This lesson was taught in the phase of the unit where students were prepping for their upcoming essay exam. It begins with a worm up where students had to look at a list of 5 characteristics and consider which characters from the novel Deadly Unna? had them. This was followed by an explanation of citing conventions (how to in text reference). Examples were provided to show how to punctuate direct quotes properly. Then students were shown a table which contained quotes from the novel – they had to turn this into a sentence with appropriate referencing. This was followed by information about how to embed quotes into essay paragraphs – with examples for another text. 2 x poor examples and 2 x good examples are provided for ‘Rabbit Proof Fence.’ This is followed by time for students to plan their response to the practice exam question - Are the male characters in the novel realistic, outdated or stereotypical representations of Australian men? Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

2 practice exams (with scaffolding prompts). Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

These are the homework resources for a year 12 Authority English unit delivered in Queensland, Australia. The focus for this unit is the comprehensive study of a text that explores a different culture (the autobiography Slave by Mende Nazer). Through examining the autobiographies underlying ideologies and themes, students will be exposed to social and cultural experiences that are far removed from their own. In particular, students will explore the controversial and confrontational issues privileged in the selected text. Engaging with a culturally rich text will allow students to develop empathy and connect other cultural experiences with their own lived experience. Resource 1: List of vocabulary (spelling words) for the term - students are to learn 24 words per week. Resource 2: List of terms that students should know by the end of year 12 which can be used as extension for gifted students. Resource 3: A list of comprehension questions written to assess students knowledge of each chapter of the autobiography. This is a good tool for consolidating knowledge and will be useful revision when they need to develop an idea for their assessment tasks.

Teaching about 'parts of speech' and how action words vary depending on what tense you are using. This includes creative writing activities based on visual stimuli. It also includes scanned sections from worksheets with activities for students to work through independently or as a class depending on their level.

This is a booklet which scaffolds students to present a legal summation speech prosecuting or defending a character from Macbeth (for murder or regicide). The booklet includes a summary of the play, key legal terminology, a list of persuasive devices students could draw from, a suggested structure, an example introduction, an annotated conclusion and important tips. In Australia this is used in a grade 12 English class.

Extracts from the Hobbit used to exemplify the different parts of a short story structure. Some clips from the film used as well. Additional examples from the set text for this year 12 unit (An Autobiography called Slave by Mende Nazer).

A useful resource for an introduction to Science Fiction and key terms. In addition to definitions taken from a cinema subject I completed at university, there are a series of viewing activities (trailers for various films which illustrate the key features of these subgenres of science-fiction.) Most of these slides also come with questions designed to get students to think about our focus: TECHNOLOGY and the role of technology in these imagined worlds. These questions challenge students to consider how filmmakers position and influence their viewers regarding the discourse of technology in texts and whether these representations work to naturalise, reinforce or challenge prevailing beliefs and attitudes about the role of technology in society.

Tips for analysing radio advertisements. Example clips.

scaffolding

Document 1: a worksheet to step students through the process of writing a feature article. This is an interesting topic and ideally the students would work together to develop ideas and then share them with the teacher who would construct the feature article on the board. This is designed to be the students first experience of writing a feature article and uses the I do, we do, you do method where some paragraphs are provided while other sections have key points that the students need to elaborate on to complete the feature article. Document 2: The lesson plan for this activity with talking points and key questions to ask.

Document 1: A table scaffolding for students how to write an effective introduction, two body paragraphs analyzing, one comparative body paragraph and a conclusion. It also includes how to reference a print advertisement. This scaffold was created for the following task but can be adapted for other advertisement analysis tasks. GENRE: Expository Multi-modal Oral ROLE/RELATIONSHIP: This is an individual task where each student will prepare and present a speech and PowerPoint to an audience of their peers. PURPOSE: To understand how advertisers use specific techniques in order to influence and shape consumer attitudes and behaviour. TASK: Compare and contrast the following print advertisement to a visual print advertising campaign of your choice. (An advertising campaign can be a single advertisement). Using your knowledge of AIDA, you will analyse and evaluate the various techniques used in both advertisements and draw conclusions about how the advertisers have attempted to persuade and appeal to their demographic/target audience. • Write a 500 word speech that compares and contrasts the advertising techniques used in the different advertisements. You must draw conclusions and provide both opinions and reasons as to why each advertisement succeeds or fails in motivating the target audience. • Create a PowerPoint presentation that discusses your findings. • Present your PowerPoint and explain your findings to the class. LENGTH: Use a minimum of 6 slides and 500 words, and a maximum of 10 slides and 650 words. Document 2: Key terms including definitions of the AIDA method of analysing advertisements.

5 excellent resources for a Senior Authority English assessment (Australian standards but could be adapted for other countries). Resources include: An assessment task sheet, a PowerPoint explaining the assessment, a scaffolding booklet to assist students with the assessment, a PowerPoint with necessary legal terminology (which also explores how Macbeth is a tragedy and is useful for revision), and a booklet entitled 'Macbeth and the Criminal Code' which lists the various defences you could use for each character as well as possible witnesses.

Some key points from each chapter. Some questions to check for understanding (multiple choice). An example paragraph about the moral dilemma in Chapter 7.

A group of resources: a handout which includes the questions on the slide (to be given to students to answer / shared electronically.) The PowerPoint. Some information pertaining to the historical context of the play. A summary of each scene with key quotes and questions. Viewing a film of Juliet’s monologue in Act Four, Scene Three. Important things to note from Act 4. Revision questions. An updated PowerPoint which features all of Act 4 (Scenes 1-5). This lesson is designed to run over a couple of lessons. It includes more quotes from the play, checking for understanding questions (some to answer in books and some to discuss as a class) & some brain breaks (viewing activities - two excerpts of the play being staged in The Globe Theatre). This lesson is designed to fit into a unit where students must complete an exam where they respond to an essay which argues that Friar Laurence is solely to blame for the deaths of Romeo and Juliet. Through studying each scene in depth, students should begin to see that a range of other characters could be referenced in their counter argument. A handout - revision activity - a list of jumbled up events from this act which students have to reorganise into chronological order. Part of a set of resources created for a year 10 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).

Context specific information. Questions about the scene (for after acting it out). Things to note about this scene (analysis information). A discussion of the key themes in this scene. A list of monologue ideas for Romeo, Benvolio and Mercutio. A YouTube clip from Baz Luhrmann's film (the fight scene) and one from the 2013 film for comparative purposes.

Perfect resources for a protest poetry unit. These poems show the Indigenous Australian viewpoint at various points in History. There are poems about colonisation, the stolen generations and land rights struggles. Some of the poems are by famous artists like Oodgeroo Noonuccal, others are from Inside Black Australia: An Anthology of Aboriginal Poetry (published 1988).

The home front: Australian commitment to war This powerpoint is designed to teach students about The Australian Government’s reasons for joining the war. Changes to the running of the nation during the war including the use of WARTIME GOVERNMENT CONTROLS such as internment, censorship, conscription, rationing and propaganda. These terms are defined, the PowerPoints also include images of propaganda posters used to explain these to civilians and persuade them to do their part for the war. The PPT also includes sources scanned from various textbooks and comprehension questions. It also includes information about the bombing of Darwin during the war & the Japanese submarine attacks on Sydney. Interspersed throughout the lesson are 'checking for understanding' questions to help students to revise the key lesson concepts.

Perfect resources for a protest poetry unit. These poems show wars from a range of viewpoints. There are poems about World War 1 and 2, poems for use in ANZAC day ceremonies, one Vietnam war poem. The World War 1 poems include a link to an ABC national radio programme where celebrities have been recorded reading these poems.

Women’s work: the changing roles of women in Australia during world war two Key topics: Women’s auxiliaries, Female rates of pay, Pressures on women, the Australian women’s land army and the effects of allowing women to work during the war. There are scanned sources from various textbooks about the land army with questions for students to respond to. One of these sources shows the types of employment available to men and women during the war. Another shows the average wages for an Australian male and female during the war. This campaign was instituted across the allied countries including the USA. The latter sections of the PowerPoint look at one of the most iconic women’s work propaganda campaigns which was launched in America after Pearl Harbor (Rosie the riveter). It explains what a riveter was and looks at two famous propaganda posters which represent 'Rosie.' This PowerPoint also includes a link to a homework document which includes source analysis questions to prepare students for a short response exam. It is also a great way of revising concepts taught in the lesson.

Looking at marriage equality and what has been said about it on Q&A (with some clips to watch). Another Q&A clip about Independent Candidate Bob Katter (in an episode about mental health) where he gets challenged by Josh Thomas about his homophobia and his denial that there are any gay people in his electorate. This lesson also looks at immigration (particularly illegal immigrants) and looks at the language used to label them. It also looks at newspaper articles and political cartoons about a drowned three year old Syrian boy, Aylan Kurdi, whose lifeless body was washed ashore in Turkey. It includes scaffolding to write an analysis of some of these political cartoons. PLEASE NOTE: this resource was made in 2016 before marriage equality was achieved in Australia. The discussion of refugee issues is still pertinent but much has happened since then thus have marked down the price