I provide resources mainly for English (IGCSE and GCSE content), but also post useful Drama resources. There are also brand new English-with-Media resources to choose from, and many materials such as assemblies and certificates that could prove useful to Head of Years. All resources are differentiated appropriately and labelled with key year groups.
I provide resources mainly for English (IGCSE and GCSE content), but also post useful Drama resources. There are also brand new English-with-Media resources to choose from, and many materials such as assemblies and certificates that could prove useful to Head of Years. All resources are differentiated appropriately and labelled with key year groups.
This is the second week in a five week scheme that is available on my shop, but this can easily be a stand alone week of work.
Lesson one: what is ambiguity? Ambiguous versus obvious film trailers comparative analysis
Lesson two: Imagery in film and using descriptive imagery
Lesson three: Emotion in film and learning to describe emotion
Lesson Four: Planning our own ambigous trailer
This SOW combines both Media and English in order for students to construct a film review during their assessment week. This is week one of a five week scheme - please see my shop if you would like to purchase the next week, or to buy the whole scheme.
This SOW includes the following lessons:
Lesson One: How to write a film review
Lesson Two: Camera shots and angles and writing an analysis
Lesson Three: Pathetic fallacy in film and writing an analysis
Lesson Four: Colour in film and writing a comparative analysis
This lesson continues from the creative writing: narrative hook lesson that I have posted previously. Please find a bundle deal for both lessons for a reduced price.
However, this lesson can easily also work as a stand alone lesson on sentence types and evaluating their effectiveness in a written piece.
Links to other cultures are also present in the excerpt of Sheikh Mohammed Bin Rashid’s memoir.
Students can use this planning sheet and also the interview Q&A sheet to work towards writing an article. This could work in the context of any lesson.
Students will use this lesson to write a narrative opening to a story about skydiving. This includes a speedy starter, a matching up activity with accompanying worksheet, an extended writing task and a peer assessment opportunity at the end.
First lesson: Word of the Week and Context
Second lesson: Guided structural and poetic analysis
Third lesson: Planning and writing a critical analysis, and a 10- question multiple choice low stakes quiz.
Lesson includes a word of the week (impregnable) with accompanying questions, context on Heaney, Stormont and The Troubles, a first reading of the poem and group/discussion work activities.
First lesson in a three lesson mini-scheme for Armitage’s ‘Remains’. This lesson in particular covers key themes, vocabulary, context, and offers a ‘first look’ at the poem.
Lesson complete with a word of the week focus (adversity), a real Titanic diary entry, and guided annotation practice. Great for An Inspector Calls context, Non-Fiction analysis or Unseen Prose practice.
Lesson Includes:
Activities on the word of the Week (Cultural Identity)
Coverage of context (Grace Nichols background and UK post-war immigration)
Coverage of key concepts and techniques including reconcilliation and allusion
An initial reading of a poem
Partner work, individual work, presentation opportunities and peer review
8 Week 40 lesson non-fiction SOW including:
Word of the weeks at the start of each week
A focus on a range of non-fiction pieces
Fully differentiated resources
Many extension activities and opportunities for student reflection
Multiple choice knowledge tests at the end of each week
A mid-term assessment and end of term assessment
An end of term 68- question multiple choice knowledge test
5 lesson scheme of work focusing on analysing non-fiction texts (mostly autobiography extracts, one letter). Includes a word of the week (adversity) and a 12 question end of week quiz and extra recap/filler lesson.
Many key concepts are covered including tragedy, trauma, phobia, desensitisation, etc.
Lesson One (1984 Lesson): This lesson explores the concept of totalitarianism, and has the students analyze the opening scene of 1984 in order to detect evidence of totalitarianism in the environment.
Lesson Two (O’Brien and the rats): This lesson focuses on the idea of false consciousness, and the character of O’Brien. The students will explore how O’Brien uses torture and fear to brainwash and control Winston, and in the end, students will write a paragraph analyzing O’Brien’s character.
Lesson Three (Key Concepts): This lesson focuses on understanding the key concepts in 1984: The War, Doublethink/speak, and Hate Week. By the end the students will be writing their own polemical pamphlet using doublespeak, promoting hate towards the new enemy (Eastasia) and promoting Eurasia as an ally.
Lesson 1: Intro to Dystopian Environments
Lesson 2: Dystopian Character Archetypes
Lesson 3: The Context Behind Dystopia
Lesson 4: Analysing the Setting of 1984
Lesson 5: Analysing the Character of O’Brien in 1984
Lesson 6: The Key Dystopian Concepts of 1984
Homework Sheet 1: Creating a Dystopia Worksheet
Homework Sheet 2: Dystopian Verbs
Lesson 1: Students will be introduced to the 5 senses, and how to implement them into a descriptive piece
Lesson 2: Students will consolidate their understanding of the 5 senses, and also language techniques. They will write a descriptive piece about the sinking of the Titanic.
Lesson One (Opening): This is the first lesson on ‘A Handmaid’s Tale’ in a dystopian SOW. This lesson introduces the students to the concept of objectification, and the key themes and techniques present in the opening chapter (surveillance, biblical allusion, threat).
Lesson Two (Horrors of Gilead): This lesson has students analyze the use of power and indoctrination in chapter 2 of A Handmaid’s Tale. After a class annotation task, students will construct an analytical point independently.
**Lesson Three (Aunt Lydia Analysis): **This lesson focuses on the character of Aunt Lydia, and the concepts of internalized misogyny, and indoctrination. The students will complete a pair-analysis task, and then at the end, they will construct an analytical paragraph in response to a GCSE style question.
Lesson One: In this lesson, students will act out Act 3 of ‘Dara’, and answer IGCSE Section A style questions at the end. They will contemplate the staging of certain scenes, and the changing relationships between characters - in particular, the relationship between Dara and Aurangzeb.
Lesson Two: This lesson focuses on the events and key themes in Act 4 of the play Dara. After reading the act in it’s entirety, students will have the chance to answer some comprehension questions, and reflect on the way they would stage the execution scene.
Lesson 1: This lesson is essentially a context lesson. To prepare Year 10 students for a mock paper (past paper 12, IGCSE 2020 June), this lesson will introduce students to the background of the play, the key events and characters, and give them the opportunity to predict and analyze some themes of the play.
Lesson 2: In this lesson, students will perform the whole of Act 1 (timed at around 33 minutes if the reading is slow), and have some time left for a starter, and a main character analysis task.
Lesson 3: This lesson gives students the chance to act out Act 2 of Dara, and answer some component 1, section A style questions in preparation for their mock exam (the June 2020 Paper 12).
Lesson 4: In this lesson, students will act out Act 3 of ‘Dara’, and answer IGCSE Section A style questions at the end. They will contemplate the staging of certain scenes, and the changing relationships between characters - in particular, the relationship between Dara and Aurangzeb.
Lesson 5: This lesson focuses on the events and key themes in Act 4 of the play Dara. After reading the act in its entirety, students will have the chance to answer some comprehension questions, and reflect on the way they would stage the execution scene.
Lesson 6: This lesson focuses on the final act of the play Dara. The students will read the play, and then answer a series of comprehension questions, and one IGCSE style long answer question. The final slide will have students reflecting on their own feelings about the ending, and the change in Aurangzeb’s character between scenes 1 and 2.
Lesson 7: This assessment prep lesson includes a link to the IGCSE past paper that the assessment will be based on, (only section A) and a preparation lesson explaining to students how to best tackle Section A questions. I’ve chosen to only test my students on Section A, but this preparation lesson could help with Section B as well. This also includes a student assessment reflection sheet for when you give back their marked work.
Lesson 8: Assessment lesson (no lesson for this, but the assessment paper is linked in the assessment prep lesson
Lesson 9: Students will receive back their graded papers, and complete the reflection sheet in purple pen (attached in assessment prep lesson)
