An entire SOW which consists of 20 PPT LESSONS, RESOURCES, a MEDIUM-TERM PLAN and a KNOWLEDGE ORGANISER based on VILLAINS in SHAKESPEARE. Lessons include: Context, Society, Women, Religion and Beliefs, Theatre, Shakespearian Language (Cliches, Insults), Genres, Themes, ‘The Seven Ages of Man’, Protagonist, Antagonist, Tragic Hero which leads into some of Shakespeare’s well-known plays and their VILLAINS: ‘Romeo and Juliet’ (Tybalt), ‘Macbeth’ (Macbeth, Lady Macbeth, The Witches), ‘Hamlet’ (Claudius), ‘The Tempest’ (Caliban) leading up to a Reading Assessment based on an Evaluation of Lady Macbeth (Model PEEZA Paragraph, New Vocabulary, Sentence Starters, Planning Sheet etc). A fantastic SOW for Year 7’s and lower-ability Year 8’s and Year 9’s.

COMPREHENSION QUESTIONS based on the well-known SCIENCE- FICTION/PARANORMAL/MYSTERY SHORT STORY: ‘Hey You Down There!’ written by Harold Rolseth in 1972. A WORKSHEET based on the short story with particular focus on the theme of PARANORMAL ACTIVITY. Includes a copy of the story itself. This can also be used as a COMPARISON to Roald Dahl’s famous short stories ‘Lamb to the Slaughter’ or ‘The Hitchhiker’ which share similar themes and unexpected twists in their narrative structures.

A series of COMPREHENSION QUESTIONS based on the poem ‘Mametz Wood’ by Owen Sheers. Useful to check students’ understanding after annotating the poem in class. Includes a copy of the poem and relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, THEMES, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

Includes an easy to follow, step-by-step PPT and Medium-Term Plan consisting of 8 COMPLETE LESSONS based on the EDUQAS iGCSE ENGLISH LITERATURE COMPONENT 2, SECTION C, UNSEEN POETRY). Particular focus on the COMPARISON of the poems ‘Yesterday’ by Patricia Pogson and ‘Those Winter Sundays’ by Robert Hayden. Includes the ASSESSMENT OBJECTIVES for both Parts A and B, STEP-BY-STEP PLANNING, suggested ways to COMPARE poems, USEFUL VOCABULARY and SENTENCE STARTERS, identifying and analysing the EFFECT of STRUCTURAL and POETIC LANGUAGE TECHNIQUES together with various TASKS to help create SUCCESSFUL and SOPHISTICATED PRACTICE RESPONSES to UNSEEN POETRY.

A series of COMPREHENSION QUESTIONS based on an Excerpt from ‘The Prelude’ (William Wordsworth): ‘And in the frosty season…’. Useful to check students’ understanding after annotating the poem in class. Includes the excerpt and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

Useful resources to help students to create a detailed FRONT PAGE NEWS REPORT based on the murder of King Duncan. Includes the main features of news reports, a detailed recommended STRUCTURE of a typical news report, a front page news report TEMPLATE (which can be used in ICT) and a WRITING ASSESSMENT FEEDBACK SHEET based on students’ final pieces. Suitable for KS3 students (high ability Year 7 and low ability Year 8 groups).

Focus on all the questions in Sections A and B for both Higher and Foundation Tiers. A handy revision guide including Assessment Objectives, past examiners’ reports, structuring answers, language techniques, useful connectives and phrases and comparative language.

A series of COMPREHENSION QUESTIONS based on the poem ‘London’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

An excellent resource based on Component 1, Section B of the Eduqas GCSE English Language Examination. Particular focus on: Example Examination Questions, Assessment Criteria, Narrative Structures, Sentence Structures and Sentence Starters, Using more SOPHISTICATED Punctuation, Pathetic Fallacy, The 5 Senses, Figurative Language (Similes, Metaphors and Personification), useful NOUNS, ADJECTIVES, VERBS and ADVERBS and a final TICK BOX ASSESSMENT sheet for students to use for their own writing and PEER ANALYSIS. Includes various TASKS and CHALLENGES for students to practise using all these ESSENTIAL CREATIVE WRITING TECHNIQUES and produce successful response to Component 1, Section B of the Eduqas GCSE English Language Examination.

Another useful powerpoint based on PERSUASIVE LANGUAGE TECHNIQUES. Includes DEFINITIONS and EXAMPLES for each one. A great aid for recognising, understanding and using PERSUASIVE TECHNIQUES in all NON-FICTION TEXTS. Very USER-FRIENDLY and has proved to be most useful for all students preparing, analysing and revising for any ENGLISH LANGUAGE ASSESSMENT or EXAMINATION.

A series of COMPREHENSION QUESTIONS based on the poem ‘Valentine’ by Carol Anne Duffy. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

An entire SOW which consists of 15 PPT LESSONS, RESOURCES and a KNOWLEDGE ORGANISER based on the theme/topic of ENVIRONMENTAL ISSUES in NON-FICTION READING. Lessons include: GENRE, AUDIENCE, PURPOSE, DAFORREST, INFERENCE, ZOOM, ETHOS, PATHOS, LOGOS, BIAS, STRUCTURAL FEATURES, EFFECT ON THE READER, WRITER’S INTENTIONS, A CORE KNOWLEDGE QUIZ, leading up to a FINAL READING ASSESSMENT based on a ‘HOW’ QUESTION. Resources based on Environmental issues such as: Deforestation, Rising Global Temperatures, Plastic Pollution to name just a few. Includes various NON-FICTION TEXTS (news reports, magazine articles, a blog, an advertisement etc.) and various HOMEWORK TASKS. A fantastic, thought-provoking SOW aimed at Year 9 students but could be adapted to suit all KS3 students.

Various resources with particular focus on the question: ‘How does Dahl show his FEELINGS in the chapter ‘Mrs Pratchett’s Revenge’? Includes the chapter ‘Mrs Pratchett’s Revenge’ together with COMPREHENSION QUESTIONS, selected QUOTES, useful VOCABULARY, a MODEL PEELE Paragraph and a DIFFERENTIATED resource to aid students’ responses in a FINAL READING ASSESSMENT based on Dahl’s feelings. Suitable for KS3 students (high ability Year 7 and low ability Year 8 groups).

A Selection of FICTION and NON-FICTION TEXTS based on the THEME of PARANORMAL ACTIVITY. Suitable for KS3 LEVEL and are geared towards preparing students for KS4 and the EDUQAS GCSE ENGLISH LANGUAGE SYLLABUS (COMPONENTS 1 and 2). Specific focus on A01 simple comprehension questions including a SPAG focused question. Fantastic resources to set as HOMEWORK TASKS or part of SCHEMES OF WORK based on the THEME of PARANORMAL ACTIVITY. Texts include CURRENT ARTICLES based on Dartmoor’s ‘The Hairy Hand’, ‘The Loch Ness Monster’ and ‘Do Ghosts Exist?’ together with the legendary Sir Arthur Conan-Doyle’s personal experiences of PARANORMAL ACTIVITY written in 1930.

A selection of SOPHISTICATED VOCABULARY which includes INTERESTING NOUNS, ADJECTIVES, VERBS and ADVERBS to aid students’ CREATIVE WRITING SKILLS. Ideal resources which could be LAMINATED and DISTRIBUTED around the classroom as LITERACY WORD MATS to enable students to produce more successful RESPONSES in any CREATIVE WRITING TASK. Includes a TASK for students to REWRITE an extract using the NEW VOCABULARY. Suitable for both KS3 and KS4.

A handy Power Point based on useful VOCABULARY and PHRASES to DESCRIBE the EFFECT of particular EVIDENCE/LANGUAGE in response to the ANALYSIS of any given FICTION and NON-FICTION TEXTS. Aimed at all students at both KS3, KS4 and KS5 Levels in preparation for any READING ASSESSMENT. This will also help to DEVELOP students’ WRITTEN responses in a more STRUCTURED, SOPHISTICATED and INSIGHTFUL way, particularly when creating effective PEE Paragraphs.

A detailed tutorial focusing on iGCSE Cambridge English Language Coursework, Assignment 3. Based on a response to the attached article ‘Is Social Networking a Negative Influence?’ Includes the ADVANTAGES and DISADVANTAGES of SOCIAL NETWORKING, the READING and WRITING Assessment Criteria, PERSUASIVE DEVICES, useful CONNECTIVES and PARAGRAPH/SENTENCE starters, EXAMPLES of selected QUOTES and STRUCTURED RESPONSES to the task plus a possible ESSAY STRUCTURE in response to the given article. Could be adapted as a Speaking and Listening Task too.