This ppt. contains blank copies of all the poems ready for students to annotate. The ppt. also contains ‘how to read a poem’ slides which is a step by step guide for students to analyse a poem over three readings. There is also an overview of the AOs and how these link to a ‘SIFT’ analysis of a poem: Structure and Style Imagery, Intention, Impact Figures of Speech, Feelings Tone, Theme

This detailed analysis of “Waves” thoroughly dissects the poem, stanza by stanza, line by line and is structured so that students will read and analyse the poem 3 times; with each reading they will develop their understanding and build their analysis. This lesson begins by understanding the significance of hair when shaping identity and its importance in traditional and popular culture; this poem’s ‘do now’ is specific to China but can be adapted to anywhere. Once students have considered the context they can begin to look more closely at the techniques used. As a final task students will use the ‘sift’ analysis sheet to recap the lesson and create detailed notes on the poem for them to keep as a future revision resource.

This lesson covers the story of VOD and an overview of the history of Netflix. Lots of links for additional research. Old case studies of early netflix successes: Bird Box, Roma, Wandering Earth, and Bandersnatch. These lessons then dovetail into a Disney case study. Additional resources and articles also included, as well as a template for Netflix, Disney, Independent Case Study comparison.

This lessons covers key ideas and theories relating to Media Ecology. McLuhan is covered; key quotes such as “World is a global village” ,"McLuhan predicts 'world connectivity’” are introduced. Technological Determinism is also looked as through the quote ‘we shape our tools, then our tools shape us’. A brief history of the Internet is also looked at. H/W task for next lesson: Research and find out statistics for the following social media sites: Twitter (X) TikTok Instagram Facebook Snapchat Consider the following when you research: What are the most used social media platforms? How does this vary from country to country? What are the demographics of the most popular social media platforms? How many global users do these platforms have?

This lesson begin to unpick the term ‘media ecology’ beginning with looking at the exam requirements and looking at the ‘spec’ definitions. Students consider the term ’ the medium is the message’ and begin to think about the broader impact of this notion. The lesson covers a range of suggested readings, links to Lance Strate youtue clips, suggested documentaries and additional resources. Students begin to collate key names and theories.

This series of lessons covers: Neil Postman Hot / cool media (McLuhan) WEB 1.0 – 2.0 Throughout these lessons (at least two doubles) students will look at the theories of Clay Shirky ‘end of an audience’, Henry Jenkins ‘participatory culture’, ‘convergence’, Gauntlett, ‘Web 2.0’, ‘new media’, ‘the long tail’, Aleks Krotoski, ‘the great levelling’ and also Tim Berners Lee before creating a revision resource that covers old/new (hot/cool) covering: Examples/Positives/Negatives Theories. The lesson also includes additional articles for further reading and exploration (group task: each group takes an article…)

This lesson looks at past paper from June 2021. The Q: **‘The media determine how we understand and connect with the world.’To what extent do you agree with this statement? ** The lesson breaks down A01 and A02 with first recapping key media concepts, and critical debates covered (Changing nature of media environments - the effects on both industries and audiences, Technological Determinism, Public V Private persona, Data usage and net neutrality, Comparisons to the past, and predictions for the future.), example terminology is given, and also a recap of possible case studies and examples by then linking to the ‘spec’ Students then plan and write their response. Slides 11-18 then look through examiner feedback and sample essays.

This detailed analysis of “Some Bright Elegance” thoroughly dissects the poem, stanza by stanza, line by line and is structured so that students will read and analyse the poem 3 times; with each reading they will develop their understanding and build their analysis. This lesson begins by understanding the cultural references in the poem, and once students understand the context they can begin to look more closely at the techniques used. Within the ppt. two embedded videos also offer an opportunity to understand the poem through dance and also as a spoken word by Chingonyi. As a final task students will use the ‘sift’ analysis sheet to recap the lesson and create detailed notes on the poem for them to keep as a future revision resource.

This detailed analysis of “Kumukanda” thoroughly dissects the poem, stanza by stanza, line by line. Following on from the first lesson (Cambridge IGCSE Literature in English 0475 (Section A: Poetry) - Introduction to Kayo Chingonyi) - students first present their initial ideas about the poem before gaining an understanding of the Kumukanda ritual and the poem as a whole. This lesson also briefly looks at alliteration and its different types and contants two embedded videos. As a final task students will complete detailed notes on the poem for them to keep as a future revision resource.

This lesson explores the role of the witches throughout Macbeth and also focuses on the essay Q: How do the witches suggest power, mystery, evil in Macbeth? Ss could either write this as a stand alone essay or use the ideas generated in this lesson to add to an essay featuring Macbeth or Lady Macbeth. Throughout the lesson students will look at Act 1 Scene 3, Act 3 Scene 5, and Act 4 Scene 1 focusing on the themes: power, mystery and evil.

This lesson explores the character of Macbeth and prepares Ss for the essay Q: How does Macbeth (the character) suggest power, mystery, and evil in ‘Macbeth’? In pairs Ss analyse their key scene and create notes and ideas on how power, mystery, and evil are conveyed in their extract. Ss will also consider Macbeth’s disposition after killing Duncan and then after killing Banquo. Ss then create their own notes and examples of how power, mystery, and evil and evident in Macbeth’s character. A good lesson for Year 8 or 9, and also low level GCSE.

This ppt. explores the character of Lady Macbeth. Beginning with the quote: “Lady Macbeth is perhaps the most commanding figure that Shakespeare drew (created)” students will discuss what makes her an interesting character, explore her characteristics, and also understand what audience perceptions would have been at the time. Students will read / watch key scenes: Act 1 Scene 5, Act 1 Scene 7, and Act 5 Scene 1 and answer the following: What is Lady Macbeth actually saying here? Could you link this to any other parts of the text? How is Lady Macbeth feeling in this scene? What are problems with what Lady Macbeth wants/ has done? What are the benefits for Lady Macbeth getting what she wants? and then re-watch again, this time focusing on themes: power, mystery, evil. A good lesson that would prepare students for an essay or analysis.

This resource is a collection of 3-4 lessons that introduces students to Kayo Chingonyi and the 15 poems students will study for Section A of the Cambridge IGCSE Literature in English Exam. Lesson 1: an introduction to Kayo Chingonyi and the assessments objectives Lesson 2: poetry techniques and skills needed for IGCSE including ‘how to read a poem’ - 3 steps to follow Lesson 3: how to analyse a poem using ‘SIFT’ mnemonic. How to ‘read’ and ‘analyse’ a poem joined up as Ss complete an independent reading of ‘Kumukanda’ as h/w before the next lesson.

3 worksheets for students to complete as a starter or h/w task. Alliteration, personification, and similes are included.

Using three animal poems, students will learn about various poetic forms and begin to understand how the function of form can show the key ideas and feelings the poet wanted to convey. Students will write their own analysis answering, “In your opinion how does the form of a poem help add to the meaning?”

Using the poems, ‘The Eagle’ and ‘Cooper’s Hawk’ students will learn about various structural techniques and begin to understand how structural techniques enhance imagery in a poem.

Using the poem, ‘Pigeons’ students will closely examine the language of the poem; specifically word choice for effect. After analysing the poem, students will write their own animal poem; aiming to be effective (and a little cryptic) with their word choice.