A PowerPoint to guide students as they read the World War One poem ‘Aftermath.’ It includes information about the author’s background and encourages students to speculate about how that influenced him to write Aftermath. As they read the poem there are little discussion-prompting questions and annotations down the side. Afterwards, students will suggest an intended reading and explore how the language features contributed to this message. Finally, students will review what they have learned about WW1 as next lesson they will move onto a new time period. The handout with the typed questions from the PPT.

A PowerPoint designed to teach students about 10 persuasive techniques. It includes examples, explanations of how they work and prompts to encourage students to write their own sentences using these persuasive devices. Devices taught in this lesson include: Alliteration Repetition Rhetorical Question Tone of Voice Metaphors & Similes Emotive language Hyperbole Expert opinion/use of quotes Anecdote/personal experience Inclusive language

Part of a set of resources created for a year 7 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). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson. 1) The lesson PowerPoint Discuss that ‘One Stray Bullet’ is one of the passages that students can choose for their written literary transformation {imaginative recount / short story}. Read this excerpt and make predictions about what the various characters would have done after this event {aka the Fitzpatrick incident}. Discuss the use of foreshadowing in the title. Discussion questions about the various characters’ viewpoints follow. There are also some short response (comprehension / analysis) questions for students to respond to. The remainder of the slides sum up the rest of the events in Chapter 3. There are video clips to cater to visual learners. 2) Handout - ‘One Stray Bullet’ excerpt of Black Snake 3) Week two and three spelling words handout (24 words per week).

This lesson was designed for the second phase of the unit where students are preparing to write a persuasive text about Ned Kelly. This lesson focuses on reading the events in Chapter Four of Black Snake, responding to questions and considering whether Ned’s actions make him a hero or a villain (or a victim of circumstances). There is a video excerpt of the shootout at Stringybark Creek (from the Heath Ledger film). There is also a clip from the Victoria Police which is intended as a memorial for the policemen killed in action by the Kelly Gang members. It also includes information about the two letters Ned famously wrote expressing why he turned to a life of crime (The Cameron Letter and the Jerilderie Letter). It concludes with information about how the public opinion of Ned shifted from a negative one to a more positive one after the 1960s. The lesson tries to present all points of view so that students can make up their own minds about Ned Kelly and whether he deserves to be held up as an Aussie icon. Handout - proofreading activity (an excerpt from the novel). Part of a set of resources created for a year 7 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). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

A lesson PowerPoint. It begins with a proofreading activity (an excerpt from Chapter 4). Followed by a review of the events in Chapter 4 of Black Snake. It then includes activities based on the opening section of Chapter 5 (including answering comprehension questions.) Students will be successful if they can: Identify the motivation of the narrator at the beginning of chapter 5 and explain the narrator’s viewpoint. Students will review the term modality and consider whether the language used by the writer (narrator) is high / low modality. There is also a creative writing activity for students to complete (an imaginative recount based on an excerpt from this chapter). A copy of the lesson plan Chapter 5 handout - the activities contained in the PowerPoint for distributing to learners. Part of a set of resources created for a year 7 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). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

Excellent for preparing students for NAPLAN, narrative structure. Naplan expectations. Example stimulus. Writing task.

A comprehensive scaffolding booklet which students are to use to conduct their inquiry prior to writing their essay. Teachers may opt to provide some or all sections of this to students based on their ability. It can also be broken up into handouts and used within specific lessons (chunking) with incremental deadlines to ensure students are on track to have found useful sources and analysed/evaluated these making notes about key features to mention within their essay. The booklet includes: • A brainstorming mind map for students to reflect on what they have learned throughout the term (used to aid them to select a topic to focus on in their essay) • A list of key individuals, groups and events prior to and during the Vietnam War (they must investigate an individual / group) to learn about their social, political or ideological views & their impact on the independence movement • Tips for developing a key inquiry question (including an example for another topic) • Tips for developing apt sub questions which are open and incorporate any of the 7 historical concepts which are prioritised in the Queensland syllabus • A graphic organiser for the student to reflect on their key and sub questions • A retrieval chart for students to keep their research organised. Students were advised that they needed to ��Locate at least 10 historical sources (minimum two books and five primary sources – the rest can be from journal articles / websites / online sources) that present the perspectives of different people in response to your questions.” • Graphic organisers (using T.A.D.P.O.L.E acronym for students to note key details from sources that are worthy of analysis in their essay. I also added a section where they are prompted to reflect on the usefulness and reliability of the source (as students should be evaluating some of the sources within their essay). • Tips for developing a hypothesis (students should do this prior to writing their essay). • Tips for writing the essay including a suggested word count breakdown for each paragraph. There is information about the TEEASC body paragraph structure recommended on the History Skills website (as an alternative to TEEL). NB: Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The content would also be useful more broadly for students in other states and countries with an interest in the Vietnamese Independence Movement (1945-1975). The other resources are also available in my store - lrigb4. The end of term assessment for this unit was an essay.

For many decades women were marginalised from texts about life in the bush. If they were mentioned at all they were the wives waiting back at the homestead and played no real role in the text. One exception is the short story ‘The Drovers Wife’ (1894) written by Henry Lawson. This PPT and Work Sheet guide students to read and analyse the story and the effect of its language features and descriptions on readers.

Two resources from a grade 9 English unit A list of unit specific spelling words - 24 words for each week. PowerPoint - Looking at a few different film clips (and lyrics) in order to see how identity is portrayed in music. After each clip is responding questions. Songs include My Island Home, Land Down Under, I Am Australian and Born To Survive.

This resource will last multiple lessons. It begins with an introduction to the setting of Macbeth, the globe playhouse, the characters. It then goes through Act one of the play (summaries plus key quotes). It includes a fun video from Thug Notes which summarises the play. It also has a modernised script for Act 1 Scene 3.

As part of a year 9 English unit investigating means to be Australian, this PowerPoint looks at one of the earliest stereotypes about Australians: that of the rugged bushman. It focuses on the bushman stereotype and poems written by Henry Lawson and Banjo Patterson. This PowerPoint was designed to teach students how to: Evaluate the use of stereotypes in the texts explain how the poet’s use of language helps to create meaning in the poem and positions readers in a certain way. Explain what is accurate and what may be inaccurate about the Aussie bushman stereotype This lesson explains the origins of this bush myth and why it was adopted by Australians. It introduces students to poetic ballads including the Man from Snowy River (which they watch a youtube clip of and must then respond to a series of questions). It also includes a summary of challenges often depicted in these poems. Subsequently, students read a Henry Lawson Poem (Ballad of the Drover) to compare the writing styles of Lawson and Patterson. Poems are included in this resource (as a handout). This PPT also explains the link between bushmen and diggers, lists recent films which continue this stereotype etc.

About the PPT: the lesson began with a checking for understanding brainstorm – students had to think of types of characters who commonly appear in stories. After sharing their responses, I have a list for students to copy. There is information about the types of things authors need to plan and consider before they begin writing. I have a slide defining characterisation which gives examples of direct and indirect characterisation. Following this the text for today’s lesson ‘Soil’ is introduced. I provide some information about the author Ellen Van Neerven who was awarded the 2015 NSW Premier’s Literary Awards Indigenous Writers Prize for the collection ‘Heat and Light’. Some of the terms that students may be unfamiliar with have been defined on the slide. After reading the story, there are some discussion questions which I use with the students. Students then share their responses for the retrieval chart. This is followed by some information provided by one of the Bundjalung teachers from our school about some of the sensitive issues raised in this story. Students then consider what gaps or silences they could draw on in a short story. I located images from children’s picture books and the internet which students could draw on to develop their setting. Following this, students were given a writing prompt which they had to plan for (which they would write about in the literacy lesson). The slides from the literacy lesson are also included. Other resources: A copy of the Short Story and the retrieval chart Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class.

Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit. About the PPT: A lesson designed to help prepare students to analyse and evaluate the films they view in class. The lesson begins with an explanation of visual features. There are mini activities where students have to describe things they see in still images or clips e.g. the costumes in the Incredibles film and Spider-Man (2002). Students then learn about non verbal communication including body language and facial expression – they are then shown 4 pictures to describe. They then view a clip from Spider-Man which they will discuss after viewing. This is followed by an introduction to soundtrack (music and sound effects). They watch the trailer for Aquaman and list the sound effects they heard and the types of musical instruments which were featured. They then view a scene from Spider-Man (2002) and do the same. Then students learn about 6 main shot sizes. They then have the opportunity to identify these using stills from Wonder Woman 1 and 2. The next technique is camera angles (eye level, high angle and low angle). This is followed by a checking for understanding activity. Students are then taught about camera movement (panning, tilting, tracking and zooming). They then view clips which exemplify some of these techniques. Next up are editing techniques (montage, transition, simultaneous time, slow motion). These are exemplified via short clips (hyperlinks included in case embedded video does not work). If time, there is also information about traditional language features including characterisation, figurative language and emotive language.

Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit. About the PPT: the PPT begins with an explanation of the unit and the upcoming assessment. There are some terms for students to add to their glossary and a brainstorming activity to see what films students have seen in recent years which feature heroes / villains. Some sample answers grouped under Marvel, DC and Warner Brothers are provided. Students are introduced to definitions of terms including hero, superhero, anti-hero, antagonist and villain. Students are introduced to the Gallery of Modern Arts which is part of the context for their assessment. They see images of the building and photographs I took in 2017 when I went to a Marvel specific exhibition. This is followed by information about the origins of super heroes (comic books). Specific references are made to Superman, Batman and Wonder Woman. There are some clips of early TV and film versions of these characters.

About the PPT: This lesson was designed to teach students about dialogue and how it can be used to reveal the personality of the characters. It begins with a definition of dialogue and an explanation of reported and direct speech. Some examples of each are provided and students need to identify which is which. There is an excerpt from the anthology ‘Growing up Asian’ which students can read as an example of how characterisation is driven through dialogue. There was also information about placing dialogue tags at the beginning, middle and end of a quote for variety. There is an activity sheet for variants to the word said. After checking the answers, there is information about how to punctuate dialogue correctly. Following this the story for today ‘Big World’ was introduced. Some of the terms that students may be unfamiliar with have been defined on the slide. After reading the story, there are some discussion questions which I use with the students. Students then share their responses for the retrieval chart. The lesson ends with a 5 question multi-choice quiz about punctuating dialogue correctly. Other resources: A copy of the Short Story and the retrieval chart Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class.

A reading comprehension activity which utilises the QAR reading strategy. Students will read an article entitled “Teenagers and social networking – it might actually be good for them” and then complete the questions.

A reading comprehension activity I made using the THREE LEVEL GUIDE structure The article is about the effects of social media on teens.

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A lesson plan – designed for a supervision teacher. A worksheet of viewing questions for while watching the documentary. Lines are provided for students to write their notes on. Tip: If you have a small printing budget, worksheet can be copied and pasted into Class Note book and distributed to students that way.

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with 10 minutes of silent reading as a settling activity. This is followed by expectations for the viewing activity and a link to the clip on iView (You Can’t Ask That’s Alcohol Episode). Students have 9 questions which they need to listen out for as they view the episode (on PPT but also on a worksheet). After the viewing activity there are some answers which can be used to prompt a discussion. This is followed by information about where students can learn more about this topic if they choose to focus on it for their speech. After this, students are tasked with creating a PSA (public service announcement) poster about alcoholism. There are some prompts on the slide and some examples on the subsequent slides for before students get started. A worksheet with the viewing questions

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with a think, pair, share activity to define mental health. This is followed by some online definitions from the WHO and Beyond Blue & a 2-minute viewing activity. Some information about the benefits of staying well are provided. Students are then to brainstorm some strategies they could use to maintain good mental health. There are some tips that I’ve saved over the years from various places (e.g. Headspace) which I have scanned and use as discussion prompts. Then there is some information about stress and some stress triggers and anxiety and some symptoms of anxiety. There is a visual infographic from Beyond Blue containing statistics about Australians impacted by anxiety or depression. This is followed by a viewing activity about Post Natal depression from ABC iView (an episode from Season 7 of “You Can’t Ask That”).