Learning Outcome - Will be able to analyze the setting of the play and present it

Give an example for a setting.

Where is the setting of the play HAMLET?

•Learning Outcome: Will be able to explain the connections between the characters impacting the social hierarchy. 

Learning Outcome: Will be able to examine the events that lead to the emotional disturbance in Prince Hamlet 

Wisdom Weavers •Analyse the relationship between Hamlet and his mother, Gertrude. How does their interaction in Act 1, Scene 2 contribute to Hamlet's emotional disturbance?

Challenge Champions •Analyze the significance of the ghost's appearance in Act 1, Scene 1. How does it contribute to Hamlet's emotional state

2.the theme of remembrance is related to our daily lives like our family and friends

• “As your Queen…”

• “In our shared journey…”

• “I pledge to…”

• “For the future of Denmark…”

• “To protect what we hold dear…”

• “Together, we shall rise…”

• “With unwavering determination…”

Learning objective - To explore characters and development in the play through dialogue.

Learning outcome - Will be able to examine the impact of language choice on the development of the play, the character's thoughts and feelings and actions.

Brilliant Blazers - Analyse how Hamlet’s tone change when he speaks to Ophelia? Give an example from the text.

Challenge Champions - What do Hamlet’s words reveal about his feelings toward Ophelia? Analyse with clear evidence from the dialogue.

Wisdom Weavers - Analyze how Shakespeare uses Ophelia and Hamlet’s dialogue to explore the theme of betrayal. Use specific references to support your answer. 

Learning Outcome: To be able to analyse the rubrics and evaluate the sample

Learning outcomes: Will be able to compose an opening on the given title. 

2. Dialogue: 
   Opening with a compelling conversation can provide insight into the characters and their relationships. 

3. Description: 
   Setting the scene with vivid descriptions can help establish the mood and atmosphere of the story. 

4. Question: 
   Posing a thought-provoking question at the beginning can pique the reader's curiosity and encourage them to keep reading. 

5. Flashback: 
   Starting with a flashback can provide important background or context for the story. 

6. In Medias Res: 
   Beginning the story in the middle of the action can create immediate intrigue and then later provide the context for the events. 

Throughout your own story, you will also need to use writing techniques that will work to keep your reader engaged and absorbed. An important skill is to put clear images of the setting and characters in your reader’s mind, as well as to create a sense of atmosphere that suits each part of the story.

• Narration - the voice that tells the story, either first person (I/me) or third person (he/him/she/her). This needs to have the effect of interesting your reader in the story with a warm and inviting but authoritative voice.

• Description - describing words such as adjectives, adverbs, similes and metaphors that add detail. This is told by the narrator. It helps engage readers by creating vivid pictures and feelings in their 'mind’s eye'.

• Dialogue - the direct speech of characters, shown inside quotation marks. We all judge characters by what they talk about and by the way they speak. This makes dialogue a key technique for creating interest and realism.

• Alliteration - repetition of the same beginning sounds in nearby words.This can create a useful emphasis, maybe to highlight a sound or movement, or to intensify feeling or even to bind words together.

• Connotation - a word’s meaning can be literal, as in 'It looked like a cat', or it can create connotations as in 'As soon as the food reached the table, the boy pounced on it like a cat.' A connotation is a meaning created by a special use of a word in a particular way or context. It works by adding some kind of emotion or a feeling to a word’s usual meaning. All literature depends upon using language that creates connotations. They engage the reader because they evoke reactions and feelings.

• Pathetic fallacy - personification is a kind of metaphor and when nature is described in this way, it is called a use of pathetic fallacy. This can help suggest a suitable atmosphere or imply what the mood of the characters is at a certain point, eg in a ghost story, the storm clouds could be said to 'glower down angrily upon the group of youngsters'. A pathetic fallacy can add atmosphere to a scene. It can even give clues to the reader as to what is to come, acting as a kind of foreshadowing.

• Personification - this is a technique of presenting objects as if they have feelings, eg 'the rain seemed to be dancing merrily on the excited tin roof.' This creates a sense of emotion and mood for the reader.

• Repetition - the action of repeating a word or idea. This can add emphasis or create an interesting pattern of sound or ideas.

• Onomatopoeia - use of words which echo their meaning in sound, for example, 'whoosh' 'bang'. Using this can add emotion or feeling that helps give the reader a vivid sense of the effect being described.

• Simile - a kind of description. A simile compares two things so that the thing described is understood more vividly, eg 'The water was as smooth as glass.' (Hint - 'like' or 'as' are key words to spot as these create the simile). A simile can create a vivid image in the reader’s mind, helping to engage and absorb them.

• Symbolism - we grow up learning lots of symbols and these can be used in stories to convey a lot of meaning as well as feeling in a single idea or word, eg a red rose can symbolise romantic love; a heavy buckled belt can hint at the power held by the character; an apple can even symbolize temptation if it is used in a way that the reader links to the apple that tempted Eve in the biblical Garden of Eden.

• Impact - symbols help writers pack a lot of meaning into just a single word. They work to engage the reader, too, for the reader automatically gets involved in working out the meaning.

To analyze the contextual influence in The Signal-Man. 

Learning outcome:  

will be able to examine the historical and social influence on the story. 

Champions!
Examine how the character of the signalman reflects Victorian fears related to industrialization and technological progress. 
• Research the psychological effects of industrialization, and how people’s jobs, such as working on the railways, contributed to feelings of isolation or fear. 

Weavers!
Evaluate how The Signal-Man critiques the rapid advancement of technology and its impact on human life and emotions. 
• Research historical reactions to technological change and how these themes appear in Victorian literature. 

Analyze how technology is depicted in the story and examine its impact on society in the context of the post-WWII period. 

·       Research the societal impact of technology post-WWII and the fears of nuclear war. 

Challenge Champions 

Examine the story’s setting and how it reflects societal concerns of the 1950s.

·       Research the historical context of the 1950s, including the Cold War, the atomic bomb, and fears about nuclear annihilation. 

Wisdom Weavers 

Evaluate the role of technology in the story as a symbol of humanity’s advancements and its possible negative consequences.

·       Research how Ray Bradbury’s portrayal of a fully automated house critiques human reliance on technology and the potential for technological advancement to go wrong. 

In The Speckled Band, Sherlock Holmes uncovers a complex murder mystery through careful observation and deduction, reflecting the burgeoning field of forensic science in the late 19th century. A challenging research project could delve into the evolution of forensic techniques during the Victorian era, comparing Sherlock Holmes' methods with real-life crime-solving developments such as fingerprinting and toxicology. Students would investigate how the Victorian fascination with crime and detective work influenced public understanding of science and criminal justice, and examine how the historical context shaped Conan Doyle’s depiction of Holmes as a pioneer of modern crime-solving. 

• Activity: Students write diary entries from the perspective of a deceased character (e.g., Ophelia, King Hamlet’s ghost, Polonius), reflecting on their life and role in the tragedy. 

• Skills Focus: Empathy, narrative voice, creative writing.   

• Activity: 

Students work in pairs or groups to create a front-page newspaper from ancient Rome, reporting on the death of King Hamlet

Sections include: 

Headline Story ("Tyrant or Tragic Hero? The Death of King Hamlet") 

• Skills Focus: Journalism, persuasive writing, historical context. 

CC- Exploring how Claudius’ words reflect his struggle between guilt and desire. Give evidences.

WW- Analyse how both Hamlet and Claudius experience inner turmoil but in different ways. Justify.

•Learning outcome:  Will be able to compare and contrast language choice reflecting the feelings, thoughts and voice of Hamlet  and Claudius in the given soliloquies.

Learning Outcome: To be able to create a checklist based on the argumentative writing rubrics

Is this an opinion or an argument?

Explain your reasoning. Now, how could you turn this statement into an argument by adding specific evidence and reasoning?

Look into the rubrics and explain one key element for the starter activity.

Learning Outcome - To be able to rewrite the exposition and the first paragraph based on the targets.

Learning Outcome - To annotate the exemplar as per the paramters of the rubrics

Learning Outcome - To be able to create an outline (brainstorming) of the arguments, counter arguments and rebuttal for the prompt.

Learning Outcome: To be able to compose the introduction of argumentative writing as per the rubrics.

•

•Through his devotion to his father’s memory, his sense of duty, and his deep grief, Hamlet’s actions demonstrate that he is a son who prioritizes love and justice over his own well-being.

1. Mohamed Al Murr – The Man & The Writer

   • Early life and education

   • His contributions to Emirati literature and culture

   • Other works and themes explored in his stories

   • His role in UAE’s literary scene and political landscape

2. Themes & Social Commentary in His Works

   • How Al Murr portrays Emirati society and its transformation

   • Recurring themes in his stories (e.g., satire, tradition vs. modernity, identity)

   • The role of humor and irony in his storytelling

3. Narrative Style & Techniques

   • How he uses satire and humor to critique society

   • His use of everyday situations to reflect deeper societal issues

   • How he develops characters using irony and subtle social critique

   • Comparison of his storytelling to other Emirati or international authors

4. Analysis of The Wink of the Mona Lisa

   • Summary of the story and its central message

   • Key literary techniques used (irony, symbolism, character development)

   • How the story reflects Emirati society and cultural values

   • Personal interpretation: What does the Mona Lisa’s "wink" symbolize?

Objective: Students will research and write a short biographical piece about Mohammed Al Murr.

Instructions:

1. Research the life and literary contributions of Mohammed Al Murr.

2. Write a 150-200 word biography including:

   • His background (birthplace, education, and career highlights).

   • His contributions to Emirati literature and culture.

   • His notable works, especially The Wink of the Mona Lisa.

   • His writing style and themes.

     
     

Guided Research Topics:

• What is Mohammed Al Murr known for in the UAE literary world?

• What are some key themes in his works?

• How has he contributed to the promotion of literature in the UAE?

Task 2: Short Story Review – Exploring The Wink of the Mona Lisa

Objective: Students will read and analyze a short story from The Wink of the Mona Lisa.

Instructions:

1. Choose a short story from The Wink of the Mona Lisa.

2. Read and summarize the story in 100 words.

3. Identify the main theme and discuss how the story reflects UAE culture or human emotions.

4. Write a short reflection (150 words) on how the story made you feel.

   
   

Guided Research Topics:

• What themes does the story explore?

• How does the story reflect Emirati society or universal human emotions?

• What literary techniques does Mohammed Al Murr use (e.g., imagery, humor, symbolism)?

Task 3: Creative Writing – A Story Inspired by Mohammed Al Murr

Objective: Students will write their own short story inspired by Mohammed Al Murr’s storytelling style.

Instructions:

1. Choose one of the following prompts to write a 300-word short story:

   • A humorous or thought-provoking encounter in an everyday situation.

   • A story inspired by an artwork (similar to The Wink of the Mona Lisa).

   • A character struggling with tradition and modernity in the UAE.

2. Use descriptive language, humor, or irony to engage the reader, just like Al Murr.

3. Give your story a creative title and ensure it has a clear beginning, middle, and end.

   
   

Guided Research Topics:

• How does Mohammed Al Murr use humor or irony in his writing?

• What role does setting play in his stories?

• How does he depict Emirati society through his characters?

Learning Outcome : To be able to complete the inferential questions based on the passage.

https://www.youtube.com/watch?v=N2T6vhTEix8&list=PLw9NH60nbRqFfCVeNCQUUM7d_mcLdsaNC&index=19

Learning Outcome : To be able to create an informed response based on the textual evidences

·       Identify and record what the gravediggers reveal about Ophelia’s death and the treatment of her burial. Discuss how their conversation hints at class and religious bias.

·       Describe the scene in which Hamlet reflects on Yorick and explain why this memory is significant. Focus on how this moment connects to earlier ideas in the play.

Wisdom Weavers

·       Explore how Shakespeare uses the gravediggers' conversation to introduce the theme of death and identity. Summarise the philosophical questions raised and how they set the tone for the rest of the scene.

·       Track the shifts in Hamlet’s emotional response from humour to horror as he discovers Yorick’s skull. Explain how this moment reflects Hamlet’s evolving view of mortality.

Brilliant Blazers

·       List the major events that happen during the gravediggers’ exchange, starting from their discussion about Ophelia’s burial. Write a sentence each to explain what happens and why it is important.

·       Describe what Hamlet does when he finds Yorick’s skull and what he says about it. Record how this part helps show what Hamlet feels about life and death.

Learning Outcome- Will critically evaluate the text to develop an informed personal response, utilizing textual references to support interpretations.

CC- Examine how Hamlet’s encounter with Yorick’s skull deepens his internal conflict and contributes to the plot’s climax. Use three textual references to justify your interpretation of Hamlet’s emotional and philosophical transformation.

WW- Critically evaluate how Shakespeare juxtaposes dark humour with existential reflection in this scene to expose broader human truths. Develop a personal response supported by close analysis of at least four quotations, focusing on tone, language, and character development.

Learning outcomes: Will be able to read and summarize succinctly and identify the purposes of texts. 

In recent years, urban farming has emerged as a creative solution to the global challenges of food security, sustainability, and urbanization. As cities continue to expand, the demand for fresh, local produce has increased dramatically. In response, individuals and communities are turning rooftops, balconies, and abandoned lots into thriving green spaces. 

Urban farming comes in many forms, including vertical gardens, hydroponics, and community allotments. These spaces not only supply food, but also create jobs, reduce transportation emissions, and reconnect people with nature. By growing food locally, urban farmers help reduce the environmental impact of transporting food long distances, which often involves fossil fuels and extensive packaging. 

One of the most notable benefits of urban farming is its educational potential. Schools and youth centres are increasingly incorporating gardening into their curriculums, giving students hands-on experiences with biology, sustainability, and nutrition. In some cities, urban farms are integrated into restaurant supply chains or social enterprises that employ marginalized groups. 

While challenges such as soil contamination, limited space, and high setup costs exist, many cities are introducing policies to support urban agriculture. From tax incentives to training programs, the movement continues to grow—proving that even in concrete jungles, it’s possible to plant seeds of change. 

 
Identify the key points in the text that are most relevant to the environmental benefits of urban farming and explain how they are supported. Based on your findings, determine the writer’s purpose and who the intended audience might be. 

CHALLENGE CHAMPIONS - Focus on Community and Educational Impact 

 
Find the ideas in the text that show how urban farming helps local communities and supports education, and explain how those ideas are developed. Then, explain what the writer is trying to achieve through this text and who they are likely addressing. 

BRILLIANT BLAZERS - Focus on Challenges and Solutions  

Pick out the parts of the text that talk about the problems faced by urban farming and the ways these problems are being solved. After that, explain in simple terms why the writer wrote this and who they want to inform or persuade. 

In what ways can identifying the writer’s purpose and audience help you create a more focused and relevant summary? 

Learning outcomes: Will be able to create a checklist as per the expectations of Summary writing rubrics   

•Learning outcomes: Will be able to annotate the exemplar based on the summary writing rubrics     

•Write down the identified features of summary writing from the exemplar

•What is missing here?

•How will you evaluate this?

•Mark as per the rubrics

Learning Outcome: Will be able to compose a summary as per the expectations of summary rubrics  

Tolerance blooms in every home
In family ties we will never be alone
With gentle words and an open mind
Harmony is what we find

Non-violence guides our way
Together, we can light up the day
In love and trust, we find place
A brighter world, a warm embrace

Through laughter shared and tears we mend
In unity, our spirits always blend
With every step, let kindness lead
In every heart, plant hope’s sweet seed

Together we can rise above
Creating bonds with peace and love
In this journey, hand in hand
We build a world where all can stand

Even when everything feels wrong.

Future's blurry, kinda far,

Like a car with a broken star.

"Family First" is what they say,

Keeps me steady, come what may.

Like roots holding onto the ground,

When everything else spins around.

Our vision's like those colors bright,

Different ways of seeing the light.

What we could be, what we might do,

They see it in me, it feels true.

They see the future me, ahead,

Even when I'm stuck in my head.

Their belief's a quiet, strong push,

Like a feeling you can trust.

Yeah, life gets messy, that's the deal,

But their love's something you can feel,

Like a warm hand, holding on tight,

Showing you your own kind of light.

A quiet moment, then a spark,

Like our family's light in the dark.

Family first: the real, solid thing.

Vision in my head, ready to Spring

Learning Outcome: Will be able to justify how language choice reflects the emotional aspect using evidence from the text.

Learning outcome: Will be able to comment and justify how the word choices add meaning and associations in the text.  

• Examine two specific word choices in the paragraph that create a strong atmosphere.  

• Explain the effect of these word choices on the mood or feeling of the scene. 

• Identify and list the words or phrases that describe the setting and mood in the paragraph. 

• Explain what the descriptive word or phrase suggests about the character’s feelings or emotional state. 

• Write a simple explanation of what the empty seat might symbolise in the extract. 

CC

• Analyze the use of figurative language (such as metaphor, personification, or symbolism) in the extract. 

• Explain how it reflects the character’s inner conflict or emotional journey. 

• Comment on how these word choices help the reader understand the distance between the character and “home.” 

  
  

WW

• Examine the imagery in the paragraph. How do specific word choices like blur, regrets, and empty build a deeper sense of disconnection or loss? 

• Interpret the writer’s purpose in using these associations — what is being implied about the character’s relationship with her past? 

• Reflect on what this extract suggests about the weight of memory and emotional separation during a journey. 

Challenge task - Think about how silence is described in the extract. Why do you think the writer focused so much on silence instead of dialogue? What effect does this have on how we view the character’s emotions and thoughts? 

Learning outcome: Will be able to comment and justify the effect of language choices on the reader.  

• What feeling or image does this line create for the reader? 

• Why do you think the writer used the phrase "mock her stillness" instead of simply saying she was still? 

 
Create a chart with two columns: 

• Language that creates imagery (e.g., flickering bulb, clock ticked, rattling heart) 

• The emotional effect or image it creates for the reader (e.g., tension, fear, suspense) 

Challenge Champions

Write a paragraph explaining how the writer uses language to create an emotional response in the reader. 
Guided Questions: 

• Which words or phrases stood out to you and why? 

• What emotions did this text make you feel? 

• What kind of imagery is used, and what effect does it create? 

  
  

Wisdom Weavers

Write a comparative analysis exploring how this extract uses imagery to affect the reader, and compare it with another short extract or image (you may use a painting of a shadowy corridor or hallway). 
Guided Questions: 

• How do the word choices (e.g., buzzed, rattling, swallowed by darkness) contribute to the tone and mood? 

• How does this imagery compare to that in your chosen image? 

• What effect do both texts have on the viewer or reader? 

Challenge task - Think about how silence is described in the extract. Why do you think the writer focused so much on silence instead of dialogue? What effect does this have on how we view the character’s emotions and thoughts? 

2. Have I explained the emotional or sensory effect these words have on the reader? 

3. Have I used evidence from the extract to support my analysis? 

4. Have I considered how imagery or sound-based language contributes to mood or tone? 

5. Have I reflected on how the writer’s language influences the reader’s thoughts or expectations? 

There are days when I marvel at the enigma that is Sherlock Holmes. His mind races ahead like a storm-charged locomotive, leaving the rest of us trailing behind in the dust of his deductions. I have witnessed him unravel mysteries that confounded even the most seasoned inspectors, yet he remains untouched by praise or recognition. It is in his silences—those long, brooding pauses where his gaze pierces the smoke of his pipe—that I glimpse the burden he carries. I often feel like a humble shadow, observing the flicker of brilliance that burns too intensely to sustain itself without cost.

Today, he paced the sitting room for hours, consumed by a case only he seemed to understand. There is a loneliness in his genius, a detachment that both astounds and troubles me. I find myself wishing he would rest, just once, and allow himself the mercy of ordinary thought. But no—Holmes chases truth with a fire that scorches everything in its path, even his own peace. I am left, once again, to record the brilliance and the wreckage it leaves behind, uncertain whether to admire or worry, or perhaps both at once.

Learning outcome: Will be able to comment and justify the effect of language choices on the reader.  

• Have I clearly stated what the writer is showing or suggesting in my Point? 

• Have I selected two strong word choices or phrases from the text as Evidence? 

• Have I correctly identified the literary devices used (e.g. imagery, metaphor, personification)? 

• Have I explained what the chosen words suggest about the atmosphere, emotions, or description? 

• Have I described how these choices affect the reader’s feelings or imagination? 

• Have I explored how the writer uses language to make the carnival feel alive or meaningful? 

Learning outcome: To able to analyze and evaluate the exemplar as per the language analysis rubricss.  

Learning outcome: To be able to compose the PETER paragraph as per the rubrics.   

Learning Objective: To analyze the word choices in the given extract.

Learning Outcome: Will be able to comment and justify how the word choices add meaning and associations in the text.

After completing the main task, include one structural technique from paragraph 7.

You may choose any one from the following:

• Sentence length or variation

• Punctuation for effect (e.g., dashes, ellipses, caesura)

• Order or shift of ideas (what is placed first vs later?)

• Repetition or pattern

• Use of contrast or interruption

To analyze implicit ideas and author’s choice of words. 

Learning outcome:  

Will be able to infer and examine the impact of connotations and author’s style in the given text.