When students read a text, it is too easy to simply hand them a highlighter and ask them to highlight the conventions or focus of the lesson. While this is an effective strategy, it lacks rigour and depth that students could be achieving - especially students who need extension in their learning. Another method to … Continue reading How to scaffold and encourage students to justify their ideas using Bloom’s Taxonomy
Tag: teaching resources
Characterisation – Whose boots are those?
Writing stories can be a difficult challenge for students. Why? Because we expect them to create new people. We can be presumptuous and expect them to be intuitively creative when sometimes this is not the case. Children are by nature quite imaginative, but this does not always relate to the types of creativity we want … Continue reading Characterisation – Whose boots are those?
Teaching…Propaganda
Teaching...Propaganda In light of the US election, it seems timely to explore propaganda and how we can be easily swayed by emotive language. Below, I have outlined a lesson on how propaganda is constructed to persuade an audience to a particular action. Start with a do now activity such as the one below. Have students … Continue reading Teaching…Propaganda
ANAGRAMS – JUMBLING LANGUAGE
The Situation You want your students to practise using a variety of words. The Solution Exposure to a wide vocabulary is a vital aspect to the English curriculum. It is important that students are always practising using different words - even if it does not directly involve writing. With my students, I have created a … Continue reading ANAGRAMS – JUMBLING LANGUAGE
How To Inspire a Love Of Reading
Give Students Choice Unless you are specifically studying a text, I would not tell a student to read a book that you think they should read. A student who is not invested in reading will no suddenly care about a book that you recommend. To truly get students involved in reading, they need to read … Continue reading How To Inspire a Love Of Reading
The English Classroom 