Three resources made for a year 10 English class in Australia. Resource 1: Spelling list (24 words per week, 6 weeks worth of words). Resource 2: blank glossary table for students to add their definitions and example sentences into. Resource 3: A PowerPoint introducing students to the text they will be studying (the first novel in the trilogy). The presentation includes a brief synopsis of the novel and what inspired the author to write the novel. Reviewing expectations for reading the novel and the homework students will be completing. It outlines what students need to know to successfully complete their two assessment items for this unit.

Do you fear teaching students about poetry because of how you learned about poets in school? Are you new to teaching poetry and want some ideas of where to start? If so this could be the resource for you. This lesson is the first of many created to teach learners to appreciate poems, analyse poems and write poems of their own. Each of these worksheets has been made after consulting numerous texts about best practice pedagogy and each includes links to other resources you may find helpful (see reference list). This worksheet can be used as a one on one tutoring resource. Alternatively, you can take activities from here to use in a PowerPoint lesson, as fast finishers or homework activities. It includes a definition of poetry, some of the reasons people write poems and the effects poetry can have on the reader. It goes back to the basics of grammar looking at how poets use adjectives, nouns, verbs and prepositions to convey meaning. Example poems are provided for students to identify these devices in. Other poems are provided along with comprehension questions to help students see the importance of reading to glean meaning. There is also a section on tone which provides students with a list of words to describe the tones of various texts and activities to check for student understanding. Finally, it includes a vocabulary building and spelling activity for fast finishers.

Do you have students whose writing lacks cohesion because they just can't seem to connect their ideas together? The first half of this resource explains conjunctions and has a table of the different kids which could be printed as a poster for the classroom or given to the students as a handout to consult when drafting their work. Do you have students who don't know the various parts of speech e.g. adverbs? Are you approaching NAPLAN and want a way to save yourself some time while still having a quality resource to use in your classroom? If so, this may be the resource for you. This worksheet can be used as a one on one tutoring resource. Alternatively, you can take activities from here to use as fast finishers or homework activities. You could even put this into a PowerPoint for a NAPLAN preparation lesson. This worksheet includes explanations and examples. It also features a lot of activities to test students understanding of what they have learned. It also includes an extended reading activity (of a news article) at the bottom which challenges students to find all the conjunctions and adverbs in the text and explain the effect these vocabulary choices have on the reader.

PowerPoint - How to write a short story + extracts from Chapter Four of Black Snake. This lesson begins with a proofreading activity where students need to add the necessary punctuation to an excerpt from the novel. The rules for when to begin a new paragraph in a narrative (short story). The structure of a short story (narrative arc). The PowerPoint then steps through each part of the short story providing examples from other texts. It also includes an exemplar short story (for the upcoming assessment task) retelling the story of when Ned saved the Sheldon Boy from Ned’s perspective. Some of the key language features in the exemplar have been highlighted / colour coded so students can see the range of devices being used throughout. Subsequently it looks at the short piece of fiction at the beginning of chapter four. This passage is written from the perspective of a young girl (whose father, a trooper, was killed by Ned Kelly at Stringybark Creek.) This is followed by questions to check students’ understanding of the plot and how the author constructed a child’s perspective. Study passage - ‘Enemies of Society’ an extract from the beginning of Chapter 4. Some of the key language features have been highlighted in the word document. 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 designed to teach students the skills that they need to complete their inquiry booklet. This lesson focuses on teaching students how to evaluate whether a source is reliable and worth quoting in their essay. It also practices the skill of drawing key points from sources like web pages and news articles. A PowerPoint which introduces students to the cognitive verb ‘evaluate’ and gives them an opportunity to practice evaluating sources provided by the teacher. It includes an explanation of the graphic organiser students need to complete in their inquiry booklet. There is an explanation of how to evaluate to meet criteria 2.1 to a C standard and to an A standard. Then they read an article about Social media and try to work out which points are most important. I have modelled answers on the slide as a way of talking through my decision making process. I also have included my answers to the graphic organiser. This is followed by a ‘brain break’ (interesting video) after which students read another article and do the evaluation independently or in pairs. There are additional activities at the end of the slide for if the students progress through this more quickly than expected. A handout which contains the two articles referred to in the PowerPoint. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons. This lesson was designed to assist students to write a paragraph for their upcoming assessment which shows a range of viewpoints about identity theft / financial fraud (e.g. victim, victim’s family, scammer, Australian police, Australian government). It includes some recommended content to be incorporated into this paragraph (which students work out how to incorporate into a TEEL structure).It includes a review of Criteria 2.2 which is entirely assessed in this paragraph. This is followed by an explanation of where to find viewpoints.To ensure students get off to a good start, there is advice about how to plan and write a clear topic sentence for their paragraph. The lesson is broken up by a brain break video and then students are to complete their paragraph. There is also information about the next paragraph students are to write (and a homework task).

Chapter summaries Key Quotes Questions to check for understanding

Excellent for NAPLAN preparation or teaching the foundations of punctuation.

This is a PowerPoint which is useful for teaching the final act of the play. It includes dot-point summaries of each act, key quotes and some historical background into how to attack a castle.

A PowerPoint designed to be delivered at the end of a term to introduce the next topic (Vietnamese Independence Movement). It is to be run in a quasi-lecture style. Students are given a Cornell notes template to take notes as the lesson proceeds. The lesson begins with three learning goals which helps students know what they need to listen out for as they note take. The lecture includes some information about The Cold War Era before introducing the origins and duration of the Vietnam War. It includes information about America’s involvement in the war. Groups including the Viet Cong and North Vietnamese army are discussed and cartoons and photographic sources are featured. Information about the terrain, climate and wartime experiences of soldiers and civilians are summarised. Clips from the film ‘Good Morning Vietnam’ are used to engage audio-visual learners. Key weapons (agent orange and NAPALM) are explained. As is the Viet Cong Tunnel system and their military tactics. This segues into the reasons for anti-war protest in America and includes information about how photojournalism influenced this movement. Clips from the films ‘Forrest Gump’ and ‘Love and Honour’ are used along with primary sources (photographs). **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. **

To prepare students for their upcoming assessment (writing a historical essay about an individual / group involved in the independence movement that they have investigated) this lesson focuses on paragraph writing. This resource includes a PowerPoint, a handout of sources about the Viet Cong and a homework sheet about the TET offensive. A handout containing a range of source types including extracts from textbooks, online encyclopaedias, biographies, illustrations and photographs. The PowerPoint begins by introducing students to the question they need to respond to in paragraph form. They learn the meaning of the term ‘modus operandi’ which appears in the question. Students are reminded of the importance of synthesising (one of the criteria in the instrument specific marking guide for this subject). Synthesis is explained and then students have time to engage with the sources on the handout and write their TEEL paragraph. Students have a checklist to use post writing to ensure they have met the communication criteria. Afterwards students are called on to share their answers and feedback is provided from the teacher about their responses in terms of structure, content, synthesis, evidence of analysis/evaluation of sources within their response, word choices etc. Then, if time permits, this is followed by a brief introduction to a key event: The Tet offensive. There are some clips to view to provide students with a better understanding of this event in preparation for their homework task. A homework sheet that requires students to summarise the Tet offensive, look at a famous photograph from the time and research its context & answer some questions about this image. **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. **

This free lesson was designed to remind students about the requirements of historical essays in preparation for drafting their assessment. It looks at the QCAA’s exemplar essay about the end of the Cold War. It goes through the instrument specific marking guide and what must be done to get top marks for each criteria. Students are then given a handout (included for free in my shop at this link) designed to prompt students to deconstruct the IA3 example from QCAA. After students are given time to work through this independently or in groups, there is a whole class discussion of the answers (allowing teacher to point out what makes the essay a high quality example). This is followed by some advice from historyskills.com about how to write an apt introduction with a recommended structure – B.H.E.S. This is followed by the T.E.E.A.S.C. Structure which they recommend for body paragraphs (as an alternative to TEEL). Finally, we look at recommendations made for writing powerful concluding paragraphs. If you loved the resource and think it’s worth 4 or 5 stars, please leave a review as this will help other people to know that my resources are high-quality. **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. **

The beginning of the PowerPoint is a handout of the IA3 task for 11 Modern History (a 1500-2000 word historical essay based on research). It includes a suggested word count breakdown for the various sections of their essay. There is information about what is and is not counted in the total word count. This is followed by an exemplar written by a previous student (not perfect by any means but with a lot of potential). Students are to read the introduction and make note of the strengths, weaknesses and how it could be improved. One lengthy body paragraph is provided which students can evaluate and check against the TEEASC structure. This is followed by a recap of tips for writing a conclusion and the student’s sample conclusion (very brief). A better conclusion from the QCAA is provided as a point of contrast. NB: to avoid plagiarism, printed copies of the exemplar should not be given to students. This is followed by explicit teaching on how to write a hypothesis (something that students must complete for homework and submit as an assessment checkpoint). It explains what a hypothesis is and includes an example from the historyskills.com website and other examples. There is a slide with an example vs non example to provide clarity to students. This is followed by information about how to test their hypothesis and fine-tune their argument. An example graphic organiser is provided to show how you then build from the final hypothesis to write your essay (showing how a writer dot pointed their ideas and evidence to justify each element of their hypothesis). This is followed by an example intro for students to read and identify where the thesis was featured. **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. **

This lesson (PowerPoint) was designed to have a short explicit teaching episode at the start followed by for students to develop key inquiry question. This lesson was a review of the key skills required for writing a question for their research essay. It begins with a summary of the assessment task. This is followed by looking at an example key question from QCAA for a different topic (The Cold War). Beneath this is some annotations from QCAA explaining how this addresses the ‘Devising and Conducting’ portion of the criteria. There is some advice about writing a key inquiry question and a graphic organiser showing how you could dot point ideas before narrowing this into a question (examples about the American Civil Rights Movement). There are also example questions written to demonstrate / centre on each of the 7 historical concepts. This is followed by an example key question for our topic (Vietnamese Independence Movement). Students must identify whether it is an open or closed question. They are provided with some information about each question type to help them make this decision. Three more questions (of varying degrees of suitability) are provided for students to evaluate against the criteria. Afterwards students have time to write their first draft of their key question (due the following week for feedback). If time permits, there is feedback about the Tet offensive and the famous photograph entitled ‘Saigon Execution’ which they were to research for their homework task. ** 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.**

7 resources created for a year 8 English Unit studying war poetry. A PowerPoint explaining the assessment - creating a poetry anthology featuring a minimum of 3 poems. It explains what an anthology is, its components (e.g. title page, table of contents, etc.), what they are being assessed on, planning steps and some homework to get them started. An example analysis of the poem Beach Burial (in a table outlining the structural requirements and expected langauge features) A PowerPoint lesson designed to take students through the example analysis of Beach Burial. A document with the STEP UP acronym for students to use to analyse their 3 poems. A PowerPoing to help students write their analysis of poem one. A PowerPoint explaining how to write the preface and reference list (with examples) A completed anthology exemplar (created by a student)

PowerPoint. Learning about William Blake and British Colonial Expansion. They will learn about a fundamental ideology of the period: The divine right of kings. Students will read ‘A War Song to Englishmen’ which is accompanied by my annotations (which they may copy into their poetry booklets if they wish). Discuss how everything he wrote was infused with religious meaning so you will see that this poem operates on two levels. We will then compare this to another First World War poem written by American poet Robert Frost. After reading the poem, students will research Frost to gain further context. Afterwards they will highlight the poetic devices used in ‘Not to Keep.’ Venn Diagram for comparing the two poems a table used for analysing the poems to prepare students for their exam (these will become their revision tools)

POWERPPOINT: Learning about the key concept socio-cultural context, what it means and how to use it when analysing poems. The difference between worldview and mindset (plus the factors which influence these). Intro to some other key terms you will need to know for this unit. An explanation of critical literacy terms including intended reading, connotation, marginalised, silenced, form, theme, symbol, atmosphere and tone. Afterwards there is a cloze strategy to check whether students havee understood and remembered these terms. Extra resource: The Poetry Booklet used for this unit which includes poems from The British Colonial Expansion period, The Crimean War, World War 1, World War 2 (specifically Hiroshima), The Vietnam War and more contemporary conflicts. Each section includes a brief spiel which provides historical context. For some of the more famous poets, information has been provided about their background. Images and a reference list are included.

A year 8 Eng PowerPoint designed to introduce students to the concept of intended reading while touching on the idea of resistant reading. It includes questions they should ask themselves when reading a poem to help them identify the intended meaning of the text. It includes the words to Donald Bruce Dawe’s poem Homecoming and some follow-up questions to help the students learn to do this together. They are then given a poem to read independently and suggest what the author’s intended reading might be.

6 resources developed for a year 8 English Unit. a task sheet explaining their assessment (a multimodal presentation that explains a current social issue and uses poetry to challenge how people think and feel about the issue. ) An example PowerPoint created by a student for their assessment. A written exemplar in a table (which highlights the structural requirements and expected language features) A planning booklet for students to use as they prepare to write their assignment A PowerPoint for a lesson taking them through what to write for body paragraph 1 A personal checklist for the student and parent to use once they have completed their first draft to make sure they have everything they need.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). This lesson includes: 1 x PowerPoint 1 x Booklet containing sources and activities which help students to practice synthesising and forming historical arguments based on information from sources 1x synthesis poster that I made on the Canva website Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The sequence of this lesson: This lesson followed on from a lesson about evaluating sources. It begins with some advice about evaluating taken from the QCAA’s 2021 Modern History subject report. This is followed by a warm up where students are shown 5 example exam questions and they have to explain what they believe the question is asking them to do. This is followed by viewing a visual source and students have to suggest what the explicit and implicit meanings are. This is followed by another visual source where they have to suggest the intended reading and the ideologies showcased by the source. Following this, the learning intentions and success criteria are unpacked before turning our attention to the core skill for the lesson: synthesis. It begins by defining this term and looking at some words which may appear in a question which would hint that you are being asked to synthesise. This is followed by a 6 step process that students can use when synthesising. This is followed by an example student response to IA1 (essay under exam conditions) taken from the QCAA’s 2021 Modern History Subject Report. After reading this exemplar the class discusses the merits of this work. Following this, the year 12s begin working through the synthesising work booklet while I take the year 11’s through some more explicit teaching. It begins with what questions to ask yourself when interrogating sources. This is followed by tips of how to introduce the authors of sources (as this helps the reader know how credible the points are). There are tips for how to talk about two sources simultaneously. We then unpack how synthesising is assessed in the QLD Modern History criteria (guide to making judgements). The importance of creating a sophisticated historical argument is emphasised. This is followed by an example historical argument for a different topic. This is followed by instruction on how to create a purposeful topic sentence for each body paragraph. Next information about what should be featured in supporting sentences and the final linking sentence is provided. Then year 11’s begin working on the independent work booklet while I go through the answers with the year 12s. Students complete any unfinished portions of the booklet for homework.