A song which creates a character mostly through setting, detail & imagery. As well as performing it, pupils can write their own songs/poems é learn about rhythm é rhyme. Other creative tasks: 'Meeting a Witch&', diaries, letters, posters éc. it can also introduce ballad form. This helps quatrains, dialogue, imagery, repetition, refrains é rhymes to make more sense. The use of metaphor é simile to create mood can be studied, too. Enjoy using the song as a resource for lessons é concerts! This is my own song é recording so I own the copyright. See base of lyric sheet for details.

This song tells a story through first-person description. As well as performing it, pupils can write stories, poems, songs e.g. ‘Letter from a Ghost’. They learn about creating atmosphere with detail, imagery, rhythm & rhyme. In literature lessons, the song can introduce storytelling poems, monologues, setting, repetition é cyclical structure. Enjoy using this song as a resource for lessons é concerts! This is my own song é recording so I own the copyright. See base of lyric sheet for details.

You can give this sheet to pupils to introduce them to grammar. Thinking of grammar as an octopus, with all his tentacles working together, is a way into thinking of a sentence as a group of words working together, each with its own job to do. Pupils can talk in pairs about how they would describe the job that each word does in the sentence on the sheet. In plenary, you could get pupils' own descriptions of each &'word job&';. Then, when they’ve understood the concepts, you can ‘drop in’ the correct terms. See LESSON PLAN for more ideas!

‘I Shop Smartly’ presents the main advertising techniques as a mnemonic that can be learnt. ‘If Seal Puppies Shop Smartly, Do You?’ is more detailed, and you might just want to select from this sheet in your own way. Pupils could pick the techniques they tend to forget & make up their own mnemonic! The last page of this has ideas for written work. One way to teach the idea of target audience is to get pupils to design adverts for different year groups. They are so close to the distinctions between Years 7, 8 and 9 that their observations on concerns and language can be very sharp and funny!

'Comment on the choice of words&' often puzzles pupils. &';You're Shakespeare - Choose A Word!&' gets pupils to choose their own words to fill in the gaps in 10 lines of Shakespeare. Pupils then speak the lines aloud to see what effects their word choices have had on meaning, feeling and sound. &';Which Words Did Shakespeare Choose?' gives them the complete lines with the names of the characters and plays. Of course, you could compile your own examples from a play you&'re teaching. It’s worth teaching &';effect' = noun, &'affect&'; = verb, before they write their analysis.

This song tells the story of Friendly Shoeman Jake whose red shoes suddenly learn to talk. They want to do different things so they start fighting... Enjoy using the song as a resource for lessons & concerts! This is my own song é recording so I own the copyright.

This song tells a story in the first person. As well as performing it, pupils can write their own ballad songs/poems. Use it as a springboard for stories: who was the Star Mountain Girl? What was her story? Diaries, posters etc. Pupils learn to create feeling with detail, imagery, rhythm & rhyme. In lit. lessons, the song can introduce ballads, monologues, setting, repetition é cyclical structure.Enjoy using the song as a resource for lessons é concerts! This is my own song é recording so I own the copyright. See base of lyric sheet for details.

This is longer than most glossaries, because I have included examples of each term. The title is just my opinion, of course! For homework, you could choose five terms and tell pupils to find their own examples of each. These could be from songs as well as poems. It is often examples we like that fix in the mind what a technique is, and even more importantly, what it can do. You could then use this Amazing Glossary in conjunction with my POETRY FLOWER. This would help pupils to keep the bigger picture in mind and not get swamped in detail.

This works as an introduction to Shakespeare’s characters and stories for young children. It also gives older pupils the experience of working with Shakespeare&'s raw materials of character, motive and props. This makes them think about how he wrote for the stage: crucial for gaining marks in Shakespeare exams! Please read Lesson Notes to understand how it works. I have provided two of the sheets in a version with cartoons: Characters and Props. Useful if you are doing this in an MFL. The other sheets would probably need a translation on the back. Have fun! - Also, check out my YouTube Channel, “pavertutor”, for my Shakespeare Puppet videos!

Click on the links in this Word Document to websites which advise advertisers about how to use language and images to sell products. Stimulating and thought-provoking for discussion, e.g. if you copy and paste selections from the advice and give it to a class when they have begun their study of advertising and already gained some confidence in using the terms. Reading about advertising from the advertising copywriters' viewpoint is quite revealing! The list of techniques with their effects shows how adverts carefully group consumers, then make them feel like special individuals.

A practical, hands-on way to get pupils to understand that Shakespeare wrote for the stage. You can print this out and give it to pupils as an introduction to speaking Shakespeare themselves - there are examples and things to listen out for, as well as connections made with how song lyrics use imagery to convey emotion. The idea is simple: these aren't books: they&'re plays - so play with them! You may want to give this sheet out one page at a time - it&';s up to you!

These sheets use cartoons to explain when to write 'it's and when to write 'its'. Crazy Dog hates getting apostrophes stuck in his tail and loves rain... Pupils make up plenty of their own sentences using 'it's' and then plenty of their own using 'its'. Only then let them switch between the two! Note: the first page starts 'When does 'its' need an apostrophe?' Give that one first so that it makes sense as a little story.

Zeus or Poseidon? Let your class decide! Is he throwing a thunderbolt or a trident? Photo 3 shows his arm: what do you think was in it? Get pupils to look at the rest of him, & stand up, maybe look at other sculptures of both gods, to help decide. Apologies, I am hopeless at PowerPoint - but I took these photos, so you can them as you wish. This incredible bronze statue was found at the bottom of the sea off Cape Artemision (aka 'The Artemision Bronze&'.) C. 460 B.C. &';Severe' Classical Style. One of the few preserved original works of the Severe Style. National Archaeological Museum, Athens.

Tells you about the structure and content of Pindar's Olympic Victory Odes and then tells you how to write your own! You can write about a sporting celebrity such as Rebecca Adlington and there is an excellent example at the end of these sheets. &'English - Prize poetry&'; is the article I wrote in Resources with more ideas about how to use these worksheets: http://www.tes.co.uk/article.aspx?storycode=6257863

Dramatic Irony in Shakespeare explained with a model of the Globe Theatre. Catherine Paver, English Tutor, made the mini theatre to bring Shakespeare to life for GCSE students and A Level students. This video starts with a definition of Dramatic Irony using a green plastic dinosaur. It then discusses examples from ‘Macbeth’ and ‘Romeo and Juliet’. Page to Stage - bringing Shakespeare to life! Terms used in the video: Dramatic Irony: When the audience knows something important that the character or characters do not. This may be something that has happened, is happening or will happen in the future. Heavens The roof over the Globe stage, painted with stars, moons, and signs of the zodiac. This image reflects the Renaissance belief in the influence of the movements of the stars upon the world below. Hell The area underneath the stage where the stage trap door leads. It might be used for graveyard scenes by Shakespeare’s company, as a tomb or a place from where devils or witches appear.

A puppet lobster explains the bizarre imagery that Dickens uses to influence our feelings throughout ‘A Christmas Carol’. ‘Like a bad lobster in a dark cellar,’ for example. This five-minute film engages pupils in finding their own examples of Dickens’ figurative language. It emphasies how important it is not just to label them ‘simile’, ‘personification’ and so on, but also to feel their emotional power. This in turn helps pupils to remember them and to write more perceptively about them.

This song is a ballad which tells a story through dialogue & third-person description. As well as performing it, pupils can write their own ballads é learn a lot about rhythm é rhyme. Other creative tasks: diaries, letters, posters éc. In literature lessons, the song can introduce ballad form to pupils. Then, when they study ballads in various GCSE Eng Lit anthologies, quatrains, dialogue, imagery and rhymes will make more sense. Enjoy using this song as a resource for lessons é concerts! This is my own song é recording so I own the copyright. See base of lyric sheet for details.

This video can be used with my ‘MACBETH’ - ANIMALS IN CHAOS! Worksheets. Two puppet horses explain ‘Macbeth’ with reference to beliefs about natural order in Shakespeare’s time. They focus on ‘Macbeth’ Act 2 Scene 4: 'Duncan’s horses…Turn’d wild in nature…‘Tis said, they eat each other.’ The horses then explain the Great Chain of Being, to help us understand the whole play in the context of its time. This eight-minute film will help anyone studying Shakespeare’s tragedies or history plays to grasp the beliefs about God, man and nature that underpin the plot, characters and language. It is particularly helpful to GCSE English Literature pupils who need to place Shakespeare’s plays in context. I’ve included two images from the video: the Great Chain of Being Diagram and the cartooned extract.

A study aid to help pupils connect a poem's techniques to its overall impact and meaning. Helps them to see how techniques work together, e.g. a metaphor may change the tone. By connecting the petals (techniques) to the centre (overall impact/meaning), pupils write more than just 'Look! A simile.' What is it doing? How does it relate to the rest of the poem? Pupils learn to move between the overall force of a poem and its details. They just need to think: 'I'm a bee. I can fly where I like!' To compare poems, fly between two flowers. Blank version is for your use or for their own notes. See also my 'HOW TO STUDY A NOVEL'.

This two-page worksheet uses explanations, quotations and cartoons to help students grasp that the murder of Duncan is a crime against God that upsets the whole natural order. ‘Macbeth’ is stuffed with animal references which are fun for students to look out for in lessons and extract questions, but they need help first to grasp why Shakespeare uses them. These sheets are designed to do this. You can use these sheets at any point during your study of the play. Act 2 Scene 4 is a good moment for them, though. You can show my video - ‘MACBETH - ANIMALS IN CHAOS!’ after going through the scene, then give them the worksheets. I have also included two images from the video: the simple diagram of the Great Chain of Being and my cartooned extract from Act 2 Scene 4.