This worksheet was designed for use with KS4 but could also be used with KS3. It is designed to help students differentiate between key factors that may change when delivering a speech for 2 different audiences on the same topic, such as duration and tone. The two audiences in question in this case are Grade 9/Year 10 students and senior staff/headteacher, but could of course be changed.

PLEASE NOTE: These lesson plans pertain to the ‘old’, outgoing Lang/Lit course (final exams in 2020). While a lot of the material will still be usable in the new course (first exams 2021), please bear this in mind when purchasing and, subsequently, using the plans yourself (whether as written or to make your own). Thanks for your understanding! This file contains at least 50 hours of lessons pertaining to Part 1 (Language and Cultural Context) of the English A: Language and Literature IB program. This would normally last you at least one academic year when taught alongside a minimum of 2 IB set texts (based on a schedule of 4 hours a week at standard level, with a supplementary hour per week at higher level). Topics include spoken language, censorship, translation, metalanguage, and historical and geographical contexts. Texts used include Charles Dickens’ A Christmas Carol, Amy Tan’s Mother Tongue, Marcel Proust’s In Search of Lost Time, and Jonathan Swift’s A Modest Proposal. Tasks are differentiated and activities are suggested to support students in TOK and with their extended essay, as well as to support you in the event of your absence from school. Extra resources can be supplied upon request at no extra charge to support you as far as possible. Created by an experienced IB teacher and examiner.

These Persepolis resources focus on Criterion A of the IB English A: Language and Literature courses, deepening students’ ability to understand and interpret texts through the use of Persepolis 1: p146-147. The Powerpoint is based on a template from SlidesGo, so there are some extra/superfluous generic slide templates included that haven’t been used, but the presentation makes the aims of the lesson clear for students and includes cutt.ly links to Quizlets and a digital version of the attached worksheet of comprehension tasks (which students can view, download and make copies of). The Powerpoint includes differentiated ways in which students can share their responses (Twitter, write on the whiteboard, or tell you in person). The comprehension tasks worksheet is also differentiated, offering 4 levels of tasks that encourage students to explore both explicit and implicit meanings inherent within the text. This allows students choices as to which tasks to complete. Finally, the answer grid enables them to type their responses rapidly alongside each question.

This character impressions grid scaffolds student note-taking on the characters in Christopher Marlowe’s play ‘The Jew of Malta’. Topics include appearance and attitudes. These notes can be subsequently used for revision purposes or to help structure an essay on a topic from the grid. Printing on A3 is recommended so as to maximise the space that students have for note-taking.

This resource consists of two files bundled together: one file containing a quotes quiz, the other file containing the answers. Students are asked to identify who said a particular quotation, roughly where in the play it took place, and about any techniques used in the quotation, as well as its possible significance. This can take a whole hour’s lesson if completed in traditional silent quiz/exam style, or the questions could be completed in teams and made more competitive (particularly if you only go for the summative aspect asking students to name who says it and where it happens, and possibly naming techniques, leaving out the interpretive aspect). Note that the answers only indicate the name of the character who said the line and where in the play this occurs, as well as some possible techniques that students may identify; any valid explanation of the quotation’s possible significance should be accepted.

This resource helps students to take notes on the theme of abandonment in Bao Ninh’s novel ‘The Sorrow of War’. Contains page numbers to assist, for both Vintage and Minerva editions, as well as an extension task for early finishers. The scaffolded notes can then be used to construct an essay on abandonment in the novel.

This quiz was designed to be used in an English lesson to reinforce student knowledge of Irish history in relation to Brian Friel’s play “Translations”. However, it could of course also be used by history teachers! The quiz could be done traditionally, whereby students revise in advance and then sit the quiz on their own. However, I used it as a team game, whereby at around Easter time, the slips were cut up and hidden around the classroom treasure hunt-style. Students had to work in teams to find the slips and fill in the answers where they thought they went on the answer sheet. The first team to get a full sheet of correct answers - or the highest number of correct answers - by the end of the given time - won an Easter egg (I appreciate that edible prizes and/or the religious aspect won’t work in all schools so obviously feel free to substitute this with a reward of your choosing if needed). Ground rules worth setting include: no hoarding of slips in your team (they should be put back where you have found them so other teams can also find them…) and no using chairs/tables etc as weaponry to guard the slips you have found (yes, really!!).

These comprehension questions can be completed by students in groups or on their own, in class or as homework. They are also great revision resources and can be handy if you need to set cover work. Multiple copies of the questions are duplicated on one sheet in some cases, for ease of printing, photocopying, and distribution. The questions are designed for MA-HA students and range from identification and interpretation of techniques used (such as paradox) to encouraging students to explore issues surrounding translation, narratorial reliability, and choices of nomenclature in the novel. Motif and symbolism are also covered. Some extension tasks are included. These questions were originally developed for use by KS4 students working towards their IGCSE in World Literature. They could also be used for native French speakers, or students of IB/A Level French (although they would of course need to be translated).

This lesson was designed for KS4 and was used in English lessons to illustrate the impact of persuasive language and connotation. However, it could also be used as part of lessons in business studies/marketing. Opportunities are given for whole-class and small-group discussion, as well as for students to work alone. Students are invited to compare their initial thoughts about a brand with the brand’s mission statement, and to chart their changing impressions over the course of a lesson. Students are also able to consider the ethics of companies’ decisions behind their choices of brand name. There are some elements of the PPT which pertain specifically to the IGCSE First Language English syllabus run by CIE; however, these are not the main part of the presentation and could be easily adapted or deleted. For extension in an English lesson, there is the opportunity to discuss euphemism (especially in relation to Simpsons episode Realty Bites) - or this could be done as a separate lesson. This PPT was created for use with KS4.

This resource is a great introduction to descriptive writing for students in Years 8-9. It uses Mark Haddon’s “The Curious Incident of the Dog in the Night-Time” as a stimulus but you could adapt this to suit any text where the character finds a journey difficult. The PPT should get you through a minimum of 2 lessons depending on your students’ abilities. It goes through the basics of getting students to name the five senses and to talk about journeys they have completed, before progressing to finding textual evidence for why Christopher finds his journey to London difficult and planning/creating their own piece of descriptive writing based on a journey. Opportunities for peer assessment are also included.

These comprehension questions on John Keats’ Bright Star sonnet were designed for (I)GCSE students studying the poem but could also be used for A Level/IB students. The 4-page pack includes a copy of the poem as well as a vocabulary matching activity, space for handwritten definitions of any other unfamiliar vocabulary, note-taking space, comprehension questions, and an optional extension task.

This unit plan for The Great Gatsby is aimed at students aged 14+. While many ideas will suit abler students more, it is ultimately made accessible to all with differentiation suggestions included. The unit should take around 4 weeks to complete (based on the idea of 4 x 55-minute lessons per week), but this may vary depending on your class' ability. Also included is an extension task regarding the reference to the 'Platonic conception of himself'.

This PPT presentation/lesson encourages students to consider the differences between the way people speak in normal life vs how they speak on television documentaries. The starting question could be explored in a whole-class discussion or via various Kagan Strategies (e.g. Think-Pair-Share), and the resultant ideas revisited later on. An excerpt from a David Attenborough documentary (about the lyre bird) is transcribed onto the PPT for a student to read aloud in their normal voice. Students then watch the corresponding video clip (linked to in the PPT, or can be found on Youtube/supplied on request if there are problems with this). They should then compare how the student read it with how the text is spoken by Attenborough. They may wish to consider elements such as accent, pace and enunciation. Reference to the initial ideas generated by students is encouraged. The speech features terminology table (or a version of it adapted for your students) can be used optionally to help. I recommend using relevant exercises from the CGP GCSE English workbook as a plenary activity. This lesson was conceived of for students entering KS5 but is also suitable for KS4.

This scaffolded note-taking grid encourages students to consider the information provided to them through stage directions in plays, whether implied or explicitly stated. The grid includes space for note-taking on characters’ movements, descriptions of lighting, and descriptions of sounds, as well as space for quotations and explanations of effects on the viewer. This grid can be used to analyse the stage directions in any play, and can be subsequently used for revision and/or essay-writing. Printing on A3 comes recommended as this gives students more space to write.

This Powerpoint represents a full lesson on the characters of Bellamira and Pilia-Borza in Christopher Marlowe’s ‘The Jew of Malta’, and how these can be directed and played to comic or tragic effect. Please note that you need to source the appropriate scenes (IIIii and IIIiii) yourself. The Powerpoint directs students through various activities, including a ‘write 3, share 1’ starter, a class reading task, independent work on the direction of the scenes (which is differentiated via the methods through which students can carry it out: continuous prose, Flipgrid, collage, storyboard), and a plenary consisting of a gallery walk and exit slip for reflection.

This resource relates to the end of Margaret Atwood’s novel ‘The Handmaid’s Tale’ and contains questions encouraging students to assess the reliability of the novel, its narrator, and its ending. This helps to integrate critical thinking into English lessons, and as such is especially helpful for teachers teaching the text as part of the IB Diploma programme, which requires integration of the IB core component of Theory of Knowledge.

Students should be assigned a speech topic that they could give to either Grade 9/Year 10 students or staff members/parents/governors. This could be, for example, “school uniforms should be abolished” or “the school day should start one hour later than it does now”. This planning grid enables students to compare what is required in terms of diction, tone, syntax and so on. Students should be made aware of the meanings of the terms in the grid before proceeding. Once they have planned, they could either write a comparative/analytical paragraph, explaining what is the same/different about each speech to each audience, and/or actually choose a speech to write based on the grid.

This text can be used to help A-Level, IB and (I)GCSE students analyse context, audience, purpose and style. Particularly valuable is the subtext that it doesn't just inform but also advertises/persuades.

This text can be used by secondary students of all ages to understand how humour is created and used in writing. Comprehension questions are included. This is designed for use by English students, but could also be used in French classes for some tongue-in-cheek insight into French culture.

This column by Dave Barry can be used by secondary English students to understand cultural context, as well as how humour is created and used in writing. It can also be used by French classes for a tongue-in-cheek insight into French culture. The comprehension questions are as follows: How far does Dave Barry exaggerate? Is some of what he says true? Explain your answer. Give an example of how Dave Barry uses language in a humorous way. EXTENSION: What technique(s) does he use and why? Dave Barry also makes fun of Americans. How?