This is a place for teachers of English and literature to get materials to use in their classroom. Most of the time we are quite deliberately curriculum agnostic as we want to be able to assist teachers in all regions. In between the literature specific material we will also slip in some fun things from time to time because teachers need some light relief.
This is a place for teachers of English and literature to get materials to use in their classroom. Most of the time we are quite deliberately curriculum agnostic as we want to be able to assist teachers in all regions. In between the literature specific material we will also slip in some fun things from time to time because teachers need some light relief.
A fun activity as students think for carefully about how what we see is often constructed for us. Can be used in conjunction with film studies in English.
Encouraging students to plan their writing is a challenge sometimes. It is important they understand that the plan can help them.
This diagram works with the simple 3 paragraph essay but can be adapted fro essays of any length.
Nothing perfects speaking skills faster than practice. Short spontaneous speaking tasks build student confidence.
This selection of topics is designed to give them opportunities to succeed by focussing on topics they are familiar with.
Teaching visual literacy and film requires a whole new vocabulary. Often this is refered to as a meta-language. Whatever we call it, our students need to know it in order to speak and write analytically about film as text. This A4 poster covers the basic essentials.
Speaking clearly and concisely is an important skill which can be learnt and perfected. This handout can help students, teachers or anyone who needs to speak in public - ever.
A selection of tongue twisters which deal with the most common problem areas in diction. They are selected to address a number of diphthongs and tricky letter combinations.
When our students need to talk about literature in a sophisticated way they need to employ the meta-language.
Meta language is not jargon ( Well, not always.) It is language that lets us discuss language and literature objectively.
This handout provides a selection of the most common terms needed to talk about literature.
Film has its very own meta language and it is critical that our students understand that. This simple poster gives the most popular words needed when discussing film in the English classroom.
Using this handy scaffolding students can start to become more aware of the choices made by a filmmaker and the effect of those choices. This is a handy activity for doing at home either individually or in small groups. It can also be used with students of mixed ability as it can be applied to any film.
It is often wrongly assumed that all Shakespeare’s work was Elizabethan. We English teachers know that that is not right. Indeed some of the most commonly taught works, including MacBeth are firmly in the Jacobean canon. This handy poster gives the accepted dates of the works and places them in the historically accurate monarchic period.
Teaching visual literacy and film can be fun. This group of resources includes some handouts and presentations that will provide the essentials for introducing film in the English classroom.
The art of persuasion is required by everyone at some point in time. Whether students are writing speeches or simply trying to convince a friend to go along with their latest nefarious plan, the need to persuade is evident. More than any other type of writing, other than poetry, persuasive speech uses a variety of rhetorical devices. This infographic gives examples of a few of them.
According to most sources there are only 7 story archetypes upon which all stories are built. Aaron Spelling believes there are only 5 in film. This poster presents those 5 colourfully. A valuable addition to the English classroom. Suits any English class.
Interesting content, confident delivery and appropriate language are the three essential elements of any effective speech.
This short (46 slides) presentation explains each and outlines the ideas students need to consider when making their choices.
A useful resource for introducing concepts of spoken English to secondary students. Examples are kept to a minimum so that teachers can use ones that are appropriate to their year level.
This is part of a larger body of material on spoken English but is perfectly able to be used as a stand alone.
Give students the confidence they need to talk about literature by arming them with the right terms and language.
There are so many factors that go into making meaning in texts and these 3 handy resources are just the beginning.
2 simple quizz activities and a vocab list that compliment the study of Katherine Paterson’s popular novel Bridge to Terabithia. These could be used in any class and offer the benefit of being useful in mixed ability classes.
Even though we know that reading is a valuable pastime we sometimes forget just how much is going on in our brain when we pick up a book. For most English teachers, who are avid readers, it is easy to forget just how intense the activity can be. This infographic reminds us of the myriad ways that reading exercises the mind. What it also does is remind us of the pre-knowledge that needs to be in place before students can really get engaged with the material.
A 10 slide presentation which outlines the elements of film that are required for it to be designated a classic. Useful when teaching visual literacy and film in English or media.
Helping students understand that being a ‘classic’ requires particular attributes.
I don’t know about you but I get really peeved when people use the word ‘classic’ as a synonym for ‘old’ or ‘dull.’ People arguing against the inclusion of classic literature in English courses invariably infer that if a text is a classic then it is old and irrelevant. This is simply not true of course. It is not even logical. After all we can talk about ‘classic’ cars and ‘classic’ fashion, none of which is either old or boring.
We also talk about classic films and film has not been around for a particularly long time. So what makes a film a classic? What are the elements that we look for when we are deciding whether a film, or any work really, can be added to the classic cannon?
As books were to us, films are to our students. Like any text, a film can be read if you know the language and the signifiers that are used to make meaning. It is not enough to use film as an entertaining addition to our other texts. We need to approach it as a medium in itself with its own language, signifiers and methods. This way our students can still learn the important critical skills that they need while getting a solid understanding of visual literacy. This presentation takes us back to basics in preparation for a deeper study of film.
Learning to manage speaking on a topic without much warning is a valuable skill that can only be achieved with practice.
The suggestions for 1 minute orals come with accompanying mini mark sheets. These can be copied and cut up and I have always chosen 2 or 3 students in the class to mark each oral. The students learn a great deal when they compare the marks they awarded to the ones the teacher awarded. There is a slide of the mark sheet which can be used to talk the process through with the students.
Even if they don't write much and they spend most of their time in a digital world, they are still going to need to speak and communicate and constant practice, without the pressure of summative assessment, is the best way to prepare them.
