I am a teacher of secondary English, providing resources and lesson plans in this domain. My lessons are on the interdisciplinary side and as such can at times also be applied to other subject areas, such as history or drama. I hope you find them useful! Please don't hesitate to provide constructive feedback as I am always keen to improve my resources and ensure that you get the very best value for money.
I am a teacher of secondary English, providing resources and lesson plans in this domain. My lessons are on the interdisciplinary side and as such can at times also be applied to other subject areas, such as history or drama. I hope you find them useful! Please don't hesitate to provide constructive feedback as I am always keen to improve my resources and ensure that you get the very best value for money.
This webquest encourages students to investigate a variety of topics relating to media bias, including:
what is bias
factors influencing media bias
how to assess whether bias is being used
political agendas in the press
balance of media coverage
how readers of different newspapers tend to vote
This webquest involves the use of a variety of skills, such as:
interpreting data
finding examples of facts and opinions in texts
reading academic research
summary-writing
the use of in-text citations
Students will read a variety of texts as part of this webquest, including:
letters to newspapers
fact-checkers
First News
research from the University of Oxford and the University of Hannover
statistics from public opinion and data companies, such as YouGov and Statista
Video resources are also included, along with ‘shortcuts’ for learners who can’t handle a full text, as well as a “go further” activity.
The webquest is designed to not only develop students’ knowledge and understanding of bias, but also to develop their critical thinking skills.
The resource is suitable for students aged 14 and up, particularly those studying Media, English Language, Global Perspectives, PSHE, Citizenship, TOK, Critical Thinking, or General Studies.
This editable resource is designed for online learning, as students can type their responses directly into the document and click on the links directly. If uploaded to a collaborative workspace such as Google Docs, students could also work in groups to complete the webquest.
**PLEASE NOTE: These lesson plans pertain to the 'old', outgoing Lang/Lit course (final exams in 2020). While a lot of the material will still be usable in the new course (first exams 2021), please bear this in mind when purchasing and, subsequently, using the plans yourself (whether as written or to make your own). Thanks for your understanding!**
This file contains at least 50 hours of lessons pertaining to Part 2 (Language and Mass Communications) of the English A: Language and Literature IB program. This would normally last you at least one academic year when interspersed with set text study and Part 1 (Language and Cultural Context) lessons (this equivalent pack is also available via TES). This is based on a schedule of 4 hours a week at standard level, with a supplementary hour per week at higher level. Topics include the analysis of social media and online language, advertisements, past paper practice lessons, persuasive speeches, journalistic texts, and historical and geographical contexts. Texts used are diverse and include texts from The Economist, The New York Times, The Huffington Post, and The Financial Times, as well as texts by writers such as Dave Barry, Camilla Long, and Earl Spencer. Tasks are differentiated and activities are suggested to support students in relation to TOK and other official IB assessments. Extra resources can be supplied upon request at no extra charge to support you as far as possible; where possible these are already free to download on TES. Created by an experienced IB teacher and examiner.
These notes on The Sound of Waves list potentially useful quotations from each chapter through the themes of innocence and experience (I have taught this text once privately and my student’s essay was based on this idea, so I read and made notes on the text with a view to helping her with this). Using the prism of these universal themes enables connections to be made between other curriculum texts, such as the poetry of William Blake and the plays of William Shakespeare.
The notes are aimed at teachers (rather than students) and do not constitute full lesson plans in themselves but serve to provide inspiration for lessons depending on what skills and topics you hope to teach when instructing students on the novel. They provide opportunities to help students understand the effects of techniques such as simile and metaphor, foreshadowing, personification, pathetic fallacy, and symbolism.
The notes also make links to critical thinking courses such as TOK (Theory of Knowledge) so can also be used by IB teachers to facilitate links to the Diploma core.
Obviously all ideas presented in the notes are interpretations which you may agree or disagree with. Nonetheless, I hope they help!
These comprehension questions were designed for MA-HA (I)GCSE students studying Elizabeth Barrett Browning’s poem “If Thou Must Love Me”. They could be used in groups or alone in class, or as homework. They would also be good as a revision activity or if you need cover work. The questions could also be split up and used in class using a carousel format.
Extension questions are included, especially regarding the poem’s form, and contextual knowledge surrounding the poet’s husband, Robert Browning.
Two copies of the questions are included per sheet of paper to ease printing, photocopying and distribution.
This worksheet was designed for use by MA-HA (I)GCSE students learning about Hopkins’ poem “The Caged Skylark”.
The grid on the sheet encourages them to identify techniques and imagery used to compare the man and skylark, and to cite examples using line numbers. There is also room for students to expand upon their observations, which could be used as extension.
This activity could be completed in groups or alone in class, used as homework, or completed for revision.
These comprehension questions were designed for use by MA-HA (I)GCSE students reading Edith Wharton’s short story “The Moving Finger”.
These questions could be completed all in one go after reading the whole story (perhaps as homework) or could be completed after reading each part (maybe as a class activity).
The questions encourage students to consider how characters are developed and evolve, as well as their overall significance to the story, using evidence from the text to support their ideas. As such these could also be used as stimuli for essays or presentations (as opposed to short answers).
The final question could be done as an extension activity in writing and/or the quotation given to all students as a starter or plenary activity.
This worksheet covers techniques used in parts 1 and 2 of Stephen Crane’s short story “The Open Boat”. It was designed for MA-HA (I)GCSE students.
Students are encouraged to match literary and linguistic techniques with their definitions before filling out a table that shows they can identify these techniques being used within the text, as well as finding quotations to support them. A third column is included in the table by way of extension, with students being asked to explain the effect this has if they can.
These comprehension tasks in relation to Jhumpa Lahiri’s short story “The Third and Final Continent” were designed for MA-HA (I)GCSE students.
They could be completed in class or alone as short-answer tasks, or used as revision or homework. Alternatively, different questions could be assigned to small groups and developed into a presentation; or, if you would prefer a longer/more detailed answer, individual questions can be set as essays.
The questions require students to find evidence from the text to support their answers and focus mainly on cultural contexts and differences, and character development.
Multiple copies of the questions fill the page for ease of printing, photocopying and distribution.
This resource is designed to be printed and laminated so that students can match techniques and quotations from TS Eliot’s poem “Rhapsody on a Windy Night”. It was designed for IB Diploma Programme English Language & Literature students (so KS5) but could be used with able KS4 students too. After completing the activity students can be given a non-laminated version of the file to keep (all techniques are aligned with the correct answers).
Techniques covered include anaphora, personification, themes, and iambic rhythm.
Great as a starter or main activity.
This would make a good revision activity for A Midsummer Night’s Dream, or is useful if you need to teach the play within a short space of time or need to set cover work. It is aimed at high-ability KS3 but could also be used with KS4.
The extracts used focus on the moments that show Oberon realising Puck’s mistake, and fixing the problem. The extracts do not deal with other extracts/themes from the play.
After reading the extracts (which I would recommend doing aloud, whether as a class or in small groups), there are questions for the students to complete (which could also be done in a carousel or other format if you prefer, or students can sit down and write). A short glossary is provided.
Students can work in teams or alone to find quotes that show how Lloyd feels about Dinah (or the other way around), and write these into the evidence column on the chart.
In the explanation column they should explain what this tells us.
An extension question is also provided to stretch and challenge your more able students.
Aimed at KS3.
This chart helps students to identify techniques used by Gillian Cross in chapters 2 and 3 of The Demon Headmaster. Alliteration and assonance are the most obvious ones to focus on but this can be adapted according to your students’ existing skills (other possibilities include repetition, emphasis, metaphors and imperatives). Students also have space to give examples/quotes to support their ideas. Higher ability students are encouraged to fill in the third column to explain the effects of the techniques used.
Aimed at MA-HA KS3 students.
This resource consists of an article written in the Independent in 2011, plus accompanying comprehension questions which I created.
It was originally used with EAL 6th-formers but could be used throughout KS4 and KS5, not just in English but also in politics lessons. The questions range from asking students to define extremism and terrorism, encouraging student understanding of policy-making, and inviting student opinion on aspects of policy.
This is a fact sheet about the IRA designed to be distributed to students, or for teachers to use to give them some background knowledge. It has been adapted/created based on Wikipedia so naturally is basic/has limitations, but is suitable for student use and for teachers who are not history specialists.
It can be useful for English teachers who are teaching plays or novels where this history is relevant, such as Brian Friel’s “Translations” or Joan Lingard’s “Across The Barricades”.
This 16-lesson (4-week) unit plan for Alain-Fournier's novel, Le Grand Meaulnes, explores characterisation, setting, themes, techniques, and text-to-self connections, as well as the context of the author's life and the influence of these on the text. The unit is enhanced by the usage of other fictional and non-fictional texts, such as The Great Gatsby and articles from The Economist. Pupils consider the links between style, context, content and purpose. They also create their own directed writing task based on the story, which is designed to demonstrate empathy and their understanding of plot and character, as well as command of authentic language appropriate to the text.
The unit plan was designed for use with students of IGCSE World Literature, but could also be adapted for other (I)GCSEs in literature, as well as (I)GCSE, IB French B, or A-Level French.
This text can be used by secondary students of all ages to understand how humour is created and used in writing. Comprehension questions are included.
This is designed for use by English students, but could also be used in French classes for some tongue-in-cheek insight into French culture.
This text can be used to help A-Level, IB and (I)GCSE students analyse context, audience, purpose and style. Particularly valuable is the subtext that it doesn't just inform but also advertises/persuades.
These Christmas ads can be stuck to the wall so that your students can react to them in relation to context, audience, purpose and style.
If laminated on first printing they can be used for years to come. Students can annotate using Post-It notes.
If you are in a rush, then just print them and have students write on them directly.
Colour printing is highly recommended.
These posters are mainly of use to A-Level/IB students, but could also be used for (I)GCSE language and media courses.
Note: one of the posters is appropriate for 16+ only.
Many of these resources were made by Penguin to support work on The Great Gatsby. They are also referred to in my lesson plan pack, available for download on TES.
There is also a file containing ideas for teaching The Great Gatsby, compiled from around the internet.
Finally, there is an article about flappers that can be used with your most able students.
This worksheet encourages students to identify key sonnet features (iambic pentameter, volta, syllabic count), give examples of these, and comment on effects.