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.
If you are currently teaching in the UAE, you might benefit from these 3 lessons on the upcoming National Day. Keep the students busy with fun activities, and a mini history lesson on the UAE, and National Day!
5 lesson scheme of work focusing on analysing non-fiction texts (mostly autobiography extracts, one letter). Includes a word of the week (adversity) and a 12 question end of week quiz and extra recap/filler lesson.
Many key concepts are covered including tragedy, trauma, phobia, desensitisation, etc.
Lesson 1: Students will be introduced to the 5 senses, and how to implement them into a descriptive piece
Lesson 2: Students will consolidate their understanding of the 5 senses, and also language techniques. They will write a descriptive piece about the sinking of the Titanic.
Lesson One: 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 Two: This lesson focuses on the events and key themes in Act 4 of the play Dara. After reading the act in it’s entirety, students will have the chance to answer some comprehension questions, and reflect on the way they would stage the execution scene.
This lesson focuses on acts of rebellion in Dystopian Fiction, in particular the ‘berries scene’ in The Hunger Games. The students will detect rebellious/revolutionary language in the extract, and then write their own revolutionary speech against the Capitol and President Snow.
The first lesson focuses on Robert Louis Stevenson’s background, and the cultural anxieties that inspired Jekyll and Hyde.
The second lesson focuses on linking psychoanalytical theory to Jekyll and Hyde (mostly an exploration of the ego, superego and id/conscious and unconscious mind).
Lesson 1: King Cnut and Æthelred the Unready, the Viking presence in England, Edward the Confessor’s early years
Lesson 2: The reign of Edward the Confessor, his relationship with Godwine, the failures of his rule.
Lesson 3: The claimants to the throne after the death of Edward the Confessor, class research and presentation task.
Lesson 1: Focuses on England pre-1066, the reign of Cnut, and the difficulties Edward faced in his early life
Lesson 2: Explores the reign of Edward, his relatioship with Godwine, and the failures of his rule.
This 12 lesson scheme of work focuses on the first three questions of the AQA Language Paper 1. In these lessons, students are given the necessary knowledge and resources to be able to answer all three of these questions confidently.
SOW Summary:
Lesson 1: Question 1 focus, reading Stephen King’s ‘IT’. Students have a chance to write their own question 1 as well!
Lesson 2: Question 2 focus, with a guided annotation of King’s ‘IT’ extract.
Lesson 3: A focus on language techniques, and testing language analysis with an excerpt from Peter Benchley’s ‘Jaws’.
Lesson 4: A focus on analyzing setting, using an extract from Khaled Hosseini’s ‘The Kite Runner’.
Lesson 5: A focus on allusion and advanced language techniques in Steinbeck’s ‘Of Mice and Men’.
Lesson 6: Finalizing the study of question 2 by analyzing an extract from Tolkien’s ‘Lord of The Rings’.
Lesson 7: Intro to question 3 and metamorphosis extract used for event tracking.
Lesson 8: Focus on voice and tracking events, using an extract No Country for Old Men.
Lesson 9: Focus on tracking events, using extract from The White Tiger.
Lesson 10: Focus on structural devices, using extract from A Christmas Carol
Lesson 11: Focus on key changes in a text, using the lyrics from ‘Let it Go’.
Lesson 12: Finalizing the exploration of question 3. A study of a text’s ‘focus’ and sentence types, using an extract from Voices from Chernobyl.
Lesson 1: Intro to question and metamorphosis extract used for event-tracking.
Lesson 2: Focus on voice and tracking events, using an extract No Country for Old Men.
Lesson 3: Focus on tracking events, using extract from The White Tiger.
Lesson 4: Focus on structural devices, using extract from A Christmas Carol
Lesson 5: Focus on key changes in a text, using the lyrics from ‘Let it Go’.
Lesson 6: A study of a text’s ‘focus’ and sentence types, using an extract from Voices from Chernobyl.
This lesson is the fifth in a scheme of work on GCSE skills - however, it can easily stand alone. This lesson allows students to study a section of Of Mice and Men, and analyse any techniques they find. At the end, students will produce a question 2 style response.
Three lessons on Question One and Two of the AQA Language Paper 1. These lessons include quality resources, and opportunities for students to use both critical and creative skills, in preparation for the next questions.
This IS A three lesson SOW that introduces the students to the origins of the tragic genre.
Lesson 1: In this lesson, students become familiar with vocabulary associated with the tragic genre, with a particular focus on Sophocles’ Oedipus Rex.
Lesson 2: In this lesson, students analyse the origins of the tragic genre. Students will analyse and become familiar with the themes and characters of the play ‘Medea’.
Lesson 3: In this lesson, students will become familiar with different tragic solilquies throughout history: from Antigone, to Othello, to Death of a Salesman. The students will choose to analyse one of six soliloquies, and then get into pairs so that they can present a comparative analysis.
This SOW combines both Media and English in order for students to construct a film review during their assessment week. They will also have the chance to explore elements of cinematography, scriptwriting and analysis of cliche in film. This is the first two weeks of a five week SOW, which is also available as a bundle. Each week is also available to purchase seperately.
5 lesson SOW including a word of the week lesson, key concepts, and a low stakes quiz. Students will be trained to analyze articles relating to current affairs, and produce a critical paragraphs recording their findings. Focus of the week is ‘disparity’.
This is the fourth lesson in an A Level SOW on ASND. If you’re wanting the lessons that came before this, please visit the shop! This could easily act as a stand alone lesson, though.
This is the fifth lesson in an A Level SOW on ASND. In this lesson, students will look at the male-female relationships in the play through a Jungian lens. If you’re wanting the lessons that came before this, please visit the shop! This could easily act as a stand alone lesson, though.
