Godiva
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This document discusses Alfred Lord Tennyson's poem "Godiva". It analyzes the poem's form, structure, language, and themes of hair. It asks questions about the point of view, verse structure, presentation of characters, and symbolism. Students are assigned homework to analyze how Tennyson tells the story in either "Godiva" or "Ulysses" by the following Tuesday.
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Example of science gcse unit front sheet (zs)jorawlings
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This document lists 15 physics lessons covering topics like kinetic theory, energy transfer through heating, infrared radiation, generating electricity through non-renewable and renewable sources, properties of waves, the electromagnetic spectrum, sound, and red shift. It includes a checklist for whether the student was present for each lesson and their self-reported level of understanding for each topic on a scale of 1 to 3.Example of science gcse lesson checklist 3 (zs)
Example of science gcse lesson checklist 3 (zs)jorawlings
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Electricity is generated at high voltages at power stations and distributed through transformers and power lines along the National Grid to consumers. Step up transformers increase the voltage for more efficient long-distance transmission over power lines, while step down transformers lower the voltage to the 230V used safely in homes, with overhead cables connecting neighborhoods to the grid and underground lines an alternative.English plc template 9 oct-13
English plc template 9 oct-13jorawlings
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This document provides a summary of a student's grades. The student received an overall grade of B3 and needs 17 more UMS to reach the next grade of A. Their total UMS score is 74. The breakdown shows the student received grades of C3, B3, and B1 in different units. The detailed scores for assessments within each unit are also provided.Plc's
Plc'sjorawlings
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AfL takes place both inside and outside the classroom. Students use personal learning checklists (PLCs) outside the classroom to inform teachers about areas they need help with. There are two types of PLCs - ones based on skills students need to learn, and ones based on specific knowledge objectives. The PLC process involves diagnosis of student understanding, providing therapy or improvement, testing knowledge, and tracking progress over time using a scoreboard. Examples of PLCs from different subjects are provided.Year 9 lesson 25th june
Year 9 lesson 25th junejorawlings
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This lesson plan outlines a Year 9 English class that will focus on analyzing the character of the Inspector from An Inspector Calls. Students will work collaboratively in groups to closely examine quotations about the Inspector and evaluate possible audience responses. Some students will then discuss their ideas using Socratic dialogue, while others provide feedback. Finally, students will write a paragraph analyzing the Inspector using evidence from the text. The learning objectives differentiate skills based on student levels, with higher levels expected to more deeply analyze evidence and audience reactions.11 e ge1 2013-14 v1[1] copy![11 e ge1 2013-14 v1[1] copy](https://cdn.slidesharecdn.com/ss_thumbnails/11ege12013-14v11copy-131015103303-phpapp02-thumbnail.jpg?width=560&fit=bounds)
11 e ge1 2013-14 v1[1] copyjorawlings
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This document provides information about a geography lesson on the 2012 UK floods for a mixed ability Year 10 class.
During the lesson, students will explore the causes and impacts of the 2012 UK floods by collaborating to collect information and generate questions. They will carry out an inquiry to generate conclusions about the floods. The most able students will evaluate the role of people and nature in causing the floods.
After the lesson, students will create a one-page graphic or written paragraph analyzing the causes and effects of the floods. The teacher will provide differentiated support and activities based on students' progress and needs. Student progress and understanding will be assessed during the lesson.Planning minibite
Planning minibitejorawlings
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Planning allows teachers to think about how every student in the classroom will learn and progress. Good planning has differentiated learning objectives that support and challenge students, incorporates key vocabulary, and includes assessment for learning and questioning. Lesson plans should focus on what students will learn, not just the tasks they will complete, and make use of Bloom's Taxonomy to structure learning and progress both within and across lessons.Discussion toolkit
Discussion toolkitjorawlings
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Students are discussing various techniques for facilitating discussion and debate in the classroom. The document introduces discussion circles, where students sit in a circle and take turns speaking while holding an object. It also describes thinking routines like Philosopy for Children and jigsawing where students explore topics by first discussing in groups and then sharing insights. Overall the document provides a toolkit of activities to encourage purposeful and structured student talk.Talk
Talkjorawlings
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The document discusses two theorists, Ludwig Wittgenstein and Lev Vygotsky, and their views on language and thought. It provides biographical details about each thinker. Wittgenstein came from a wealthy family in Austria but gave away his inheritance, teaching in remote villages and getting into controversies. Vygotsky was born in present-day Belarus and studied a range of topics in university in Russia before returning home, with little known about his life during German occupation. The document examines how each theorist believed language shapes thought and mental processes.Green pen mini bite
Green pen mini bitejorawlings
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The Green Pen Challenge policy encourages students to peer edit each other's work using a green pen. This distinguishes student corrections from teacher corrections and creates a dialogue to support reflective learning. Students mark each other's work for grammar and consider the lesson objectives to see what they have learned and still need to improve on. As a follow up, students write responses to the peer reviews to reflect on corrections and demonstrate their understanding to the teacher.Cracking section b
Cracking section bjorawlings
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This document provides guidance on how to address Section B of the AO3 exam. It explains that Section B questions focus on identifying the significance of a particular aspect of narrative, such as genre conventions or moments of crisis, in three texts. To answer successfully, students must explore how the given aspect is used in the language, form and structure of each text and then consider how these uses can be interpreted. The document advises brainstorming how each text employs the aspect of narrative and structuring the response to discuss each text separately with textual evidence. Finally, it provides examples of potential Section B exam questions.Sharing success criteria for language tutorial
Sharing success criteria for language tutorialjorawlings
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This document discusses strategies for developing language skills across all abilities, including gifted students. It recommends having clear success criteria for language, embedding literacy focus in lessons, and using consistent literacy tools. Success criteria are provided for reading, speaking, listening and writing at different levels. Examples are given of literacy mats and considering different cognitive levels when planning lessons. The overall message is the importance of a uniform approach to language and literacy using shared success criteria and literacy tools.Lit mats pp copy
Lit mats pp copyjorawlings
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Literacy mats are resources designed to provide guidance and support for students in developing writing skills across subjects. They contain literacy strategies and subject-specific information. Using literacy mats encourages positive behavior and independence while boosting self-esteem. The literacy side includes elements like connectives, punctuation, and sentence starters. The subject side has vocabulary, diagrams, and success criteria. Literacy mats are tailored for different key stages and years to include age-appropriate content.Section b lucky dip
Section b lucky dipjorawlings
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The document provides advice for students on how to answer a Section B question for an exam. It advises students to carefully consider the question and decide which texts and parts of texts will best answer the aspect of narrative focused on in the question. Students should relate this aspect to the stories in each text and discuss it in three different ways as it relates to the texts. The texts should be connected by this common narrative aspect.Doc1
Doc1jorawlings
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1) Porphyro sneaks into the mansion where his beloved Madeline is staying on St. Agnes' Eve, hoping to see her.
2) With help from the old woman Angela, Porphyro hides in Madeline's bedroom closet to watch her without being seen.
3) As Madeline sleeps, Porphyro quietly sets out a feast for them, enchanted by her beauty and deep in love. He hopes she will awaken and accept his proposal.Tuesday 12 eve of 1
Tuesday 12 eve of 1jorawlings
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The document discusses John Keats' narrative poem "The Eve of St. Agnes" through analyzing its themes, structure, and plot. It examines how Keats uses the difficult Spenserian stanza form and its interlocking rhyme scheme to create a coherent, antique-sounding structure for the romantic story. An overview is then provided of the poem's plot, which follows Porphyro as he sneaks into the castle to see his love Madeline on St. Agnes' Eve and the two consummate their relationship while she dreams of him.Friday 8th march close textual analysis
Friday 8th march close textual analysisjorawlings
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This document provides feedback on analyzing John Keats' poem "Lamia" through close reading of its language, structure, and form. It offers examples of student responses and suggests how they could be expanded into more advanced evaluation. For language analysis, students are advised to comment specifically on word meanings and how they characterize figures or settings. For structure, examining how line breaks or rhythmic patterns influence tone and foreshadow events. The goal is for students to analyze textual details and discuss their intended effects on interpreting the overall narrative.Godiva
- 1. Tennyson Godiva Look at the two images that follow. What happens when you let your hair down?
- 5. Form, Structure What kind of verse is used? Whose viewpoint frames the whole narrative? From whose viewpoint is the story told? How is the poem structured?
- 6. Language How is Leofric initially presented? How is Lady Godiva initially presented? What stereotypes does Lady Godiva then violate? How does Tennyson validate her course of action? Consider images around light focus on hair personification of Coventrys buildings What of the conclusion of the poem and the treatment of Peeping Tom?
- 7. Hair But if a woman have long hair, it is a glory to her, for her hair is given her for acovering 1.Cor.11.15 Private made public: hair normally worn up/in chignon, so long hair normally only seen in private, in boudoir, bedchamber Hence eroticised when depicted, long, in visual art. Thus supine knight in previous slide showered the rippled ringlets unclad, half-dipt
- 8. Homework due Tuesday 6th November Complete at least one of the following: How does Tennyson tell the story in Ulysses? Or How does Tennyson tell the story in Godiva?
- 9. Homework due Tuesday 6th November Complete at least one of the following: How does Tennyson tell the story in Ulysses? Or How does Tennyson tell the story in Godiva?
- 10. Homework due Tuesday 6th November Complete at least one of the following: How does Tennyson tell the story in Ulysses? Or How does Tennyson tell the story in Godiva?
- 11. Homework due Tuesday 6th November Complete at least one of the following: How does Tennyson tell the story in Ulysses? Or How does Tennyson tell the story in Godiva?
- 12. Homework due Tuesday 6th November Complete at least one of the following: How does Tennyson tell the story in Ulysses? Or How does Tennyson tell the story in Godiva?
- 13. Homework due Tuesday 6th November Complete at least one of the following: How does Tennyson tell the story in Ulysses? Or How does Tennyson tell the story in Godiva?
Editor's Notes
- #3: Dante Gabriel Rossetti, Lady Lilith. His usual model Alexa Wilding I thin.k.
- #4: Cowper La belle dame sans merci Or Wham. Bam. Thank you, mam.
- #5: Lady Godiva by John Collier, c. 1897 Present this slide as a mysterywhere? when? what? who? why? Notable: the horses rich caparison, its red colour, her red hair, blush, the idealised mediaeval streetscene, the absence of people, the horse as symbolic of vitality, innocence, presence in public sphere yet in private form (=long hair eroticised, unpinned)
- #6: Blank verse; a number of indented verse paragraphs; voice of Tennyson,
- #8: John Everett Millais, The Bridesmaid