A PowerPoint designed for a 50 minute lesson which includes summaries of key scenes and important things to note in this act. It also features questions to check for understanding. An updated version of the Act One (Scenes 1-4) PowerPoint for a school with 70 minute lessons. It includes a warm up activity (definitions to copy), extra quotes and questions to check for understand. A lesson plan has also been included. A PowerPoint focusing on the Party Scene (Act One, Scene 5). It begins with a mini lesson on characterisation (with definitions and examples). Subsequently students act out the scene and discuss the perspectives of various characters. Afterwards, we watch the 1997 film version and prepare to explore the balcony scene in a future lesson. A 5 page script for the party scene which has been translated into modern language (more accessible for students). A homework sheet with questions about the party scene (Act 1, Scene 5). A handout - revision activity - a list of jumbled up events from this act which students have to reorganise into chronological order. Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced).

A ppt which explores how the literary devices are used in texts that represent teenagers. Teen specific examples of parody including clips from 'Not Another Teen Movie.' Examples of sarcasm with clips from 'The Inbetweeners' tv show (no swearing). The impact of tone of voice. Introducing other techniques: exaggeration, burlesque, irony (with a clip from the Little Rascals and Shrek). Then it looks at clips of J'amie from Summer Heights High and an example monologue about this scene written by a past student.

In addition to analysing cinematic techniques (aka visual features), students need to analyse the effect of language features in their chosen documentary. This lesson introduces students to a range of language features to watch out for with examples from Michael Moore's Fahrenheit 911 and Morgan Spurlock's Super Size Me. These language features include high modality, rhetorical questions, emotive language, repetition and groups of three. It also includes a list of generic questions for students to ask themselves when watching documentaries.

Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store – Aussie_Resources. A PowerPoint designed for use in a 70 minute lesson. The lesson begins with a brainstorming activity where students reflect on the news they have seen recently and make a list of people, issues and events. This is a good prompt for a discussion about topical stories. This is followed by a survey of what category of news e.g. sports, entertainment news, political news etc. It also talks about the frequency of accessing the news and the ways that they engage with the news. Once students are settled introduce the major focus of the lesson: How do journalists / media companies shape our beliefs about / attitudes towards different people? The lesson introduces a key term ‘target audience’ and how this determines what specific news organisations report. Pose the question: Is the news a trustworthy source of information? Introduce terms for students to add to glossary: bias, empowerment, disempowerment Learn some ways that bias is omission, exaggeration, selective statistics, evaluative language and biased language choices Look at some famous people who have been shown positively and negatively in the media (images juxtaposed side by side). Great for discussion Look at an article (about Britney Spears) and how it creates a certain representation of a her through language choices, who is quoted, the balance between facts and opinions, whose views are silenced (omitted) After discussing what they have learned, the lesson ends with a definition of ‘hard news’ and ‘soft news’ and a list of news stories for them to classify into these two categories.

PowerPoint 1: Unit introduction including classroom expectations (rules), an explanation of the unit, key questions for the unit, explaining the 2 assessment tasks, looking at famous quotes about teens and seeing if they agree, a list of teen issues and themes, common settings and characters for teen films. PowerPoint 2: exploring teenage stereotypes. This lesson defines stereotypes and gives examples of what stereotypes are, explores why we stereotype people, looks at common stereotypes about teenagers. The PPT includes excerpts from 2 Hollywood films (10 Things I Hate About You & Mean Girls) and questions to encourage students to identify the stereotypes in them.

Two assessment tasks written for a Macbeth Unit and the unit plan showing the lesson outlines for an 8 week unit. This English unit has been developed for a year twelve class (in Australia) studying William Shakespeare’s tragedy, Macbeth. The focus for this eight week unit has been taken from the Queensland Studies Authorities suggested work program “The human condition – Shakespeare.” Within this unit, the student’s engagement with Macbeth will emphasise “the aspects of the human condition evident in the play through the representations of central characters and their relationships and motivations.” As part of this focus, “students will consider such aspects as the impact or role of power, fear and violence in the play and their relevance to contemporary times.” Included are two summative assessment pieces – a spoken ‘persuasive text’ (summation speech) and a written ‘reflective text’ (feature article) and marking rubrics.

24 spelling words for 6 weeks. A few weeks of context-specific words followed by conjunctions, verbs, emotive language.

Defining each theme and posing questions for students to consider e.g. Why do human beings have a basic need and desire to be in a group? What are the consequences of being an outcast from main groups? (both physically and mentally). Can groups affect your behavior and encourage you to engage in behaviors you might not otherwise? A list of texts which feature this theme. Clips from various teen films (mostly trailers) with questions for students to respond to post-viewing. It also explains how popular teens and unpopular teens are commonly shown.

Defining bullying and the various types. Info about the emergence of cyber bullying, a novel example - Destroying Avalon (2006) with a summary and key quotes. A list of texts which feature bullying. A few clips from Mean Girls followed by reflection questions, a clip from Glee, The OC and The Breakfast Club followed by reflection questions.

PowerPoint 1: Paragraph writing. This ppt uses the I do, we do, you do approach. Firstly there is a slide explaining the PEEEL paragraph structure. There is also an example paragraph about Taylor Swift’s You Belong with Me music video. Afterwards, students watch another music video (Caught in the Crowd) and construct their own paragraph based on what they observed in the teacher example. PowerPoint 2: Explaining the assessment task (analytical essay). Document: Scaffolding booklet for assessment task.

3 Resources 1) A handout with questions for the three poems in the booklet about the atomic bombing (for students to complete as revision 2) A PowerPoint which first explores survivor's recounts of the bombing. This is to help students to understand how witnessing the bombing would influence the worldview of a person and be able to explain how this would insert subjectivity into poems written by survivors. View an excerpt of a documentary on the atomic bomb (which simulates the blast and includes interviews with survivors – one of which is a poet who will be studied in the next lesson. Students will read the poem 'At the makeshift aid station' together stanza by stanza, taking time to address the questions in the prompts down the side. The significance of the reference to the cherry blossoms will be explained so that students can reflect on the effect of this symbolism. It includes some other discussion questions which will help them to think like they need to for their feature article under exam conditions... 3) A PowerPoint which analyses Takashi Tanemori’s Blades of Grass in a Dreamless Field. Information about the author and something which shaped his belief system (the bushido code). What must be understood about the author in order to best interpret the poem. There are questions, discussion points and other annotations alongside each stanza of the poem.

Two resources from a grade 9 English unit A list of unit specific spelling words - 24 words for each week. PowerPoint - Looking at a few different film clips (and lyrics) in order to see how identity is portrayed in music. After each clip is responding questions. Songs include My Island Home, Land Down Under, I Am Australian and Born To Survive.

1) PowerPoint - This lesson focuses on teaching students about the context of World War One so that they have some frame of reference for approaching the poems written in this period. Afterwards, it explores how the perceptions of war in poetry changed during this period from patriotic beliefs in its valour to disillusionment as World War One saw a complete change in the way wars were fought and the attitudes towards them. This lesson opens with checking students prior knowledge of WW1. It then explains what the world was like during the 19th Century and the imperialist ideology. The beliefs of Europe’s’ Great Powers, the major causes of WW1, The assassination of Franz Ferdinand: A Shot that Changed the World, societal beliefs about war at the time, exploring propaganda posters from World War One, new technologies used in this war and the outcomes of the war. Things we will learn by the study of poetry from the First World War.

This booklet has been designed as part of a year 8 English unit of work on Parvana (a novel set in Afghanistan during the reign of the Taliban). It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a creative writing assessment where students take what they have learned to create a written literary transformation (a short story from a marginalised character's perspective). Their short story has to focus on a moral issue within the novel. I have referenced the other study guides I drew on when creating this resource.

A glimpse into history! This source can be used to explore what Queensland students were learning about the First World War as it was occurring. The first section of this monograph is includes information about the Gallipoli landing. Latter sections feature poems and stories. Source name: The School Paper: ANZAC Day 1916 (for classes III and IV) Author details: Queensland. Dept. of Public Instruction Made in: Brisbane Publisher: Department of Public Instruction Source type: Monograph (a detailed written study of a single specialized subject or an aspect of it.) Source origin: These books were given to students in Queensland schools during World War One. This was the property of Violet Coley (daughters of Philemon and Sylvia Coley) when she was a student in Coleyville. Coleyville is a rural locality in the Scenic Rim Region, Queensland, Australia. The locality is named after Violet’s parents who emigrated from Halesowen, Worcestershire, England, in 1866 and settled in the area.

Two PowerPoints for a 9 English Unit. The first PowerPoint includes a synopsis of the film and the film trailer is embedded. This is followed by a range of clips and viewing questions. It also includes information about how Indigenous Australians are portrayed in the film. Additionally, there is a section on exploring key quotes. Students have to pick out the slang and the beliefs of the protagonist which are indicated in the quote. The second PowerPoint is a paragraph writing lesson. It takes students through the various stereotypes in the film and includes some pre-writing (planning) steps. It reviews the PEEEL paragraph structure. It includes some scaffolding (suggested sentence starters) along with an example paragraph (which is colour coded to indicate which section it addresses). After this activity, there is information about modality and some examples of high and low modality words. There is also some information about linking words.

This is a worksheet to the SBS series First Australians Episode 1: They have come to stay. This resource was made for use in an 11 Modern History classroom in Queensland, Australia. I have also included a scanned copy of my teacher answer sheet. According to SBS, “First Australians chronicles the birth of contemporary Australia as never told before, from the perspective of its first people. First Australians explores what unfolds when the oldest living culture in the world is overrun by the world’s greatest empire.” Episode 1 focuses on Sydney and New South Wales (1788–1824). It includes the first contact, friendships formed between powerful men such as Governor Arthur Phillip and the Aboriginal Bennelong. The smallpox epidemic. The bloodshed and conflicts which arose as settlers spread out across the land.

4 resources designed for a year 8 poetry unit. The first is a PowerPoint which takes students through the STEP UP acronym which they will use to analyse poems in their upcoming assessment: subject matter, theme, emotions, poetic devices, your interpretation, purpose… It includes prompting questions that students should ask themselves to help guide their response for each category. It then includes a poem about a refugee and slides which work through the STEP UP process. The second is a worksheet for modified students which has most of the notes written so that they only have to write a few. The third is a handout which explains STEP UP which could be used as a poster. The fourth is a typed version of the analysis of the refugee poem (in a Word Doc)

Item 1: Key points from each chapter plus quotes related to moral dilemmas. This is a useful resource for teachers to save you from re reading the novel each year. Item 2: A booklet to give students as they work through the novel. It includes key questions, some artistic activities (e.g. drawing a map from what they have read, creating a comic strip summary of a key chapter etc). Activities can be assigned for homework or completed in class. Item 3: A word document containing quotes showcasing moral dilemmas from the novel. Can be used as a poster in the classroom.

A free PowerPoint which I think History teachers will find helpful. If you use it, and like it, please come and give me a positive star rating / review :). Constructive criticism is also appreciated. PowerPoint 1: Causes of World War Two • term overview (what we are learning + how we will be assessed) • key questions for unit (from ACARA) • context (what happened after WW1 that set the stage for WW2) • statistics (number of casualties in WW2) • information about the following: o the treaty of Versailles o Hitler’s rise to power: worldwide economic depression + the effects of the depression on Germany + the fall of Germany’s democratic government o Anti-communism o The basic ideas of the Nazi ideology + The source of Hitler’s power o Other major causes of WW2: Japanese expansionism, appeasement, militarism, the rise of fascism in Italy, nationalism, American isolationism, o Maps: Theatres of War: Where WWII Was Fought o two homework tasks (developing a glossary of terms + reading from a textbook and answering questions)