LA KS3 - GOES THROUGH WHAT A RECIPE IS AND HOW ZEPHANIAH HAS USED METAPHOR IN HIS POEM. INCLUDES A WORD BANK AND A WRITING FRAME FOR A BRIEF ANALYSIS OF METAPHOR. PUPILS THEN ASKED TO WRITE THEIR OWN METAPHOR POEM OF BRITISHNESS.
This lesson looks at the context of Emmeline Pankhurst’s speech in Connecticut, 1913, which aimed to persuade the audience to support women’s suffrage. Focuses are on militaristic language, as well as other rhetorical devices and a plenary task comparing her speech for women’s rights with that of Emma Watson.
Both speeches are included with this resource.
Please note: an error has been noted for a slide within MWTL ppt. Now been rectified.
THREE LESSONS plus resources
Assumes students have cold read The Man with the Twisted Lip first. Copy of story included.
Use template to plot out the story using Freytag’s Pyramid. Idea of exposition will be returned to in the lesson. Read 'Opium in Victorian Britain article to learn about the influence of opium at this time. Look at an extract towards the start of the story to analyse how atmosphere is created, particularly with the idea of the opium den setting in mind, followed by a more detailed second extract. Plenary asks students to discuss the effectiveness of the exposition, in the context of Victorian England.
Students given an outline of two scenarios and they should use inference skills to deduce what they think is happening. Tasks then given on an example crime scene with initial tasks. Then, students should apply this understanding to sketching out the crime scene in The Man with the Twisted Lip, using the facts from the story.
Students use inference skills to deduce ideas about Holmes’ character from a given extract. Given a quiz on a set of detective conventions and then asked to match the conventions to the plot of Man with the Twisted Lip. Plenary asks them to think of any modern detective films / stories that also match this pattern.
Students have a drawing starter activity to consider the importance of precise description. Then students look at short examples of beach descriptions and consider the most effective. Following this, there is a guided question task, where pupils write down answers to some questions designed to get them thinking about beaches. After this, a mind map encourages pupils to visualise their ideas for the final task which would be to describe a beach. Extension tasks include asking students to identify where there is potential to use the senses to describe, and also to consider vocabulary choices.
This resource is made up of 3 extracts which all describe three famous detectives - Sherlock Holmes, Mma Ramotswe from the No.1 Ladies Detective Agency and Poirot. These extracts are perfect for students to use their inference skills to work out the characters of these detectives. They could use this as a springboard for creating their own fictional detectives.
Aimed at mid to low ability, this resource contains 4 separate worksheets which challenge students to find the answers in the given extract or extracts. Activities based on Harry Potter and the Goblet of Fire, Treasure Island, Buddy and the planet Mercury. Could be used as homework or to support low ability KS4 students prepare for the English Language papers.
Students are shown a short set of slides defining women and marriage in Victorian times, including part of a Tennyson poem and Mrs Beeton’s Book of Household Management. Kahoot quiz follows (link available). Then students should match up a range of Pride and Prejudice quotations about marriage with the modern translation to get an idea of how important marriage was to women at this time. They will then watch the clip where Mr Collins proposes to Lizzie to show that she was atypical of victorian women of the time. Then we look at noble women and the extract where Lady Catherine de Bourgh visits Lizzie Bennet to show her disapproval of her alleged marriage to Mr Darcy. Discussion of language choices to show her attitude to the middle classes. Radio clip of a rich girl relating a day in her life; this links to the idea of governesses which are looked at in connection with middle class women and their jobs. Students can use two extracts to compare the job of a governess (Jane Eyre) with an account of the duties of a lady’s maid. Leads on to lower class women and a clip of Downton Abbey where students have to be observant and answer a series of questions about the servants’ roles. Leads to women (Nancy) who cannot get respectable work - students look at an extract and then freeze frame the emotions described. Ends with creating a wordle about all that they have learned.
A group work based project which could be useful for the end of term. This is a series of activities requiring students to research an animal charity of their choice and create an advertising campaign to promote awareness and funds for it. There are four main tasks: create a poster, a radio advert, a leaflet and a presentation. Supporting resources are included. Should last a couple of weeks or so.
This is one complete lesson, analysing Malala’s speech to a group of young people at the United Nations Youth Assembly. She is advocating the importance of the right to education. This lesson looks at her background, to put the speech into context, Aristotles 3 modes of persuasion and how Malala uses it, other rhetorical devices used, a BBC article written a year after and then asks students for their own opinion of Malala. Copy of speech included.
This resource is 3 ppt slides which demonstrate key ideas to bear in mind when planning a response to Q5, the narrative / descriptive question of English Language Paper 1 (AQA).
It contains some key advice from a recent AQA Language training session I attended, involving getting students to consider the ‘bigger ideas’ when presented with an image for stimulus.
Aimed at middle to higher ability students, this resources gives an overview of the sections, timings and some quick tasks to refresh memories before the exam. Based on Section A: An Inspector Calls, Section B: Power and Conflict Poetry and Unseen Poetry comparative question.
THIS LESSON COMPARES HELENA’S JEALOUSY OF HERMIA IN ACT 1 WITH HERMIA’S JEALOUS OF HELENA IN ACT 3 SCENE 2. THE EXTRACTS CAN BE USED TO EXAMINE THEIR CHANGING FRIENDSHIP AND TO EXAMINE SOME OF THE METAPHORS USED TO INSULT EACH OTHER.
This resource includes 4 x worksheets. Each worksheet contains an extract describing a famous fictional character. Here, these are Dr No (James Bond_, Gollum, Mrs Pratchett and a witch from the Witches. Pupils are asked to identify a range of tasks using colours and symbols. Then, they are given another picture linked by the theme of the first extract. They can plan their description using the planning boxes provided. Once they have described their own character, using the image, they can then self assess which skills they have used from the reading task. Easily adaptable and easy to set for independent learning. Easier for pupils to print out and then complete the tasks. Please see my other describing character tasks (booklet).
2 x complete lessons analysing the character of Duncan in L1, followed by the character of Macbeth in L2. Both lessons look at whether each man can be considered a good king or not. A range of tasks are included such as note-taking, Kahoot quiz (you will need to log in), mind map, discussion, comprehension questions and challenges along the way. Resources at the end of the ppt to print off.
34 slides of activities to pick out key scenes, themes, characters and methods of Volume 1. These activities focus on chapters 1-18 of the novel and look at the theme of marriage, social status and key characters. Other focuses are critical interpretations such as marxist theory. Austen’s methods (dramatic irony, comedy, character foils, juxtaposition, pathetic fallacy, free indirect discourse etc) along with key moments in the plot. Very useful for teachers going through the novel for the first time to facilitate note taking for future revision purposes.
Aimed at middle to low ability KS3, this lesson looks at the context of Victorian England, giving a range of information about life in the workhouse and looking at the difference between the lives of the rich and poor. There is also an extract from Berlie Doherty’s ‘The Street Child’ to analyse. Perfect for introducing any Victorian novel, but with A Christmas Carol in mind. Could be useful as re-capping context prior to exam.
USING THE BFG BY ROALD DAHL AS INSPIRATION, STUDENTS WILL CONSIDER WHAT MAKES AN INTERESTING CHARACTER FOR A READER. THEY WILL ANALYSE DAHL'S DESCRIPTION OF FLESHLUMPEATER, WITH STEP BY STEP ANALYSIS, HELP AND SUPPORT & STRETCH AND CHALLENGE. NARRATIVE WRITING THEN FOLLOWS WITH THE OPPORTUNITY TO CREATE THEIR OWN GIANT AND PEER ASSESS USING GIVEN CRITERIA. A CREATIVE AND SKILLS BASED LESSON SUITABLE FOR BOTH KS3 & 4.
Starter or plenary activity, aimed at revising the power and conflict anthology. All slides contain three quotes and a picture that represents one of the 15 poems in the collection. The slides should be cut up and spread around the room, so that students can match up the quotations to the correct poem.
A LESSON LOOKING AT POSSIBLE EXAM QUESTIONS. ACTIVITIES INCLUDE A FOCUS ON MRS JOHNSTONE AND MRS LYONS (CUT AND STICK, TEAM COMPETITION) AS CHARACTERS WHO HIGHLIGHT THE DIFFERENT SOCIAL CLASSES SHOWN IN THE PLAY. GOOD PREPARATION FOR THE LITERATURE EXAM.