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If you enjoyed my resources please leave a review. I can be contacted via email: spdwilkins@gmail.com . I would love to hear from people interested in collaborating on Crumbs from the Table of Joy for IGCSE.

If you enjoyed my resources please leave a review. I can be contacted via email: spdwilkins@gmail.com . I would love to hear from people interested in collaborating on Crumbs from the Table of Joy for IGCSE.
Cat on a Hot Tin Roof Cambridge AS Level Scheme of Work
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Cat on a Hot Tin Roof Cambridge AS Level Scheme of Work

5 Resources
This is a full scheme of work for Cambridge AS Level “Cat on a Hot Tin Roof”. It looks at the entire text, moving from context, to theory, to close analysis. The context lessons look at: Masculinity Patriarchy Race Class Southern identity The opening of the play looks at: Staging of the play (including Williams’s evocative descriptions) The presentation of Brick and Maggie in the opening. Depictions of wealth and class. Essay writing guide lesson and essay planning lesson on the presentation of Maggie in the opening. Lesson on the symbolism of the crutch, with a touch on Freudian analysis to prepare for A2 study. Depictions of Brick’s alcoholism. More lessons will be added as I develop and finalise the scheme whilst teaching it. The lessons on the second half of the first act look at: Page by page questions for three pages on Brick and Maggie’s relationship. Extract based exam question designed in the style of Cambridge AS Level. Research task on the Lavender Scare and Freudian analysis, and considerations of Brick and Skipper’s relationship. Brief consideration of the opening of Act 2. The next lessons include a series of slides designed to get students comfortable with considering literary theory, as well as later lessons developing their analysis, and an extract based question in the style of Cambridge exams. It looks at: Feminism Misogyny Lies, Lying and Mendacity Symbolism Homosexuality and Homophobia Close analysis of sexuality Tension The presentation of Big Daddy in the whole text. Reading of University level essay with discussion questions to guide reading. Analysing Brick and Skipper’s relationship. The final lessons are a little thin on the ground but contain a choice of two final exam style questions.
Crumbs from the Table of Joy Scheme of Work - IGCSE Literature
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Crumbs from the Table of Joy Scheme of Work - IGCSE Literature

(4)
This is a fully resourced Scheme of Work for Crumbs from the Table of Joy. This has been produced as a ready to teach resource. I am charging for it as it has taken many hours to produce, as there is currently no other Crumbs resources available on the internet. The scheme is designed to run for roughly 55 lessons when considering extra time for reading and annotating lessons. It includes a few exam style questions, and a model answer. The exam style questions are all extract based, as I want to see Cambridge’s question focuses for the whole text before writing these. The lessons cover context, character motivation, analysis of motivations of author and character, and much more. There are also a few extra lessons constantly being added, including one on Langston Hughes’s “Luck” which appears at the start of the play. If you have anything else you think I should add to the scheme please get in touch and I will add a lesson on it.
The Planners Boey Kim Cheng Lesson Plan/ Game Cambridge IGCSE Literature
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The Planners Boey Kim Cheng Lesson Plan/ Game Cambridge IGCSE Literature

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This is an engaging introduction lesson to the themes of Boey Kim Cheng’s The Planners. It supports students to understand the ideology behind the decisions made by leaders when creating a city. It is in essence a city builder board game that I have created to teach students about the poem. Slight disclaimer: this is not an all singing all dancing analysis of the poem (that is all available), but rather a very fun way for students to learn the poem; it is well suited to a last day of term or Friday lesson with year 10’s. I have also now added a series of discussion questions for after, which allow students to compare their ideological positions with the decisions they made. If you don’t like the resource or think it’s missing something get in touch, and I’ll add even more. This was a lot of fun to make, and even more fun to teach.
AS Level Cambridge - Cat on a Hot Tin Roof - Lesson 1 and 2
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AS Level Cambridge - Cat on a Hot Tin Roof - Lesson 1 and 2

(0)
I would love to get your feedback! Leave a review of any of the resources, email me a screenshot and your purchase receipt at: spdwilkins@gmail.com, and I’ll send you another resource (of the same price or less) from my shop for free. This is the first lesson as part of a scheme currently under creation for Cat on a Hot Tin Roof. It includes a series of slides designed to get students comfortable with the key contextual elements of the text. It looks at: Masculinity Patriarchy Race Class Southern identity More lessons will be put up for Cat on a Hot Tin Roof over the course of the next few months.
DNA Dennis Kelly GCSE Context Lessons for Level 9/A*
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DNA Dennis Kelly GCSE Context Lessons for Level 9/A*

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I would love to get your feedback! Leave a review of any of the resources, email me a screenshot and your purchase receipt at: spdwilkins@gmail.com, and I’ll send you another resource (of the same price or less) from my shop for free. The contextual links used here are based on substantial reading of literary criticism related to the play, and then brought back into an accessible format for GCSE. It contains contextual notes, 24 slides (with discussion questions, videos and activities) and a review of Osama the Hero. These lessons are designed to give students the ability to make truly perceptive comments on DNA context that go beyond simply making references to “gangs” which ultimately is quite repetitive. It is pitched for a top set and designed to take 3-4 lessons. It covers: Dennis Kelly’s other plays “Osama the Hero” and Post-9/11 literature as a concept. Phil and Utilitarianism. Emotional Abuse in relationships. Victim Blaming. In Yer Face Theatre. Phil as Machiavellian Post Truth Society. These concepts are not generally talked about in revision guides and other material, and should stretch student’s answers to be much more perceptive. Please get in contact if there is anything missing, or that you would like me to add.
AS Level Cambridge - Cat on a Hot Tin Roof - Lesson 3 to 8
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AS Level Cambridge - Cat on a Hot Tin Roof - Lesson 3 to 8

(0)
I would love to get your feedback! Leave a review of any of the resources, email me a screenshot and your purchase receipt at: spdwilkins@gmail.com, and I’ll send you another resource (of the same price or less) from my shop for free. These series of lessons covers the first few pages of the opening of the play. It assumes students have already read the text, and that teachers will develop lessons to include reading and annotating as a class. These lessons cover the following: Staging of the play (including Williams’s evocative descriptions) The presentation of Brick and Maggie in the opening. Depictions of wealth and class. Essay writing guide lesson and essay planning lesson on the presentation of Maggie in the opening. Lesson on the symbolism of the crutch, with a touch on Freudian analysis to prepare for A2 study. Depictions of Brick’s alcoholism. More lessons will be added as I develop and finalise the scheme whilst teaching it.
Petals of Blood - A-Level Discussion Questions and Slides
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Petals of Blood - A-Level Discussion Questions and Slides

(0)
I would love to get your feedback! Leave a review of any of the resources, email me a screenshot and your purchase receipt at: spdwilkins@gmail.com, and I’ll send you another resource (of the same price or less) from my shop for free. A series of discussion questions geared towards a chapter by chapter approach to analysing “Petals of Blood” by Ngũgĩ wa Thiong’o. I have also included my slides for a rough overview of how I studied the text. However, this is far from a comprehensive series of slides, but potentially a nice place to begin planning lessons from. I taught the majority of the text through class discussion in a seminar like format, so slides were not overly relied upon.
Cat on a Hot Tin Roof Lessons 15-29
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Cat on a Hot Tin Roof Lessons 15-29

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These are the lessons for the second Act as part of a scheme currently under creation for Cat on a Hot Tin Roof. It includes a series of slides designed to get students comfortable with considering literary theory, as well as later lessons developing their analysis, and an extract based question in the style of Cambridge exams. It looks at: Feminism Misogyny Lies, Lying and Mendacity Symbolism Homosexuality and Homophobia Close analysis of sexuality Tension The presentation of Big Daddy in the whole text. Reading of University level essay with discussion questions to guide reading. Analysing Brick and Skipper’s relationship.
Cat on a Hot Tin Roof - Lesson 9-14 - Cambridge AS Level - Extract Question
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Cat on a Hot Tin Roof - Lesson 9-14 - Cambridge AS Level - Extract Question

(0)
I would love to get your feedback! Leave a review of any of the resources, email me a screenshot and your purchase receipt at: spdwilkins@gmail.com, and I’ll send you another resource (of the same price or less) from my shop for free. These series of lessons covers the second half of the first act. It assumes students have already read the text, and that teachers will develop lessons to include reading and annotating as a class. These lessons cover the following: Page by page questions for three pages on Brick and Maggie’s relationship. Extract based exam question designed in the style of Cambridge AS Level. Research task on the Lavender Scare and Freudian analysis, and considerations of Brick and Skipper’s relationship. Brief consideration of the opening of Act 2. Lessons following this should be added each week. By October I will also sell this as a discounted bundle once all lessons are finalised.
Unseen Poetry and Prose IGCSE SoW Unit of Work
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Unseen Poetry and Prose IGCSE SoW Unit of Work

(1)
This is a set of fully resourced lessons aimed at preparing students to answer unseen poetry and prose questions. Having found a lack of resources for both unseen poetry and prose I have created this resource which is designed to give students all the skills needed to approach the questions. This should take roughly 25 lessons to complete, although, it is easily adaptable to last more by giving students longer to develop annotation skills. I have tried to make the texts as engaging as possible, and ensure it covers a broad range of literature: Kendrick Lamar, Dave, Billy Bragg, Shakespeare, Barret Browning, Osundare, Rupi Kaur, Maya Angelou, Dangaremba and others. It is not designed for students to study the context of these writer’s, but rather use their works as a way into studying unseen. The unit has resources that can be easily adapted based on whether students have already studied the poetry anthology, and the novel already. There are differentiated resources to help with IGCSE essay writing included as well. There are also model paragraphs on a range of texts. As always please email me if there is anything you would like me to add, as my resources are always constantly under development, and I am keen to constantly improve them.
IGCSE English Language Descriptive and Narrative Writing Scheme of Work SoW
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IGCSE English Language Descriptive and Narrative Writing Scheme of Work SoW

(0)
I would love to get your feedback! Leave a review of any of the resources, email me a screenshot and your purchase receipt at: spdwilkins@gmail.com, and I’ll send you another resource (of the same price or less) from my shop for free. This resource is a scheme of work that hopefully offers a series of unique ways into descriptive and narrative writing. The scheme should last at least 20 lessons. It has a fantastic lesson that guides students through planning descriptive writing, so that it is planned for effect. It has some fun and unique creative writing activities often responding to different pieces of art. It has a lesson on planning narrative writing using a curated list of short films. It has a feedback lesson focused on making writing more concrete and maintaining tense (examiners reports from Cambridge often cite lapses in tense as a major reason for losing marks). It has a series of lessons on punctuation for effect (punctuated by pictures of cute animals) All resources are included and all videos are linked in the notes section of the slides. As I tend not to recommend that students do narrative writing for the exam there are less lessons on this. Please get in contact if there is anything you’d like me to add or clarify about the lessons.
Cat on a Hot Tin Roof - Act 3 - Lessons 30-37
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Cat on a Hot Tin Roof - Act 3 - Lessons 30-37

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These are the last lessons in the scheme of work on Cat on a Hot Tin Roof. These lessons are in all honesty not the best, but should lay the groundwork for looking at the final act. It contains: Two Cambridge exam style questions (extract and whole text) A lesson looking at racism in the play, although, this is hard to analyse in a concrete way, it allows students to think about possible racist undertones. A lesson looking at attachment disorders with regard to Big Mama and Brick’s relationship with reference to previous lessons on Freud. A lesson on how Brick and Maggie’s relationship has evolved. A very simple themes research lesson.
Paris is Burning Discussion Questions Document - BoW
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Paris is Burning Discussion Questions Document - BoW

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I would love to get your feedback! Leave a review of any of the resources, email me a screenshot and your purchase receipt at: spdwilkins@gmail.com, and I’ll send you another resource (of the same price or less) from my shop for free. A detailed series of discussion questions on the documentary Paris is Burning. Prepared as a way into independent study of the film as part of the IBDP English Language and Literature A course.
Crumbs from the Table of Joy Model IGCSE Essay A*
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Crumbs from the Table of Joy Model IGCSE Essay A*

(1)
Please note: I now also have a full scheme of work for sale on my TES shop. This is a model essay written in response to the question “How is Godfrey presented in the opening”. This could easily be adapted into an extract question, however, for now it focuses on the prologue. This is one of few Crumbs resources currently available, and I will begin to share more as the year goes on. Please do get in touch and if you are also teaching Crumbs and would like to collaborate. Please note this is a purposefully overly critical response to Godfrey’s portrayal designed to get students to think about whether they agree or disagree, but should function as a good model for how to write about the play. Now added is a Youtube video on how to write an analysis of Crumbs. It’s a little rough around the edges.