Helpful Resources for Power and Conflict.

These 3 lessons allow students to understand the context behind the play ‘Dara’, and act out the first two scenes of play. Students will also be trained to answer GCSE style questions/complete analysis tasks in order to prepare for a component 1 paper (the 2020 Cambridge IGCSE past paper).

This scheme of work focuses on the first two questions of the AQA Language Paper 1. In these lessons, students are given the necessary knowledge and resources to be able to answer both of these questions confidently. Texts included in these practice questions include: Stephen King’s ‘IT’ Peter Benchley’s ‘Jaws’ Khaled Hosseini’s ‘The Kite Runner’ Steinbeck’s ‘Of Mice and Men’ Tolkein’s ‘Lord of The Rings’

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 SOW combines both Media and English in order for students to construct a film review during their assessment week. They will also have the chance to explore elements of cinematography, scriptwriting and analysis of cliche in film. This is the first two weeks of a five week SOW, which is also available as a bundle. Each week is also available to purchase seperately.

11 SPAG lessons with a focus on: Introduction to using basic punctuation Using commas and how to ‘pause’ in sentences Using colons when listing Using discourse markers correctly Sentence and word types Hyphens, en and em dashes Advanced punctuation (using speech marks and semi-colons. There is an end of unit quiz attached for students to consolidate their learning at the end of the scheme. One lesson includes an easy ‘tick off’ teacher feedback sheet, all lessons include opportunity for purple pen reflection or peer reviews.

Lesson 1: Intro to Dystopian Environments Lesson 2: Dystopian Character Archetypes Lesson 3: The Context behind Dystopia Lesson 4: Analyzing the Setting of 1984 Lesson 5: Analyzing the Character of O’Brien in 1984 Lesson 6: The Key Dystopian Concepts of 1984 Lesson 7: Intro to A Handmaid’s Tale Lesson 8: Horrors of Gilead – HMT Lesson 9: Aunt Lydia Analysis - HMT Lesson 10: Intro to the Hunger Games Homework Sheet 1: Creating a Dystopia Worksheet Homework Sheet 2: Dystopian Verbs

Lesson 1: Intro to Dystopian Environments Lesson 2: Dystopian Character Archetypes Lesson 3: The Context behind Dystopia Lesson 4: Analyzing the Setting of 1984 Lesson 5: Analyzing the Character of O’Brien in 1984 Lesson 6: The Key Dystopian Concepts of 1984 Lesson 7: Intro to A Handmaid’s Tale Lesson 8: Horrors of Gilead – HMT Lesson 9: Aunt Lydia Analysis - HMT Lesson 10: Intro to the Hunger Games Lesson 11: President Snow Analysis Lesson 12: Revolution & Rebellion in The Hunger Games

This 12 lesson scheme of work focuses on the first three questions of the AQA Language Paper 1. In these lessons, students are given the necessary knowledge and resources to be able to answer all three of these questions confidently. SOW Summary: Lesson 1: Question 1 focus, reading Stephen King’s ‘IT’. Students have a chance to write their own question 1 as well! Lesson 2: Question 2 focus, with a guided annotation of King’s ‘IT’ extract. Lesson 3: A focus on language techniques, and testing language analysis with an excerpt from Peter Benchley’s ‘Jaws’. Lesson 4: A focus on analyzing setting, using an extract from Khaled Hosseini’s ‘The Kite Runner’. Lesson 5: A focus on allusion and advanced language techniques in Steinbeck’s ‘Of Mice and Men’. Lesson 6: Finalizing the study of question 2 by analyzing an extract from Tolkien’s ‘Lord of The Rings’. Lesson 7: Intro to question 3 and metamorphosis extract used for event tracking. Lesson 8: Focus on voice and tracking events, using an extract No Country for Old Men. Lesson 9: Focus on tracking events, using extract from The White Tiger. Lesson 10: Focus on structural devices, using extract from A Christmas Carol Lesson 11: Focus on key changes in a text, using the lyrics from ‘Let it Go’. Lesson 12: Finalizing the exploration of question 3. A study of a text’s ‘focus’ and sentence types, using an extract from Voices from Chernobyl.

These lessons were originally planned for my bottom set intervention Y7 group, and therefore would work for a Y5/6 group, or any bottom set Y7 or perhaps Y8. Lesson 1: Intro to Romanticism Lesson 2: Intro to I wandered Lonely as a Cloud Lesson 3: Finding techniques in IWLAAC Lesson 4: Writing a paragraph on IWLAAC Lesson 5: Intro to ‘Wind’ by Ted Hughes, and finding connotations Lesson 6: Finding violent verbs and onomatopeia in ‘Wind’ by Ted Hughes Lesson 7: Planning and Writing a paragraph for ‘Wind’ by Ted Hughes Lesson 8: Introduction to ‘The Moon’ by Robert Louis Stevenson Lesson 9: Planning an assessment response on ‘The Moon’. Lesson 10: Writing an analytical paragraph on ‘The Moon’ Lesson 11: Paragraph Improvement Lesson (with teacher feedback sheet)

Lesson 1: Intro to question and metamorphosis extract used for event-tracking. Lesson 2: Focus on voice and tracking events, using an extract No Country for Old Men. Lesson 3: Focus on tracking events, using extract from The White Tiger. Lesson 4: Focus on structural devices, using extract from A Christmas Carol Lesson 5: Focus on key changes in a text, using the lyrics from ‘Let it Go’. Lesson 6: A study of a text’s ‘focus’ and sentence types, using an extract from Voices from Chernobyl.

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