PowerPoint - How to write a short story + extracts from Chapter Four of Black Snake. This lesson begins with a proofreading activity where students need to add the necessary punctuation to an excerpt from the novel. The rules for when to begin a new paragraph in a narrative (short story). The structure of a short story (narrative arc). The PowerPoint then steps through each part of the short story providing examples from other texts. It also includes an exemplar short story (for the upcoming assessment task) retelling the story of when Ned saved the Sheldon Boy from Ned’s perspective. Some of the key language features in the exemplar have been highlighted / colour coded so students can see the range of devices being used throughout. Subsequently it looks at the short piece of fiction at the beginning of chapter four. This passage is written from the perspective of a young girl (whose father, a trooper, was killed by Ned Kelly at Stringybark Creek.) This is followed by questions to check students’ understanding of the plot and how the author constructed a child’s perspective. Study passage - ‘Enemies of Society’ an extract from the beginning of Chapter 4. Some of the key language features have been highlighted in the word document. Part of a set of resources created for a year 7 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). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for Humanities students in other states and countries with an interest in colonialism and Australia’s Frontier Wars (1788-1930s). An interactive lesson created for use after the practice exam to introduce students to the key historical figures and events they needed to know for their actual exam. Students were given a topic and their own guiding question - they were provided with a PowerPoint full of sources to use as a starting point they were also allowed to conduct their own research on The State Library of Queensland Website. Afterward they were to create a poster (to be completed for homework) so that in the following lesson they could teach the class about their ‘expert topic.’ This resource includes a sheet of the topics (Kalkadoons, Battle Mountain, Native Mounted Police, Sub-Inspector Beresford and Sub-Inspector Urquhart) and guiding questions. It also includes the four PowerPoints of sources which students accessed. I pride myself on the quality of the materials I produce, I don’t charge high prices because I don’t agree with paying £10 for a wordsearch. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.

Do you have students who constantly use fragments (incomplete sentences) in their writing? Do you want a resource that will teach students about clauses, sentences, and fragments so that you have a shared language when it comes to providing feedback at drafting time? If so, this may be the resource for you. 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. You could even put this into a PowerPoint for a NAPLAN preparation lesson. The first section of this worksheet includes explanations and examples of: independent, co-ordinant and dependent clauses. It also has a section about embedded clauses and how they can be an effective tool for writers. It also features a lot of activities to test students understanding of what they have learned. The second section of the worksheet looks at the requirements of sentences. It includes examples of the following types of sentence: simple, compound and complex. The information is interspersed with activities to check for understanding. The final section of the worksheet introduces students to fragments and why they are nonsensical and detrimental to your writing. This is followed by a writing activity (students are given a list of key points to turn into a newspaper article). It also includes editing prompts at the end which helps students to refine their initial story.

Part of a set of resources created for a year 11 Engineering Skills class in Australia (new syllabus). The other resources are also available in my store - lrigb4. A PowerPoint designed to teach students how to prepare a Job Safety Analysis to ensure they have considered all safety risks associated with creating a sheet metal carry all tool box. This lesson will teach students to explain the workplace health and safety implications which exist in industrial and workshop environments (and plan to manage any risks associated with their tasks). It introduces key terms including: hazard, housekeeping, outcome, likelihood, risk score, elimination, substitution, engineering controls, administrative controls and PPE It includes tips for keeping equipment serviced and following safety procedures. It warns students about the dangers of horseplay. It explains the purpose for a JSA, some things to consider when writing one, lists some common potential hazards in a workshop + some possible control measures, the concept of the hazard control hierarchy is introduced. The PPT also goes through the various parts of the JSA to be completed, provides some tips for noise protection, explains the concept of the daily noise dose & a brief summary of the types of PPE that should be worn. **A JSA template **for students to complete electronically (it can also be printed)

Do you have students who don't know the various parts of speech e.g. nouns, verbs and adjectives? Do you want a resource that looks at explains verbs and tense to your students? If so, this may be the resource for you. 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. You could even put this into a PowerPoint for a NAPLAN preparation lesson. This worksheet includes explanations and examples. It also features a lot of activities to test students understanding of what they have learned.

Three resources made for a year 10 English class in Australia. Resource 1: Spelling list (24 words per week, 6 weeks worth of words). Resource 2: blank glossary table for students to add their definitions and example sentences into. Resource 3: A PowerPoint introducing students to the text they will be studying (the first novel in the trilogy). The presentation includes a brief synopsis of the novel and what inspired the author to write the novel. Reviewing expectations for reading the novel and the homework students will be completing. It outlines what students need to know to successfully complete their two assessment items for this unit.

Do you have students whose writing lacks cohesion because they just can't seem to connect their ideas together? The first half of this resource explains conjunctions and has a table of the different kids which could be printed as a poster for the classroom or given to the students as a handout to consult when drafting their work. Do you have students who don't know the various parts of speech e.g. adverbs? Are you approaching NAPLAN and want a way to save yourself some time while still having a quality resource to use in your classroom? If so, this may be the resource for you. 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. You could even put this into a PowerPoint for a NAPLAN preparation lesson. This worksheet includes explanations and examples. It also features a lot of activities to test students understanding of what they have learned. It also includes an extended reading activity (of a news article) at the bottom which challenges students to find all the conjunctions and adverbs in the text and explain the effect these vocabulary choices have on the reader.

Anyone who thinks that slavery went the way of the nineteenth century will be disabused of that belief when reading “Slave: My True Story”  written by Mende Nazer, a Sudanese Nuba, along with Damien Lewis, a British journalist. This book gives a chilling overview of the modern slave trade from the perspective of one who was victimized by it. Human trafficking, unfortunately, is alive and well as a weapon of war in the late twentieth and twenty-first century. This resource is a PowerPoint presentation designed for use in a 12 English Authority class in Queensland Australia. It introduces students to the concepts of cultural context and social situations and how both can influence the author. This lesson prepares students to answer the following question: What is the social impact of the text? i.e. is it recycling or reinforcing cultural assumptions? Within this lesson students will learn about the Nuba people – cultural practices e.g. scarification, beads, wrestling, religious beliefs, dwellings, diet, languages & female genital mutilation. In addition to information, images and videos of some of these are provided. It also includes some information about save trading in Sudan. At the end of the PowerPoint are some sample answers to the chapter questions for chapters 1-8.

1) PowerPoint: The construction of characterization, plot and setting in Slave. This PowerPoint was designed to help prepare students for a short story assessment where they were to write from a marginalized character's perspective in the autobiography Slave. Within the lesson students will explore how Mende and her journalist co-write established characters and setting within the novel through the use of various writing techniques. 2) Document for students to take their notes into with extracts from the text for students to analyse.

Do you have students who don't know when to use a comma? Do you want a resource that looks at the rules around when to, and when not to, utilise a comma in your writing? If so, this may be the resource for you. 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. You could even put this into a PowerPoint for a NAPLAN preparation lesson. This worksheet includes explanations and examples. It also features a lot of activities to test students understanding of what they have learned. Suitable for upper primary and high school students.

Part of a set of resources created for a year 11 Engineering Skills class in Australia (new syllabus). The other resources are also available in my store - lrigb4. 1)** A PowerPoint **reviewing how to write a procedural text (one of the text types the students’ will need in Engineering Skills). It explains what a procedural text is giving examples from everyday life (real world context). Give tips for writing a procedural text (e.g. tense, not first person). An activity to check students’ understanding of active verbs. Explaining how their procedural plan aka plan of the making component of the assessment is a procedural text and must follow these genre conventions. It also gives students some common active verbs used in Engineering to use within their procedural text. A template plan of the making for students to complete as part of their preparation for making a sheet-metal tool box.

This resource includes: A copy of the task sheet for the unit that includes the instrument-specific marking guide (showing the criteria that students work will be marked against). The task is a historical essay based on research. A handout of sentence starters which are grouped based on what skill the student needs to do e.g. introduce the essay, showing historians viewpoints, defining key terms / concepts, quoting, talking about visual sources, explaining concepts / ideas / quotes / evidence, analysing sources, evaluating the reliability of sources, evaluating the usefulness of sources and explaining how one source corroborates another. It also includes a list of words that students can use instead of ‘said’ when quoting from a source and a list of conjunctions (linking words). NB: These sentence starters are not one size fits all. These are intended to help students; however, they will need to think about how these will fit in with the purpose of what they are trying to say. These will be useful for any historical essay regardless of topic. 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.

6 resources used to scaffold a short story assessment task for a year 12 authority English class in Queensland Australia. the task sheet explaining task requirements and the marking rubric. A PowerPoint further explaining the task. It also reviews the major elements of a narrative including:  plot (aka the structure), setting, characterisation, language devices and the types of narrator. a worksheet of planning steps the students should use prior to writing to ensure they have addressed all elements of the task. 4 & 5) two example assessments to go through with students to further exemplify the genre conventions they should be using. A peer review activity for students to complete prior to submitting their draft.

A peer review handout for students to use to provide feedback to a peer prior to the draft due date. Excellent for increasing student assessment literacy. NB: to avoid plagiarism the students should bring a printed copy of their essay to class which will be returned to them at the completion of the activity. The handout includes a table with the assessment objectives in the first column & some questions in the middle column which expand on the criteria giving the student prompts for things to comment on if they are missing from their peer’s essay. In the final column they must rate the student for each cognitive verb being assessed (1 – excellent, 2 – satisfactory, 3 – needs attention). There is room for the student to write reasons / suggestions beneath this. At the base of this document is a PMI chart for students to fill in prior to handing the sheet back to their peer. Students then have time to read their feedback and seek clarification from their peer before making modifications to their draft ready to submit to the teacher in the following lesson. A drafting feedback checklist - This checklist was created to aid the teacher to provide consistent feedback to students about their assessment in a timely manner. It has comments for the various parts of the assessment and also includes some proofreading and editing steps. This style of feedback is not indicated on the actual draft itself, but as a separate document, which means that the learner has to locate the issues in their draft for correction. A lifesaver for busy teachers! You can reduce the number of points or use this document as a template to modify to suit your own tasks. 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 comprehensive scaffolding booklet which students are to use to conduct their inquiry prior to writing their essay. Teachers may opt to provide some or all sections of this to students based on their ability. It can also be broken up into handouts and used within specific lessons (chunking) with incremental deadlines to ensure students are on track to have found useful sources and analysed/evaluated these making notes about key features to mention within their essay. The booklet includes: • A brainstorming mind map for students to reflect on what they have learned throughout the term (used to aid them to select a topic to focus on in their essay) • A list of key individuals, groups and events prior to and during the Vietnam War (they must investigate an individual / group) to learn about their social, political or ideological views & their impact on the independence movement • Tips for developing a key inquiry question (including an example for another topic) • Tips for developing apt sub questions which are open and incorporate any of the 7 historical concepts which are prioritised in the Queensland syllabus • A graphic organiser for the student to reflect on their key and sub questions • A retrieval chart for students to keep their research organised. Students were advised that they needed to “Locate at least 10 historical sources (minimum two books and five primary sources – the rest can be from journal articles / websites / online sources) that present the perspectives of different people in response to your questions.” • Graphic organisers (using T.A.D.P.O.L.E acronym for students to note key details from sources that are worthy of analysis in their essay. I also added a section where they are prompted to reflect on the usefulness and reliability of the source (as students should be evaluating some of the sources within their essay). • Tips for developing a hypothesis (students should do this prior to writing their essay). • Tips for writing the essay including a suggested word count breakdown for each paragraph. There is information about the TEEASC body paragraph structure recommended on the History Skills website (as an alternative to TEEL). 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 differentiated exam which was made for QCIA learners who have learning difficulties which prevent them for doing the exam sat by the remainder of the class). The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students who are on individualised learning programs. The exam has been tailored to the needs of the learners. It provides a word list of terms encountered in the unit at the front which students can refer to for spelling and prompts when writing their answers. It includes a couple of questions where the students must write their own definitions of key terms and some where they have been provided with the definition and must label the term and provide some examples. It also includes a match the definitions question. Then there is a question type where students are provided a picture of a person and some information about them which they use to respond to questions about what traits they have, what assumptions people might make about the person’s sexuality and whether it is fair to make assumptions about people based on their appearance. To differentiate, QCIA students are provided with sentence starters to help them answer the questions, the length has also been reduced. Where possible the stimulus is the same as the exam being sat by mainstream students. Some of the questions have been modified / simplified. This exam contains more short response questions and a cloze passage in lieu of an extended response. Additionally, questions specific to the students QCIA goals have been incorporated. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources.

A 6 page end of term activity booklet for students to complete while some of their peers went on work experience. It includes: A match the definition activity for the following words: accessory, jury duty, summary offence, indictable offence, admissible evidence, white collar crime, burglary, bail, criminal intent (mens rea), prisoner and presumption of innocence. A table for students to research the age of criminal responsibility for juveniles for each state and territory in Australia. Some questions about driving laws for students to research the answers to. An image of a courtroom with the various people labelled which students are to use to explain the key roles within a court. Information about who can and cannot serve on a jury A match the definitions for the following terms: doctrine of precedent, barrister, custodial sentence, prosecutor, non-custodial sentence, special order, concurrent sentencing, cumulative sentencing, the Penalties and Sentences Act 1992 (Qld), community service, recidivism, antecedent Information about what bail is an da series of scenarios for students to read and decide whether they would grant bail in that case. I have included a scan of my answers for the match the definitions pages. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

The second of a series of lessons I created about the Murder of Allison Baden-Clay using evidence from documentaries, news articles and the 2017 book authored by David Murray. The PPT began with a warm up activity for students to copy the definition of Manslaughter and Murder including information about the penalties for each offence under the QLD Criminal Code. Following this – a key aspect ‘trial by media’ is introduced as the Baden-Clay case was highly publicised. There is an extract from an article that appeared in ‘The Conversation’ which suggests why it was so notorious. Information about the issues of posting information about cases on social media / the internet prior to the jury making a decision and the potential harm it can do to tainting a case is provided. Info is provided about the police’s investigative process prior to arresting Gerard as well as how the arrest was conducted and what happened to his 3 daughters. Also included are: Details about the initial hearing on 14/07/2012 The lead up to the trial including the work performed by Dr Cordon Guymer at the Queensland Herbarium (regarding plant matter in Allison’s hair). The defence’s ‘suicide theory’ and the prosecution’s rebuttal The reasons behind the decision not to grant bail. The prosecution’s strategy for the case 10/06/2014 How the jury was selected and cautioned The order of evidence presented by the prosecution The significance of Allison’s diary A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

The third of a series of lessons I created about the Murder of Allison Baden-Clay using evidence from documentaries, news articles and the 2017 book authored by David Murray. The PPT began with a warm up activity for students to copy the definition of ‘appeal.’ It included information about the Supreme court of Queensland and how it operates. There is also information about ‘natural justice’ (aka procedural fairness) and sentencing options including custodial sentences. The lesson picked up where we left off with the 2014 trial. The defence had advised Gerard not to take the stand but he decided to do so anyway. There are excerpts from the court documents which I got students to read out (one person to be Gerard, the other to be the lawyer). Then information is provided about the prosecutions cross-examination of Gerard. Then a summary is provided about the Defense and prosecution’s closing arguments. Then the outcome of the case is explained including: the jury verdict, the delivery of victim impact statements and justice John Byrnes decision. This is followed by information about: Gerard’s appeal (August 2015) Reactions to the outcome of the appeal (including protests in King George square in December 2015) The prosecutions decision to appeal the Supreme Court’s Decision to the High Court The outcome of the High Court Hearing (July 2016) Information about how Allison’s daughters, sister and parents are faring including their advocacy work Statistics regarding intimate partner homicide in Australia NB: In my PPTs I typically underline the information that I want students to write. The rest I use as talking points / visual aids. A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

The first of a series of lessons I created about the Murder of Allison Baden-Clay using evidence from documentaries, news articles and the 2017 book authored by David Murray. This resource includes a PowerPoint and a document containing ‘Witness Statements’ which I created using details from Murray’s book but turned into first person for the purpose of giving students a role to play during the lesson. The PowerPoint begins by introducing Alison – her interests, skills, occupations etc. as well as how she met her husband Gerard Baden-Clay (and some contextual information about him). Then information is provided about her disappearance including what Gerard said happened as well as the 10 witness statements from residents who had heard noises on the night (2012). To progressively introduce information about the case, I have included snipped excerpts of Foxtel’s ‘Crimes That Shook Australia’ episode about Gerard Baden-Clay along with photographs, news story excerpts and information from Murray’s book. NB: In my PPTs I typically underline the information that I want students to write. The rest I use as talking points / visual aids. A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.