Written for the EDUQAS A Level English Literature exam, this scheme of work is a detailed, 12 week overview (one term) to assist you in the teaching of the play. It features a weekly overview and detailed, weekly tasks including ideas for More Able pupils and Support for weaker pupils. The assessment objectives are also mapped to each of the weeks and there is a, suggested, weekly task to consolidate learning. Many thanks for looking!
A lesson for poetry comparison towards the Eduqas English Literature exam. The powerpoint explores how the poetry question will be structured, how to structure a comparison, a model example and opportunities for self and peer assessment. In this specific presentation, pupils are required to compare 'Dulce' (Wilfred Owen) and The Manhunt (Simon Armitage). Also attached are the writing frames, differentiated, to help pupils build their comparison based on three aspects of poetry. Many thanks!
This lesson was taught to a low set year 7. The pupils are doing a scheme in which they create their own village and do this through language. In this lesson pupils consider what a manifesto is, consider brief manifestos from the 2017 election and write their own manifestos based on what they are passionate about. Attached is the powerpoint, brief manifestos and a writing frame for their own manifestos (differentiated). Many thanks!
This sheet is for pupils to use when researching their dream job/career. There are 13 questions for them to research in order to consider what they need to in order to achieve their dream job. They can then easily turn these notes into a Powerpoint presentation to use for a presentation and speaking and listening skills.
An introduction to Victorian Literature - considering some of the key aspects in regards to the context of the Victorians and different types of literature from the time period. There are also tasks for pupils to complete on fact-finding, language analysis and creative writing all based on Victorian context/Literature. This lesson focuses on Dickens' extracts but could easily be adapted to any Victorian writer. Please feel free to adapt in any way you require and thanks for looking!
Attached is a lesson which can be adapted and used right through KS3/4. The lesson is to teach pupils about how to write to persuade using the IPERSUADE acronym which was previously taught;
I - Imperatives
P - Personal Pronouns
E - Emotive Language
R - Rhetorical question
S - Statistics
U - Use discourse markers
A - Anecdote
D - Direct address
E - Exaggeration (Hyperbole)
Included on the Powerpoint is a hyperlinked video to Churchill's speech and mark schemes for both KS4 (Eduqas English Language Component 2) and KS3 so you can adapt these accordingly. Also included is a writing frame/plan with sentence starters and a copy of the original speech. The task is 'You are the Prime Minister and Great Britain is about to go to war. Write a speech addressing the country about the news'.
This is a resource for everybody reading in class (ERIC) of which gets pupils reading and discussing the issue of the upcoming General Election 2017. Included is a powerpoint used for form time and the manifestos of the Labour and Conservative parties. In the powerpoint there are debate questions and key ideas surrounding the issue. Low ability version of the article is also attached with a glossary. UKIP and Lid Dem version to follow.
Attached is a lesson of which was conducted with a low level year 7 group of whom where also completing the Fresh Start programme alongside English Lessons. The powerpoint is guidance of the devices used within newspaper articles and, alongside the example, contains a task in which they need to spot the devices. There is also a further task in the powerpoint of which pupils write their own report using the, also attached, writing frame in order to structure their writing effectively. Many thanks!
Attached is a lesson used with year 7 who were doing a scheme on Dragons - they were low ability and also doing Fresh Start alongside but it can be easily adapted. The lesson discusses what a Problem page/agony aunt letter is and the devices used within this type of letter. Also attached is a model example of a letter which pupils analyse and a writing frame to help construct their own letter. Many thanks!
Attached is a blank quote bank for pupils to fill in as they are reading the play. This allows pupils to have a handy booklet rather than skim through the entire play. There is also a section for reflection about the dramatic devices used by Russell and their impact on the reader. Many thanks!
This is a resource for everybody reading in class (ERIC) of which gets pupils reading and discussing the issue of whether teenagers are addicted to mobile phones. Included is a powerpoint used for form time and the article. In the powerpoint there are debate questions and key ideas surrounding the issue. Low ability version of the article is also attached.
This is a resource for everybody reading in class (ERIC) of which gets pupils reading and discussing the issue of whether teenagers get enough sleep or not. Included is a powerpoint used for form time and the article. In the powerpoint there are debate questions and key ideas surrounding the issue.
Attached is a short booklet/task in which pupils are required to comment on the use of key language and devices used by Conrad for specific effect. They are also required to comment on the impact this quote has on the reader. I found this excellent revision for my A level pupils when completing the reading of the prose.
Attached is a powerpoint to analyse the theme of Responsibility within the play An Inspector Calls. The powerpoint is used to direct discussion and analysis whilst the A3 planning sheet considers the theme within the play (AO1), how context links to the theme (AO3) and key quotes for each of the major characters in regards to the theme.
Attached is a blank quote bank for pupils to fill in as they are reading the play. This allows pupils to have a handy booklet rather than skim through the entire play. There is also a section for reflection about the dramatic devices used by Williams and their impact on the reader. Many thanks!
Here is a bundle of form time activities for ERIC - Everybody Reading In Class. These powerpoints/articles are for pupils to have the chance to discuss non fiction articles and practice key speaking and listening skills. More will be uploaded when created - usually fortnightly.
Here is a revision mat for the Eduqas English Language Component 2 (19th/21st Century Non Fiction) exam. It covers how to answer all the reading questions A1-6 with helpful, handy tips and tricks! Great for GCSE pupils to have in front of them revising or stuck up somewhere in their house!
Designed for year 10 for hour long lessons. Opening lesson studies the key themes of Macbeth as a general introduction - also set the standard for the rules in the classroom as the first lesson of a new scheme. Will upload further lessons as and when created (usually weekly). Designed for the Edexcel 9-1 GCSE specification; therefore lessons will cover skills that are pretty much covered in every specification but AO's might be different - check your specification to make sure.
N.B. The PowerPoints change to blue backgrounds to ensure Dyslexia friendly; you can obviously change this if you wish!
This A3 double sided table is to help pupils analyse key quotes from across all 5 acts. It requires the pupils to determine which scene the action is from, find a key quote to support that action and complete a language analysis for the quote they have found = what does it reveal? Key devices/techniques and impact on the reader.
This is a one-off writing lesson for low-key stage 4/high ks3 in which pupils discuss the idea of whether teenagers get enough sleep. There is a powerpoint, writing frame and article of which is used to develop a class discussion and ideas their letter.
Attached are two documents to test pupils on their recognition of who said key quotes in Hamlet, from across all five acts. The pupil version has just the quotes (3 pages worth) and they have to annotate whom they believe said the quote; as an extension pupils could also annotate the significance of the quotes in relation to language devices and themes. The teacher version has the answers. Many thanks!