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: Students will be looking at the word of the week (impoverishment) and studying the context and key themes of the poem.
Lesson Two: Students will be completing a guided and structured analysis of the poem, stanza by stanza.
Lesson Three: The students will be finalising their study of the poem by filling a revision table, and writing a critical paragraph response to an exam-style question
To prepare Year 10 students for a mock paper (past paper 12, IGCSE 2020 June), this lesson will introduce students to the context of the play, the key events and characters, and give them the opportunity to predict and analyse some themes of the play.
This lesson focuses on tracking events in a text and analysing the change in voice/themes as the text progresses, using the lyrics from Frozen.This is one of 6 lessons uploaded with the aim of preparing students for answering Language Paper 1 Question 3.
This lesson focuses on tracking events in a text and analysing structural features , using an excerpt from Voices from Chernobyl. This is one of 6 lessons uploaded with the aim of preparing students for answering Language Paper 1 Question 3.
This is the second lesson in a scheme of work about the play ‘Dara’. In this lesson, students will perform the whole of the first act (timed at around 33 minutes if the reading is slow), and have some time left for a starter, and a main analysis task. Will help if teaching the 2020 component 1 past paper.
This lesson allows students to work within the skill-set and level that they are comfortable at. It teaches students to work together in creating a final performance piece (a scene with a genre of your choosing - here I’ve chosen tragicomedy).
This lesson allows students to find their role within a group, and also choose their level of learning and contribution towards the scriptwriting process. By the end of the lesson, students should show the class a ‘sneak peek’ of their future performance piece.
This is the third week in a SOW combines both Media and English in order for students to construct a film review during their assessment week. In this scheme, students have the chance to explore elements of cinematography, scriptwriting and analysis of ambiguity and sensationalism in film.
Lesson One: What is sensationalism?
Lesson Two: Identifying persuasive devices
Lesson Three: Implementing persuasive devices
Lesson Four: Writing a sensationalist review
This is the second week in a five week scheme that is available on my shop, but this can easily be a stand alone week of work.
Lesson one: what is ambiguity? Ambiguous versus obvious film trailers comparative analysis
Lesson two: Imagery in film and using descriptive imagery
Lesson three: Emotion in film and learning to describe emotion
Lesson Four: Planning our own ambigous trailer
This SOW combines both Media and English in order for students to construct a film review during their assessment week. This is week one of a five week scheme - please see my shop if you would like to purchase the next week, or to buy the whole scheme.
This SOW includes the following lessons:
Lesson One: How to write a film review
Lesson Two: Camera shots and angles and writing an analysis
Lesson Three: Pathetic fallacy in film and writing an analysis
Lesson Four: Colour in film and writing a comparative analysis
First lesson: Word of the Week and Context
Second lesson: Guided structural and poetic analysis
Third lesson: Planning and writing a critical analysis, and a 10- question multiple choice low stakes quiz.
First lesson in a three lesson mini-scheme for Armitage’s ‘Remains’. This lesson in particular covers key themes, vocabulary, context, and offers a ‘first look’ at the poem.
Lesson complete with a word of the week focus (adversity), a real Titanic diary entry, and guided annotation practice. Great for An Inspector Calls context, Non-Fiction analysis or Unseen Prose practice.
Lesson Includes:
Activities on the word of the Week (Cultural Identity)
Coverage of context (Grace Nichols background and UK post-war immigration)
Coverage of key concepts and techniques including reconcilliation and allusion
An initial reading of a poem
Partner work, individual work, presentation opportunities and peer review
8 Week 40 lesson non-fiction SOW including:
Word of the weeks at the start of each week
A focus on a range of non-fiction pieces
Fully differentiated resources
Many extension activities and opportunities for student reflection
Multiple choice knowledge tests at the end of each week
A mid-term assessment and end of term assessment
An end of term 68- question multiple choice knowledge test
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: 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.
