18 questions for students to show their understanding of the plot. This could also be used as an intro to the text and students could work on computers to find the answers. I have also included an answer sheet for quick marking.

This lesson features: general discussion questions, line by line questions to help students engage with the poem either before or during the lesson, and a detailed line by line analysis, highlighting some techniques and providing interpretation. Then we have an essay question, model introduction, and first analytical paragraph. The next paragraph has been started, and quotes provided - students should finish it off. I have also included a link to my supplementary YouTube video which acts as an introduction/revision tool for students. Students are making a Poetry Portfolio, where they stick in each poem, annotate, and analyse with the 4 big questions, which I have included at the end of the PP.

23-slide PowerPoint. Lots of activities which lead up to the first assessment of the SoW. These lessons include a gap-fill activity about the purpose of the curate, a brief drama activity, reading comprehension, four model paragraphs analysing a range of techniques, lots of ‘think, pair, share’ questions, handouts of the chapter for assessment prep, the assessment insert handout, links to the four AOs, a simple essay plan for students to organise their ideas, summaries of every chapter, and lots of lovely visuals. I hope it is useful for your classes. It should take about 3 or 4 hours to complete this PowerPoint.

In this 23-slide PowerPoint you will find: summaries of both chapters, four short model responses for language analysis, an activity on how to embed quotes, a short drama task about how dialogue is used for suspense, a definition of the technique ‘allusion’ with a task based on Wells’ allusion to the Huns; here students watch a 10-minute YouTube video about the Goths and Huns in Europe and complete 18 viewing questions based on the video (could be done as h/w). Finally, students finish Chapter 17 by reading alongside a selection of comprehension/discussion questions to check understanding. This is the last lesson for Part 1 of War of the Worlds.

This is an exam I made based on an analysis of a website promoting a VR headset made by Facebook in February 2021. I have included an example intro, thesis and opening analytical paragraph to show students how to use clusters of quotes and connect style, language and meaning. I am sure it will be useful for the upcoming exam as many students find it difficult to construct in depth paragraphs.

In this 15-slide PowerPoint you will find guided reading through chapters 5, 6 and 7. For chapter 5, I have focused on educating students about literary devices and then using them in analysis paragraphs. I have written a brief model paragraph for students to use when preparing their own pieces of analysis of an extract from Chapter 5. For chapter 6 I have had students answer 10 comprehension questions because it is such a short and simple chapter. For chapter 7, students have an active listening/reading task to complete, where different students take on a variety of roles when listening to the teacher read the chapter. This is known as the ‘reciprocal reading’ method. I have also included a summary of each chapter just in case any students are absent. All of the PowerPoints in this series can be shared with students before teaching so that they know exactly what activities to do in order to keep up.

20-slide PowerPoint. Guided reading and analysis tasks based on key extracts. The starter is a selection of vocabulary games and activities, based on tricky vocabulary found in chapter 8. This is followed by some personal response questions and a summary of the chapter. For chapter 9 we have some reciprocal reading tasks and a question about connotations, pathetic fallacy, imagery, personification etc. The extract here is provided and colour-coded. This should work as build up for the chapter 10 lesson where students have to compare and contrast two extracts which show a technologically driven power imbalance between the Martians and Humans. Students watch a short video of technology around 1898 (the time the book was published), and make some connections to the real world. Then they must complete a close analysis of the two extracts. Guided annotations and note-taking methods are included, as well as links to the marking criteria for the iGCSE syllabus. I have also written a 200-word model response for students to understand what is required of them, and how they should be embedding quotes, commenting on language and providing a personal opinion. I have uploaded most of these PowerPoints as one lesson but in reality each one will probably take around 2 hours to complete. All chapters are also summarised, just in case students miss a class, or need a reminder of key events. I would advise sharing all PowerPoints with students before the course starts so that they have a reference point to go back to should they require it.

This is a brief guide to the Individual Oral for the IB LAL course (HL and/or SL). I have used two texts as an example of an interesting text pairing. The texts are the television series, The Great, combined with the novel by Marquez, Chronicle of a Death Foretold. The global issue I have focused on is: The imbalance of power between the sexes as a result of cultural/religious traditions. Both texts present the issue in different ways and both could be read through the lens of feminism. I have included the extracts for analysis that students could choose to use as part of their oral presentation. I have also included a guide to help students plan the first 10 minutes of the oral presentation. Finally, I have attached all of the quotes from the novel that link to the global issue. I hope it is all useful for you!

Activities on every chapter of the book, organised on one linear PowerPoint (45 slides). Students read the book answering comprehension questions, completing a media project where they explore and create: Social Media Posts Messages and Blogs Formal and Informal Emails Bias Comparison Essays Oral and Written News Reports Photojournalism and Propaganda Satirical Comic Strips Assessment: You could use any of the above, but the main two assessments are: designing a propaganda poster to promote compassion; and comparing two newspaper articles with different biases - one is from the BBC and the other is taken from the Daily Mail.

A full and detailed lesson with plenty that will challenge students. PowerPoint presentation includes: vocabulary explained, questions about every line of the poem, line by line technical analysis, about the author, and a 1000 word example essay has also been added. I have made a supplementary YouTube video, that can also be found here, which should help students when at home or revising. I really hope it is useful. This poem is no longer in the iGCSE anthology.

In this 20-slide PowerPoint covering chapters 11 and 12, you will find some vocabulary work, active reading strategies, guidance on descriptive and narrative writing, a reminder of using the senses to describe, activities on the themes of the novel, labelling activities, and a short debate. Students have plenty of time to discuss, write creatively, and analytically. Summaries of chapters 11 and 12 have been included as well as a clear plenary. I hope you find it useful.

In this PowerPoint presentation you will find an overview of the radio broadcast that was presented by Orson Welles in 1938, with a range of activities included about fake news and entertainment. This is the second introductory lesson to the SoW for the IGCSE first exams 2024, but can be used for other curricula too. It could also be used as a standalone lesson on fake news to help students navigate the web more safely. The starter is an inference task based on the headlines that shocked the US after the first airing of War of the Worlds. The next task is a listening activity where students listen to a 10-minute extract of the radio broadcast (script handout and link included), highlighting lines/features that make it so believable. This is followed by a true or false quiz about fake news in today’s era. The main task is a creative one. Students, in groups/pairs have to create their own piece of “fake news” and then swap it with another group/pair. Finally, using the provided guide to spotting fake news, students have to break down one another’s piece of “fake news”. It should be a fun and informative lesson that is simple to teach and easy to follow for the students. Please check out the full SoW and my other resources. All feedback is enormously appreciated.

A selection of activities over 80 slides containing contextual details, comprehension questions, mini exams, quotation analysis, and character profiles.

In this 13-slide PowerPoint, you will find: two lesson objectives, summaries of Chapters 3 and 4, ten comprehension questions (with answers), a vocabulary matching activity (with answers), a breakdown of the 4 assessment objectives for the prose exam (with a plenary gap fill to test retention), an extract from Chapter 4 for analysis which includes a highlighting task, followed by assessment objective-specific questions for students to answer in groups (possible answers to these questions have also been included). Finally, there is a plenary connected to the assessment objectives. After this lesson, students should have a good understanding of the two chapters, and some knowledge about how HG Wells has managed to use descriptive language effectively. Students should also have a good grasp of the assessment objectives.