A PowerPoint which focuses on Act 3 (Scenes 2-5). To be taught after a lesson acting out the first scene (fight scene). The lesson includes a summary of each scene with key quotes and questions. Additionally, it features important historical context information that students need to know to understand the play. There is a link to an Australian performance of Juliet’s famous soliloquy (Act 3, Scene 2). This is followed by a close look at the lines of this soliloquy. Viewing Act 3, Scene 5 from the 2013 film. Important things to note from Act 3. An updated PowerPoint which features all of Act 3 (Scenes 1-5). This lesson is designed to run over a couple of lessons. It includes more quotes from the play, checking for understanding questions (some to answer in books and some to discuss as a class) & some brain breaks (viewing activities + one game of scattergories). This lesson is designed to fit into a unit where students must complete an exam where they respond to an essay which argues that Friar Laurence is solely to blame for the deaths of Romeo and Juliet. Through studying each scene in depth, students should begin to see that a range of other characters could be referenced in their counter argument. 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).

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.

A student workbook for watching the film including; a synopsis, a list of characters, viewing questions, themes in the film, key quotes & what others have said about the film. The second is annotated notes taken from Cateforis, T. (2009). Rebel girls and singing boys: Performing music and gender in the teen movie. Current Musicology, (87), 161-190,247. Retrieved from http://search.proquest.com/docview/224870683?accountid=16285

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.

A PowerPoint presentation explaining how to reference and a handout for students to glue into their books

3 resources used in a 9 English unit. 1) A homework sheet which includes the poem 'Then and Now' by Oodgeroo Noonuccal and comprehension questions which are designed to help students begin to analyse the text. This poem touches on the dispossession of land and the consequences for the poet and her people. 2) A PowerPoint which teaches visual source analysis using the picture book 'The Rabbits' by John Marsden (illustrated by Shaun Tan). Students have to respond to the images by answering the following questions: What do you feel about the imagery? What does it mean to you? What is the idea of Australian identity portrayed in the picture? Afterwards, the PPT explains that this story is an allegory. The PowerPoint also includes some examples of Australian slang (as this is part of a stereotypes unit). 3) A PowerPoint which points out that for a long time there were “entrenched negative stereotypes” about Aboriginal people in Australia and how the media’s focus on negative Aboriginal issues creates much hurt when it presents the problems of individual Aboriginal people as problems of all Indigenous Australians. It explores the negative stereotypes about Indigenous people as shown in Bran Neu Dae and the positive attributes shown in The Sapphires. The clips I have selected from Bran Neu Dae are humorous but touch on serious issues and often generate good classroom discussions.

Two powerpoints used in a 8 English protest poetry unit I designed. The first explores: What is critical literacy and why do we need these skills? How will it help us to understand protest poems? It introduces key critical literacy terms (ideology, privileged, intended reading, marginalised, silenced etc.) It includes a list of things it is important to be aware of when viewing or reading a poem/text. It also begins to introduce students to Indigenous Australian issues as these are the first series of poems to be explored. It includes poems about colonisation and questions to prompt students to analyse these poems. The second is an introduction to poetic devices which includes definitions and examples of personification, rhyme, onomatopoeia, alliteration, simile, metaphor etc. Additional resource: A handout I use at the end of the poetic devices lesson to check whether the students have understood what was taught (it is a matching terms activity).

A lesson aimed to help shape student's understanding the lived experiences of soldiers in Vietnam. It focuses on two key texts: I was only 19 and Homecoming. The PPT includes a video of the song I was only 19 which students will listen to. They will then view key lyrics and talk about the representation of the Vietnam war in this text (including the literary devices used). After this is some information to help students empathise with what this would have been like especially for the conscripts. Some brief info is provided about 'fragging' and how the treatment the Veterans received upon their homecoming severely damaged countless veterans. It briefly looks at lyrics from Khe Sanh which discuss the experiences of a returned soldier. The remainder of the PowerPoint explores the poem Homecoming (which I ran as a separate lesson). 2) a handout with questions about Homecoming. We will then turn our focus to the major poem for this war in our booklet (Homecoming). We will talk about the difference between these representations.

This worksheet can be used as a one on one tutoring resource. Alternatively, you can take activities from here to use as fast finishers or homework activities. This document introduces students to key terms like fact, opinion and embellishment. It includes sentences and paragraphs and challenges students to identify whether they are subjective/objective. It also provides some information about zoos and asks students to write a subjective and objective paragraph about the topic. The second section explores how verbs, adverbs and well-constructed, extended noun groups can position the reader to form an opinion or judge a person. It gives an example of a famous Australian and shows how by changing a few words you can change the connotation of the text. It includes comprehension questions to check the students understanding. In the third section, a subjective newspaper article about the Vietnam war is included for students to analyse. There are comprehension questions which follow this. The final section introduces students to the concept of tone and gives them a list of different words to describe the tone of a text. Students then look at an advertisement and have to suggest the tone. Subsequently, they read a bias newspaper article and answer questions about this. Finally, there is a writing activity for students which encourages them to write persuasively.

A PowerPoint to guide students as they read the World War One poem ‘Aftermath.’ It includes information about the author’s background and encourages students to speculate about how that influenced him to write Aftermath. As they read the poem there are little discussion-prompting questions and annotations down the side. Afterwards, students will suggest an intended reading and explore how the language features contributed to this message. Finally, students will review what they have learned about WW1 as next lesson they will move onto a new time period. The handout with the typed questions from the PPT.

A PowerPoint designed to teach students about 10 persuasive techniques. It includes examples, explanations of how they work and prompts to encourage students to write their own sentences using these persuasive devices. Devices taught in this lesson include: Alliteration Repetition Rhetorical Question Tone of Voice Metaphors & Similes Emotive language Hyperbole Expert opinion/use of quotes Anecdote/personal experience Inclusive language

A PowerPoint for use in a 70 minute lesson. It begins with a look at Vietnam’s geographic location and the countries which border it. This information is used to explain which countries have tried to invade Vietnam in the past. This lesson explores questions including: What was Vietnam like under French rule? & Why was communism so attractive to Vietnamese Nationalists? A key historical figure (Ho Chi Minh) is introduced to students and his ideological influences are explained. Afterwards a series of sources about Ho Chi Minh are included along with questions which students can either answer in their books or discuss as a class (teacher discretion). There is information about key events before and during WW2. Students are asked to consider why communism may have been appealing to Vietnamese Nationalists. Some key dates from the Timeline in Hoepper et al’s 1996 textbook ‘Inquiry 2’ are displayed and a range of sources are used to elaborate on these talking points. The term Viet Minh is introduced to students. Information about how this group formed, their attire and who they fought against is outlined. Another figure – Emperor Bao Dai is introduced as he is someone who is likely to come up in student research. A key source – Ho Chi Minh’s speech proclaiming independence on September 2nd, 1945 – is provided for students to read along with a series of short response questions. This is followed by a paragraph writing activity which can be done as a ‘we do’ or a ‘you do’ depending on the ability level of the class. The lesson concludes with some information about the aid the USA provided to French to try to help them regain control of Vietnam after the Second World War. The Battle of Dien is briefly touched upon as well as the Geneva Settlement and the subsequent partitioning of Vietnam into two states. At the conclusion of the lesson, successful students will be able to explain the historical concept of anti-colonialism, key individuals and groups involved in the quest for Vietnam’s independence and the factors and events that influenced them. A handout designed to go with this lesson. It includes some information about Ho Chi Minh and a range of sources about him. For instance, The path which led me to Leninism by Ho Chi Minh – a primary source which outlines his reasons for joining the French Communist Party & his speech proclaiming independence on September 2nd, 1945. The handout includes questions but does not provide space for the answers (to save on printing). **NB: Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The content would also be useful more broadly for students in other states and countries with an interest in the Vietnamese Independence Movement (1945-1975). The other resources are also available in my store - lrigb4. The end of term assessment for this unit was an essay. **

A powerpoint. This lesson was used in a year 12 Authority English unit on war poetry (to give students context to the war prior to reading poems from this period) however, it is basically a history lesson. It includes information about the cause of the Vietnam and war what led America to become involved in what was initially a civil war (in Vietnam). It includes who was involved in the conflict, how the tropical conditions and nature of guerilla warfare impacted the US troops, the weapons used and the impact of the war on Vietnamese civilians. It includes famous images from this period, clips from films including Forrest Gump, Good Morning Vietnam and Love and Honor. It shows why people became disillusioned with the war, discusses how conscription worked, reasons why that war is unique and what happened in the aftermath of the war. A handout which contains the homework questions

As part of a year 9 English unit investigating means to be Australian, this PowerPoint looks at one of the earliest stereotypes about Australians: that of the rugged bushman. It focuses on the bushman stereotype and poems written by Henry Lawson and Banjo Patterson. This PowerPoint was designed to teach students how to: Evaluate the use of stereotypes in the texts explain how the poet’s use of language helps to create meaning in the poem and positions readers in a certain way. Explain what is accurate and what may be inaccurate about the Aussie bushman stereotype This lesson explains the origins of this bush myth and why it was adopted by Australians. It introduces students to poetic ballads including the Man from Snowy River (which they watch a youtube clip of and must then respond to a series of questions). It also includes a summary of challenges often depicted in these poems. Subsequently, students read a Henry Lawson Poem (Ballad of the Drover) to compare the writing styles of Lawson and Patterson. Poems are included in this resource (as a handout). This PPT also explains the link between bushmen and diggers, lists recent films which continue this stereotype etc.

A year 8 Eng PowerPoint designed to introduce students to the concept of intended reading while touching on the idea of resistant reading. It includes questions they should ask themselves when reading a poem to help them identify the intended meaning of the text. It includes the words to Donald Bruce Dawe’s poem Homecoming and some follow-up questions to help the students learn to do this together. They are then given a poem to read independently and suggest what the author’s intended reading might be.

About the PPT: A PPT designed to be used after students have viewed the film Batman Forever. It begins with an explanation of Two Face and his back story. There are images of his costume which students can describe in the Language Features portion of the retrieval chart. There are slides going through colours and their meanings – maroon, yellow and black. Some information about his props is provided. Students can mention any others that they have noticed. A quote from the news reporter from the orientation of the film is included. Students are asked to volunteer what attitudes they noticed. Some key scenes from the film are summarised to generate opportunities for students to identify his Values, Beliefs and Cultural Assumptions. These scenes include – his escape from Arkham Asylum, Murdering the Flying Graysons, Forming an alliance with the Riddler & Gate crashing Nygma’s event. A similar structure is followed for Batman and The Riddler. About the Word Document: A table I made containing quotes from key characters in the film which students can come back to when writing their review for evidence of character VABs. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

About the PPT: A PPT designed to be used after students have viewed The Incredibles. It begins with an exploration of Mr Incredible and his two costumes. Students are to discuss what VABs they noticed in the film. I have provided some answer slides with possible options. This process continues with Elastigirl and Syndrome. Some information about supporting characters including Violet and Dash are also provided. About the word documents: A table I made containing quotes from key characters in the film which students can come back to when writing their review for evidence of character VABs. A teacher version of the report card. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit. About the PPT: A lesson designed to help prepare students to analyse and evaluate the films they view in class. The lesson begins with an explanation of visual features. There are mini activities where students have to describe things they see in still images or clips e.g. the costumes in the Incredibles film and Spider-Man (2002). Students then learn about non verbal communication including body language and facial expression – they are then shown 4 pictures to describe. They then view a clip from Spider-Man which they will discuss after viewing. This is followed by an introduction to soundtrack (music and sound effects). They watch the trailer for Aquaman and list the sound effects they heard and the types of musical instruments which were featured. They then view a scene from Spider-Man (2002) and do the same. Then students learn about 6 main shot sizes. They then have the opportunity to identify these using stills from Wonder Woman 1 and 2. The next technique is camera angles (eye level, high angle and low angle). This is followed by a checking for understanding activity. Students are then taught about camera movement (panning, tilting, tracking and zooming). They then view clips which exemplify some of these techniques. Next up are editing techniques (montage, transition, simultaneous time, slow motion). These are exemplified via short clips (hyperlinks included in case embedded video does not work). If time, there is also information about traditional language features including characterisation, figurative language and emotive language.

A reading comprehension activity which utilises the QAR reading strategy. Students will read an article entitled “Teenagers and social networking – it might actually be good for them” and then complete the questions.