A lesson and detailed PowerPoint helping students to think imaginatively for an extended piece of creative writing about the death of King Duncan and Macbeth’s thoughts/feelings. *Slide 2- Video clips (x2) of Act 2, Scene 2 * Slide 3- Comic strip image for students to summarise the dialogue into their own words * Slide 4- Discussion question and introduction to the task *Slides 5-9 - Thought-provoking creative prompt photos and leading questions *Slide 10- Hand-out of success criteria * Slide 11- Self-assessment checklist *Slides 12/13 Plenary questions (using EXIT CARDS) * EXIT CARD Resource sheet

A whole lesson focusing on the structure and language used by Dickens in the opening of ‘A Christmas Carol’. Starter: Looking at the effect of the opening sentence ‘Marley was dead: to begin with’ and the impact it has on a reader. Students stick in the worksheet (two versions included- differentiated for less able students with pre-highlighted quotations) and use it to make notes and highlight throughout the lesson. Each paragraph has been broken down to be analysed in-depth. Each slide includes guided questions to encourage discussion and modelling of how to select appropriate quotations from the text in order to answer the question. Finally, students must choose one question to answer for their homework. Each question builds upon the discussion points and notes made in the lesson. This can be peer assessed at the beginning on the following lesson to recap and check for understanding. Please leave a review if you found this resource helpful :)

Creative starter question Banquo’s soliloquy , modern English version plus questions Analysis of the imagery of the ‘fruitless crown’ before introducing Macbeth’s soliloquy. Key quotations from the soliloquy and an activity for students to predict the fears he will be addressing YouTube video clip link plus specific focus criteria for students Macbeth’s soliloquy , modern English version plus questions (includes extension questions for challenge) Plenary question (using EXIT CARDS)

A whole lesson on the poetic form of a sestina. Students are introduced to the structure before looking at two examples by Elisabeth Bishop and Anthony Hect. Finally, there is a planning worksheet so that students can write their own sesitna poem with the correct structure.

Activities focusing on the initial impressions of Macbeth as a soldier and analysis of violent imagery in this scene.

Two worksheets which encourage students to reflect on the plot and main characters. Useful for revision, recapping or making connections throughout the study of a class novel/play. I have included both PDF versions of the worksheets as well as word documents that can be altered with ease. Suitable for KS4 support groups or KS3 learners.

Suitable for KS3 or a support group Worksheet plus ppt with instructions & additional tasks/answers Tasks: 1: Cut and stick each quotation with the correct corresponding image. 2: Identify which character said each of the quotations. 3: Find another example of Shakespeare’s imagery. Draw your own picture and label it with the quotation in your workbook. Challenge : ‘Love is too powerful to be described through a metaphor.’ Do you think Shakespeare has managed to convey this emotion well, or not? Explain your opinion. Please leave a review if you found this resource helpful :) I am currently working on the rest of the lessons in the series. Act 1, Scene 1 is available to purchase here: https://www.tes.com/teaching-resource/romeo-and-juliet-opening-analysis-act-1-scene-1-whole-lesson-and-worksheet-ks4-11525718 Act 1, Scene 2 is available to purchase here: https://www.tes.com/teaching-resource/romeo-and-juliet-act-1-scene-2-capulet-and-paris-whole-lesson-and-worksheet-ks3-ks4-11625209 Act 1, Scene 3 is available to purchase here: https://www.tes.com/teaching-resource/romeo-and-juliet-act-1-scene-3-lady-capulet-and-the-nurse-ks4-11976732 Or alternatively browse my online shop for Shakespeare and Creative Writing resources: https://www.tes.com/teaching-resources/shop/NovelTeachingUK

This was originally taught to Korean Middle School EFL students for a fun art and craft/cooking camp however it is written entirely in English. The aim of this summer camp is for the students to have fun and to learn about different countries and cultures around the world. Each day will focus on a different country and we will learn some facts, look at famous places, food and do an art and craft activity associated with the country. At the start of each day students will guess the country. When I reveal the flag they must copy it onto their ‘passport’ sheet. If students behave well or win a task they receive a sticker on their passport. The student with the most stickers at the end of the camp will win a prize. Day 1: Introduce the summer camp and different monuments and buildings around the world. Today focuses on lots of games and team building activities so that everyone gets to know each other.  Activity 1: Icebreaker Students are given a ‘passport worksheet where they write their name, age, favorite food, favorite place in Korea and three places they would like to visit in the future. They should complete this quite quickly 5-10 minutes. When everyone has finished I pass the ball and when they catch it the student must say something about themselves and introduce themselves to the rest of the class.  Team game (1): Guess where it is from Students look at the famous buildings/monuments from around the world. In teams they must guess which country they think it is from. The team with the most correct will win travel stickers in their passport.  Team game (2): Build a tower In teams students have 30minutes to build a monument/tower using only dried spaghetti, peppero sticks and marshmallows. They have to work together as a team and at the end they can win points based on how tall, how wide and how unique their building is. The winning team gains stickers for their passport.  Lunch Students are given cooked sausage, cucumbers, crackers and cube cheese. Individually on their plate they have to cut slices and try to build the tallest tower. The person with the tallest ‘tower’ wins a sticker for their passport. They can then eat these and the snacks from earlier for lunch.  Team game (3): Jenga race In teams students take it in turns to race forwards and take a block out of the jenga tower. They must then run back to their team and try to build another structure. The team with the tallest structure at the end (whose original building hasn’t fallen over!) are the winners and gain stickers for their passports.  Art and Crafts Using clay, students must make a small keyring or magnet in the shape of a famous building or monument from the lesson. Seoul Tower, Eiffel Tower, Pyramid, Big Ben etc.

A range of reading, writing, speaking and listening activities based on travel and holiday plans. Students will learn: Lesson 1: Locations, capital cities of Europe and country flags. Lesson 2: Types of accommodation, activities and modes of transport. *Detailed lesson plans, worksheets (PDF and Word document amendable copies) and a card game are also included.

Four detailed lessons with clearly explained tasks, starters and plenaries. Each lesson includes guiding questions,a corresponding worksheet and multiple activities for students to complete. The final ppt introduces the assessment task, objectives and an example of how to select and analyse quotations. The assessment question focuses on Lady Macbeth and her descent into madness. There is also a homework choice slide that includes extension creative writing tasks for students to choose from. Lesson 1 in the series was observed and rated outstanding If you found this resource helpful please do leave a review :) or browse my shop for other lessons and resources.

*Encourage students to analyse different stage productions and interpret costume, lighting and prop decisions. (Video clip included) *Discussion of Jacobean audiences, the Globe Theatre and the opening of their 2016 production of Macbeth. (Video clip included) *Planning worksheet for students to decide how they would produce the opening of Macbeth on stage. Please leave a review if you found this helpful :) If you like this lesson check out my other Macbeth resources! Available here: https://www.tes.com/teaching-resource/macbeth-13-whole-lesson-and-resources-bundle-ks4-11508384 Or alternatively browse my online shop for other lessons and worksheets: https://www.tes.com/teaching-resources/shop/NovelTeachingUK

Includes: A ppt with guided questions for students to develop their own interpretations about the opening of the play/characters. A worksheet where students plan how they would stage the scene. A homework task based on the Prince. Please leave a review if you found this resource helpful :) I am currently working on the following lessons in the series. Act 1, Scene 2 is available to purchase at: https://www.tes.com/teaching-resource/romeo-and-juliet-act-1-scene-2-capulet-and-paris-whole-lesson-and-worksheet-ks3-ks4-11625209 Or alternatively browse my online shop for other Shakespeare and Creative Writing lessons: https://www.tes.com/teaching-resources/shop/NovelTeachingUK

Crafting sensory description Creating a character Analysis of how Roald Dahl uses exaggeration and humour Comprehension questions for two extracts Planning sheets Writing an autobiography planning sheets

Creative starter question Analysis of the witches and the opening of the play Key questions and differentiated (includes extension questions for higher order thinking) Summary and making predictions for the rest of the play 3 x video clips and different interpretations of the witches plus recording sheet Creative writing planning sheet - Imagine you are a stage director. How would you produce this opening scene of Macbeth? Extension task- using quotations to justify own interpretation and writing a persuasive letter (instead of a PEE paragraph- same skills)

Students look at the images which are connected to key quotations from the play (Act 1-Act 3) and must put them into chronological order. PowerPoint plus worksheet. Extension tasks: 1. identify which character said each quotation, 2. consider which is the most significant and justify your opinion 3. Find your own example of Shakespeare's imagery and draw an image for it

A detailed, colour-coded analysis of Hardy's poem 'The Ruined Maid'.

Advice given by my NQT mentor which has proved invaluable.