51ºÚÁÏ

TBQ: Can I compare how the poets present ideas about war and conflict in ‘Bayonet Charge’ and ‘The Charge of the Light Brigade’? Designed for weaker ability Y10 and delivered over 2 lessons. Includes: Step by step approach to comparing poems and responding to an exam style question Revision venn diagram to compare the poems Quote explosions Comparative phrases task Exemplar paragraph Paragraph task Peer assessment

A lesson exploring ideas about appearance, reality and the presentation of women in Shakespeare’s ‘Sonnet 130’. Prompts discussion about ‘reality’ and ‘appearence’, weaving in ideas about social media. Students work individually to interpret different given lines in the poem (worksheet including challenge questions), and then class collaboratively discuss, explore and feedback their interpretations. Lesson also includes a creative writing task.

’After reading an extract from Act 1 Scene 2, can I analyse the character of Caliban and consider whether he is a victim or a villain?' Delivered to a mixed ability Y8 class, focusing on the analysis of Caliban as a victim or villain, where students prepare to write an exam style response to the question - How does Shakespeare present Caliban as a victim?

A (2 hour) lesson guiding Y10 students (top set) through an approach to exploring, analysing and responding to an unseen poem - The Road Not Taken by Robert Frost. The lesson addresses the question: ‘Can I analyse language and structure in an unseen poem, learning a strategy to respond to an unseen poetry exam question?’ Students are working towards the question: In ‘The Road Not Taken’, how does the poet present the speaker’s feelings about choice? Groups of students are given a particular stanza to focus on independently and then feedback their ideas as the teacher makes notes on the board (I have left some of the answers my students delivered on the slides FYI). The next task focuses on an exemplar response, where students will construct their own paragraph responding to the question and utilising their annotated poem to support them. Resource includes Powerpoint, lesson plan, exemplar paragraph word doc and a word doc displaying the poem and question.

A capture sheet for students to complete as they are watching A Christmas Carol. A great revision resource or end of term activity, with a cloze summary included.

A student-led exploration and analysis of significant moments in Chapter 6 of LOTF. This lesson uses jigsaw work, enabling students to work in groups to share and discuss their explorations. The lesson can be adapted for online learning through the use of collaborative breakout rooms in Teams.

‘Am I able to explore Chapter 12 and comment on the most significant moments?’ Designed for a Y11 top set reading lesson and includes a ‘significant moments’ grid which can be used to reflect on and analyse key moments in the chapter. Students can record their own thoughts and add the feedback of other students in a different colour. The plenary enables students to reflect on the ending and why it might be significant. Lesson plan and grid included.

Designed to follow on from the simile lesson, also available on my shop. Students build upon their knowledge of similes and develop these skills into creating effective metaphors using advanced vocabulary. During this lesson they will understand the effects of metaphors, and how they are similar/different from similes. They will use their knowledge to develop effective metaphors in their creative writing, using engaging stimulus.

TBQ: After exploring the role of artificial intelligence in society, can I create a persuasive poster or newspaper article? Designed for a higher ability Y9 group and encourages a debate/discussion on whether AI is a positive contribution to society. There is the option of a creative task (poster) or a written task (newspaper article).

A lesson to engage students in creative writing, and to enable them to create effective similes using sophisticated adjectives. Students develop their understanding of similes and identify their effects, utilising their knowledge to construct their own simile poem.

Story writing prompt used for a Year 7 baseline assessment.

A lesson to enable students to create emotion and atmosphere through language using the skill pathetic fallacy. The lesson uses visual stimuli (clips from Harry Potter and Lord of the Rings) to facilitate students’ understanding of pathetic fallacy and how the weather/landscape reflects characters’ emotions and affects the audience. This resource contains video links and resources to print for students. It also includes a written example of pathetic fallacy, a writing task for students to demonstrate their understanding of pathetic fallacy, and sentence stems and words banks for differentiation.

A resource designed to revise creative writing skills in preparation for Language Paper 1 Question 5. This resource covers key skills, writing structure and a creative writing task with scaffolding.

A lesson to enable students to explore and understand pathetic fallacy. This lesson is designed for online teaching platforms, utilising polls, student votes and the chat function to encourage and monitor engagement, and allow for formative assessment. Teacher notes are included in the presentation for guidance. Film clips are used to aid understanding of pathetic fallacy, and the main task involves a creative piece of writing to demonstrate their knowledge. Ideal for KS3 and can be adapted to suit class ability.

A Freudian reading of LOTF, suitable for remote learning as well as in the classroom. This lesson explores Freud’s psychoanalytic theory of the Id, Ego and Superego, applying it to Lord of the Flies to develop students’ contextual knowledge and understanding of characterisation. This is a great stretch and challenge lesson, planned for a top set Y11 class, although can easily be differentiated according to ability. Includes a range of tasks and stimuli to engage and facilitate learning such as videos, a Guess Who game, character profiles activity and a quiz (link included to quiz in lesson plan).

’Using creative writing skills, can I write a recipe for a magic spell to summon a storm?' This lesson was created for a mixed ability Y8 class who were studying The Tempest. I used this for the last lesson of term, so it was a nice and creative lesson to end on and the students had lots of fun creating their own spells. The lesson includes an activity where students identify poetic devices in the spell chanted by the witches in Macbeth, and then goes on to support them writing their own spell to conjure a storm (like the Tempest).

TBQ: Can I research and revise relevant context to support my analysis of the poor in A Christmas Carol? Students were given laptops in this lesson to support their revision. Alternatively, this could be set as a homework revision task. Kahoot quiz link included.

Created for a first reading of Winter Swans. In this resource I have selected 4 key quotations from the poem, giving students a chance for independent analysis before sharing ideas and annotating as a class.

Guiding Y7 students through expanded noun phrases, using The Highwayman Poem by Alfred Noyes. Designed for a literacy intervention class.