A Secondary English teacher with broad subject-specific expertise and eighteen years experience teaching within networked communities of practice. Aspects of my leadership focus on curriculum development, pedagogy, implementation and assessment practices in AQA/Edexcel GCSE, Cambridge IGCSE and IB MYP and DP.
A Secondary English teacher with broad subject-specific expertise and eighteen years experience teaching within networked communities of practice. Aspects of my leadership focus on curriculum development, pedagogy, implementation and assessment practices in AQA/Edexcel GCSE, Cambridge IGCSE and IB MYP and DP.
I think the most important idea to grasp is the human condition, particularly, from the perspective of Nora who asks:
“Has a woman really not the right to spare her dying father pain, or save her husband’s life?”
At a turning-point in her life, Nora receives no solace from books, religion, the sanctity of family, nor her own conscience – she is unstoppable in seeking freedom and truth.
“I believe that I am first and foremost a human being, like you (Torvald) –or anyway, that I must try to become one… I must think things out for myself, and try to find my own answer” (p.98).
In studying A Doll’s House, you will analyse and interpret this preoccupation with the institution of marriage and its portrayal through Ibsen’s naturalism.
MYP English Language and Literature:
Does love make the world go round?
Connections
Self-expression, style and theme
Identities and Relationships
Beliefs and Values of the Romantic Poets
Glossary
Biographies of poets
Vocabulary for each poem
Examples of Romantic poetry
Reading comprehension questions
Assessment points
Quote explosions
You will develop an appreciation of the text ‘Coraline’ by Neil Gaiman, an understanding of the plot of the text and how the writer uses symbolism, motifs, language and structural devices to craft his story. Furthermore, you will develop your knowledge of the Gothic and Fantasy genres, including the common features both genres utilise.
By developing your core knowledge and an appreciation for this text, you will be provided with the building blocks to help you explore and enjoy other texts within this genre, for example: The Graveyard Book and Good Omens.
You will have three Extended Writing Tasks in the unit which are written below. Your teacher will use the ‘AREs/End Points’ to assess your learning throughout the unit.
Copy of the novel
Biography
Plot overview
Chapter summary tasks
Modelled writing
A handout with a skills focus:
Skills:
• Rhetorical skills
• Outlining and Transitions
• Introducing quotations/citation and paraphrasing
• Conclusions
Grammar:
• Agreement
Contents
Glossary of Key Poetic Terminology
Wilfred Owen: Exposure (summary – form and structure – analysis/context). (DISPLAY WORK)
Ted Hughes: Bayonet Charge (summary – form and structure – analysis/context)
Simon Armitage: Remains (summary – form and structure – analysis/context)
Jane Weir: Poppies (summary – form and structure – analysis/context)
Carol Ann Duffy: War Photographer (summary – form and structure – analysis/context)
Imtiaz Dharker: Tissue (summary – form and structure – analysis/context)
Carol Rumens: The émigree (summary – form and structure – analysis/context)
Beatrice Garland: Kamikaze (summary – form and structure – analysis/context)
Persuasive communication uses aspects of style for the purpose of expressing personal and cultural ideas, feelings, beliefs and values, which can help challenge or alter other people’s point of view.
Contents:
Glossary:……………………………………………………page 3-4
Reflective writing:………………………………………….page 5-6
Poetry Competition experience:………………………page 7-14
Homework for week 1/2:…………………………………page 15
Formative assessment: Sensory Imagery Test……….page 16
War Poets:………………………………………………page 17-26
Summative assessment: Pastiche poem…………………page 27
Criterion C: Producing text, Criterion D: Use of Language
Spoken word poets…………………………………………page 28
Homework for week 3………………���……………………page 29
National Youth Poet Laureate…………………………….page 30
Summative assessment: written commentary………page 31-34
The Hill We Climb by Amanda Gorman.
Criterion A: Analysing Criterion B: Organising
Summative assessment: protest poem. Criterion C: Producing text Criterion D: Use of language…………………………page 35
A series of lessons on Part One and Part Two of the Stranger.
Obviously, the active analysis Socratic Seminars will need to be adapted to reflect your own teaching group.
Connected to IB DP Year 1 Intertextuality Paper 2.
A complete unit of work with Powerpoints.