A single lesson to explore the concept of culture with reference to Adorno and Horkheimer to develop thinking skills and prepare students for reflective writing.

In this Knowledge Booklet, I’ve focused on meeting the needs of students in my year 8 class - predominantly Korean students. The format of the Knowledge Booklet follows MYP English Language and Literature.

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

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.

Students wrote a letter to Siegfried Sasson from Wilfred Owen after studying Exposure. I applied a filter to each photograph I took of students’ letters to age them. I made barbed wire from kitchen foil and cut out poppies for the corners to engage attention. I wrote up a paragraph about what the unit is about and why students are developing their creative writing.

A PPT lesson to develop skills in preparation for an assessment on: Do newspapers matter in the digital age? This is an MYP lesson which you could adapt.

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

What is the city but the people? Our perspective of urbanisation has struggled to understand environmental and economic sustainability and its impact on the interconnectedness between humankind. Orientation in time and space: Migration Contents Page What are we learning and why? 3 Vocabulary 4-6 Lesson 1: Explore how Jane Austen structured sentiment about the virtue of the country and the vice of the city in Pride and Prejudice. 7-8 Lesson 2: Explore how Salman Rushdie structures sentiments about the colonial shadows in Midnight’s Children. 9 Lesson 3: Explore how Vikram Seth structures sentiments about the colonial shadows in A Suitable Boy. 10 Lesson 4: Explore how Hanif Kureishi structures sentiments about migration in The Buddha of Suburbia. 11 Lesson 5: Explore how Rachel Cusk structures sentiments about urbanisation in Outline.12-13 Lesson 6: Explore how country-home economies are promoted on social media platforms.14-15 Lesson 7: Explore how country-home economies are promoted on social media platforms.16 Lesson 8: Analyse how writers structure feelings towards country and city in their writing. 17 Lesson 9: Evaluate how attitudes towards migration have change. 18-19 Lesson 10: Evaluate how attitudes towards migration have changed. 20

Year 9 Winter Term Newspapers MYP English Language and Literature Is it true, you are what you read? Although there have been distinct changes to journalism with the shift to online newspapers, newspapers use layout and content to portray a news story. Newspapers are a powerful means of mass communication and for centuries audiences have turned to them to express and reflect their own point of view, personal beliefs and cultural values. Personal and cultural expression: Analysis and argument, fields and disciplines

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.

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.

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)

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

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

Year 10: Perspective is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations. MYP key concept: Perspective. Related concept: Point of view Summaries of the Staves. Drill questions. Four extended writing points. Modelled writing. Original copy of the text.

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

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.

I wrote this rap to support understanding of structure, character and characterisation, and context.