A worksheet designed to print A3, comparing two films and relevant to GCSE or A-level Filn and Media (can be tweaked for any genre). Used recently across several schools by colleagues. Includes sections for analysis of film, e.g. mise en scene; diegetic and non-diegetic sound; narrative; representation and ideology.

A generic Quotation Booklet developed to capture: NAME OF BOOK/PLAY/POEM: CHAPTER, ACT, STANZA QUOTE OR PASSAGE OR LINE OF TEXT WHO SAID IT? IN WHAT CONTEXT? Example: Chapter 12 or Act III or Stanza 1 Example: “Speak the speech, I pray you, as I pronounced it to you, trippingly on the tongue.” Hamlet (Act III/Scene II) He was talking to his players and telling them not to exaggerate the delivery of their lines/To perform as he had taught them.

A generic Quotation Booklet developed to capture: NAME OF BOOK/PLAY/POEM: CHAPTER, ACT, STANZA QUOTE OR PASSAGE OR LINE OF TEXT WHO SAID IT? IN WHAT CONTEXT? Example: Chapter 12 or Act III or Stanza 1 Example: “Speak the speech, I pray you, as I pronounced it to you, trippingly on the tongue.” Hamlet (Act III/Scene II) He was talking to his players and telling them not to exaggerate the delivery of their lines/To perform as he had taught them.

Used in April-May 2016, alongside Year 9 students study of Macbeth and The Strange Case of Dr Jekyll and Mr Hyde. This resource has worked very well as a complete booklet to get to grips with exam-style responding. For example, students who have been reading MacBeth, then used this booklet to attempt first-draft responses to the trial exam questions. Because the booklet contains all sections of the exam, it becomes a complete 'trial-exam' in itself. The intention is to use this across three terms with the Year 9's, as they approach Year 10 with a more solid view of what to expect from Year 10 moving forward. I am currently developing the same for AQA.

A generic Quotation Booklet developed to capture: NAME OF BOOK/PLAY/POEM: CHAPTER, ACT, STANZA QUOTE OR PASSAGE OR LINE OF TEXT WHO SAID IT? IN WHAT CONTEXT? Example: Chapter 12 or Act III or Stanza 1 Example: “Speak the speech, I pray you, as I pronounced it to you, trippingly on the tongue.” Hamlet (Act III/Scene II) He was talking to his players and telling them not to exaggerate the delivery of their lines/To perform as he had taught them.

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

A generic Quotation Booklet developed to capture: NAME OF BOOK/PLAY/POEM: CHAPTER, ACT, STANZA QUOTE OR PASSAGE OR LINE OF TEXT WHO SAID IT? IN WHAT CONTEXT? Example: Chapter 12 or Act III or Stanza 1 Example: “Speak the speech, I pray you, as I pronounced it to you, trippingly on the tongue.” Hamlet (Act III/Scene II) He was talking to his players and telling them not to exaggerate the delivery of their lines/To perform as he had taught them.

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.

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

An original rhyme/reading and discussion resource/lesson starter, presented to Year 9 students prior to them entering the reading of a Shakespeare play. Relates to the students interacting and being on their feet, to enter and understand a play from the viewpoint of The Player, i.e. delivering the lines as they were intended, rather than solely reading or being read to.

A four-page resource/study aid, to log new words/terms/abbreviations and their source/meanings, to use alongside any text. Provides examples from Macbeth and the abbreviation N.B. for Nota Bene. Originally developed for use within a Year 9 class studying Robert Louis Stevenson and William Shakespeare. N.B. This resource is available within the combined Study-Assist Pack.

A lesson starter or research-resource with key facts relating to William Shakespeare. This can be printed double-sided as a four-page A4 workbook (7 sheets in total). The resource has a question sheet on the final page, which would ideally be used in-front of a computer so students can research key facts and note two of their favorite lines from any of William Shakespeare's works.

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.

A resource developed to allow for greater student involvement in the assessment process via the monitoring and mapping of their own understanding and experience of key terminology and research pathways in English Reading, Writing, Speaking, Listening, Presenting, Debating and Performing.

Trialled resource this week (June 2016) in class. Students initially read through the introduction and the extract and then identified words they were not familiar with, using a dictionary. From here they are re-reading what was to many of them an unfamiliar text and supplementing with the new word definitions. Thus, a completely non-familiar extract becomes more familiar and they write their understanding of this on the 'draft' page, prior to tackling the main question. They then 'compare' their responses to the exemplar answers provided. I have used this with Year 7's and 8's now and really drilled down into the language - around 3-4 lessons for fantastic results. An eight-page (prints as four page double-sided booklet) resource containing: - Summary of the novella, including previous/original title(s) - An overview of the whole story in eight steps - Single page extract - Space for a student 'draft' attempt - Space for the final draft - Two examples of 'exemplar responses' as a student guide to the level they are aiming for - i.e. a strong response and a top level response Responding to: Explore how Charles Dickens presents Scrooge’s character in this extract.

A ten-page resource printing as 5-page booklet. Two pages of text to read and respond to. From: When I wake up, the other side of the bed is cold To: Fine bread like this is for special occasions Brief description of what figurative language is, then asks the reader to list two similes from the opening paragraphs, then two of their own. Analysing the extract and meaning of 'foraging' and 'black-market'. Describing how the central character wakes up when she thinks about her Father. The reader is then asked to: - Describe their own experience of having been placed in District 12 - Plan and respond to the suggestion that the reader is breaking free of District 12 and starting a revolution

A two-page resource analysing three student responses to Heart of Darkness (1902) by Joseph Conrad – later developed as ‘Apocalypse Now’, a film (1979) and a documentary ‘Hearts of Darkness’ (1991) by the Director Francis Ford Coppola. The student is asked to read the extract and respond in their own way to identifying language features, incorporating connectives within their own draft(s).

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 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.