There are 25 slides in this lesson.

Students will study different ways that people are influenced by language and the type of language that is used to do this.

An outline of the lesson is below:

• 1. Power point on background information on persuasive techniques
• 2. emotive words exercise
• 3. Film activity – finding emotive words
• 4. Political cartoon study - influence
• 5. Website study- influence
• 6. television program study – influence

There are 30 slides in this comprehensive lesson on how to write a paragraph.

Students will take notes on how to write a paragraph and then complete activities to practice.

There are 17 slides in this lesson. To see the format of a full lesson see the first lesson in the Year 10 English file.

This lesson will guide students through the process of the writing of a formal letter.

The outline of the letter is below:

• You will be given the instructions to write a formal letter.
• Using these instructions, you will create a graphic outline on the structure of  a formal letter
• Preparation of paragraphs for your letter
• Practice a formal letter

There are 17 slides in this lesson on english vocabulary.

• Students are given a list of vocabulary words to  locate and understand  words needed to write a narrative.

There are 25 slides in this lesson. Not all slides are shown in the sample. To see the format of a complete lesson see the first lesson in Year 10 English.

To introduce short story writing student will complete a mind map showing the concepts of a narrative.

Lesson outline is below:

• an example of a mind map showing the concepts of writing a narrative
• Power point on narrative elements
• Slide with key concepts and meaning shown to students to complete their mind map

There are 31 slides in this lesson which explores examples of short stories "Myths and Legends". To see a full lesson format look at lesson 1 English Year 10 - as there is a small sample of this lesson.

◦By the end of this lesson students will read and appraise (make comment) on the story The Curse.

The lesson content is as follows: 

• revisiting a story you know thinking and remembering
• Myths and legends (The Curse)
• Short answer response
• Brainstorm
• Reading
• Comprehension
• Table
• Identifying good and evil
• Identifying the topic of the curse
• Creating a sentence
• Plenary - Identifying feelings

All worksheets required for this lesson will be included on the USB.

There are 26 slides in this lesson. To view a full lesson sample see lesson 1 Year 10 English.

Students are shown the methods of effective story writing using language techniques. Figerative language: metaphors, personification, similes

Ouline of a lesson:

• Reading of sample story - identifying characters described
• Identifying adjectives
• View an animated version of the Curse
• Similarities and Differences
• Using Language techniques

Any reading extracts or worksheets will be included on the USB.

There are 18 slides in this power point lesson. There is a small sample of slides shown. To see the format of a full lesson see Lesson 1  Year 10 English.

Students discover that myths and legends are told from a third person point of view so it is important you understand what this looks like before tackling the writing of their own story.

The outline of the lesson is as follows:

• Power point narrative point of view 
• First person point of view - Activity
• Third person point of view - Activity
• Activity – Identifying Narrative Point of View
• Rewrite the passage in the third person - Activity

Any worksheets needed ie extracts of POV will be included on the USB.

There are 25 slides in this lesson, to see a full lesson see lesson 1 Year 10 English as an example of format.

By the end of this lesson, students will complete activities to help them to start writing their  Myth or Legend story.

The outline of the lesson is as follows:

• Students firstly re-cap the requirements of writing a myth or legend
• Two visual clips are shown for students to identify symbols in the film - answers are then given
• Students brainstorm any ideas they could use in their story using symbols
• Students create a good and evil chart and then decide ways they could apply this to their story idea
• Powerpoint slide to remind students of the narrative language concepts used in a story ie character, plot

There are 20 slides in this lesson. A small sample of slide are shown, to see the format of a full lesson view lesson 1, Year 10 English.

Students examine a number of texts on climate change. Students will evaluation and analyse the different types of text. 

Below is an outline of the lesson:

• Brainstorm
• CRAP test
• Dictionary – vocabulary
• What is sustainability?
• Reading about the biosphere
• Pair share
• Film on biosphere

There are 37 slides in this lesson. 

In this lesson students will view a number a visual posters making a statement about climate change. Students will be taught how to analyse and then they will analyse an environmental poster.

Outline of the lesson are below:

• Reading climate crises
• Video’s on different environmental problems
• Questions
• SWAT codes - images

Any worksheets will be in the USB.

There are 24 slides in this lesson on annotation.

• Students will be instructed in how to annotate and then they will complete practice activities on anotating. 

Outline of the lesson: 

• example of an annotated picture shown to students
• Power point on annotation
• Example of written text shown to students
• Nineteen Eighty-four by George Orwell Activity
• Questions on the article of George Orwell - on slides

Worksheets and extracts will be included in the USB.

There are 22 slides in this lesson on Biographies.

Students revise characterisation and examine a children’s story and create a storyboard with the focus on the character.

The outline of the lesson is below: 

• Think/pair/share on biographies
• Activity 1 - Look at the two images of “The Joker” and list the similarities and differences
• Activity 2 -  Worksheet - interpretations of the joker
• A number of clips on the Joker is shown to the students
• Activity 3 - Adjectives in the film
• Class discussion on the Joker
• Activity 4 - Storybook activity - 
• In pairs or small groups, explore the teacher-allocated traditional childhood story
• Activity 5 - Changing the story to your story
• Activity 6 - group work on the story
• Plenary – feedback to other groups your story
   All films are embedded in the slide show - any worksheets needed are included in the USB.

There are 19 slides in this lesson.

In this lesson students explore the question What is tone? What is context and make the connection to a stories ability to make a connection with the reader.

The outline of the lesson below:

• In pairs or small groups, complete the activities on the Worksheet Lesson 3 Change That Tone! Pge 6
• As a class, explore the question: what is tone?
• Revise the meaning of the term context as required.
• Explore the importance of context as well as the text’s purpose and intended audience when making meaning and judging tone.
• In pairs or small groups, sort the range of adjectives describing tone and create two word clouds, using Worksheet Lesson 3 – Describing tone.
• Discuss the purpose and intended audience of each text in Worksheet Lesson 3 What is that tone? Explore how the contexts of the various intended audiences may influence responses to the texts.
• Complete the activities on Worksheet Lesson 3 What is that tone?
• Read the lyrics, and listen to and/or watch one or more of the autobiographical song/s chosen by the teacher.
• In pairs, respond to a series of questions about this/these song/s.

All clips are embedded in the slides and worksheets will be included in the USB.

There are 32 slides in this lesson.

An introduction to biographical and autobiographical text types.

In this lesson, students will have analysed some picture books and created their own spider line of your autobiography. 

Outline of lesson: 

• Read a range of autobiographical picture books or graphic novels for enjoyment.
• Contribute their thoughts on the various purposes and intended audiences of these texts, as part of a class discussion.
• Complete the Worksheet Lesson 4–5 Picture book or graphic novel analysis for one of the texts which they have read.
• Create a spider diagram of their own autobiographical experiences; these may be happy and/or sad.
• Select one experience and complete the Worksheet Lesson 4–5 Autobiographical Storyboard to show how they would communicate this experience in the form of a picture book across six pages; making visual and written language choices that link to a specific target audience.

All visual texts are embeded in the power point. Any worksheets will be in the USB.

There are 26 slides in this lesson. To see a full lesson view lesson 1 Year 10 Englsih where there is the example of format.

By the end of this lesson, students will understand what the difference is between a biography and autobiography and some to the conventions used in writing them. Students will also start creating a vision board of your own life.

An outline of the lesson is below:

• Understand generic conventions of a biography, including the traditional narrative point of view.
• Watch a range of biopic film trailers, note the person and/or event that these represent, and explore why these stories have been told, completing Worksheet Lessons 6-7 Biopic film retrieval chart.
• Brainstorm why some stories are perceived as more valuable than others. What themes, issues and experiences do they explore?
• Understand the word autobiography, and its root origin.
• Explore the purposes behind autobiographies (to inform, persuade and entertain).
• Discuss the benefits and drawbacks of the first person point of view in an autobiography.
• Go through the formative assessment task and rubric, asking any questions as required.
• Review some samples of vision boards.
• Participate in a discussion of the visual and written elements that vision boards typically include.
• Compose a vision board and rationale to demonstrate their understanding of what makes an effective autobiographical or biographical text.

Any film extracts are embedded in the power point. Any worksheets needed will be in the USB.

There are 15 slides in this lesson.

During the lesson students view and read about a number of people and their autobiographies.

An outline of the lesson is below:

• Read a selection of autobiographical extracts by a range of authors, and from a variety of historical, cultural and social contexts.
• Identify, analyse, evaluate and discuss:
• the implicit or explicit values, beliefs and assumptions presented in the texts and how these influence and shape the perspective of the author
• the purpose and intended audience of each text
• the narrative viewpoint and structure of each text
• how each text influences the reader response and why students respond as they do (linking to personal context, values, attitudes and beliefs)
• appropriate adjectives to describe the voice of the authors; including how we read their tone through their vocabulary choices, punctuation, syntax and any dialogue.
• Complete Worksheet Lessons 8–10 Autobiographical analyses.
• Pause and reflect; receive teacher and peer feedback on the formative assessment task.
• Complete the formative assessment reflection survey as part of the feedback cycle, answering various questions.

Any clips will be embedded in the slide show; any worksheets will be included in the USB.

There are 16 slides in this lesson.

• Students view and analyse Kim Kardashian sho is well known in the world. 

An outline of the lesson is below:

• Observe and discuss how to analyse representation and voice by reading and/or watching the three texts written by, or presenting, the influential or famous person chosen by the teacher.
• Take note of vocabulary choices, syntax, punctuation and/or the way the influential or famous person speaks. Consider the way they look and behave through verbal and non-verbal cues, if visual texts are available.
•  read the texts composed by (or including)  Kim Kardashian  and complete the relevant activities.
• Complete Worksheet Lessons 12–13 Verifying voice.
• Analyse the text selected in the previous research lesson, which represent the voice of the chosen influential or famous person.
• Use Worksheet Lessons 12–13 A representation of voice to draw conclusions about the three texts selected, and reflect on how to represent themselves as the influential or famous person through written, verbal and non-verbal language choices. This will be submitted as part of the summative assessment task.

Clips for this lesson will be embedded in the power point, any worksheets needed will be included in the USB.

There are 28 slides in the lesson on James Joyce.

• Students are introduced to an influential person called James Joyce. 

Outline of the lesson is below:

• Observe and discuss how to analyse representation and voice by reading and/or watching the text on James Joyce.
• Take note of vocabulary choices, syntax, punctuation and/or the way the influential or famous person speaks. Consider the way they look and behave through verbal and non-verbal cues.
•  Read the texts composed by James Joyce and complete the relevant activities.
• Complete Worksheet Lessons 12–13 Verifying voice.
• Analyse the text selected in the previous research lesson, which represent the voice of the chosen influential or famous person.
• Use Worksheet Lessons 12–13 A representation of voice to draw conclusions about the text selected, and reflect on how to represent themselves as the influential or famous person through written, verbal and non-verbal language choices. This will be submitted as part of the summative assessment task.

All worksheets needed for this lesson will be included in the USB.