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 welcome back lesson has everything you will need - a template for an ‘about the teacher’ slide, an expectations quiz, a ‘which book character are you’ quiz, and many activities for students to complete. The activities include a top-trumps making session (with a resource), a ‘story of my life’ activity, and a joint-story making partner session.
This teacher feedback sheet is separated into 2 sections for physicality and vocality- WWW and EBI. All you as a teacher have to do is highlight the correct sections - and the student work is marked!
This teacher feedback sheet is separated into 3 sections - WWW, EBI, and a task. All you as a teacher have to do is highlight the correct sections - and the student work is marked! There are also marking codes and their meaning at the top of the sheet, to help the students to understand your marking. The numbers at the bottom reflect the student grade.
This teacher feedback sheet is separated into 3 sections - WWW, EBI, and next steps. All you as a teacher have to do is highlight the correct sections - and the student work is marked! There are also marking codes and their meaning at the top of the sheet, to help the students to understand your marking. The numbers at the bottom reflect the student grade.
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
The Hunger Games: Lesson Summaries
Lesson 1: This lesson will give students an understanding of subjugation as a concept, and will allow students to detect evidence of government subjugation in an extract of ‘The Hunger Games’. After they have completed some analysis questions, students will be writing their own ‘choosing ceremony’ scene, and peer-reviewing each others creative efforts at the end.
Lesson 2: This lesson focuses on analyzing the character of President Snow, and the contextual influences behind dystopian antagonists. The students will be introduced to the idea of a ‘facade’ and how dictators use facades of fairness and benevolence to maintain power. The students will read and analyze an extract from Catching Fire.
Lesson 3: This lesson focuses on acts of rebellion in Dystopian Fiction, in particular the ‘berries scene’ in The Hunger Games. The students will detect rebellious/revolutionary language in the extract, and then write their own revolutionary speech against the Capitol and President Snow.
This lesson focuses on acts of rebellion in Dystopian Fiction, in particular the ‘berries scene’ in The Hunger Games. The students will detect rebellious/revolutionary language in the extract, and then write their own revolutionary speech against the Capitol and President Snow.
The first lesson focuses on Robert Louis Stevenson’s background, and the cultural anxieties that inspired Jekyll and Hyde.
The second lesson focuses on linking psychoanalytical theory to Jekyll and Hyde (mostly an exploration of the ego, superego and id/conscious and unconscious mind).
This dystopian fiction lesson focuses on analysing the character of President Snow, and the contextual influences behind dystopian antagonists. The students will be introduced to the idea of a ‘facade’ and how dictators use facades of fairness and benevolence to maintain power. The students will read and analyse an extract from Catching Fire.
This Jekyll and Hyde context lesson introduces the students to the idea of nature versus nurture, and applies Freudian theory (Id, ego and superego) to the story.
This lesson focuses on the idea of fate, foreboding and inevitability in Romeo and Juliet. By the end of the lesson, the students will have written a critical paragraph.
This Romeo and Juliet lesson focuses on the relationship between Capulet and Juliet, and how the patriarchal systems of the time served as a catalyst for the final events of the play.
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
This sheet includes everything students will need in revising the character of Mrs. Birling in AIC
Side one: Quote analysis
Side two: Contextual and thematic analysis, as well as space to find key vocabulary and write essay-openers using frames provided.
This sheet includes everything students will need in revising the character of Mr. Birling in AIC
Side one: Quote analysis
Side two: Contextual and thematic analysis, as well as space to find key vocabulary and write essay-openers using frames provided.
This lesson will give students an understanding of subjugation as a concept, and will allow students to detect evidence of government subjugation in an extract of ‘The Hunger Games’. After they have completed some analysis questions, students will be writing their own ‘choosing ceremony’ scene, and peer-reviewing each other’s creative efforts at the end.
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 lesson focuses on the character of Aunt Lydia, and the concepts of internalized misogyny, and indoctrination. This is the ninth lesson in Dystopia SOW, though it can easily be a standalone lesson. The rest of the scheme is available in my shop for a discounted rate.
This lesson has students analyze the use of power and indoctrination in chapter 2 of A Handmaid’s Tale. This is a lesson in a Dystopian SOW, which can be found in my shop.
