A concept which can be used to understand Macbeth. It is connected to the idea of the ‘divine right of kings’ and the class structures of the time (feudalism). The PowerPoint includes a definition of this concept and visual representations. Students then apply this to the play and have to draw their own chain of being. It looks at characters who maintain / disrupt this chain and how they do so. It also looks at the imagery and techniques used to show a disruption to the chain of being.

PowerPoint: This lesson includes a definition of setting and tips for descriptive writing. There is Students will learn how to develop setting in their story by reading extracts from a very famous crime story called ‘Memento Mori’ to see how the author developed setting and character simultaneously. There is a lot to be learned from this text as it is an unusual story told in a nonlinear fashion. There are two distinct voices used – one is in second person, the other is in third person. As the protagonist only has a 10-second memory span, the third person voice often re-establishes the setting (but pointing out different things each time). This serves to develop the character and create suspense. Extracts from the text are also discussed in terms of how the author establishes the time of day and atmosphere along with the setting…

Two resources: 1) A PowerPoint which explains the assessment task, reviews the narrative structure for short stories. It includes structural do’s and don’ts, tips for developing their setting, an explanation of different types of narrator they could use & tips for making their narrative original / imaginative. 2) An exemplar short story for this task.

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.

These resources are for the beginning of a crime fiction unit taught to senior English students. This unit provides many opportunities for students to develop an enjoyment and appreciation of language and literature. Students will be exposed to canonical and popular culture texts that explore crime fiction. Great value for money, see the explanation of the six resources included below. Resource 1: A Brief Introduction PowerPoint (defining crime and genre, introducing students to the crime fiction genre, the three basic elements of crime fiction and listing some subgenres of crime fiction. Resource 2: One lesson from a unit entitled ‘Revolutionary texts of the past meet popular culture texts of today.’ A PowerPoint introducing students to gothic romantic literature (genre conventions). It explains the social context of the time this genre originated, it outlines its key features and looks at two prominent examples: an extract from Frankenstein and Edgar Allen Poe’s Short Story ‘Tell-Tale Heart.’ Resource 3: Homework handout with questions about ‘Tell-Tale Heart’ Resource 4: A copy of the ‘Tell-Tale Heart’ to email to students. Resource 5 & 6: Spelling words for the term and a template for students to write their definitions and sentences in. The unit focuses on the study and analysis of texts including a film, novel extracts and a range of short stories to allow students to judge and value literary works in terms of the insights and truths they offer. Students should come to realise that both popular culture and canonical texts have meaning and value in contemporary society. If you are interested in the other resources from this unit, please visit my shop.

Do you have students who constantly use fragments (incomplete sentences) in their writing? Do you want a resource that will teach students about clauses, sentences, and fragments so that you have a shared language when it comes to providing feedback at drafting time? 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. The first section of this worksheet includes explanations and examples of: independent, co-ordinant and dependent clauses. It also has a section about embedded clauses and how they can be an effective tool for writers. It also features a lot of activities to test students understanding of what they have learned. The second section of the worksheet looks at the requirements of sentences. It includes examples of the following types of sentence: simple, compound and complex. The information is interspersed with activities to check for understanding. The final section of the worksheet introduces students to fragments and why they are nonsensical and detrimental to your writing. This is followed by a writing activity (students are given a list of key points to turn into a newspaper article). It also includes editing prompts at the end which helps students to refine their initial story.

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 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.

Anyone who thinks that slavery went the way of the nineteenth century will be disabused of that belief when reading “Slave: My True Story”  written by Mende Nazer, a Sudanese Nuba, along with Damien Lewis, a British journalist. This book gives a chilling overview of the modern slave trade from the perspective of one who was victimized by it. Human trafficking, unfortunately, is alive and well as a weapon of war in the late twentieth and twenty-first century. This resource is a PowerPoint presentation designed for use in a 12 English Authority class in Queensland Australia. It introduces students to the concepts of cultural context and social situations and how both can influence the author. This lesson prepares students to answer the following question: What is the social impact of the text? i.e. is it recycling or reinforcing cultural assumptions? Within this lesson students will learn about the Nuba people – cultural practices e.g. scarification, beads, wrestling, religious beliefs, dwellings, diet, languages & female genital mutilation. In addition to information, images and videos of some of these are provided. It also includes some information about save trading in Sudan. At the end of the PowerPoint are some sample answers to the chapter questions for chapters 1-8.

1) PowerPoint: The construction of characterization, plot and setting in Slave. This PowerPoint was designed to help prepare students for a short story assessment where they were to write from a marginalized character's perspective in the autobiography Slave. Within the lesson students will explore how Mende and her journalist co-write established characters and setting within the novel through the use of various writing techniques. 2) Document for students to take their notes into with extracts from the text for students to analyse.

Do you have students who don't know when to use a comma? Do you want a resource that looks at the rules around when to, and when not to, utilise a comma in your writing? 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. Suitable for upper primary and high school students.

6 resources used to scaffold a short story assessment task for a year 12 authority English class in Queensland Australia. the task sheet explaining task requirements and the marking rubric. A PowerPoint further explaining the task. It also reviews the major elements of a narrative including:  plot (aka the structure), setting, characterisation, language devices and the types of narrator. a worksheet of planning steps the students should use prior to writing to ensure they have addressed all elements of the task. 4 & 5) two example assessments to go through with students to further exemplify the genre conventions they should be using. A peer review activity for students to complete prior to submitting their draft.

Do you have students who don't know the various parts of speech e.g. nouns, verbs and adjectives? Do you want a resource that looks at explains verbs and tense to your students? 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.

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.

Perfect resources for a protest poetry unit. These poems show the Indigenous Australian viewpoint at various points in History. There are poems about colonisation, the stolen generations and land rights struggles. Some of the poems are by famous artists like Oodgeroo Noonuccal, others are from Inside Black Australia: An Anthology of Aboriginal Poetry (published 1988).

In addition to analysing cinematic techniques (aka visual features), students need to analyse the effect of language features in their chosen documentary. This lesson introduces students to a range of language features to watch out for with examples from Michael Moore's Fahrenheit 911 and Morgan Spurlock's Super Size Me. These language features include high modality, rhetorical questions, emotive language, repetition and groups of three. It also includes a list of generic questions for students to ask themselves when watching documentaries.

This 32 page booklet has been designed as part of an Australian film studies unit focusing on the 2002 film The Rabbit Proof Fence. It includes activities exploring characterisation, the beliefs of the time and analysing the aesthetic features (film and language techniques) which students are to complete during and after viewing the film. While used for year 9 in this case, it could be applicable for any junior secondary grade. It could also be used during NAIDOC week. This booklet contains resources which would be useful for preparing students to write a range of genres including film reviews, feature articles, persuasive texts and analytical essays. There are questions about the events/themes/character’s perspectives and the effects of the aesthetic features. It introduces students to concepts such as textual structures, language features, visual features, film techniques and themes. It includes information about the socio cultural context of the film, articles about the women on which the film is based, key quotes from the film, scaffolded analysis activities for key scenes, an introduction to evaluative language and how it is used to describe films. The final pages include an explanation of how to structure an essay (along with planning and editing steps).

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 - Aussie_Resources. 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) Lesson PowerPoint The beginning of the PowerPoint introduces students to some of the key language features used in the novel Black Snake with definitions, examples and examples from Black Snake. The language features are colloquialisms, idioms, figurative language {similes / metaphors} & descriptive language {adjectives.} Afterwards there are some comprehension questions. Afterwards we look at a picture book – ‘Ned Kelly and the Green Sash’ written by Mark Greenwood and illustrated by Frane Lessac. As we read the story, students are encouraged to think about the language and visual features used and the effects they create in telling the story. Afterwards, the students can read the remainder of chapter 1 filling in the retrieval chart. If there is time at the end, there is a slide about how to identify factual information from evaluative language and a slide summing up the events in chapter 1. 2) A retrieval chart for students to summarise what they have learned while reading Chapter 1.

This lesson is designed as part of an Australian year 9 English unit. The first assessment for this unit is a persuasive essay. This PowerPoint first explains the assessment and the criteria students will be marked against. Subsequently, it goes through essay genre conventions (defining terms like thesis statement, explaining what should go in an intro, body and conclusion, explaining how texts should be referenced in text and in a bibliography). This PowerPoint also includes example paragraphs from a range of texts which show Australian stereotypes including The Simpsons Australia episode, Crocodile Dundee and men of the open spaces. Handout - planning steps to be completed prior to writing Handout - scaffolding for essay which tells students what they must write for each paragraph.

1) An exemplar feature article 2) A PowerPoint designed to teach students about the genre they need to write for their assessment. It includes tips for the exam and the criteria students have to demonstrate. It specifies the codes and conventions of a feature article (in terms of structure, visuals, paragraph length, cohesive ties, vocabulary etc.) It includes a suggested structure followed by a student's example. Afterwards there are questions about the article's intended reading, tone, use of language features etc. Examples of types of statements they may come across in their exam. If time there is another feature article example (resource 1) also copied into the final few slides.