Originally planned for intervention Y7 set, therefore would also work with Y5/6 class or LA Y7/8. This lesson introduces students to the poem ‘The Moon’ by Robert Louis Stevenson, and allows them to explore what the moon has symbolised throughout literature. Students will then find connotations of words & phrases in the poem during a guided activity. Worksheets/resources are included at the end of the slides.

This lesson teaches students to plan and write a paragraph about a poem, using their knowledge of techniques, connotations and poet intent. This was planned for my Y7 intervention set, so would also work for a Y5/6 class. Includes a self-review at the end, and all teacher resources are attached at the end of the ppt.

This lesson is lesson 2 in a SOW that focuses on Norman England. This lesson covers: An exploration of the historical image of Edward (a pious saint) The reality of Edward (his difficulties during the reign of Cnut and Harold Harefoot) Edward’s relationships with Lords (in particular, Godwin) A debate about the core reason behind the failings of Edward’s reign.

This lesson will help students to write a paragraph about a Romantic poem, Daffodils. They will complete a quiz, then plan and write a paragraph. This is very scaffolded and therefore should be simple for even an intervention class. The students complete a ‘highlight your strength and target’ self-review at the end. All resources included.

This lesson was originally created for my intervention year 7 class, however it would be appropriate for any year 5-6 class as well. This lesson introduces the students to the Industrial Revolution and William Wordsworth, with the aim that students will finish the lesson understanding the intentions behind Romantic Poetry. Students will also be introduced to 'I Wandered Lonely/Daffodils) in order to find positive connotations within the poem, associated with nature.

Very low-level differentiated lesson. Students will recap simple word types (adjective, verb, etc.), and simple language techniques. They will then try to find these techniques in the poem ‘Daffodils’. This is very scaffolded and should be quite straightforward.

This display consists of poem titles, poet names, pictures for each poem, 3 quotes per poem, and poppies for decoration. Poems: London - William Blake Poppies - Jane Weir Kamikaze - Beatrice Garland Tissue - Imtiaz Dharker Storm on The Island - Seamus Heaney Exposure - Wilfred Owen War Photographer - Carol Ann Duffy

This lesson will guide students to choosing a type of poem to deliver a presentation about. The best part is, that there are 4 options (haiku, ballad, sonnet, and rhyming poem), and for whichever option that they choose, there is a powerpoint that the students can download to instruct them every step of the way. All of the resources are made and included.

This teacher feedback sheet is separated into 3 sections - WWW, EBI, and next steps. All you as a teacher have to do is highlight the correct sections - and the student work is marked! There are also marking codes and their meaning at the top of the sheet, to help the students to understand your marking. The numbers at the bottom reflect the student grade.

This welcome back lesson has everything you will need - a template for an ‘about the teacher’ slide, an expectations quiz, a ‘which book character are you’ quiz, and many activities for students to complete. The activities include a top-trumps making session (with a resource), a ‘story of my life’ activity, and a joint-story making partner session.

This lesson will teach students: The definitions of ethos, logos and pathos - as well as the history behind these concepts How to build vocabulary around the ELP structure How to write a persuasive piece (with a prompt) using the ELP structure How to review their peer’s persuasive piece according to a success criteria

This lesson focuses on the idea of fate, foreboding and inevitability in Romeo and Juliet. By the end of the lesson, the students will have written a critical paragraph.

This lesson has students analyze the use of power and indoctrination in chapter 2 of A Handmaid’s Tale. This is a lesson in a Dystopian SOW, which can be found in my shop.

This lesson focuses on the events and key themes in Act 4 of the play Dara. After reading the act in it’s entirety, students will have the chance to answer some comprehension questions, and reflect on the way they would stage the execution scene.

This includes a link to the IGCSE past paper that the assessment will be based on, (only section A) and a preparation lesson explaining to students how to best tackle Section A questions. I've chosen to only test my students on Section A, but this preparation lesson could help with Section B as well. This also includes a student assessment reflection sheet for when you give back their marked work.

This lesson focuses on the final act of the play Dara. The students will read the play, and then answer a series of comprehension questions, and one IGCSE style long answer question. The final slide will have students reflecting on their own feelings about the ending, and the change in Aurangzeb’s character between scenes 1 and 2.

This is the first lesson on ‘A Handmaid’s Tale’ in a dystopian SOW. This lesson introduces the students to the concept of objectification, and the key themes and techniques present in the opening chapter (surveillance, biblical allusion, threat).

This project allows students to work independently, and is split into instructions for 6 lessons. They will be writing an article on their ‘Time Person of the Year’, and in the final lessons, presenting it to the class. Lesson one and two will be a planning stage, in which the students will find their topic and research. Lesson three and four will be the writing stage, and a clear success criteria is provided for this. Lesson five and six will be the presentation stage, students are given instructions as to how to offer feedback verbally to each group.

This project allows students to work in groups, and is split into instructions for 6 lessons Each lesson, the students will be swapping stories with someone in their group, and continuing with theirs. The title of your story will be “How My Teacher Turned into a Monster”. For each section of the story, the students will be given a specific success criteria, images and language techniques to include. Lesson one and two: Students write the beginning Lesson three and four: Students swap, and write the middle Lesson five and six: Students swap and write the end

This lesson focuses on the idea of implementing false consciousness, and the character of O’Brien. The students will explore how O’Brien uses torture and fear to brainwash and control Winston, and in the end, students will write a paragraph analyzing O’Brien’s character. This could be a standalone lesson, as one slide explains the plot beforehand, so students understand the events of the story so far.