Turkay presents his satirical “Advice to Teachers” which is part of his Year 9 Grammar for Writing, Satire project
Ramone presents his satirical “Advice to Teachers” which is part of his Year 9 Grammar for Writing, Satire project
A Year 7 class present recitals and lectures arising from their study of The Rime of the Ancient Mariner by Samuel Taylor Coleridge – see the full project here
This is a teacher presentation exploring advanced strategies for embedding quotations into analytical writing – concentrating on character analysis in the novella Of Mice and Men. You can access the full lesson sequence.
Advice to students who are working on their Romeo and Juliet project on how to prepare for their essay on fate.
Our Year 7 Class have been exploring the use of figurative language in the poem “The Rime of the Ancient Mariner” By Samuel Taylor Coleridge. This is a teacher presentation designed to support this analysis.
A presentation to our German partners on how technology has transformed our work in English at the London Nautical School
This video contains my advice to students completing their GCSE Assessment after a Spoken Language Studythat investigated the movement of features of spoken language that have moved into text and instant messaging communication.
In The Crysalids, John Wyndham created a fictional world that expressed the contemporary anxiety about the nuclear threat posed by the Cold War arms race. Told from the point of view of a naive narrator, David, The Crysalids explores the post-apocalyptic landscape of strict religion, civil conflict and extraordinary genetic mutation.
This task supports students to work together to create their own future dystopia, replicating some of the key features of Wyndham’s “The Crysalids”, while updating it to represent a future where our current world has veered off course and the main character is dealing with the consequences.
Check out the class site with the learning programme from which this presentation arose
A set of questions to support the metacognitive analysis of The Lost Thing by Shawn Tan according to the principles set by the King’s college “Let’s Think in English” programme.
As part of the introduction to our Year 8 Macbeth Study, we’re looking, in acute detail, at some small excerpts from the main play.
Before we start reading. Before we know the plot. We’re putting the microscope on the language of shakespeare and what this might reveal. My proposition with this presentation is that Shakespeare has Macbeth use personification in this extract to reveal the extent to which Macbeth is blaming external forces for the choices he is about to make.
You can see the whole lesson sequence on the class site
A presentation to go with an examination of the specific dramatic elements in the first scene of Shakespeare’s Romeo and Juliet.
A presentation giving some pointers towards methods of improving the quality and sophistication of extended analytical and report writing for the students and teachers at the London Nautical School
This presentation incorporates the close analysis of a short excerpt from Macbeth, where Lady Macbeth reveals her dark resolve for the presence of the figurative language feature, Personification.
› Access the whole learning programme: waugh8.edutronic.net/macbeth-personification-2/
This presentation explores references to fate and the use of figurative language in Shakespeare’s Romeo and Juliet
› Access the whole sequence here: wp.me/p3PtNk-cB
As part of our exploration of Shakespeare’s Titus Andronicus the class is engaging in some research about the Elizabethan times and the context from which the play arose. Included here is a short video where I try to give the students some cues to the lines of inquiry they might wish to pursue and also, attached below, is the research questions with the students committing to following these attached.
In preparation for our first Annual Town Meeting, here is a set of short clips taken from the life of the London Nautical School Department of English
As part of the London Nautical School internal Teachmeet, held on 15 April 2013, Mr Hyder Dastagir demonstrated how movement and roleplay can be used to demonstrate sophisticated chemistry principles. View the other presentations in the archive of this event › events.edutronic.net/outstanding/
Presented to Teachmeet BETT on 31 January, 2013, to follow is a quick drive through some moments in the life of The Edutronic – with a focus on feedback.
Teachmeets are a grass-roots phenomenon where teachers get together and share elements of good practice, ideas and theories in a fast-paced, informal format. Presenters volunteer to speak for 2 or 7 minutes.
Presented to Teachmeet London on Tuesday 11 December, 2012, to follow is a quick drive through one moment in the life of The Edutronic – with a focus on feedback.
Teachmeets are a grass-roots phenomenon where teachers get together and share elements of good practice, ideas and theories in a fast-paced, informal format. Presenters volunteer to speak for 2 or 7 minutes – and this is the framework behind Chris Waugh‘s 2 minute presentation on The Edutronic Feedback Loop.
The presentation that accompanies a lesson introducing the process of language analysis to a Year 9 English class. In this lesson the students are shown an example of metaphor – and then are given a different excerpt from the text and asked to detect and explain the metaphor they find in it.
All the lesson materials can be found here: http://waugh9.www.edutronic.net/lesson-outline-introduction-to-metaphor-in-shakespeares-romeo-and-juliet/
The students were given 30 minutes to find a location, script and record a modern interpretation of a self-selected scene from Shakespeare’s Romeo and Juliet. This is what happened…
Find out more: http://waugh8.www.edutronic.net/category/shakespeare/
The data presentation to accompany my 30 minute demonstration lesson on the topic of “Imagery in Poetry”. Presented to the foundation level of the UCL Academy on 25 March 2013
Find all the resources here: http://www.edutronic.net/edutronic/UCL.html
Completed in 30 minutes of class time, this documentary explores the ideas that Baz Luhrmann used to interpret the original script of Shakespeare’s Romeo and Juliet in his film Romeo + Juliet.
The class learning sequence this can be associated with can be found here: http://waugh8.www.edutronic.net/category/shakespeare/
An explanation of what the word ‘interpretation’ means and some examples of how Baz Luhrmann has interpreted Romeo and Juliet in his film version. This will support the students in their extension work, which involves exploring the contrasts between the play and the film.
The lesson sequence that this presentation fits within can be found here: http://waugh8.www.edutronic.net/category/shakespeare/
Some students captured Mr Waugh presenting a 5 minute discussion on the action of Fate in Shakespeare’s Romeo and Juliet. The whole learning sequence can be found here: http://waugh9.www.edutronic.net/category/reading/shakespeare/
As part of the Grammar for Writing programme, where Year 7 students from the London Nautical School are developing their own opening to a piece of Dystopian fiction, these presentations are being developed. This, first, presentation is an introduction to the subject of Prepositions. For further information check the site edutronic.net/edutronic/lessons.html
As part of the Grammar for Writing programme, where Year 7 students from the London Nautical School are developing their own opening to a piece of Dystopian fiction, these presentations are being developed. This, second, presentation is an introduction to the subject of Noun Phrases. For further information and the associated lesson plans, check the siteedutronic.net/edutronic/lessons.html