This is a full lesson teaching how to use subordinating conjunctions, complete with all the activities you need PLUS a review of coordinating conjunctions. Subordinating conjunctions are used to link a main clause with a subordinating clause. Some examples of subordinating conjunctions include: after, although, because, as, since, whereas, before, when, where, whilst, so that etc. This resource is a PowerPoint presentation which includes the activities you need to teach children how to use subordinating conjunctions. In addition to teaching how to use subordinating conjunctions, the lesson also includes a review of coordinating conjunctions. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - get children in the mood to write! √ Review of coordinating conjunctions √ Differentiated questioning (3 levels) √ Teaching input - what are subordinating conjunctions, example sentences, the meaning of the prefix ‘sub’ √ Guided/ whole class activities √ Information slides - when subordinating conjunctions can come at the start of your sentences, fronted adverbials, correct punctuation √ Multiple differentiated independent consolidation activities (3 levels) √ Review activities and mini plenaries throughout √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 2 to 5 how to plan and write engaging and well-structured book reviews. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Differentiated starter activity (3 levels) √ Teaching input/ information slides √ Example of a good book review √ Feature checklists for each part of a review √ Whole class/ shared writing activities √ Independent writing tasks √ Speaking, listening, reading & writing tasks √ Differentiated checklists for writing task (3 levels) √ Peer review tasks √ All answer slides √ Plenary Learning Objective: LO: To identify the features of and write my own book review Success Criteria: I can read and understand a book review. I can describe the structure of a book review. I can explain the purpose of a book review. I can identify key details of a book. I can summarise a story. I can describe my opinion of a book. Lesson details: Starter activity - differentiated match up task for text types and their purpose (3 levels of differentiation) Teaching input/ information slides - reviews and book reviews Consolidation task Whole class speaking activity - mind map Example of a good book review (four slides) Info slides - structure of a book review + consolidation task Shared/ modelled write task + guide Independent write + differentiated feature checklists for book reviews (3 levels) Plenary - peer review task PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to identify the main idea in a text, complete with all the activities you need to consolidate this skill. The main idea in a text is the key point that the writer wants the reader to know. This can be explicitly stated with a ‘topic sentence’, usually at the start or end of the paragraph, or it can be implied, in which case you may need to use some extra methods for identifying the main idea. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to identify the main idea in a text. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - to engage and get children thinking creatively √ AFL Question √ Teaching input - what is the main idea and how can we find it in a text? √ Examples of explicitly stated main ideas in topic sentences √ Guided/ whole class consolidation activities √ Differentiated review activity √ Differentiated independent consolidation activities (3 levels) √ Extension task - writing activity to deepen learning √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching students how to identify different examples of figurative language (similes, metaphors, personification, alliteration and onomatopoeia) in various texts and then create their own in their writing. This lesson teaches children how to identify examples of similes, metaphors, personification, alliteration and onomatopoeia in texts. It teaches them how to explain what each of these features are and also to consider the impact of such figurative language on the reader. It encourages learners to examine the writer’s intent when using such techniques. As the lesson develops, children start creating their own examples of each figurative language feature and then start using them in their own writing to create various effects. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to identify the following figurative language features: similes, metaphors, onomatopoeia, personification and alliteration. It also teaches children how to incorporate figurative language into their own writing. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - to engage and get children thinking creatively √ AFL Question √ Teaching input - what is each example of figurative language √ Examples of each figurative language feature in reading texts √ Guided/ whole class consolidation activities √ Differentiated review activities √ Differentiated independent consolidation activities (3 levels) √ Application tasks - writing activities involving using figurative language in own writing √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to draw inferences about what characters are thinking and feeling as well as what their motives and intentions are. It also covers making inferences from description, dialogue and action. This lesson is complete with all the activities you need to teach and consolidate this skill. An inference is an idea that is based on clues and implied details. Authors do not always explicitly state their meaning. Instead they may provide enough details to enable the reader to make an inference. We can make inferences about almost any detail in a story. We may infer what characters are thinking and feeling as well as what their intentions and motives are. We may also infer the setting from the description, character traits from dialogue or what is happening from descriptions of action. Predictions are also a type of inference made about the future. This lesson covers all these aspects of making inferences as well as how to support our inferences with evidence from the text. It is suitable for KS2 children and includes differentiated activities including reading and writing tasks designed to enable students to apply their understanding to their own work. This resource is a PowerPoint presentation which includes all the information and activities you need to teach children how to make inferences. PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity √ AFL Questions √ Teaching input - what are inferences and how can we draw them? √ Multiple reading exercises √ Multiple inference-making tasks for inferring feelings, thoughts, motives, intentions, the setting, character traits and events √ Teaching input - predictions √ Multiple prediction-making tasks √ Guided/ whole class consolidation activities √ Differentiated independent application activities (3 levels) √ All answer slides √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to write instructions and recipes. It includes teaching input/ information slides for the structural and language features of instruction texts, an example of an instruction text, a modelled/ shared writing task, independent writing tasks and differentiated feature checklists. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning √ Teaching input/ information slides √ Example of an instruction text √ Speaking, listening, reading and writing tasks √ Feature checklist for instructions √ All answer slides √ Plenary Learning Objective: LO: To identify the features of and write my own set of instructions Success Criteria: I can read and understand a set of instructions. I can identify the purpose of a set of instructions. I can describe the structure of a set of instructions. I can identify the language features of a set of instructions. I can write my own set of instructions. Lesson details: Starter activity covering purpose of instruction texts, the difference between fiction and non-fiction and introducing recipes Teaching input - explaining what instructions are Example of a set of instructions (recipe) Speaking and listening task - mind-map of features Teaching input - Structural features of instructions + consolidation task: - Heading and subheadings - A list of ingredients - A list of equipment - Method - Bullet points and numbered points - Preparation time Teaching input - language features of instructions + consolidation tasks: - Time order adverbials - Present tense, imperative verbs - Second person pronouns - Formal, impersonal language - Adverbs Modelled/ shared write task - instruction writing Independent and differentiated consolidation writing task (3 levels) Differentiated feature checklists (3 levels) Plenary - Peer review task PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Everything you need to teach a complete and outstanding lesson on how to use embedded clauses! Plus, there’s no printing required - all the activities are included in the presentation! A clause is a group of words containing a verb and expressing a complete idea. An embedded clause is a type of clause that comes in the middle of a main clause and which adds extra information. An embedded clause is punctuated with commas either side of it. E.g. The tornado, which the people had been warned about, ripped through the village. This resource is a PowerPoint presentation which contains all the information slides and consolidation activities you need to teach children how to use embedded clauses in their writing. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity √ Information and explanation slides √ Shared/ whole class consolidation activities for each learning point √ Independent, differentiated activities (3 difficulty levels) √ Activities reviewing relevant prior learning √ Answer slides √ Written and reasoning activities for applying the learning √ Plenary activity PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching how to use the past continuous tense. The past continuous/ past progressive tense is made from the past tense form of the verb ‘to be’ (was or were) + the progressive/ continuous form of the verb (a verb with the -ing suffix). It is used to describe background actions and long actions, usually that happened at the same time as something else. This lesson presentation on the past continuous tense includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of prior learning (examining the other tenses and why we use them) √ Teaching input/ information slides (explaining how to identify and construct sentences in past continuous tense) √ Multiple differentiated consolidation activities (fill in the blanks, spot the mistakes, change the sentences to past continuous tense etc.) √ Independent activities and application tasks (3 levels) √ Mini plenaries and extra practice tasks √ Extension of learning challenges √ Reading & writing tasks √ Plenary activity The lesson covers the following: Review of other tenses Structure of clauses in past continuous Difference between ‘was’ and ‘were’ (plural and singular subjects) How to describe the actions of the following types of subjects in the past continuous tense: regular and irregular plurals, countable and uncountable nouns, collective nouns, exceptions and pronouns Changing verbs into their progressive/ continuous form Purposes of using the past continuous tense Distinguishing between long and short actions Joining clauses in past continuous to clauses in past simple Using the past continuous tense in writing to describe background actions and set the scene PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to use coordinating conjunctions. Coordinating conjunctions are used to link two main clauses, or two equal parts of a sentence together. We can use the acronym FANBOYS to help us remember the seven coordinating conjunctions: for, and, nor, but, or, yet & so. This resource is a PowerPoint presentation which includes the activities you need to teach children how to use coordinating conjunctions. In addition to teaching how to use coordinating conjunctions, the lesson also explains the difference between coordinating conjunctions and subordinating conjunctions and briefly introduces subordinating conjunctions at the end, in preparation for the next lesson. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - get children in the mood to write! √ Teaching input - what are conjunctions, there are two main kinds (coordinating and subordinating conjunctions) and the key differences between these. √ Review activities and mini plenaries throughout √ Differentiated questioning (3 levels) √ Guided/ whole class activities √ Differentiated independent activities (3 levels) √ All answer slides √ Plenary - Extend the learning PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson teaching the difference between when to use ‘a’ and when to use ‘an’. We use ‘an’ in front of words (nouns and adjectives) which begin with a vowel letter (a, e, i, o and u). We use ‘a’ in front of words which begin with a consonant letter. The presentation consists of 27 slides and multiple activities helping children develop a solid and secure understanding of the differences between using ‘a’ and ‘an’. The lesson includes: √ Learning objective √ Three success criteria √ Starter activity - AFL - fill in the blanks √ Teaching input slides - Explaining when to use ‘a’ and when to use ‘an’ √ Recap/ Mini Plenary activity √ Consolidation activities √ Extension activity √ Differentiated independent task √ Writing task - application for learning √ All answer slides √ Plenary activity PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching how to use the past perfect tense. The past perfect tense is made from the word ‘had’ plus the past participle of the verb. It is used to: Set the scene and explain what happened before a story or event took place, Describe the earlier of two events that happened in the past (in such cases, it is usually joined to a clause in past simple using a conjunction) This lesson presentation on the past perfect tense includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of prior learning (examining the other tenses and why we use them) √ Teaching input/ information slides (explaining how to identify and construct sentences in past perfect tense) √ Multiple consolidation activities (fill in the blanks, spot the mistakes, change the sentences to past perfect tense etc.) √ Independent activities and application tasks (3 levels of differentiation) √ Differentiated support sheets for those who need them √ Extension of learning - looking at why we use the past perfect tense √ Speaking and listening tasks/ reasoning questions √ Writing/ Homework challenge - past perfect tense writing task √ Plenary activity - AOL The lesson covers the following: Review of past simple, past continuous, present simple and present continuous tenses and why we use them The difference between present perfect and past perfect tense Regular and irregular verbs in their past participle form Base tense, past simple and past participle verb forms How to construct sentences in past perfect tense Why we use the past perfect tense (to set the scene before decribing a story or event and to describe the earlier of two events that happened in the past) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching the difference between the homophones there, their and they’re, complete with all the activities you need - no printing required! ‘Their’ is used to show possesion - to talk about things which belong to them. (e.g. That is their car.) ‘There’ is used to begin statements or to refer to a place. (e.g. There are lots of acorns in that tree over there.) ‘They’re’ is the contracted form of ‘they’ and ‘are’. (e.g. They’re playing outside.) This resource is a PowerPoint presentation which includes the activities you need to teach children the difference between their, there and they’re. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - assessment for learning √ Teaching input - the difference between their, there and they’re with example sentences √ Questions and challenges √ Differentiated consolidation activities (3 levels) √ Plenary - AOL PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to write a letter. It includes teaching input/ information slides for the structural and language features of letters, examples of formal and informal letters, a modelled/ shared writing task, independent writing tasks and differentiated feature checklists. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning √ Teaching input/ information slides √ Example of a formal and an informal letter √ Speaking, listening, reading and writing tasks √ Feature checklist for letters √ All answer slides √ Plenary Learning Objective: LO: To identify the features of and write my own formal letter. Success Criteria: I can identify the purposes of a variety of different letters. I can read and understand a letter of complaint. I can describe the structure of a letter. I can identify the language features of a letter. I can write my own letter. Lesson details: Starter activity - comparing and contrasting task Example of formal and informal letters Speaking and listening task - mind-map of features Teaching input - Structural features of letters: Sender address Date Recipient address Salutation Paragraphs Valediction Name and/ or signature Teaching input - language features of a letter: - Time order adverbials - Present tense, imperative verbs - Second person pronouns - Formal, impersonal language - Adverbs Modelled/ shared write task - letter writing Independent and differentiated consolidation writing task (formal letter writing regarding an environmental issue (3 levels) Differentiated feature checklists (3 levels) Plenary - Peer review task PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is the sixth lesson you need to start teaching children how to read and write! Focusing on the letter n, this lesson introduces the letter, the sound it makes and how to identify the initial, middle and end sound and letter of words. It is the sixth lesson of phase 2 phonics and includes all the information and activities you need to introduce this letter and the sound it makes. In phase 2 of phonics, children meet the letters of the alphabet and the sounds that they make. They learn how to identify the initial, middle and end sound in CVC (consonant - vowel- consonant) words in preparation for learning how to segment and blend. From lesson 3, they start to decode words into the sounds they know in order to start reading as well as encode sounds into letters in order to begin writing. As they progrss through phase 2 of phonics, they will start writing simple sentences composed of phonetically decodable and high-frequency words. These lessons are designed to teach children how to read and write by practising the skills of identifying, segmenting and blending. Each lesson includes all the information, games, videos and activities needed teach each phase 2 sound. PLEASE CHECK THE NOTES SECTION ON EACH SLIDE FOR EXTRA TIPS AND IDEAS FOR TEACHING PHONICS PHASE 2. It is recommended that you teach these lessons in the following order as the lessons build on prior learning: s a t p i n m d g o c k ck e u r h b f ff l ll ss The presentation includes: √ Learning objective and success criteria √ Phase 2 phonics sound mat √ Review of prior learning √ Games, videos and activities introducing the sound √ Activities for identifying initial sounds and letters √ Activities for identifying middle sounds and letters √ Activities for identifying final sounds and letters √ Letter formation practice √ Decoding activities (preparation for reading) √ Encoding activities (preparation for writing) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It combines very well with platforms such as Pear Deck and Nearpod.

A full lesson teaching the difference between adjectives and adverbs and how to use them in your writing. Adjectives describe nouns (people, places and things). Adverbs describe verbs (doing/ action words). This resource is a PowerPoint presentation which includes a full lesson’s worth of activities. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - your AFL - identifying adjectives and adverbs activity √ Teaching input - exploring what adjectives and adverbs are, the differences between them and examples of each being used in sentences. √ Differentiated speaking & listening activities - group/ paired activity (3 ways of differentiation) √ Differentiated writing tasks (3 ways of differentiation) √ Extension activity - apply learning with a writing activity √ Growth mindset challenges √ Plenary - Extend the learning by looking at exceptions PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching the difference between when to use ‘was’ and when to use ‘were’. ‘Was’ is used with singular nouns and pronouns. ‘Were’ is used with plural nouns and pronouns + you. Both ‘was’ and ‘were’ are used when speaking and writing in the past tense. This resource is a PowerPoint presentation which includes a full lesson’s worth of activities. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity considering different tenses √ Teaching input - difference between use of ‘was’ and ‘were’ √ Whole class consolidation activities - fill in the blanks, reasoning questions, complete the table etc. √ Extension input - ‘You’ √ Differentiated independent activities - mistake spotter, fill in the blanks, create your own sentences, swap the verbs etc. √ All answer slides includes √ Extension task - differentiated 3 ways √ Information slide for learners needing additional support √ Plenary activity - Sentence maker activity PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching the difference between subject and object pronouns. Subject pronouns often come before the verb in a sentence and tell us who or what did the verb (he, she, it, you, I, they, we etc.) Object pronouns often come after the verb in a sentence and tell us who or what the verb was done to. (him, her, it, you, me, them, us etc.) This resource is a PowerPoint presentation which includes a full lesson’s worth of activities. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: Learning objective Three success criteria Starter activity Teaching input Whole class consolidation activities Extension and reasoning tasks All answer slides Hint and support slides Plenary activity PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is the eighteenth lesson in this complete phonics course teaching children how to read and write! Focusing on the letter b, this lesson introduces the letter, the sound it makes and how to identify the initial, middle and end sound and letter of words. It is the eighteenth lesson of phase 2 phonics and includes all the information and activities you need to introduce this letter and the sound it makes. In phase 2 of phonics, children meet the letters of the alphabet and the sounds that they make. They learn how to identify the initial, middle and end sound in CVC (consonant - vowel- consonant) words in preparation for learning how to segment and blend. From lesson 3, they start to decode words into the sounds they know in order to start reading as well as encode sounds into letters in order to begin writing. As they progrss through phase 2 of phonics, they will start writing simple sentences composed of phonetically decodable and high-frequency words. These lessons are designed to teach children how to read and write by practising the skills of identifying, segmenting and blending. Each lesson includes all the information, games, videos and activities needed teach each phase 2 sound. PLEASE CHECK THE NOTES SECTION ON EACH SLIDE FOR EXTRA TIPS AND IDEAS FOR TEACHING PHONICS PHASE 2. It is recommended that you teach these lessons in the following order as the lessons build on prior learning: s a t p i n m d g o c k ck e u r h b f ff l ll ss The presentation includes: √ Learning objective and success criteria √ Phase 2 phonics sound mat √ Review of prior learning √ Games, videos and activities introducing the sound √ Activities for identifying initial sounds and letters √ Activities for identifying middle sounds and letters √ Activities for identifying final sounds and letters √ Letter formation practice √ Decoding activities (preparation for reading) √ Encoding activities (preparation for writing) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It combines very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to write fantastic setting descriptions. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter and plenary activities √ Review of relevant prior learning √ Teaching input/ information slides √ Examples of good setting descriptions & feature identification tasks √ Speaking, listening, reading and writing tasks √ Explanations and examples of how to use each structural and language feature in your own setting descriptions √ Differentiated consolidation tasks (3 levels) √ Whole class, paired, group and independent activities √ Support slides for struggling/ younger learners √ Feature checklists √ Writing inspiration Learning Objective: To identify the features of and write my own setting description Success Criteria: I can explain what a setting is. I can read and understand a setting description. I can identify the structural features of a setting description (paragraphs, most obvious details described first, describes what can be seen, heard, felt, smelt etc.) I can identify the language features of a setting description (fronted adverbials, powerful verbs, adjectives, adverbs, figurative language, onomatopoeia etc.) I can write my own setting description. I can check my work against a feature checklist. Lesson details: Starter activity - Reviewing what is a setting Review of revelant prior learning - Where do we find setting descriptions in a story? What tense are stories usually written in? What are similes and metaphors? -Speaking & listening task - drawing a setting activity + evaluation of setting description discussion Teaching input/ information slides - setting descriptions describe what we can see, hear, feel and smell in a place Reading task - example of a good setting description Consolidation activity - structure of a setting description Consolidation task (differentiated 3 levels) - organising statements from description into correct order Input - language features of powerful descriptions (fronted adverbials, powerful verbs adjectives, adverbs, conjunctions etc.) + consolidation activities (differentiated 3 levels - rainbow writing ) Whole class writing task (model/ shared write) Independent writing task (writing stimuli included) Differentiated feature checklist for each ability level (3 levels) Plenary - adjectives game PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching how to use possessive apostrophes. Possessive apostrophes are apostrophes used to show that something belongs to something else e.g. cat’s whiskers This resource is a PowerPoint presentation which includes a full lesson’s worth of activities for teaching children how to use possessive apostrophes. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of relevant prior learning (contractions and plurals, including irregular plurals) √ Teaching input - what are possessive apostrophes and how to use them √ Consolidation activities √ Differentiated questioning (3 levels) √ Guided/ whole class activities √ Differentiated independent activities (3 levels) √ Extend learning - Looking at exceptions √ Speaking and listening, reading and writing activities √ Plenary - Reasoning Task PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.