A pack containing combined resources to create a complete study-aid for students which includes: New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet Can be used effectively alongside any Novel or a Play

A pack containing combined resources to create a complete study-aid for students which includes: New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet Can be used effectively alongside any Novel or a Play

A list of poetry definitions for homework.

A straightforward lesson designed to probe the student's imagination.

Exploring the meanings of: Figuratively/Literally/Simile/Metaphor/Idioms/Personification Leading to Extended Metaphor and analysing Andrew Waterhouse’s wonderful poem: CLIMBING MY GRANDFATHER

A poster. I feel suffocated if I am not in some way creating and spilling out the words which, if left unsaid, unwritten, unleashed, feel to me like the spikes of a porcupine turned inward against my soul.

Original sonnet.

A piece of poetry written as homage to Prince, aka Prince Rogers Nelson (June 7, 1958 – April 21, 2016), an American singer, songwriter, multi-instrumentalist and record producer. This piece combines words and lines from Prince's lyrics - could be used in schools for the purpose of showing alternative poetry which combine the lyrics with the more traditional form. I was really into Prince as a teenager, aged 11 when the film Purple Rain was release in 1984. At the time (and still) I was influenced by anything different/unique and I was particularly captivated by American TV and film. As I writer I respond to the internal and seem to express more as an internal requirement, i.e. I have to pour out on a regular basis. This has led to compiling poetry, plays, books and anything involving The Word. Go crazy!! This is the 100th resource I have uploaded. The resource Author is available to provide any further information if required by teachers/schools on this or any resources. Kind regards Tor

An original poem written in rhyming couplets. Can be used for analysis, breaking down the meaning - Author available for Skype discussion with class on this and other poetry if required by Teacher/Department. Author has written plays, books and a range of poetry.

William Shakespeare plays in chronological order.

MacBeth in a page. Includes references to 'Thomas Middleton' and 'The Holinshed Chronicles'.

A seven-page resource (prints back to back as four) used in class in 2016, leading to students researching a whole range of topics, from Animal Cruelty to Forest Fires to Homelessness to Bullying. The resource includes sections for students to: - Compile internet research into their chosen topic/subject/cause - Create and label the parts of a leaflet they design themselves - Dictionary research, i.e. words such as Compassion, Sympathy, Empathy

An original poem.

Used with top-set Year 10's today who had already completed the initial task of identifying language features from Hardy's text. They then read the additional (4) drafts of text by another author and began the section 'Drafting and Re-Drafting' their own narrative opening, with specified choice of two headings, or a combination of the two. The results were dynamic and the response was (overall) that the students could more effortlessly understand and implement language features because of the process set out in this resource. Used full resource yesterday and today with Year 9's (May 2016). Was wonderful to observe the students analysing Thomas Hardy; then discussing the extract; then identifying the language features; then reading four drafts from another writer; then devising their own narrative. Straightforward steps with massive results! A nine-page resource - used May 2016 in class with Year 9's who have been (previously) struggling to observe how a writer can 'layer' their narrative and build from an often very basic concept into something quite wonderful. The students have recently attempted the section of this resource where they read four 'drafts/re-drafts' of a piece of descriptive writing and then create their own - with the intention of them then becoming aligned in their ability, with the greats. LO1 To identify key language features within an unseen text and note their meanings LO2 To discuss key themes from the narrative LO3 To read and respond to a writer’s four basic ‘draft’ attempts LO4 To create a narrative draft(s) on either of two themes incorporating features Explores: Connotation Onomatopoeia Personification Alliteration List Metaphor Simile Juxtaposition Has now been linked to work the students are completing with MacBeth, i.e. the resource is generic and can prepare students in a range of ways.

This resource was considerably added to/revised on May 21, 2016. It now contains a page for student notes and the analysis of each poem is extensive and would likely be of assistance to any department planning around this particular poetry cluster. It shows Title / Author / Birth-Date / Poem Structure / Context / Subject-overview / Poem Exploration, in very easy to analyse six-column tables across 32 x A4 sheets (or prints as a 16-page booklet) - note that the poetry tables take up 15 sheets, or 32 if you include the student 'notes' pages and the resource cover. Originally revised on May 12, 2016 after teaching/analysis of: 'Poppies' by Jane Weir; Ozymandias; London; Extract From 'The Prelude'; Poppies; The Charge Of The Light Brigade; Exposure - used alongside a copy of each poem. A fantastic starting-point for student exploration, noting comparisons and interpreting facts in relation to all 15 poems. Compare and Contrast at a glance / Formulate Ideas and Opinions / Interpret / Examine Metaphorical Content. Includes: Ozymandias; London; Extract from, ‘The Prelude’ My Last Duchess; The Charge of the Light Brigade; Exposure; Storm on the Island; Bayonet Charge; Remains Poppies; War Photographer; Tissue; The Emigree; Checking Out Me History; Kamikaze.

A resource looking at the ‘whole picture’ surrounding MacBeth including it’s Holinshed Chronicle influence; the true to life King MacBeth; the Jacobean Period and King James; Religious Belief of the era; burning of 6,000 witches; Middle Age illiteracy and Macbeth’s seemingly ‘genuine’ initial want to simply celebrate his achievements, until Lady MacBeth’s manipulative ways take control. With focus on the so important (turning point) Act I Scene 7. An eight-page resource with space for student notes and trial-exam attempts. Can link to either AQA or Edexcel.

Straightforward resource - works best if printed A3. Can easily be self-designed and not paid for. The completion of this resource in class developed student-thinking and they responded with some fantastic questions. One of the students sketched the 'Porter' character, drunk on the floor after an alcohol "session". Other students read into the dynamics of the relationships between the characters, e.g. Macbeth and Duncan were heads of the table due to gender inequality of the 1600's; Banquo was sat on the Supernatural table because of his death and return as a ghost.

List of the characters from Macbeth, separating into Scotland, England, Supernatural, Others.

A four page resource where students enter a Crime Scene Investigation and examine the facts leading up to the death of MacBeth. The suggestion is for the students to examine the events of the play in reverse, which may, or may not, lead to a consideration that MacBeth had proven his valour and deserved to inherit the throne (could tie this in with general knowledge that MacBeth, in real life, did rule). The body-outline sheet could be printed A3 so students can label. The resource final page (4 in total) asks the students to provide written response from both the play and their own feelings, relating the how they view MacBeth.

Poster used when mentoring/working with unemployed adults who attended Gateshead College over a four-week period. They all had strengths but many had accumulated so many layers of loss of self-belief and severe barriers to learning. This poster, together with a wide-range of 'business' resources, was designed as a motivation tool, in order to explore the 'superbness' in each individual. This type of positive affirmation tool, together with some emotionally-intelligent response to viewing their situation through fresh eyes, really did assist their journey. Why shouldn't we celebrate our superbness, in a reality picture where, quite often, it is only our faults and weaknesses that are examined? If others will not, then celebrate it yourself! Or email me at eyeofthefly@hotmail.com and I'll tell you myself.