PowerPoint 1: Unit introduction including classroom expectations (rules), an explanation of the unit, key questions for the unit, explaining the 2 assessment tasks, looking at famous quotes about teens and seeing if they agree, a list of teen issues and themes, common settings and characters for teen films. PowerPoint 2: exploring teenage stereotypes. This lesson defines stereotypes and gives examples of what stereotypes are, explores why we stereotype people, looks at common stereotypes about teenagers. The PPT includes excerpts from 2 Hollywood films (10 Things I Hate About You & Mean Girls) and questions to encourage students to identify the stereotypes in them.

This PowerPoint is designed to last for a few lessons and contains 54 slides with tips for photo composition. It teaches students about the effects of lines (straight and curved) and activities to check whether students can identify horizontal, vertical and diagonal lines within images. It also has activities and information for shapes and silhouettes, patterns and colours. Additionally, there is information about shot sizes and angles (no activities just discussion) and other general composition tips.

Introduction to the hard-boiled genre of crime fiction (Set in1930s - 1950s America) This PowerPoint examines the genre conventions of hard-boiled fiction, the typical protagonist of these tales & events that were occurring in American society at the time these tales were written, and how these influenced these texts. Students will watch a trailer for The Maltese Falcon Trailer (a famous example). The movie of The Maltese Falcon is dated 1941, during the War, but the story was published in 1930: it’s a tale of the roaring ‘20s. The PPT also includes a trailer for a recent example (the HBO television series Boardwalk Empire) which recreates this era.

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.

A great resource for revisiting punctuation basics with high school students. 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. This document introduces students to the three major uses of the apostrophe: to make words possessive, to make contractions and to make odd plurals. Each section includes a range of activities for students to apply what they have learned (short response and some multiple choice questions taken from past NAPLAN tests). It also includes some follow up activities that can be set for homework.

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). A PowerPoint designed to engage students / excite them as they ‘tune in’ to the new unit. It includes: a review of my classroom expectations (as well as the positive and negative consequences). Some interesting facts about Ned Kelly. Some questions about the front and back cover of the novel Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson. After getting the students to make predictions about the novel, they complete a K-W-L chart about what they already know about Ned Kelly and what they would like to know. Subsequently we go through what the two assessments for the term will be. We then review some important parts of the novel and how they work (contents, a map of Kelly Country and the Introduction). Some info about the language features in the novel is provided as well as a spelling list of 24 words taken from the novel and ACARA’s English glossary. Students will define these for homework throughout the week. Some extra information is included at the end of the PowerPoint if you happen to finish early. 2)** A handout containing the map, contents, intro and spelling words.**

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. The lesson opens with a discussion point about a contested issue - the difference between vandalism/graffiti and ‘street art.’ It provides some information about why people are compelled to graffiti. There is a news viewing activity which sheds light on this topic and features an Australian street artist. This is followed by some note taking tasks (defining vandalism and graffiti). There is some contextual information about the history of graffiti and a Venn Diagram (comparison) activity. This is followed by a series of pictures which students need to classify as either graffiti or street art.

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. The lesson begins with a consideration of the role art plays in society. There is a Bansky quote which encourages discussion about whether these murals would be quite as powerful if they were in a gallery or done by legal means. There is information about how art conveys messages and a series of slides which name and explain language techniques used by artists with relevant pictures of street art supplied. The techniques are: allusion, rhetorical questions, repetition, pun, metaphor, sarcasm, verbal irony, a call to action and parody. This is followed by a series of pictures where the students need to identify which language feature it utilises. If time remains, this is followed by a Click View viewing activity about street artists in Melbourne.

The significance of the use of atomic bombs during World War II, The contestability surrounding the use of atomic bombs during World War II, The causes and effects of the use of atomic bombs during World War II. The Beginning of the Nuclear Age, why the atomic bomb was developed, how it was tested, why America decided to use it against Japan, why this decision was contested by some scientists, it looks at the discrimination towards victims of the bombing (and how they came to be known as the hibakusha) and President Truman's justification for what he did. This PPT includes extracts from a documentary which recreates the bombing of Hiroshima (using reenactments) and explains the science behind the bomb. It includes images of the destruction to buildings, medical side effects (e.g. cataracts, scarring, radiation, birth defects etc.) It also includes drawings made by survivors depicting the black rain, bodies in the water etc.

Three resources for a year 8 history unit. 1) A PowerPoint (with videos) explaining feudalism. 2) A scan from a textbook showing a castle set up 3) a typed excerpt from a textbook explaining feudalism

This unit was designed for a year 10 English class in Australia. Within this unit students learn to analyse and evaluate how human experience is represented in new media texts and documentaries, including the use of images. Students will also develop a critical understanding of the contemporary media and analyse the differences between news media texts. This PowerPoint introduces students to what a documentary is and how they can have powerful social and political influence. The lesson goes on to outline the key features of a documentary and the two main types of documentaries (objective and subjective). It explains the difference and then includes a series of short clips for students to view and decide whether it is an objective/subjective documentary. It also includes a research activity (homework sheet) for students to investigate the works of Michael Moore.

A PowerPoint designed for a year 9 Theology unit on Social Justice. It introduces students to each of the Catholic Social Teachings (What they are and how they can be upheld). This can be a useful starting point for discussion of students own values or can be used to then encourage students to identify scripture which supports each of these CST's.

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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). This lesson begins with an explanation of what students need to put into their introduction to their multimodal. There is an example that can be read and discussed to see where they are fulfilling criteria 1.1 and 1.2. The next slide contains some sentence starters to get them started. After writing their introduction there are some proofreading and editing steps. This is followed by an explanation of the purpose of a conclusion in a multimodal and the key things the marker would expect to see. There are also some sentence starters to prompt students. After completing the editing steps which follow, I outline some things students need to work on to be ready to present on time (e.g. palm cards). This is followed by a recommended structure for 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. This lesson is designed to teach students visual analysis skills required for their assessment. Students have to identify at least two of these for each of the stimulus pieces provided. There are images provided for each of the terms which provide useful discussion starters. The techniques include: body language / facial expressions, framing, the rule of thirds, lines (straight and curved), colour, layout and size. This is followed by a range of images which students can practice analysing. Depending on the amount of time and their needs / abilities this can be done verbally or in written paragraph form. I do, we do, you do’s can also be analysed.

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. A mini lesson used at the beginning of a computer lesson where students have the opportunity to work on the front section of their Inquiry booklet. For part 1C the students need to fill in a graphic organiser listing three types of art and how they convey a message. The PowerPoint provides some information and examples about some of these: yarn bombing, stencil graffiti, bottle cap art, recycled 2D and 3D art and tape art.

A Unit plan designed for a 10 week term of 11 Modern History. It includes a subject description, a description of the unit, a list of unit objectives (from the syllabus), inquiry questions to guide the unit, the recommended teaching and learning cycle from QCAA, a topic specific learning intentions and success criteria, assessment task details and a list of recommended resources. A Scope and Sequence suggesting topics to be covered throughout the term is also included within the document (as taught by me in 2020). A handout version of the learning intentions and success criteria for students to glue into their books and refer to throughout the term. 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. Designed for use in 70 minute lessons. The end of term assessment for this unit was an essay.

A PowerPoint designed to elaborate on the differences between criminal and civil law. I have underlined key points which the students write down in their notebooks. The main content is a definition of criminal law, some examples of criminal laws (divided into 4 categories – traffic/road laws, property, public order and people.) An explanation of where serious crimes are heard and where less serious crimes are heard and the multiple aims of punishments handed down by the courts. Civil law is then defined along with examples including negligence and defamation. This is followed by a clip from The Weekly which includes an example crime and students must determine whether this is a civil or criminal case. After this students watch a video explaining our legal rights and responsibilities (what we must do if we are questioned by police and what would be a violation of our rights). Students are to take dot point notes for discussion. Afterwards information is provided about Legal Aid (a QLD service which provides free legal advice to people unable to afford legal representation). This is followed by information about what happens when you are charged with an offence and how the Magistrates court operates. Students watch a video about how to behave in court. They also learn about jurors and how they are selected. 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 – Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a multimodal presentation. 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 word search. 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 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

About the PPT: The lesson begins with an activity which asks the students to brainstorm some attitudes they associate with heroes. The slide includes a reminder of what an attitude is and some answers which pop up when you click. There is a viewing activity from YouTube about heroic archetypes which goes for 11 minutes which you can watch to gather further heroic traits from. This is followed by an explanation of what a nemesis is and some of their qualities. Next some common conventions of hero texts are explained. Joseph Conrad’s hero’s journey monomyth is explained. Some information about criticism of this monomyth is provided as well as information about the emergence of films which have female leads. Subsequently student are introduced to a music video report card which they will fill in as we watch the 3 films this term. Screen shots are included on the slides so I could explain the various parts. We quickly recap language features (especially cinematic devices) discussed in earlier lessons. More information is provided about music and sound effects (diegetic and non diegetic sound). Information about factors which influence the listener are explained and list of words for describing music care provided. Next the impacts of light and shadows are explained. The following are explained: high-key lighting, low-key lighting, backlighting and shadow. Next the following transitions are explained in more detail – fade, dissolve, wipe and cut. Themes are explained with a visual showing common themes. Lastly, students are introduced to the film they will watch in future lessons – Batman Forever. They watch the trailer, get some contextual information to add to their report card, are shown images of each of the characters and read a brief synopsis of the plot. About the Word Doc: A movie review retrieval chart for students to fill in during subsequent lessons. 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.