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.
Includes Vocab List and 2 Lessons.
First Lesson -
2 Research activities
Creation of hierarchy pyramid (video task)
Introduction to presentation task
Progress Check
Second Lesson -
Descriptive task
Modelled description analysis (included)
Progress checks
Presentation delivery
Filling in presentation notes sheet (included)
This is a 60 minute lesson in which students will:
Complete a do now task using the included vocab list to boost their vocabulary
Complete two research tasks on Anglo-Saxon England
Create a class pyramid reflecting the Hierarchy of Anglo-Saxon England
Create a presentation on one social role in Anglo-Saxon England
Complete a collaborative progress check task to round out their learning.
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
This is the second lesson in a scheme of work that focuses on protest writing, with a specific focus on the Romantic movement. This lesson focuses on the peasant’s revolt of 1381 and the reasons for the discontent in the country. The students will read poetry from and about the time in preparation for learning about the Romantic movement. The other lessons in this scheme are available in my shop, or in a bundle if you want a deal!
This lesson is the second in a 3 lesson mini scheme of work on the context of Shakespearean England. However, this could easily be a stand alone lesson. This session focuses on the social classes of Elizabethan England, and where they would be positioned in the theatre. The students will complete a creative writing task from the perspective of a groundling, and then self-review against a success criteria.
Lesson 1: King Cnut and Æthelred the Unready, the Viking presence in England, Edward the Confessor’s early years
Lesson 2: The reign of Edward the Confessor, his relationship with Godwine, the failures of his rule.
Lesson 3: The claimants to the throne after the death of Edward the Confessor, class research and presentation task.
This lesson focuses on the effects of the death of Edward the Confessor, and the claimants to the throne. Students will be put into groups for a research task, and have the chance to share at the end any information they have found out about their assigned claimant to the throne.
Lesson 1: Focuses on England pre-1066, the reign of Cnut, and the difficulties Edward faced in his early life
Lesson 2: Explores the reign of Edward, his relatioship with Godwine, and the failures of his rule.
This lesson is lesson 2 in a SOW that focuses on Norman England.
This lesson covers:
An exploration of the historical image of Edward (a pious saint)
The reality of Edward (his difficulties during the reign of Cnut and Harold Harefoot)
Edward’s relationships with Lords (in particular, Godwin)
A debate about the core reason behind the failings of Edward’s reign.
This lesson covers:
The Viking invasion (from 793)
King Cnut and his reign
Edward the Confessor’s acension to the throne
Students will complete a ‘succession timeline’, ordering the potential heirs to the throne over 4 time periods from 1016.
Lesson 1: Intro to Dystopian Environments
Lesson 2: Dystopian Character Archetypes
Lesson 3: The Context behind Dystopia
Lesson 4: Analyzing the Setting of 1984
Lesson 5: Analyzing the Character of O’Brien in 1984
Lesson 6: The Key Dystopian Concepts of 1984
Lesson 7: Intro to A Handmaid’s Tale
Lesson 8: Horrors of Gilead – HMT
Lesson 9: Aunt Lydia Analysis - HMT
Lesson 10: Intro to the Hunger Games
Lesson 11: President Snow Analysis
Lesson 12: Revolution & Rebellion in The Hunger Games
Lesson 1: Intro to Dystopian Environments
Lesson 2: Dystopian Character Archetypes
Lesson 3: The Context behind Dystopia
Lesson 4: Analyzing the Setting of 1984
Lesson 5: Analyzing the Character of O’Brien in 1984
Lesson 6: The Key Dystopian Concepts of 1984
Lesson 7: Intro to A Handmaid’s Tale
Lesson 8: Horrors of Gilead – HMT
Lesson 9: Aunt Lydia Analysis - HMT
Lesson 10: Intro to the Hunger Games
Homework Sheet 1: Creating a Dystopia Worksheet
Homework Sheet 2: Dystopian Verbs
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: 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)
Lesson one: Introduction to the dystopian genre, key concepts and terms
Lesson two: Understanding Dystopian character archetypes
Lesson three: Context behind dystopian fiction (understanding the link between history and literature)
This lesson explores all of the historical events that inspired and shaped dystopian fiction. The students will conclude the lesson by completing a creative task titled ‘walking around a dystopia’, in which they will include all of the elements of dystopian fiction that they learned about in the lesson.