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These two lessons are designed for KS3 students. Although the lessons are based around the tourist attraction, Kew Gardens, the lesson involved students reading about the gardens in Springtime and writing persuasively about the gardens in Autumn. Students do not need to be familiar with Kew itself! Lesson 1: There is a starter based on P2.Q1 (true or false), followed by identifying language devices in an unseen non-fiction extract and evaluating their effect on the reader (P2.Q3). Lesson 2: Students will write a short piece describing Kew Gardens in Autumn using persuasive devices. There are scaffolds avaliable for peer and self assessment (P2.Q5).

This was designed for a high achieving Year 9 class. The students read Act 1 Scene 1, consider how flattery is used to convince King Lear of his daughter’s love and then write and peer assess. All resources (peer assess sheets, script extract, PowerPoint) are included. I used this for our King Lear SOW but it would also work nicely as a stand alone lesson for KS3 Shakespeare studies.

Used as part of a 19th Century (Charles Dickens SOW) this lesson explores Dickens’ use of language for the workhouse boys using an extract from Chapter 2.

This lesson is designed to link students understanding of the play with some relevant context about the playwright, her life and work.

Here is a set of four spelling sheets, forty words total. I used this for homework with my top set G.C.S.E class to ensure they had relevant higher level vocabulary for their ‘Jekyll and Hyde’ essays.

Students follow the PowerPoint to create their own retelling of Puck finding the magical flower for Oberon. This resource was created for a mixed ability Year 8 class.

This bundle includes eight lessonS for a Year 7 class studying Matilda. It would also suit KS2 learners. There are eight PowerPoints with accompanying extracts, scaffolds and tasks.

A quick homework task - students define and give an example of each poetic device.

This SOW comprises of six lessons designed to introduce students to the play, characters and themes of ‘A Midsummer Night’s Dream’ focusing on the relationship between Hermia and her partner. There are a number of creative and analytical writing tasks and students will analyse scenes using both original extracts (Shakespearean language) and modern.

This three page resource is designed for homework or cover work. It also comes with an answer sheet. This was designed for a literacy set in Year 7 and could also work well for a KS2 class studying language or 19th Century Literature. Tasks: Peter Pan: Language and Exploration TASK A: Early in the story, Peter explains that in order to fly the Darling children must ”think happy thoughts and they will lift you up into the air!”. Write down four happy thoughts or memories you could use you to help you fly. Example: When my friends made me a surprise chocolate cake for my birthday. 1. 2. 3. 4. TASK B: Most English words can be classed into nouns, adjectives and verbs. Nouns: words used to identify people, places and things. In other words, nouns are the names we give things. Examples of nouns: London, Clock, Flower, Dragon Verbs: words used to describe actions or things you can do. Examples of verbs: drawing, reading, shouting Adjectives: words used to describe nouns or verbs. Put the nouns, verbs and adjectives into the correct boxes. Can you colour in examples of nouns, adjectives and verbs in this extract? Example- (Both extracts are taken from Chapter 16 where Mr Darling is missing his children). TASK C: This extract is taken from the end of the novel, where the Darling children have come home and are hiding waiting for their mother to find them. I have removed all the full stops and speech marks from this extract. Can you add in the missing punctuation? TASK D: Design a costume for Tinkerbell based on the description- “Tinkerbell is Peter Pan’s fairy companion. She is small, maybe the size of your hand. She wears a handmade dress sewn together from autumn leaves that she chose herself. Her hair is messy, as you might expect from a fairy who spends her days in the forest. Tiny buttons made from daisy are sewn along her dress and earrings created from spiderwebs dangle in her hairs. She is a feisty fairy with a sharp tongue.” Take a look at these interpretations to give your ideas for your costume-

This PowerPoint scaffolds the opening scenes to ‘Romeo and Juliet’ using photos from the Luhrmann film. Students are invited to write a creative response following the slides. This was used with my Year 7 class (mixed ability).

I have included the Past Paper (2022) along with the mark scheme and extract. I have included model answers for Questions 3 and 4 which I have written. The language/structural terminology has already been highlighted.

Students will need to make a key and colour context. Texts studied: Macbeth, The Strange Case of Dr Jekyll and Mr Hyde, An Inspector Calls

In this lesson my G.C.S.E class rotated the information sheets and made their own notes on the provided grid. The resources help students gain an understanding of the socio-historical context Robert Louis Stevenson was writing in.

There are four worksheets (I have used these as homework in the past). Each sheet has ten words linked to the play for students to learn the definition and spellings of. Students will learn the higher level vocabulary needed for a sophisticated response (A01 and A04).

This was set as a homework task but could be adapted for classwork. Students are given an AQA-style description and then asked to answer the following questions: Research was a ‘cyclical narrative’ is. How is this writing cyclical? What examples of interesting or higher-level vocabulary can you find? Highlight them. List all the types of punctuation you can see: Label where you can see each of the following: pathetic fallacy, simile, metaphor, personification.

Bill Bryson: Mother Tongue Tasks: Read through the opening chapter of Bryson’s book which explores the history of the English language. Highlight any information you find interesting. Summarise each page of the book in a sentence. An extract of the book is included in this activity. Useful for any SOWs relating to linguistics.

Students will read an article about Paul Newman’s ‘Serious Fun’ camps and then answer comprehension questions.

Students will read an article about Japanese Culture and then answer a series of questions requiring explicit retrieval skills and inference.