I provide resources mainly for English (IGCSE and GCSE content), but also post useful Drama resources. There are also brand new English-with-Media resources to choose from, and many materials such as assemblies and certificates that could prove useful to Head of Years. All resources are differentiated appropriately and labelled with key year groups.
I provide resources mainly for English (IGCSE and GCSE content), but also post useful Drama resources. There are also brand new English-with-Media resources to choose from, and many materials such as assemblies and certificates that could prove useful to Head of Years. All resources are differentiated appropriately and labelled with key year groups.
Lesson One (1984 Lesson): This lesson explores the concept of totalitarianism, and has the students analyze the opening scene of 1984 in order to detect evidence of totalitarianism in the environment.
Lesson Two (O’Brien and the rats): This lesson focuses on the idea of false consciousness, and the character of O’Brien. The students will explore how O’Brien uses torture and fear to brainwash and control Winston, and in the end, students will write a paragraph analyzing O’Brien’s character.
Lesson Three (Key Concepts): This lesson focuses on understanding the key concepts in 1984: The War, Doublethink/speak, and Hate Week. By the end the students will be writing their own polemical pamphlet using doublespeak, promoting hate towards the new enemy (Eastasia) and promoting Eurasia as an ally.
Lesson 1: Intro to Dystopian Environments
Lesson 2: Dystopian Character Archetypes
Lesson 3: The Context Behind Dystopia
Lesson 4: Analysing the Setting of 1984
Lesson 5: Analysing the Character of O’Brien in 1984
Lesson 6: The Key Dystopian Concepts of 1984
Homework Sheet 1: Creating a Dystopia Worksheet
Homework Sheet 2: Dystopian Verbs
Lesson 1: This lesson is essentially a context lesson. To prepare Year 10 students for a mock paper (past paper 12, IGCSE 2020 June), this lesson will introduce students to the background of the play, the key events and characters, and give them the opportunity to predict and analyze some themes of the play.
Lesson 2: In this lesson, students will perform the whole of Act 1 (timed at around 33 minutes if the reading is slow), and have some time left for a starter, and a main character analysis task.
Lesson 3: This lesson gives students the chance to act out Act 2 of Dara, and answer some component 1, section A style questions in preparation for their mock exam (the June 2020 Paper 12).
Lesson 4: In this lesson, students will act out Act 3 of ‘Dara’, and answer IGCSE Section A style questions at the end. They will contemplate the staging of certain scenes, and the changing relationships between characters - in particular, the relationship between Dara and Aurangzeb.
Lesson 5: This lesson focuses on the events and key themes in Act 4 of the play Dara. After reading the act in its entirety, students will have the chance to answer some comprehension questions, and reflect on the way they would stage the execution scene.
Lesson 6: This lesson focuses on the final act of the play Dara. The students will read the play, and then answer a series of comprehension questions, and one IGCSE style long answer question. The final slide will have students reflecting on their own feelings about the ending, and the change in Aurangzeb’s character between scenes 1 and 2.
Lesson 7: This assessment prep lesson includes a link to the IGCSE past paper that the assessment will be based on, (only section A) and a preparation lesson explaining to students how to best tackle Section A questions. I’ve chosen to only test my students on Section A, but this preparation lesson could help with Section B as well. This also includes a student assessment reflection sheet for when you give back their marked work.
Lesson 8: Assessment lesson (no lesson for this, but the assessment paper is linked in the assessment prep lesson
Lesson 9: Students will receive back their graded papers, and complete the reflection sheet in purple pen (attached in assessment prep lesson)
This is a fun lesson and worksheet that can come directly after watching the film ‘Elf’ and looking out for themes of identity/cultural identity. This lesson/sheet includes:
An analysis task
A poetry task
A film review task
A fun ‘elf-on-the-shelf’ creative task
These lessons were originally planned for my bottom set intervention Y7 group, and therefore would work for a Y5/6 group, or any bottom set Y7 or perhaps Y8.
Lesson 1: Intro to Romanticism
Lesson 2: Intro to I wandered Lonely as a Cloud
Lesson 3: Finding techniques in IWLAAC
Lesson 4: Writing a paragraph on IWLAAC
Lesson 5: Intro to ‘Wind’ by Ted Hughes, and finding connotations
Lesson 6: Finding violent verbs and onomatopeia in ‘Wind’ by Ted Hughes
Lesson 7: Planning and Writing a paragraph for ‘Wind’ by Ted Hughes
Lesson 8: Introduction to ‘The Moon’ by Robert Louis Stevenson
Lesson 9: Planning an assessment response on ‘The Moon’.
Lesson 10: Writing an analytical paragraph on ‘The Moon’
Lesson 11: Paragraph Improvement Lesson (with teacher feedback sheet)
I have used this lesson to prepare A-Level Literature students to read Blake’s Songs of Innocence & Experience, but this could easily be a stand alone lesson for high level Y11 students and above.
This is the third lesson in a 3 lesson mini-scheme on Tragedy in Shakespeare. However, this can easily be a standalone lesson. This lesson can be taught even if the students don’t have a prior knowledge of Romeo and Juliet.
Lesson 1: Plot and Themes
Lesson 2: The pastoral and anti-pastoral
Lesson 3: Fate and Foreshadowing in the early chapters
Lesson 4: Fate and Foreshadowing – self assessed exam response
Lesson 5: Settings as a symbol of Tess’s tragic journey
Lesson 6: How to plan a section B (feedback from lesson 4)
Lesson 7: ‘The Nemesis within’ – to what extent is Tess to blame for her demise? Mapping external and internal influences.
Lesson 8: Critical reception and Victorian morality
Lesson 9: The assault of Tess and critical reviews
Lesson 9 (continued optional extra): The assault of Tess – the laws regarding women in Victorian England
Lesson 10: The Existentialist Lens
Lesson 11: Tess and Existential Crisis
Lesson 12: Comparative Analysis
This lesson, suitable for any KS3 class, contains activities to do with International day, including a questionnaire, a mind-mapping and a creative task.
This is the second lesson in a scheme of work that focuses on protest writing, with a specific focus on the Romantic movement. This lesson focuses on the peasant’s revolt of 1381 and the reasons for the discontent in the country. The students will read poetry from and about the time in preparation for learning about the Romantic movement. The other lessons in this scheme are available in my shop, or in a bundle if you want a deal!
This lesson explores Blake’s poem ‘London’ and the key techniques and ideas present in the poem. This is a bit of a fun take on annotation - it allows the students to, using a ‘case file’, match the techniques and key concepts to specific lines in the poem.
Lesson One: Word of the Week (Monotony), context and key themes
Lesson Two: Guided analysis of techniques and deeper meanings
Lesson Three: Creation of revision table, and writing of critical analysis paragraphs
In this lesson, students will understand how to approach an extract with Question 4 in mind. Students will complete a guided annotation, and by the end of the lesson, should have completed a peer-reviewed Question 4-style response.
This lesson includes interesting discussions about ancestry and heritage, a character tracking table, comprehension questions, a creative writing task, and an option for a reflective purple pen plenary.
This SOW contains 3 lessons each on the following poems: Storm on the Island, Wind, Hurricane Hits England, London, In a London Drawing Room, and Blessing.
Suggested Order:
Week One: Storm on the Island
Week Two : Wind
Week Three: Hurricane Hits England
Week Four: London
Week Five: In a London Drawing Room
Week Six: Blessing
Lesson one: Introduction to the dystopian genre, key concepts and terms
Lesson two: Understanding Dystopian character archetypes
Lesson three: Context behind dystopian fiction (understanding the link between history and literature)
This scheme of work focuses on the first two questions of the AQA Language Paper 1. In these lessons, students are given the necessary knowledge and resources to be able to answer both of these questions confidently.
Texts included in these practice questions include:
Stephen King’s ‘IT’
Peter Benchley’s ‘Jaws’
Khaled Hosseini’s ‘The Kite Runner’
Steinbeck’s ‘Of Mice and Men’
Tolkein’s ‘Lord of The Rings’
Though this is the second lesson in my Tess scheme, it is also a stand alone lesson.
The lesson focus is the pastoral and anti-pastoral, Hardy’s life, and the context of the novel.
More info and tips in the preview!