51����

1) PowerPoint - This lesson focuses on teaching students about the context of World War One so that they have some frame of reference for approaching the poems written in this period. Afterwards, it explores how the perceptions of war in poetry changed during this period from patriotic beliefs in its valour to disillusionment as World War One saw a complete change in the way wars were fought and the attitudes towards them. This lesson opens with checking students prior knowledge of WW1. It then explains what the world was like during the 19th Century and the imperialist ideology. The beliefs of Europe’s’ Great Powers, the major causes of WW1, The assassination of Franz Ferdinand: A Shot that Changed the World, societal beliefs about war at the time, exploring propaganda posters from World War One, new technologies used in this war and the outcomes of the war. Things we will learn by the study of poetry from the First World War.

A PowerPoint presentation explaining how to reference and a handout for students to glue into their books

In addition to analysing cinematic techniques (aka visual features), students need to analyse the effect of language features in their chosen documentary. This lesson introduces students to a range of language features to watch out for with examples from Michael Moore's Fahrenheit 911 and Morgan Spurlock's Super Size Me. These language features include high modality, rhetorical questions, emotive language, repetition and groups of three. It also includes a list of generic questions for students to ask themselves when watching documentaries.

Perfect resources for a protest poetry unit. These poems show the Indigenous Australian viewpoint at various points in History. There are poems about colonisation, the stolen generations and land rights struggles. Some of the poems are by famous artists like Oodgeroo Noonuccal, others are from Inside Black Australia: An Anthology of Aboriginal Poetry (published 1988).

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for Humanities students in other states and countries with an interest in colonialism and Australia’s Frontier Wars (1788-1930s). This PowerPoint teaches a communication skill that students need to know and be able to do for their exam (synthesising). It features a video explaining the concept and a visual chart for how to synthesise. This is followed by some key questions you may ask when interrogating sources, tips for how to introduce (cite) the authors of sources in their paragraphs and tips for talking about two authors simultaneously. Screen shots are used to show how synthesising is assessed in the new Modern History GTMJ. This is deconstructed and key ideas including ‘historical argument’ are explained. This is followed by slides which feature an example historical argument as well as tips for writing topic, supporting and linking sentences. Afterwards we review the synthesizing question from the practice exam looking at the information that was pulled from the 3 sources and how the author used this to write their response. This is followed by exploring sources about the Kalkadoon people of North West Queensland. Students will wrie a paragraph synthesising evidence from Sources A, B, C & D to form a historical argument about whether the Kalkadoons were justified in waging war against the pastoralists. To be successful students must be able to do the following at the end of this lesson: Define synthesise and explain how this differs from summarising and analysing List some questions you may ask when interrogating sources. Write a paragraph synthesising things they have learned from a range of sources about The Kalkadoons. I pride myself on the quality of the materials I produce, I don’t charge high prices because I don’t agree with paying £10 for a wordsearch. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.

4 resources designed for a year 8 poetry unit. The first is a PowerPoint which takes students through the STEP UP acronym which they will use to analyse poems in their upcoming assessment: subject matter, theme, emotions, poetic devices, your interpretation, purpose… It includes prompting questions that students should ask themselves to help guide their response for each category. It then includes a poem about a refugee and slides which work through the STEP UP process. The second is a worksheet for modified students which has most of the notes written so that they only have to write a few. The third is a handout which explains STEP UP which could be used as a poster. The fourth is a typed version of the analysis of the refugee poem (in a Word Doc)

My school has 1 literacy lesson a week (70 minutes) taught by a different teacher than their usual English teacher. They do activities related to the unit but also spelling, grammar, reading comprehension etc. Intro to the purpose of literacy lessons and the types of activities they will be doing. Intro to ethos, pathos and logos and their historical origins. Watch a short YouTube clip explaining these terms. Copy notes about ethos and view examples (from advertising – print and tv adverts). Discuss why audiences are influenced to buy products endorsed by celebrities or experts. Copy notes about logos and engage with examples. Copy notes about pathos and engage with examples. Bookmark making. Spelling test.

This 32 page booklet has been designed as part of an Australian film studies unit focusing on the 2002 film The Rabbit Proof Fence. It includes activities exploring characterisation, the beliefs of the time and analysing the aesthetic features (film and language techniques) which students are to complete during and after viewing the film. While used for year 9 in this case, it could be applicable for any junior secondary grade. It could also be used during NAIDOC week. This booklet contains resources which would be useful for preparing students to write a range of genres including film reviews, feature articles, persuasive texts and analytical essays. There are questions about the events/themes/character’s perspectives and the effects of the aesthetic features. It introduces students to concepts such as textual structures, language features, visual features, film techniques and themes. It includes information about the socio cultural context of the film, articles about the women on which the film is based, key quotes from the film, scaffolded analysis activities for key scenes, an introduction to evaluative language and how it is used to describe films. The final pages include an explanation of how to structure an essay (along with planning and editing steps). Reference List Noyce, P. (Director & Producer), Olsen, C. (Screenwriter & Producer), & Winter, J. (Producer). (2002). Rabbit-proof fence [Motion picture]. Rumbalara Films; Australian Film Finance Corporation; Olsen Levy; Showtime Australia. National Film and Sound Archive of Australia. (2002). Rabbit-proof fence [Australian one-sheet poster]. Alamy. (2002). Rabbit-proof fence [Still image].

3 resources used in a 9 English unit. A homework sheet which includes the poem ‘Then and Now’ by Oodgeroo Noonuccal and comprehension questions which are designed to help students begin to analyse the text. This poem touches on the dispossession of land and the consequences for the poet and her people. A PowerPoint which teaches visual source analysis using the picture book ‘The Rabbits’ by John Marsden (illustrated by Shaun Tan). Students have to respond to the images by answering the following questions: What do you feel about the imagery? What does it mean to you? What is the idea of Australian identity portrayed in the picture? Afterwards, the PPT explains that this story is an allegory. The PowerPoint also includes some examples of Australian slang (as this is part of a stereotypes unit). A PowerPoint which points out that for a long time there were “entrenched negative stereotypes” about Aboriginal people in Australia and how the media’s focus on negative Aboriginal issues creates much hurt when it presents the problems of individual Aboriginal people as problems of all Indigenous Australians. It explores the negative stereotypes about Indigenous people as shown in Bran Neu Dae and the positive attributes shown in The Sapphires. The clips I have selected from Bran Neu Dae are humorous but touch on serious issues and often generate good classroom discussions. Reference List Noonuccal, O. (1964). Then and now. In We are going (pp. 33–34). Jacaranda Press. Marsden, J., & Tan, S. (1998). The rabbits. Lothian Books. Tan, S. (Illustrator). (1998). The rabbits [Book cover]. Lothian Books. Tan, S. (Illustrator). (1998). The rabbits [Illustrations]. Lothian Books. Perkins, R. (Director), Cribb, R., & Chi, J. (Writers). (2009). Bran Nue Dae [Motion picture]. Robyn Kershaw Productions; Screen Australia. Robyn Kershaw Productions. (2009). Bran Nue Dae [Film poster]. Robyn Kershaw Productions. (2009). Bran Nue Dae [Film stills]. Blair, W. (Director), Briggs, T., & Thompson, K. (Writers). (2012). The Sapphires [Motion picture]. Goalpost Pictures. Goalpost Pictures. (2012). The Sapphires [Film poster]. Goalpost Pictures. (2012). The Sapphires [Film stills].

A useful resource for an introduction to Science Fiction and key terms. In addition to definitions taken from a cinema subject I completed at university, there are a series of viewing activities (trailers for various films which illustrate the key features of these subgenres of science-fiction.) Most of these slides also come with questions designed to get students to think about our focus: TECHNOLOGY and the role of technology in these imagined worlds. These questions challenge students to consider how filmmakers position and influence their viewers regarding the discourse of technology in texts and whether these representations work to naturalise, reinforce or challenge prevailing beliefs and attitudes about the role of technology in society.

Extracts from the Hobbit used to exemplify the different parts of a short story structure. Some clips from the film used as well. Additional examples from the set text for this year 12 unit (An Autobiography called Slave by Mende Nazer). Reference List Tolkien, J. R. R. (1937). The hobbit, or there and back again. George Allen & Unwin. Jackson, P. (Director). (2012). The hobbit: An unexpected journey [Motion picture]. New Line Cinema; Metro-Goldwyn-Mayer. New Line Cinema. (2012). The hobbit: An unexpected journey [Film poster]. Warner Bros. Pictures. New Line Cinema. (2012). The hobbit: An unexpected journey [Film stills]. Warner Bros. Pictures. Nazer, M., & Lewis, D. (2002). Slave: The true story of a girl’s lost childhood and her fight for survival. Virago Press.archive.org Virago Press. (2002). Slave: The true story of a girl’s lost childhood and her fight for survival [Book cover].

PowerPoint. Learning about William Blake and British Colonial Expansion. They will learn about a fundamental ideology of the period: The divine right of kings. Students will read ‘A War Song to Englishmen’ which is accompanied by my annotations (which they may copy into their poetry booklets if they wish). Discuss how everything he wrote was infused with religious meaning so you will see that this poem operates on two levels. We will then compare this to another First World War poem written by American poet Robert Frost. After reading the poem, students will research Frost to gain further context. Afterwards they will highlight the poetic devices used in ‘Not to Keep.’ Venn Diagram for comparing the two poems a table used for analysing the poems to prepare students for their exam (these will become their revision tools) Reference List Blake, William. (n.d.) A war song to Englishmen [poem]. In Bliss, E. (1890). The Oxford Book of English Verse. Oxford University Press. Frost, R. (1917). ‘Not to keep.’ [poem]. In Mountain interval. Henry Holt and Company.

A series of resources: a handout which includes the questions on the slide (to be given to students to answer / shared electronically.) The PowerPoint. Some information pertaining to the historical context of the play. A summary of each scene with key quotes and questions. Viewing Act Five, Scene Three (the final act) both Baz Luhrmann film and the 2013 version (for comparative purposes). Important things to note from Act 5. Revision questions. Optional extras for if time: questions about themes. Role play activity. A handout - revision activity - a list of jumbled up events from this act which students have to reorganise into chronological order. An updated PowerPoint which features all of Act 5 (Scenes 1-3). It includes a warm up activity (explaining what a friar is - with notes to copy). Additionally, it features quotes from the play, checking for understanding questions (some to answer in books and some to discuss as a class) & some brain breaks (viewing activities - two excerpts of the play being staged in The Globe Theatre). This lesson is designed to fit into a unit where students must complete an exam where they respond to an essay which argues that Friar Laurence is solely to blame for the deaths of Romeo and Juliet. Through studying each scene in depth, students should begin to see that a range of other characters could be referenced in their counter argument. Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced).

A PowerPoint designed for a 50 minute lesson which includes summaries of key scenes and important things to note in this act. It also features questions to check for understanding. An updated version of the Act One (Scenes 1-4) PowerPoint for a school with 70 minute lessons. It includes a warm up activity (definitions to copy), extra quotes and questions to check for understand. A lesson plan has also been included. A PowerPoint focusing on the Party Scene (Act One, Scene 5). It begins with a mini lesson on characterisation (with definitions and examples). Subsequently students act out the scene and discuss the perspectives of various characters. Afterwards, we watch the 1997 film version and prepare to explore the balcony scene in a future lesson. A 5 page script for the party scene which has been translated into modern language (more accessible for students). A homework sheet with questions about the party scene (Act 1, Scene 5). A handout - revision activity - a list of jumbled up events from this act which students have to reorganise into chronological order. Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced).

This is a PowerPoint which is useful for teaching the final act of the play. It includes dot-point summaries of each act, key quotes and some historical background into how to attack a castle.

A PowerPoint which was created to scaffold a short story task where students are required to, "Write an original, imaginative short story that utilises the literary techniques and literary devices that are appropriately employed in a specific crime genre." It also includes a 10-page booklet with similar information if you have students who need to be provided with a hard copy.

The first two lessons in a year 9 English unit. Within this unit, students engage with a range of Australian literary texts including short stories, films and poetry, and literature for stereotypes including bogans, Indigenous Australians and bushmen etc. We also explore concepts like multiculturalism, fair go and mateship. Students explore how events, situations and people can be represented from different perspectives and draw conclusions about characters, key ideas and Australia’s identity, justifying these with selective use of textual evidence. PowerPoint 1: Unit introduction Classroom expectations, Homework expectations, Expectations around use of laptops in the classroom and an introduction to the unit. It includes questions to prompt students to brainstorm their prior knowledge. It also includes clips from advertisements including the Australia Day Lamb Ads for fun brainstorming activities. PowerPoint 2: Introduction to key terms: multicultural, patriot, assimilate, nationalism and juxtapositon. Identifying Australian stereotypes within a music video parody Defining the term Identity and teaching students how to answer quesitons using the RAF method. It includes example responses and then questions for the students to respod to.

A resource designed for use with Year 12 Essential English students (Australian curriculum). Students are preparing to sit a response to stimulus exam with one seen source and one unseen source (1 x written and 1 x visual). The document includes a list of language features and text structures commonly found in visual stimulus texts (along with definitions and examples). How I used this in my teaching: I printed a class set of the LF on one colour and the TS on another colour and had them laminated. I hand them out in each lesson when students are analysing texts. I also printed one set in A3 and put them up as posters in the classroom.

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PowerPoint which structures the lesson. It begins with a reminder of what we are learning about and persuasive techniques (the P.E.R.S.U.A.D.E Acronym). Students are asked to list some persuasive texts which they encounter in their daily lives. A review of the 3 types of appeal (reason, character and emotion) is included. Following this, students have 4 questions to write down for as they view the “You Can’t Ask That” episode about Indigenous Australians on iView. There are some answers providing on the subsequent slides. There is also a viewing activity (an anti-racism PSA called “The Invisible Discriminator”) which is good for generating discussion. To conclude the lesson, there is a paragraph writing activity for students to write a paragraph a out the social issues which Indigenous Australians experience. I included additional information for if the lesson finished early. It includes information about kinship, the role of elders and texts which are useful for gaining an understanding of Indigenous histories.

A PowerPoint taking 12 Essential English students through another exemplar persuasive speech. The lesson begins with a settling activity – there is a jumbled-up list of persuasive techniques, definitions and examples. Students have to match them up correctly. There is a placemat which shows the skill ‘arguing/persuading’ and contains some suggested conjunctions and sentence starters. The parts of the speech and “I can” statements are reviewed. Then students go through a persuasive speech about climate change and consider how it was structured, the language features used and the suggestions made. This is followed by information about the good and bad parts of this exemplar and what they could have improved.