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 lesson is the fifth in a scheme of work on GCSE skills - however, it can easily stand alone. This lesson allows students to study a section of Of Mice and Men, and analyse any techniques they find. At the end, students will produce a question 2 style response.
This SPAG lesson focuses on the specifics of speech marks and semicolons. Students are given a spelling test, knowledge questions, and then a creative task to prove all they have learned. Included in this bundle is an easy teacher marksheet, in which teachers can simply highlight a student ‘What went well’ and ‘Even better if’.
In this lesson, students will understand how to approach an extract with Question 4 in mind. Students will complete a guided annotation, and by the end of the lesson, should have completed a peer-reviewed Question 4-style response.
This lesson will cover Language Paper 1, Question Two skills. The students will be building brilliant vocabulary, identifying various language techniques, and analysing a section of Jaws for implicit meaning.
This lesson introduces students to Paper 1, Question 1. This lesson also allows students to practice their identification and creative writing skills, as they write their own sample Question Ones (complete with sources) for each other.
Students will complete a quick review of chapter 1, and then read and analyse chapter 2. There is a paragraph task at the end, and an opportunity for peer review as well.
This lesson includes interesting discussions about ancestry and heritage, a character tracking table, comprehension questions, a creative writing task, and an option for a reflective purple pen plenary.
Students will watch a video and read an article on crocodiles, and then answer comprehension questions. Students will also build better vocabulary in order to be able to complete a more creative newspaper writing task at the end of the lesson.
An excellent, high level lesson on critical analysis, with a focus on Albert Camus’ ‘The Myth of Sisyphus’. Perfect for a non-fiction SOW.
Key concepts include: Existentialsm, futility, absurdism and nihilism.
Key technique focused on: Extended metaphor
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: 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.
In this lesson (8th in a GCSE exam skills SOW) students will learn about the language paper 1 question 3 requirements, and test their understanding of tracking structure with an extract of 'No Country for Old Men’. This lesson is also part of a question 3 bundle, and also a 24-lesson GCSE Language Paper 1 SOW. Check the shop for more!
This lesson is for KS4 students preparing to write their own analytical response in essay form. However, this gives them even more freedom and independence by asking them to find their sources, and formulate their own essay questions.
Lesson One: Introduction to the elements of Detective Fiction, research into Arthur Conan Doyle
Lesson Two: Interactive lesson on Victorian true crime, and Victorian crime detection techniques
Lesson Three: Introduction to the character of Sherlock Holmes with accompanying ‘casefile’ resource and quiz, creative main task and reflection opportunity.
Lesson 1: Context: (Elizabethan Era). Contains class research task and resources
Lesson 2: The Great Chain of Being (Including Resource)
Lesson 3: Shakespearean Propaganda (Richard III Casefile task)
Includes Vocab List and Knowledge Organiser
5 lesson SOW on satire and modern-world issues. Can fit with Unseen prose or a Non-fiction SOW. Complete with word of the week, resources to print, and a 12 question end-of-week quiz.
Lesson one: Word of the week (satire) and satire to caricature.
Lesson two: Satire to criticise (focus on privilege and power inbalance)
Lesson three: Satire to ridicule (focus on conspiracy)
Lesson four: Satire for humour (focus on controversy, scandal and mockumentary)
Lesson five: Low stakes quiz, recap of key concepts and creative tasks
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.
This project allows students to work independently, and is split into instructions for 6 lessons.
Lesson one and two will be a planning stage, in which the students will find their topic and research.
Lesson three and four will be the writing stage, and a clear success criteria and newspaper template is provided for this.
Lesson five and six will be the presentation stage, students are given instructions as to how to offer feedback verbally to each group.
