This unit of work brings John Wyndham’s vivid novel to life for students of all abilities, aimed at Year 9-10/Stage 5 students. The program provides clear differentiation for three levels of student: higher ability, lower ability, and Gifted and Talented, and clearly indicates core and differentiated tasks. Activities accompany each chapter, and relevant secondary texts such as Edwin Muir’s ‘The Horses’ are included. There are a selection of news articles on genetic mutation and ‘post-human’ or far-future people which will engage students of different levels and persuasions. Brief and cogent discussions of how societies have treated difference develop students’ general and historical knowledge and sharpen their critical thinking.

A close reading of Eliot’s famous poem, giving analysis of the work and a discussion of the culture and context from which Eliot wrote.

Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.

This set of notes for ‘24 Poems’ by the Australian poet Robert Gray gives a full analysis of the poem with a relevant image and a handy grab-box explaining the poem’s significance and poetic techniques. A simple, one-stop analysis of this complex poem which students can work through in class or take home for private study. NOTE: Gray published two versions of this poem. One is in Coast Road and the other is a later version, in his Collected Poems. They differ in several stanzas. The analysis provided here is for the version in Collected Poems. HSC students should be aware of this. A new version of these notes, reflecting the Coast Road version, will be available soon.

‘Byron Bay: Winter’ by the Australian poet Robert Gray, is a set text for HSC Standard English study. This set of notes gives a full analysis of the poem with a relevant image and a handy grab-box explaining the poem’s significance and poetic techniques. A simple, one-stop analysis of this complex poem which students can work through in class or take home for private study.

‘Description of a Walk’ by the Australian poet Robert Gray, is a set text for HSC Standard English study. This set of notes gives a full analysis of the poem with a relevant image and a handy grab-box explaining the poem’s significance and poetic techniques. A simple, one-stop analysis of this complex poem which students can work through in class or take home for private study.

Bundle Description TALKING POINTS: Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing. SAMPLE ESSAY: This is a three-part resource for students undertaking the NSW HSC Standard English Module A: Language, Identity, and Culture A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5. A sample essay for the prescribed text, The Castle answers the 2019 HSC question: Film relies on dialogue to create cultural tension. To what extent do you agree with this statement? There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form.

This poem by the Australian poet Oodgeroo Noonuccal, is a set text for HSC Standard English study. This set of notes gives a full analysis of the poem with a relevant image and a handy grab-box explaining the poem’s significance and poetic techniques. Important points are in red. A simple, one-stop analysis of this complex poem which students can work through in class or take home for private study.

This is a three-part resource for students undertaking the NSW HSC Advanced English Module B: Close Study of a Text. A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5. A sample essay for the prescribed text, Good Night, and Good Luck, answers the 2019 HSC question: No one changes; no one grows. A disturbing paralysis prevails. To what extent does this view align with your understanding of Good Night, and Good Luck? There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form.

This is a three-part resource for students undertaking the NSW HSC Standard English Module B: Close Study of a Text. A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5. A sample essay for the prescribed text, The Truman Show, answers the 2019 HSC question: Literature reinforces or challenges our understanding of ordinary situations. Discuss this statement, making detailed reference to your prescribed text. There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form.

Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text. These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.

This is a three-part resource for students undertaking the NSW HSC Advanced English Module A: Textual Conversations. A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5. A sample essay for the prescribed text-pairing of Plath’s and Hughes’ poetry answering the question: Later texts rarely agree with their textual mentors; the conversation is always a challenge, a rebuttal to what has gone before. To what extent is this statement true of the texts you have studied in this module? There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form

Comparative units are a great way to examine how the same preoccupations appear in different times, styles, and forms. This senior unit of work invites students to compare Fritz Lang’s 1927 expressionist sci-fi extravaganza Metropolis with George Orwell’s 1949 dystopian novel 1984. They consider the two texts’ handling of themes, narrative strategies, and representational techniques through a side-by-side reading and viewing of the text pairing. The unit has been designed for a 10-week term, and this resource includes: A brief list of useful websites and readings which students should research to gain a sense of the film’s context and to give them time to read the first chapters of the novel. A breakdown of the text-pairing over seven task-sheets corresponding to 7 weeks of a school term. Each week contains A nominated section of the film and novel for study Topics and questions for class discussion which students should prepare either verbally or in writing. A writing task to consolidate the week’s work The final weeks of term can be given over to an assessment task, which will be put up on this shop.

The Middle Ages are fun and fascinating period of literature which even younger middle school students can enjoy. This complete unit of work is an easy and enjoyable survey of ten different medieval genres (including courtly love poetry, advice guides to children, frame tales, chronicles, and allegories) which will engage students of a more developed reading ability. This unit was successfully tested on a high-ability Year 8 (age 13-14) group. It assumes no prior knowledge of the medieval period. Contextual introduction to the period, changes to the English language, discussion of what people read and valued. Ten short modules covering ten different text-types found in popular medieval literature. Each module includes: introduction to the text type and a discussion of where we can see it in literature and culture today; a short focus text in modern English, either translated or retold Bloom’s Taxonomy questions on the focus text Stand-alone creative writing with medieval prompts Summative thematic essay on one short text (provided) and the student’s choice of another text from the unit Teachers can use the ten modules as a complete unit or as single modules supporting a study of another text.

Fitzgerald’s novel about ‘careless people’ and avarice in the modern era is an established favourite for senior students. This 30-page unit of work has been tested successfully with a mixed-ability class and provides material for a full 10-week school term. Pre-reading research tasks introduce students to the Roaring 20s, before the bulk of the unit focuses on close textual analysis. There is a mixture of tasks which get students writing analytically, personally, and creatively, helping them to build up a their own unique interpretation to the work, and eventually express this in a formal essay. There is a brief, student-friendly explanation of what a close reading is and how to perform it, followed by a sample close reading of the opening passage. Each chapter has a single-page task sheet comprising three higher-order tasks: a close reading of a nominated passage, an extended response to develop interpretative thinking, and a choice of creative writing tasks which springboard from the language and ideas in the chapter. Ten senior-level essay questions offer a choice of arguments about character, theme, language, and context, and a sample essay discusses whether we can think of the novel as a tragedy. FREE 4 Contextual research tasks Explanation of close reading method Sample close reading 9 chapters with close reading, writing at length, and creative writing tasks FREE 10 essay questions suitable for senior students Sample essay

Wilde’s Gothic novel about vanity and perdition is an established favourite for senior students. Each chapter has a single-page task sheet comprising three higher-order tasks: a close reading of a nominated passage, an extended response to develop interpretative thinking, and a choice of creative writing tasks which springboard from the language and ideas in the chapter. These tasks get students writing analytically, personally, and creatively, helping them to build up their own unique interpretation of the work, and eventually to express this in a formal essay.

This worksheet introduces students to an important element of poetry: rhyme and rhthym. It can be taught as a stand-alone lesson or as part of a wider study of poetry, and contains a one page-explanation of the device or technique at least two poems for easy differentiation writing tasks for each poem following Bloom’s Taxonomy of lower- to higher-order questions

This worksheet introduces students to an important element of poetry: symbolism. It can be taught as a stand-alone lesson or as part of a wider study of poetry, and contains a one page-explanation of the device or technique at least two poems for easy differentiation writing tasks for each poem following Bloom’s Taxonomy of lower- to higher-order questions

Short stories are a vital part of English literature. These short story studies can be used to build a short story unit, to supplement other texts, or as a standby lesson. Use this with our FREE Introduction to Short Stories two-page handout. These activities support Fritz Lieber’s short story ‘A Pail of Air’, which can be found free online by searching for the title. Activities correspond to Bloom’s taxonomy of lower- to higher-order tasks. A comprehension question checks knowledge and understanding Application questions ask students to apply their knowledge of literary or rhetorical technique Analytical questions interrogate the story’s effect, mood, and construction-strategies. Creative writing tasks use an aspect of the story as a springboard to write creatively, discursively, or persuasively. Lieber’s sci-fi story has been successfully used with a Stage 4 / Year 8 class (12-13 years).

HSC Module C: The Craft of Writing offers students complex texts from which to draw for their own writing. Because of their complex construction and ideas, students can be at a loss for ‘ways in’ to the text, and teachers can often struggle to break down these complex texts in the time available. Along with the complete text of the story, this product contains questions and handouts for Franz Kafka’s ‘Metamorphosis’. It is designed to be taught over 3-6 lessons, and includes an introduction to absurdism, and to discursive writing, as well as questions which require students to write imaginatively and discursively.