Resources for a discussion or an assembly on Holocaust Memorial Day 27.1.22.

I think the most important idea to grasp is the human condition, particularly, from the perspective of Nora who asks: “Has a woman really not the right to spare her dying father pain, or save her husband’s life?” At a turning-point in her life, Nora receives no solace from books, religion, the sanctity of family, nor her own conscience – she is unstoppable in seeking freedom and truth. “I believe that I am first and foremost a human being, like you (Torvald) –or anyway, that I must try to become one… I must think things out for myself, and try to find my own answer” (p.98). In studying A Doll’s House, you will analyse and interpret this preoccupation with the institution of marriage and its portrayal through Ibsen’s naturalism.

MYP English Language and Literature: Does love make the world go round? Connections Self-expression, style and theme Identities and Relationships Beliefs and Values of the Romantic Poets Glossary Biographies of poets Vocabulary for each poem Examples of Romantic poetry Reading comprehension questions Assessment points Quote explosions

MYP English Language and Literature Can we guess what the future holds? Orientation in Time and Space Year 9 Spring Term

You will develop an appreciation of the text ‘Coraline’ by Neil Gaiman, an understanding of the plot of the text and how the writer uses symbolism, motifs, language and structural devices to craft his story. Furthermore, you will develop your knowledge of the Gothic and Fantasy genres, including the common features both genres utilise. By developing your core knowledge and an appreciation for this text, you will be provided with the building blocks to help you explore and enjoy other texts within this genre, for example: The Graveyard Book and Good Omens. You will have three Extended Writing Tasks in the unit which are written below. Your teacher will use the ‘AREs/End Points’ to assess your learning throughout the unit. Copy of the novel Biography Plot overview Chapter summary tasks Modelled writing

A resource to help teachers promote the competition organised by the English Speaking Union.

Contents Glossary of Key Poetic Terminology Wilfred Owen: Exposure (summary – form and structure – analysis/context). (DISPLAY WORK) Ted Hughes: Bayonet Charge (summary – form and structure – analysis/context) Simon Armitage: Remains (summary – form and structure – analysis/context) Jane Weir: Poppies (summary – form and structure – analysis/context) Carol Ann Duffy: War Photographer (summary – form and structure – analysis/context) Imtiaz Dharker: Tissue (summary – form and structure – analysis/context) Carol Rumens: The émigree (summary – form and structure – analysis/context) Beatrice Garland: Kamikaze (summary – form and structure – analysis/context)

Persuasive communication uses aspects of style for the purpose of expressing personal and cultural ideas, feelings, beliefs and values, which can help challenge or alter other people’s point of view. Contents: Glossary:……………………………………………………page 3-4 Reflective writing:………………………………………….page 5-6 Poetry Competition experience:………………………page 7-14 Homework for week 1/2:…………………………………page 15 Formative assessment: Sensory Imagery Test……….page 16 War Poets:………………………………………………page 17-26 Summative assessment: Pastiche poem…………………page 27 Criterion C: Producing text, Criterion D: Use of Language Spoken word poets…………………………………………page 28 Homework for week 3………………���……………………page 29 National Youth Poet Laureate…………………………….page 30 Summative assessment: written commentary………page 31-34 The Hill We Climb by Amanda Gorman. Criterion A: Analysing Criterion B: Organising Summative assessment: protest poem. Criterion C: Producing text Criterion D: Use of language…………………………page 35

A series of lessons on Part One and Part Two of the Stranger. Obviously, the active analysis Socratic Seminars will need to be adapted to reflect your own teaching group. Connected to IB DP Year 1 Intertextuality Paper 2. A complete unit of work with Powerpoints.

Year 8 Winter term 2 Adventure Fiction & Satire Holes by Louis Sachar Knowledge Booklet with tasks.

Six lessons to accompany the student knowledge booklet.

A handout with a skills focus: Skills: • Rhetorical skills • Outlining and Transitions • Introducing quotations/citation and paraphrasing • Conclusions Grammar: • Agreement

Why are we studying this play? Page 4 Which IB concepts are relevant? Page 5 Act 1 Pages 6-15 Learner Portfolio Extended writing point 1 Page 16 Act 2 Pages 17-38 Learner Portfolio Extended writing point 2 Page 39 Act 3 Pages 40-52 Learner Portfolio Extended writing point 3 Page 53 Act 4 Pages 54-60 Learner Portfolio Extended writing point 4 Page 61 Act 5 Page 62-78 Final assessment Page 87

I began the unit with an introduction to British broadsheet and tabloid newspapers. Students were given a quote from remarkable individuals about the power of the press. They annotated the quote and explored the effects of the language. Then students read each section of a newspaper and completed a table with all of the sections. I cut out the question: Is it true, you are what you read? from the newspapers and added photographs of the observed teaching.

Unit of Inquiry - Student Knowledge Booklet - Year 8

First week’s teaching Curriculum scope and sequence Copy of the play

A series of ten lessons (PPTS) based on the work in translation: One Hundred Years of Solitude. Learning objectives explore the novel in time and space. Obviously, you’ll need to adapt my active analysis Socratic Seminars to reflect your own teaching group. The assessments focus on Paper two questions in the IB Diploma.

Is all the world a stage? I’ve put this Year 7 MYP English Language and Literature Knowledge Booklet together using the play, Sparkleshark by Philip Ridley Feel free to adapt the assessments

A short unit of inquiry about poetry with a focus on dramatic readings, literary festivals and creative writing. The unit follows the MYP curriculum.

Source: Copyright © 1963, Martin Luther King, Jr. All rights reserved. The Atlantic Monthly; August 1963; The Negro Is Your Brother; Volume 212, No. 2; pages 78 - 88. I’ve cited this source in my learning experience, which I designed for Year 11 students beginning their studies in language and literature. I really wanted to explore, readers, writers and texts. The lesson begins with a DO NOW, which could be adapted. I’ve included question that reflect the knoweldge areas I am currently teaching. There is an overview to the context in which King wrote his letter. The letter is annotated which helps to model the persuasive language techniques. The task is inlcuded in the resource (2) which is a differentiated written commentary.