I provide resources mainly for English (IGCSE and GCSE content), but also post useful Drama resources. There are also brand new English-with-Media resources to choose from, and many materials such as assemblies and certificates that could prove useful to Head of Years. All resources are differentiated appropriately and labelled with key year groups.
I provide resources mainly for English (IGCSE and GCSE content), but also post useful Drama resources. There are also brand new English-with-Media resources to choose from, and many materials such as assemblies and certificates that could prove useful to Head of Years. All resources are differentiated appropriately and labelled with key year groups.
This sheet includes everything students will need in revising the character of Sheila in AIC
Side one: Quote analysis
Side two: contextual and thematic analysis, as well as space to find key vocabulary and write essay-openers using frames provided.
This lesson continues from the creative writing: narrative hook lesson that I have posted previously. Please find a bundle deal for both lessons for a reduced price.
However, this lesson can easily also work as a stand alone lesson on sentence types and evaluating their effectiveness in a written piece.
Links to other cultures are also present in the excerpt of Sheikh Mohammed Bin Rashid’s memoir.
5 lesson scheme of work focusing on analysing non-fiction texts (mostly autobiography extracts, one letter). Includes a word of the week (adversity) and a 12 question end of week quiz and extra recap/filler lesson.
Many key concepts are covered including tragedy, trauma, phobia, desensitisation, etc.
Lesson One (1984 Lesson): This lesson explores the concept of totalitarianism, and has the students analyze the opening scene of 1984 in order to detect evidence of totalitarianism in the environment.
Lesson Two (O’Brien and the rats): This lesson focuses on the idea of false consciousness, and the character of O’Brien. The students will explore how O’Brien uses torture and fear to brainwash and control Winston, and in the end, students will write a paragraph analyzing O’Brien’s character.
Lesson Three (Key Concepts): This lesson focuses on understanding the key concepts in 1984: The War, Doublethink/speak, and Hate Week. By the end the students will be writing their own polemical pamphlet using doublespeak, promoting hate towards the new enemy (Eastasia) and promoting Eurasia as an ally.
Lesson 1: Intro to Dystopian Environments
Lesson 2: Dystopian Character Archetypes
Lesson 3: The Context Behind Dystopia
Lesson 4: Analysing the Setting of 1984
Lesson 5: Analysing the Character of O’Brien in 1984
Lesson 6: The Key Dystopian Concepts of 1984
Homework Sheet 1: Creating a Dystopia Worksheet
Homework Sheet 2: Dystopian Verbs
Lesson One (Opening): This is the first lesson on ‘A Handmaid’s Tale’ in a dystopian SOW. This lesson introduces the students to the concept of objectification, and the key themes and techniques present in the opening chapter (surveillance, biblical allusion, threat).
Lesson Two (Horrors of Gilead): This lesson has students analyze the use of power and indoctrination in chapter 2 of A Handmaid’s Tale. After a class annotation task, students will construct an analytical point independently.
**Lesson Three (Aunt Lydia Analysis): **This lesson focuses on the character of Aunt Lydia, and the concepts of internalized misogyny, and indoctrination. The students will complete a pair-analysis task, and then at the end, they will construct an analytical paragraph in response to a GCSE style question.
Lesson 1: This lesson is essentially a context lesson. To prepare Year 10 students for a mock paper (past paper 12, IGCSE 2020 June), this lesson will introduce students to the background of the play, the key events and characters, and give them the opportunity to predict and analyze some themes of the play.
Lesson 2: In this lesson, students will perform the whole of Act 1 (timed at around 33 minutes if the reading is slow), and have some time left for a starter, and a main character analysis task.
Lesson 3: This lesson gives students the chance to act out Act 2 of Dara, and answer some component 1, section A style questions in preparation for their mock exam (the June 2020 Paper 12).
Lesson 4: In this lesson, students will act out Act 3 of ‘Dara’, and answer IGCSE Section A style questions at the end. They will contemplate the staging of certain scenes, and the changing relationships between characters - in particular, the relationship between Dara and Aurangzeb.
Lesson 5: This lesson focuses on the events and key themes in Act 4 of the play Dara. After reading the act in its entirety, students will have the chance to answer some comprehension questions, and reflect on the way they would stage the execution scene.
Lesson 6: This lesson focuses on the final act of the play Dara. The students will read the play, and then answer a series of comprehension questions, and one IGCSE style long answer question. The final slide will have students reflecting on their own feelings about the ending, and the change in Aurangzeb’s character between scenes 1 and 2.
Lesson 7: This assessment prep lesson includes a link to the IGCSE past paper that the assessment will be based on, (only section A) and a preparation lesson explaining to students how to best tackle Section A questions. I’ve chosen to only test my students on Section A, but this preparation lesson could help with Section B as well. This also includes a student assessment reflection sheet for when you give back their marked work.
Lesson 8: Assessment lesson (no lesson for this, but the assessment paper is linked in the assessment prep lesson
Lesson 9: Students will receive back their graded papers, and complete the reflection sheet in purple pen (attached in assessment prep lesson)
This lesson focuses on Blake’s own invented mythology and how it relates to SOI, particularly the poems that could be perceived as more sexual in nature.
This is the third lesson in a 3 lesson mini-scheme on Tragedy in Shakespeare. However, this can easily be a standalone lesson. This lesson can be taught even if the students don’t have a prior knowledge of Romeo and Juliet.
This is the third lesson in an A Level SOW on ASND. If you’re wanting the lesson that came before this, please visit the shop! This could easily act as a stand alone lesson, though.
This project allows students to work independently, and is split into instructions for 6 lessons.
Lesson one and two will be a planning stage, in which the students will find their topic and research.
Lesson three and four will be the writing stage, and a clear success criteria and newspaper template is provided for this.
Lesson five and six will be the presentation stage, students are given instructions as to how to offer feedback verbally to each group.
This lesson explores all of the historical events that inspired and shaped dystopian fiction. The students will conclude the lesson by completing a creative task titled ‘walking around a dystopia’, in which they will include all of the elements of dystopian fiction that they learned about in the lesson.
This lesson explores Blake’s poem ‘London’ and the key techniques and ideas present in the poem. This is a bit of a fun take on annotation - it allows the students to, using a ‘case file’, match the techniques and key concepts to specific lines in the poem.
In this lesson, students will understand how to approach an extract with Question 4 in mind. Students will complete a guided annotation, and by the end of the lesson, should have completed a peer-reviewed Question 4-style response.
This lesson is the fourth in a scheme of work on GCSE skills - however, it can easily stand alone. This lesson allows students to study a section of The Kite Runner, and analyse any techniques they find. At the end, students will produce a question 2 style response.
Students will complete a quick review of chapter 1, and then read and analyse chapter 2. There is a paragraph task at the end, and an opportunity for peer review as well.
8 Lesson SPAG scheme plus end of scheme quiz, SOW breakdown and resources included. I used these for a year intervention group, but I 've concluded that this scheme would work anywhere from years 6-9.
