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.
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.
This lesson focuses on 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.
This lesson focuses on the idea of implementing 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.
This could be a standalone lesson, as one slide explains the plot beforehand, so students understand the events of the story so far.
This lesson focuses on having the students utilize the 5 senses in order to construct a solid piece of descriptive writing. Whereas this is in preparation for the Cambridge IGCSE Language Paper 1, it can be used for any exam board. E.g AQA Language Paper 1 Question 5 prep
This project allows students to work in groups, and is split into instructions for 6 lessons Each lesson, the students will be swapping stories with someone in their group, and continuing with theirs. The title of your story will be “How My Teacher Turned into a Monster”. For each section of the story, the students will be given a specific success criteria, images and language techniques to include.
Lesson one and two: Students write the beginning
Lesson three and four: Students swap, and write the middle
Lesson five and six: Students swap and write the end
This project allows students to work independently, and is split into instructions for 6 lessons. They will be writing an article on their ‘Time Person of the Year’, and in the final lessons, presenting it to the class.
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 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 the concept of totalitarianism, and has the students analyse the opening scene of 1984 in order to detect evidence of totalitarianism in the environment.
Lesson one: Introduction to the dystopian genre, key concepts and terms
Lesson two: Understanding Dystopian character archetypes
Lesson three: Context behind dystopian fiction (understanding the link between history and literature)
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 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 introduces students to the dystopian genre, explores key dystopian concepts and addresses common misconceptions (the difference between science fiction and dystopian fiction).
This SOW contains 3 lessons each on the following poems: Storm on the Island, Wind, Hurricane Hits England, London, In a London Drawing Room, and Blessing.
Suggested Order:
Week One: Storm on the Island
Week Two : Wind
Week Three: Hurricane Hits England
Week Four: London
Week Five: In a London Drawing Room
Week Six: Blessing
Lesson One: Word of the Week (Monotony), context and key themes
Lesson Two: Guided analysis of techniques and deeper meanings
Lesson Three: Creation of revision table, and writing of critical analysis paragraphs
This lesson follows a context lesson (also available in my shop), and helps the students to analyze key techniques and ideas through specific questioning.
Lesson One: WOTW (Emancipation) and study of key concepts and context connected to the poem.
Lesson Two: Analysis and pair annotation lesson
Lesson Three: Creation of revision resource and analytical paragraph. Finishes with a fun Kahoot quiz.
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.
This lesson includes a word of the week (emancipation), an exploration of the key context behind Blake’s poem ‘London’, and an exploration of key concepts related to the poem. By the end of the lesson, students will have conducted a first reading of the poem, and been able to connect key concepts and context to particular stanzas.
This lesson introduces some key themes of the poem (industrial revolution, strict rules and punishments, monotony). It also allows the students to understand a bit of the context behind the poem, and the feelings of restriction and helplessness that inspired George Elliot (or Mary Evans) to write this poem.
Lesson One: Word of the Week (Cultural Identity)
Lesson Two: Analysis and key concepts
Lesson Three: Write up of analytical paragraph, and low-stakes multiple choice quiz.
