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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
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.
Expanding Vocabulary - Dictionary exercise Lessons x 5
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Expanding Vocabulary - Dictionary exercise Lessons x 5

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Attached are materials for 5 -6 lessons where students are given a list of ambitious words. Using either a computer or dictionary, working alone or in groups, they are to look up those words and attempt to use them within sentences. They are to write their findings on the attached sheet which encourages them to guess their meaning before hand and also investigate the origins of the word before looking it up. The lessons ends with a peer assessment of the sentences that they've made with them and extension task (instructions on how to make a word cloud online). The lists of words can be edited to include easier or harder words. These lessons would be useful for stronger KS3 / 4 sets or as lessons used in GAMA/G+T withdrawal or general learning support.
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.
Macbeth Wants More, Act 1, scene 4
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Macbeth Wants More, Act 1, scene 4

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This lesson asks students to identify how Shakespeare establishes Macbeth as a cunning character and builds tension within a scene. This powerpoint offers pertinent questions for students to consider about the dramatic irony which underlies the scene where Macbeth plays host to King Duncan. There is a tick sheet where students are to identify how key quotes refer to key themes and a chance to 'explode' a key quote as part of the plenary. 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.
Identifying and using Narrative Hooks, Story Writing
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Identifying and using Narrative Hooks, Story Writing

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This is a lesson introducing students to the idea of the narrative hook, in other words how to write a killer first line or so to 'hook' the reader in. I put this lesson together for a year 9 scheme of work which referred to the AQA English Language marking criteria (A05+6) but the success criteria can be adapted beyond a level 3 so that it's more demanding for a year 10/11 class. The lesson starts with asking students what a narrative hook is and then to brainstorm in pairs different approaches that can be used to draw readers into a story. There are 3 'taster' first lines to show on the board where students can note questions that they have to illustrate the point. Then there is a handout of quotes which they can match to hooks in trios/groups/pairs and discuss. These can be lined up on their desks or pasted straight in. Of course, the 'answers' are provided on a separate teacher copy and the powerpoint itself (a few debatable ones are thrown in the exercise to encourage students to justify choices). Students are then given 2 scenarios to write about (gothic/horror genre based) demonstrating the use of a chosen narrative hook. A chance to self/peer assess follows to end the lesson where there is a success criteria box to refer to.
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.
Chapter 4, The Great Mouse Plot from 'Boy' by Roald Dahl
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Chapter 4, The Great Mouse Plot 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 4 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 when they may have been surreptitious. They are then to read chapter 4. 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. The plenary asks students to write an essay paragraph using the SQUID structure provided. There is a slide which demonstrates how students can self assess their 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’)
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.
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.
'Anthem for Doomed Youth' by Wilfred Owen
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'Anthem for Doomed Youth' by Wilfred Owen

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This is a lesson on a poem about the First World War which laments how soldiers died 'as cattle' without proper Christian burial in the trenches of France. It is a conflict poem which explores the themes of violence and fear in war which can be linked to other poems taught within a unit. It's particularly useful to compare to 'Bayonet Charge' by Ted Hughes and 'Exposure' (also by Owen). The lesson begins by asking students to list what they know about the poor living conditions within the trenches. There is then a slide which offers facts later referred to in the poem. Students are then introduced to the 'WPSLOMP' method of analysing poetry which they can then apply in pairs before colour coding quotes which are examples of religious references, metaphors, simile and alliteration. The ideas they pull together for this can then be explored as a class and the slides can be annotated by the teacher on the board. Students are then asked to think about structure and there is a slide which introduces them to the structure of a sonnet, iambic pentameter and demonstrates the rhyme scheme. The lesson ends with a chance for students to write independent essay paragraphs using a generic 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 - Links to online videos/readings (see 'Notes' under slides) - A copy of the poem with a word bank
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.
'Cousin Kate' by Christina Rossetti
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'Cousin Kate' by Christina Rossetti

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Even covers Iambic Tetrameter and Trimeter! This poem is featured in some GCSE English Literature syllabuses and explores themes such as loss, jealousy and courtly love which allows it to be useful to compare to other poems or texts. Attached is a bundle of resources: - A copy of the poem with a suggested colour code for students to identify key devices - A copy of the poem with annotations and detailed explanations of the poem's structure - (optional) a grid sheet asing how provided quotes reveal a loss of innocence - A powerpoint presentation of the lesson detailed below. The lesson starts by asking students to consider typical themes in poems about love and gives contextual details about Rossetti for a challenge task aimed at higher ability students. In pairs, students are then asked to read the poem and construct a flow chart of what is described and there is an optional task to match imagery to quotes. There is also a colour activity where students are to identify devices and they are welcome to annotate the effect of these since this is on an A3 page. The lesson ends with a chance for students to write essay paragraphs independently using provided sentence starters which come in 3 formats: a 'layers of meaning' approach, PEA or the 'reading ladder'. An opportunity to self assess essay writing follows this. The success criteria provided is very generic for all exam boards/ages and can be adapted to suit your course.
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, 'The Bicycle and the Sweet Shop', Boy by Roald Dahl
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Chapter 3, 'The Bicycle and the Sweet Shop', 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 their favourite sweets with a partner and they are then to read the chapter. There is a handout attached which is a template of a sweet jar which they can stick in their books and label with the quotes they find about Dahl’s favourite sweets mentioned in the text. The plenary asks students to write a descriptive paragraph about their favourite sweets using key skills, using Dahl’s writing as inspiration. The key skills which are mention fit into the ‘MASSIVEOP’ acrostic. There is a handout for this also attached. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Differentiated tasks (challenge tasks in red) Opportunities for pair and group talk within activities (‘Talk for Writing’)
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’)
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.