Most resources I develop are geared towards GCSE 2016-18 (AQA and Edexcel) curriculum and are practical solutions to classroom teaching. I keep most of these black and white for simple/cost-effective print.
I read each novel/play/poem and break down into manageable parts.
I find this most effective within classrooms where students require chunks of information they can order, in sequence. The 'study-packs' I create can apply to any book/play/poem and provide visual tools for memory recall.
Most resources I develop are geared towards GCSE 2016-18 (AQA and Edexcel) curriculum and are practical solutions to classroom teaching. I keep most of these black and white for simple/cost-effective print.
I read each novel/play/poem and break down into manageable parts.
I find this most effective within classrooms where students require chunks of information they can order, in sequence. The 'study-packs' I create can apply to any book/play/poem and provide visual tools for memory recall.
An original rhyme/reading and discussion resource/lesson starter, presented to Year 9 students prior to them entering the reading of a Shakespeare play. Relates to the students interacting and being on their feet, to enter and understand a play from the viewpoint of The Player, i.e. delivering the lines as they were intended, rather than solely reading or being read to.
A four-page resource/study aid, to log new words/terms/abbreviations and their source/meanings, to use alongside any text. Provides examples from Macbeth and the abbreviation N.B. for Nota Bene. Originally developed for use within a Year 9 class studying Robert Louis Stevenson and William Shakespeare.
N.B. This resource is available within the combined Study-Assist Pack.
A lesson starter or research-resource with key facts relating to William Shakespeare.
This can be printed double-sided as a four-page A4 workbook (7 sheets in total).
The resource has a question sheet on the final page, which would ideally be used in-front of a computer so students can research key facts and note two of their favorite lines from any of William Shakespeare's works.
Used with top-set Year 10's today who had already completed the initial task of identifying language features from Hardy's text. They then read the additional (4) drafts of text by another author and began the section 'Drafting and Re-Drafting' their own narrative opening, with specified choice of two headings, or a combination of the two. The results were dynamic and the response was (overall) that the students could more effortlessly understand and implement language features because of the process set out in this resource.
Used full resource yesterday and today with Year 9's (May 2016). Was wonderful to observe the students analysing Thomas Hardy; then discussing the extract; then identifying the language features; then reading four drafts from another writer; then devising their own narrative. Straightforward steps with massive results!
A nine-page resource - used May 2016 in class with Year 9's who have been (previously) struggling to observe how a writer can 'layer' their narrative and build from an often very basic concept into something quite wonderful. The students have recently attempted the section of this resource where they read four 'drafts/re-drafts' of a piece of descriptive writing and then create their own - with the intention of them then becoming aligned in their ability, with the greats.
LO1 To identify key language features within an unseen text and note their meanings
LO2 To discuss key themes from the narrative
LO3 To read and respond to a writer’s four basic ‘draft’ attempts
LO4 To create a narrative draft(s) on either of two themes incorporating features
Explores:
Connotation
Onomatopoeia
Personification
Alliteration
List
Metaphor
Simile
Juxtaposition
Has now been linked to work the students are completing with MacBeth, i.e. the resource is generic and can prepare students in a range of ways.
A resource developed to allow for greater student involvement in the assessment process via the monitoring and mapping of their own understanding and experience of key terminology and research pathways in English Reading, Writing, Speaking, Listening, Presenting, Debating and Performing.
Trialled resource this week (June 2016) in class. Students initially read through the introduction and the extract and then identified words they were not familiar with, using a dictionary. From here they are re-reading what was to many of them an unfamiliar text and supplementing with the new word definitions. Thus, a completely non-familiar extract becomes more familiar and they write their understanding of this on the 'draft' page, prior to tackling the main question. They then 'compare' their responses to the exemplar answers provided. I have used this with Year 7's and 8's now and really drilled down into the language - around 3-4 lessons for fantastic results.
An eight-page (prints as four page double-sided booklet) resource containing:
- Summary of the novella, including previous/original title(s)
- An overview of the whole story in eight steps
- Single page extract
- Space for a student 'draft' attempt
- Space for the final draft
- Two examples of 'exemplar responses' as a student guide to the level they are aiming for - i.e. a strong response and a top level response
Responding to: Explore how Charles Dickens presents Scrooge’s character in this extract.
A ten-page resource printing as 5-page booklet.
Two pages of text to read and respond to.
From: When I wake up, the other side of the bed is cold
To: Fine bread like this is for special occasions
Brief description of what figurative language is, then asks the reader to list two similes from the opening paragraphs, then two of their own.
Analysing the extract and meaning of 'foraging' and 'black-market'.
Describing how the central character wakes up when she thinks about her Father.
The reader is then asked to:
- Describe their own experience of having been placed in District 12
- Plan and respond to the suggestion that the reader is breaking free of District 12 and starting a revolution
A two-page resource analysing three student responses to Heart of Darkness (1902) by Joseph Conrad – later developed as ‘Apocalypse Now’, a film (1979) and a documentary ‘Hearts of Darkness’ (1991) by the Director Francis Ford Coppola.
The student is asked to read the extract and respond in their own way to identifying language features, incorporating connectives within their own draft(s).
A pack containing combined resources to create a complete study-aid for students which includes:
New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet
Can be used effectively alongside any Novel or a Play.
A pack containing combined resources to create a complete study-aid for students which includes:
New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet
Can be used effectively alongside any Novel or a Play
A pack containing combined resources to create a complete study-aid for students which includes:
New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet
Can be used effectively alongside any Novel or a Play.
A pack containing combined resources to create a complete study-aid for students which includes:
New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet
Can be used effectively alongside any Novel or a Play
A pack containing combined resources to create a complete study-aid for students which includes:
New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet
Can be used effectively alongside any Novel or a Play.
A pack containing combined resources to create a complete study-aid for students which includes:
New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet
Can be used effectively alongside any Novel or a Play.
A pack containing combined resources to create a complete study-aid for students which includes:
New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet
Can be used effectively alongside any Novel or a Play.
A pack containing combined resources to create a complete study-aid for students which includes:
New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet
Can be used effectively alongside any Novel or a Play
A pack containing combined resources to create a complete study-aid for students which includes:
New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet
Can be used effectively alongside any Novel or a Play.
A pack containing combined resources to create a complete study-aid for students which includes:
New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet
Can be used effectively alongside any Novel or a Play.
A pack containing combined resources to create a complete study-aid for students which includes:
New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet
Can be used effectively alongside any Novel or a Play.
