A PowerPoint which can run for a few lessons which is about the Second Wave of Feminism. It begins with an explanation of feminist theory taken from a Sociology textbook. This is followed by information about the origins of the feminist movement in the 1960s (USA). The perspectives of Marxist feminists vs Radical feminists are explored. Some context of what was happening in the 1960s was provided (e.g. Civil Rights movement, Peace movement, Music revolution, Sexual revolution etc.) A source of feminist ideologies (Betty Friedan’s ‘The feminine mystique’) and its impact on women’s thinking is explored. This is followed by information about how Australian women’s movements were influenced and shaped by international developments. The goals of these women were explored. The methods used by the women’s liberation movement in the 60s and 70s are listed. Australia’s Bar Room Suffragettes (from Brisbane) are provided as an example. This is followed by an explanation of women’s quest for equal pay. The Women’s Action Committee (WAC) - a group of feminists from Melbourne - are introduced along with their specific goals. Information about a key goal (abortion law reform) is provided. This is followed by information about some key feminists: Germaine Greer, Anne Summers & Zelda D’Aprano. The slideshow concludes with things that improved the lives of women during this era (birth control - the contraceptive pill, equal pay for ‘work of equal value,’ more accessible childcare arrangements, shifting expectations of parenting so that fathers took on more responsibility in child rearing, more representation of women in politics & other legal achievements.) Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A powerpoint. This lesson was used in a year 12 Authority English unit on war poetry (to give students context to the war prior to reading poems from this period) however, it is basically a history lesson. It includes information about the cause of the Vietnam and war what led America to become involved in what was initially a civil war (in Vietnam). It includes who was involved in the conflict, how the tropical conditions and nature of guerilla warfare impacted the US troops, the weapons used and the impact of the war on Vietnamese civilians. It includes famous images from this period, clips from films including Forrest Gump, Good Morning Vietnam and Love and Honor. It shows why people became disillusioned with the war, discusses how conscription worked, reasons why that war is unique and what happened in the aftermath of the war. A handout which contains the homework questions

A PPT summing up the key events in the second half of the 1970s. It includes information about the 1976 Internal Security Act, the renewed use of death sentences, the emergence of the Black Consciousness Movement, the trade embargo established by the UN (1977), Botha’s ascension to PM (1978). There is also some information about the beginning of the 1980s including the formation of the United Democratic Front. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in the Anti-Apartheid movement in South Africa (1948-1994).

A lesson PowerPoint. It begins with a proofreading activity (an excerpt from Chapter 5). Followed by a mini lesson on using an apostrophe to make contractions. This includes examples and non examples and a series of activities which progress through the I do, we do, you do phase of the gradual release of responsibility pedagogy. In upcoming lessons, students will write a persuasive essay to convince their readers of their perspective about Ned Kelly’s guilt or innocence. Students will read chapter six of Black Snake and complete activities so that they can use evidence from the novel to develop their argument about whether Ned Kelly was a victim, a villain or a hero. They learn about mood and tone and apply their new knowledge to the fictional passage at the beginning of the chapter. The PowerPoint ends with a summary of the chapter and some questions to be completed for homework. A handout with the activities for Chapter 6 which students will complete throughout the lesson. 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.

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.

A PowerPoint used to teach a combined class of 11 and 12 Modern History students. It begins with information about significance (one of the historical concepts). The N.A.M.E acronym for determining whether something is significant is explained. Then the Learning Intention and Success Criteria for the lesson are unpacked. The core part of the lesson begins with information about why we reference and what this might look like in an exam vs an assignment. There is a slide explaining how to in text reference (with examples). This is followed by slides about paragraph writing. Students are presented with two acronyms which they can use – extended TEEL and the TEEASC structure from the History Skills website. There is an example paragraph from an essay about the Cold War written by a student. This is followed by information about how to unpack an exam question and what is required of a ‘to what extent’ response. There is also information about how to do a quick plan before writing an essay / paragraph. For the remainder of the lesson students have 3 questions to respond to in paragraph form (about Leopold II and imperialism in the Congo). Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa.

A PowerPoint used during the assessment phase of the unit. It reviews the requirements for the source analysis and evaluation table for this task (IA2). It also provides students with a list of upcoming checkpoints so they know what they are expected to work on for homework. The lesson begins with a review of how to determine whether a source is trustworthy (reliable). The TADPOLE acronym can be used to help make this assessment. Some preparation tips are provided (as to fit within the word count students should have a plan in place before they begin writing). There are some example source tables for students to learn from. Then, at the end of the 17 slides, there is time for students to begin annotating the sources they have found and make dot points in their planning booklet. They are expected to have 3 tables done before the next lesson. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). This lesson includes: 1 x list of source types for warm up evaluation activity (can be laminated with a magnet on the back for sorting activity) 1 x PowerPoint 1 x Source Booklet with sources about Hitler Youth 1 x Independent Work Booklet with various activities designed to help students practice the evaluation skill Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The lesson begins with some teaching that both grades can do together before the year 12s are assigned some independent work and the year 11s are given some more focused teaching. Then the year 11’s do independent work while the year 12s share their answers and receive feedback. The sequence of the lesson: The lesson begins with a warm up activity where students have to place types of sources on a grid in terms of how reliable and useful they typically are. Next students have to brainstorm some synonyms and antonyms for ‘reliable’ and ‘useful.’ Following this, year 12s are given a booklet which has evaluation activities (starting at simple activities and building up to those styled like the short response questions in the Term 4 exam). They begin completing these while the year 11’s get a more teacher centred lesson. In this portion of the lesson we begin with defining ‘evaluate’ before zooming in on the evaluation criteria we use in modern history – reliability and usefulness. There is information about what reliability is and that there are levels of reliability. There are tips for how to write a judgement of reliability and some things to look for when determining reliability. There is a list of reasons why a source may be deemed unreliable. There is an example reliability statement which has been colour coded to show how the writer has included various features of evidence in their evaluation. Following this, the gradual release method is used to engage with the first few sources in the booklet. (I explain the first activity, we engage with Source 1 and then complete the question together – with me modelling my thinking process via think alouds. Students then do Source 2 as a pair and Source 3 on their own). This is followed by explicit teaching on how to determine the usefulness of a source. There is also information about the importance of corroboration (including a video from the History Skills website). This is followed by some sentence starters which can be used when corroborating. This is followed by completing activities from the booklet (first as a we do, then students do one in a pair, then they do one on their own). Following this, the year 11’s continue doing the booklet independently while I go through the answers with the year 12s.

Includes 6 weeks worth of homework activities including chapter questions, a vocabulary list (and activities) and tips for creative writing. It steps students through an assessment task which requires students to write a short story (a transformation of a section of the novel and a preface justifying their creative decisions). Specific task details are below. Mode/Medium: Imaginative Written short story (fiction). Subject Matter: Throughout time short stories have captured the imaginations of both readers and listeners. A good short story will capture the interest of its audience and hold it to the end. Purpose: To entertain and demonstrate your knowledge of the short story genre. Task: For this task you have a choice: 1. Write an imaginative short story that creates a character or “gives voice” to a silenced or marginalised character in the novel that you have studied in class. 2. Place the character into the novel which you have studied in class. This can be at the beginning, the middle or end of a scene. For example, you might write from the perspective of someone who observed an event, assisted the protagonist or befriended them. Or you may create a new character. E.g. A new best friend for the protagonist. Your teacher will explain what it means to “give voice” to a character in a novel. Your character must interact with the novel’s protagonist. You may change the storyline and plot to accommodate your character if you desire, however, your story must remain true to the themes and setting of the novel. (E.g. you can’t turn it into a comedy or change the country where the novel is set). Requirements: Length is to be 400-500 words plus a 100 word preface explaining how the story is both original and imaginative. You must demonstrate that you have a sound knowledge of short story conventions and adhere to the short story structure. You can make your story both original and imaginative in the following ways: • Creative use of the conventions of a short story, for example a twist at the end. • Create non-stereotyped characters that make unpredictable choices. • Juxtapose related texts. • Promote alternative beliefs and values through your writing.

This lesson was designed for a year 11 class who are required to present an election speech to be on a youth advisory committee for the federal government. This lesson goes through the main aspects required for the introduction, body, and conclusion. It defines thesis statement and gives an example. It includes examples of each part of the speech (given about legalising marijuana for medicinal purposes). It reviews the PEEEL paragraphing acronym and the importance of paraphrasing, summarising and quoting. It ends with some tips for political speeches and some suggested vocabulary.

Set up like a mind map, this is a visual prompt for students to help them research Gandhi.

A PowerPoint presentation explaining how to reference and a handout for students to glue into their books

A PowerPoint presentation which teaches students how to structure a paragraph using the PEEL acronym. This will be used by students when they write their reviews of the poems they will later read. The PPT includes the words to Kidnappers by Iris Clayton which explores some of the consequences of the stolen generation. Children are asked to write a PEEL paragraph in response to a set question. Depending on the ability level of the class this can be done independently or as a group with the teacher writing their suggestions on the board. This process is repeated for another two poems. I have also provided a handout with the words for each poem and the questions (for students who need hard copies). Additional resource: homework handout - a three level guide (designed to prompt higher order thinking about the topic).

1) A PPT: to facilitate learning about the use of poison gas in WW1 and the gas masks which were provided to soldiers. Some context about the poet (Wilfred Owen). Students read and annotate Dulce et Decorum Est. This is followed by questions about the tone of the poem and its intended reading. Following this, students will identify the poetic devices within the poem and evaluate their effectiveness. This is followed by a series of questions for students to answer in their books (to help them expand their analysis). This is followed by a discussion to compare this text with other WW1 poems we have already explored and a reflection activity (KWL). 2) A handout for students to complete their analysis in (which also includes the details for their homework -- to write a mini essay about Owen’s representation of war in comparison to Seeger’s)

A PowerPoint explaining the assessment task to students and what they are being marked on. This is interlaced with tips and activities for the various criteria. There are tips for writing dialogue (reviewing punctuation rules), past vs present tense, homophones etc. It also includes a list of common errors made by students in the previous year for this task. A planning booklet for students to use to brainstorm their ideas prior to writing their short story (aka imaginative recount). It includes prompts and graphic organisers which students can work through in class and for homework. A series of PowerPoints designed for the drafting phase of the unit. Each begins with a mini lesson with a specific focus (e.g. characterisation, juxtaposition etc.) they then focus on students writing a particular part of the narrative in the lesson (e.g. orientation) with hints, examples and reminders. A graphic organiser for students to write their short story (imaginative recount) into. A draft feedback form which lists common errors that students make. The teacher merely needs to highlight the feedback which applies to the student. This speeds up the drafting workload for the teacher and ensures all students are receiving consistent feedback based on the cognitive verbs prioritised in the unit. 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.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in colonialism and Australia’s Frontier Wars (1788-1930s). A PowerPoint which begins with a review of primary and secondary sources (with examples). This is followed by an explanation of the cognitive verb ‘analyse’ and a process for analysing. I have provided a list of questions which can be used for analysing visual/written sources and some for analysing artefacts. I have used the C.O.M.A acronym for analysing visuals and provided a list of questions you can ask at each stage (with examples from the Frontier Wars). An opportunity to practice this skill is provided (I do / we do depending of ability of your class). There are also tips for comparing two images. The lesson concludes with a TEEL/PEEL paragraph writing activity. A handout explaining the C.O.M.A acronym and other methods you can use for analysing visuals Updated PPT and Worksheet used for a more interactive (collaborative learning) focused class room. I pride myself on the quality of the materials I produce, I don’t charge high prices because I don’t agree with paying £10 for a wordsearch. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.

A lesson aimed to help shape student's understanding the lived experiences of soldiers in Vietnam. It focuses on two key texts: I was only 19 and Homecoming. The PPT includes a video of the song I was only 19 which students will listen to. They will then view key lyrics and talk about the representation of the Vietnam war in this text (including the literary devices used). After this is some information to help students empathise with what this would have been like especially for the conscripts. Some brief info is provided about 'fragging' and how the treatment the Veterans received upon their homecoming severely damaged countless veterans. It briefly looks at lyrics from Khe Sanh which discuss the experiences of a returned soldier. The remainder of the PowerPoint explores the poem Homecoming (which I ran as a separate lesson). 2) a handout with questions about Homecoming. We will then turn our focus to the major poem for this war in our booklet (Homecoming). We will talk about the difference between these representations.

3 Resources 1) A handout with questions for the three poems in the booklet about the atomic bombing (for students to complete as revision 2) A PowerPoint which first explores survivor's recounts of the bombing. This is to help students to understand how witnessing the bombing would influence the worldview of a person and be able to explain how this would insert subjectivity into poems written by survivors. View an excerpt of a documentary on the atomic bomb (which simulates the blast and includes interviews with survivors – one of which is a poet who will be studied in the next lesson. Students will read the poem 'At the makeshift aid station' together stanza by stanza, taking time to address the questions in the prompts down the side. The significance of the reference to the cherry blossoms will be explained so that students can reflect on the effect of this symbolism. It includes some other discussion questions which will help them to think like they need to for their feature article under exam conditions... 3) A PowerPoint which analyses Takashi Tanemori’s Blades of Grass in a Dreamless Field. Information about the author and something which shaped his belief system (the bushido code). What must be understood about the author in order to best interpret the poem. There are questions, discussion points and other annotations alongside each stanza of the poem.

scaffolding

A free lesson on using signposting in your writing. A definition of signposting is provided along with the two ways to achieve this. Some hints for signposting in an introduction and signposting in a body paragraph are provided. Just a quick lesson which can be used as a warm up before tackling unit-specific content.