Eiléan Ní Chuilleanáin 2015 Higher Level Question: “Ní Chuilleanáin’s demanding subject matter and formidable style can prove challenging.” Discuss this statement, supporting your answer with reference to the poetry of Eiléan Ní Chuilleanáin on your course. Fully worked sample answer/essay in response to the 2015 question. As Eiléan Ní Chuilleanáin is a 2018 female poet, this is the ideal style of essay to prepare for the 2018 exam.

King Lear quotes on themes and characters. Perfect revision tool. Theme of Evil Theme of the “Natural Law” Theme of Sight and Blindness Theme of Justice Theme of Power Theme of Gods Theme of Filial Ingratitude Character of Edmund Character of Lear Characters of Goneril and Regan Character of Kent Character of Cordelia Character of Gloucester Character of Edgar

2011 Boland Higher Level English Essay “Boland’s reflective insights are expressed through her precise use of language.” Sample answer based on the above question, ideal for 2018 revision and preparation for Leaving Higher Level English.

Mid-term Break - Seamus Heaney - questions

Key moments and give thoughtful value judgements on the character Act 1 Scene 5 - Romeo and Juliet fall in love at the ball Act 2 Scene 1 - The Balcony Scene Act 3 Scene 1 - The Fight Scene (turning point of the play) Act 4 Scene 3 - Juliet’s soliloquy Act 5 Scene 3 - Churchyard scene of tragedy Figurative language - examples from the play Metaphors Similes Personification Irony

Guaranteed to have students eating from the palm of your hand as this mini scheme of work really should interest the social media savvy student. Lesson 1: Social Media and Celebrities (Literacy lesson) Lesson 2: Cyber Bullying Lesson 3: Blogs Lesson 4: Dragon’s Den – creating your own App

Key quotes from To Kill A Mockingbird.

Venn diagram activity for use in comparing three texts for the Leaving Cert: Juno Big Maggie The Spinning Heart

Suitable for Year 7 or 8. L/O: to understand and explain the writers’ ideas and use of language I understand the poem. I can explain what Blake was trying to say. I can identify a variety of language techniques. I can explain how and why they are used. I can explain the overall theme of the poem.

Lesson 1: Learning Objective: to be able to comment on the language, how it effects the reader and be able to thoroughly analyse the poem. MUST: identify key words in the poem SHOULD: explain the effect on the reader COULD: analyse why this is effective How will we do this All learners are able to pick out key words and contribute to group discussion. All learners are independent and produce a piece of writing from the activity. All learners will be able to reflect on their learning and their next steps in learning. Lesson 2: Learning Objective: to be able to analyse language and explain the meaning behind the poem. MUST: select appropriate evidence from the text to back up your ideas. SHOULD: interpret writer’s ideas and viewpoints. COULD: explain and evaluate how writers use their language to influence the reader. Lesson 3: Learning Objective: To learn how to provide a perceptive/insightful analysis of the differences and similarities between the writer’s choices about language used in both poems. MUST: to explore the writer’s use of language to portray ideas. SHOULD: be able to explain differences and similarities with clear explanation COULD: be able to write in detail and make extended analytical comparison.

1. Compare the feelings towards London in Blake’s London and Wordsworth’s Composed upon Westminster Bridge. OR 2. Compare Blake’s use of nature in The Nurse’s Song (Innocence) and The Nurse’s Song (Experience)

Short and to the point 1 off lesson going over homophones and homographs.

Suitable for Year 7 or 8. L/O: to understand and explain the writers’ ideas and use of language I understand the poem. I can explain what Blake was trying to say. I can identify a variety of language techniques. I can explain how and why they are used. I can explain the overall theme of the poem.

L.O: Develop ability to infer meaning in a text. Must: create three questions to ask Karl based on the article Should: find evidence to answer the questions Could: create questions that require you to infer information. Find evidence to support your inferences TASK 1: Answer the questions that you have come up with as if you are Karl Pilkington. Remember the mark scheme Must: read reasonably well, identifying a range of details. Some supporting detail is used Should: interpret the text competently. Some ideas are developed. There is some supporting detail throughout. Could: thoroughly engage with the passage. Integrate an appropriate amount of supporting detail into the response TASK 2: How is language used for effect (Answer in the form of PEEA paragraphs)? What is Karl’s first impression of the place he would be bungee jumping from? What impression are we given of the tribe? How important is the bungee ritual to the people of the tribe? How dangerous is the bungee jumping activity? How did Karl feel about participating in the bungee jump himself?

Set of 20 lessons focusing on a different literacy focus. All the most important topics included: apostrophes, adverbs, homophones, capital letters, full stops, colons, semi-colons, nouns, punctuation and connectives to name but a few. Perfect for a department wide focus on literacy as can be taught at 15 minutes at the start of any lesson not just English.

Engaging and fully resourced scheme of work focusing on ballads. Ideal for Year 7 or Year 8.

LO: To explore the context of An Inspector Calls LO: To explore the characters and their roles in An Inspector Calls LO: To explore the importance of the dramatic techniques used in An Inspector Calls

22 slide presentation for use with faculty/CPD opportunities focusing on achieving A/A* in iGCSE English.

1. Read pages………….(George’s confession to Slim). (15 marks) Imagine that you have heard the discussion. Write a letter to George expressing your views on the situation. In your letter you should: 2. Read pages……………..(the fight scene) (10 marks) How is Lennie made to seem vulnerable? How is Lennie made to seem dangerous?