine you are Lady Macbeth. You have been put on trial for the involvement in King Duncan’s murder. You must convince the judge that you were not responsible for the murder… It was all your husband’s fault! There is a slide which suggests some ideas and a planning sheet to help them articulate their ideas using the devices discussed previously. This could be taught across two lessons (1 to plan and 1 to write it). There is an opportunity to either peer or self assess the plan or the written argument at the end of the lesson which refers to the exam's success criteria.