This series of slides demonstrates the following: -What are apostrophes and when do we use them? -What exceptions are there to using apostrophes? -Which specific words need a contraction and which do not.

This comprehensive resource is ideal for middle or high school teachers wanting to add a fun novel study to their English syllabus. The novel is the second book from Darren Shan’s Cirque Du Freak series. It comes with a character analysis, theme section, narrative writing section, and critical thinking questions for each chapter. There are also plenty of discussion opportunities and vocabulary words you could use for a class glossary.

This unit is a companion to the Wonders grade 3 curriculum (unit 4 week 3), on animal and human adaptation. It covers all of the vocabulary words and has an assignment question on either human or animal adaptation. Skills: Compare and contrast

PPT features and notes to teachers A created success criteria and learning intentions slide. Initial reflection task -students write a prompt based on making inferences. Before we read section on where and when the story takes place. Also, there is an inquiry question about Richmond in 1919 vs. today. Detailed introduction to characters in the novel and three themes you could potentially structure an essay prompt with. Introduction to character types in narrative texts, students then have to match the character type to the characters from the book. For example: The confidant character can be attributed to Charlie’s friend ‘Nostrils’. After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

This is a novel study for the Darren Shan series (Book 1 Cirque Du Freak) It has vocabulary and comprehension questions for each chapter.

A set success criteria and learning intentions slide for the lesson. Initial reflection task -students write a prompt targeting researching skills. Slides with chapter summaries for chapters 1-3. Skill focus: All about motifs and symbols (definitions and examples) Model answer for skill: Mr. Feehan’s boots as motif. Student task: SS identify each of the motifs or symbols from Runner and give an explanation about what each of these symbolise. After reading each chapter, I have set up key inquiry questions for students to either complete in class or as homework tasks. Comprehension questions for chapters 4,5 and 6. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

A set success criteria and learning intentions slide for the lesson. Initial reflection task -students write a prompt on how to compare and contrast. Slides with chapter summaries for chapters 10-12. Class discussion questions After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Writing skill: learning about two types of irony presented in Runner (verbal and situational). Activity: students read through 3 scenarios and identify and explain how irony has been shown in each situation. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

A set success criteria and learning intentions slide for the lesson. Initial reflection task -students write a prompt targeting characterisation of Mr. Peacock and Mrs. Feehan. Slides with chapter summaries for chapters 7-9 a. Task: T. explains each of the motifs or symbols from Runner and gives an explanation about what each of these symbolise. After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Comprehension questions for chapters 7,8 and 9. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

Set success criteria and learning intentions slide for the lesson. Initial reflection task -students write a prompt about past and present gender roles Slides with chapter summaries for chapters 10-12 Class discussion questions After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Writing skill: Learning about 6 types of sensory writing. Activity: students create their own examples of sensory writing . Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

Set success criteria and learning intentions slide for the lesson. Initial reflection task on the themes of wealth and violence in Runner. Slides with chapter summaries for chapters 16-18 Class discussion questions After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Writing skill: Learning about metonymy as a literary device Activity: students complete a think, pair, share activity. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

Set success criteria and learning intentions slide for the lesson. Initial reflection task -students write a prompt focusing on persuasive writing skills. Slides with chapter summaries for chapters 13-15 Class discussion questions After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Writing skill: Learning about paradox from the novel and from popular media sources. Activity: Think Pair Share tasks on paradoxes in Runner. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

Set success criteria and learning intentions slide for the lesson. Initial reflection task on the themes of wealth and violence in Runner. Slides with chapter summaries for chapters 19-21 Class discussion questions After reading each chapter, I have set up comprehension questions for students to either complete in class or as homework tasks. Writing skill: reviewing the TEEL structure. Activity: students complete a practice prompt from Runner using TEEL Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with.

Crow Country by Kate Constable introduction PPT (20 slides/duration: approximately 1 hr.) A set success criteria and learning intentions Pre-reading section: key facts about Kate Constable’s novel. Extensive introduction to 12 important characters in the novel. These slides discuss their characteristics, motivations and relationship to other characters and events in the narrative. Nuanced focus- what is Crow Country really about? (Aboriginal connections to land, 1788 and the impact of colonialism). Viewing Crow Country through a lens that supports and understands Aboriginal tradition and cultural norms. Brainstorming task: focussing on making inferences and researching about Boort. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with. Australian national standards for all Australian teachers targeted in this lesson. YEAR 7 AC9E7LA01 AC9E8LA03 YEAR 8 AC9E8LY02 YEAR 9 AC9E9LY03 YEAR 10 AC9E10LA01

Crow Country by Kate Constable CH 1-3 PPT (20 slides/duration: approximately 1 hr.) A set success criteria and learning intentions While-reading session, chapters 1-3 with 4 key themes for students to highlight or annotate. guided questions for chapter one, two and three to help students in the post-reading phase. Super fun and creative storyboarding activity: map the initial interaction between the crows and Sadie. Bigger-picture prompt: SS write an analytical response to text based on chapters 1,2,3 of Crow Country. T. guides and models the final answer. Extension Question using the TEEL formula. T. reviews the TEEL acronym and asks students to structure their own responses for submission. The task asks students to use their prior-knowledge from chapters 1-3 of Crow Country to establish an answer. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with. I hope that this lesson will help inspire your students and take the guesswork out of teaching Crow Country. Best of luck! Some Australian national standards targeted in this lesson. YEAR 7 AC9E7LA04 YEAR 8 AC9E8LA04 YEAR 9 AC9E9LE01 YEAR 10 AC9E10LA03

Crow Country by Kate Constable CH 4-6 PPT (17 slides/duration: approximately 1 hr.) Important success criteria and learning intentions. Chapter 1 Summary for students who need more scaffolding or did not attend the previous session. Complete answers for chapter one questions. T can either present these in class or print them for absent students. Chapter 2 Summary for students who need more scaffolding or did not attend the previous session. Complete answers for previous chapter two questions. T can either present these in class or print them for absent students. Chapter 3 Summary for students who need more scaffolding from their teacher. Complete answers for previous chapter three questions. T. can present these in class or print them for absent students. While-reading session: FOUR key themes to highlight or annotate. Creative extension: SS. Use the information from the previous session to answer a creative task. New comprehension questions for chapters 4,5 and 6. Reflection of success criteria and learning intentions at the end of the PPT, here the focus is to ask students to take accountability for their understanding and let you know what they easily understood and what they require more assistance with. Some Australian national standards targeted in this lesson. YEAR 7 AC9E7LA01 YEAR 8 AC9E8LE02 YEAR 9 AC9E9LE02 YEAR 10 AC9E10LE03

Should parents be allowed to make money off of their children via ‘family Vlogs?’ This activity-packed critical thinking resource focuses on the question of whether it is ethical to partake in family vlogging. This comprehensive PPT and worksheet asks students to view clips from some of YouTube’s most famous families. Students are able to then analyse the topic individually, in pairs and as a group so that they can collect information for a final debate session. The resource contains: An introduction to the family Vlogging phenomenon. A viewing task with embedded clips and initial questions A group activity where students research a selected vlogger. An individual reflection task about regulating the exploitation younger children for monetization. An extension question (based on a Merit Street episode) that students can complete in class or as homework. A final debate task that uses all of the information in class and the personal opinions of students to create a well-substantiated argument. Disclaimer: This resource contains ideas, information and topics that may be triggering or lean towards a specific perspective, the point is to generate discussion. Please use your discretion when using this in class. Additionally, none of the views expressed in the resource have any relationship to the views of the creator. This is for educational purposes only.

A complete assessment for Crow Country! This no-fuss resource offers four unique writing options students can choose from to respond to the text ‘Crow Country’. It also has a complete rubric and a list of targeted skills by year level taken from the national curriculum. You can also find the complete novel study in my store. :)