This lesson is titled “Who was the most important prison reformer?” The lesson begins with a Starter Activity in which students are invited to spot which of four statements about pre-reform prisons is untrue. This then leads into the lesson title which is introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition. Following this, students are placed in a group of four and given character cards about key prison reformers (Howard, Fry, Dickens, Bentham). They then need to eliminate one and create a TV chat show segment arguing which of them is the most important reformer (an example is given for them to act out for inspiration.) The lesson then concludes with a plenary activity in which the class come up to the board and place a post-it note on a four-pointed kite to signal their answer to the Key Question. This lesson was written for high achieving high school students and is written in UK English. Wishing you a terrific day.

This lesson is titled “Why were the Tolpuddle Martyrs treated so badly?” This lesson begins with a Starter Activity in which students are invited to discuss what punishments they feel are appropriate for six given crimes. This then leads into the Key Question and the lesson aims are introduced along with graduated criteria (all will/most will/some will). There is then background information slides to allow for teacher exposition. After this, students are paired up and given a character card (Judge Williams/George Loveless). They then complete a Diamond 16 activity before creating a blog in the guise of their character. The lesson concludes with a Have I Got News Style fill in the gaps Plenary to check for understanding. Wishing you a terrific day.

This lesson is titled ‘What can we learn about Queen Elizabeth I from her portraits?” This lesson begins with a Starter Activity in which the class are introduced to a bust of the soccer player Cristiano Ronaldo that was unveiled at a Portuguese airport in 2017. It is a rather unkind likeness! Students are invited to offer their response to what they would do if someone created such a horrible picture of them and they then consider how an all-powerful Monarch like Elizabeth I might respond. The lesson title and aims and graduated objectives are then introduced (all will/most will/some will) and there are slides of background information about Elizabeth I’s reign to allow for teacher exposition. After this five major Royal Portraits are shown and there is emphasis on the inferences that can be drawn (rainbows for divine power, globes to represent world trade and dominions etc). After this the class have a summary of devices used and are asked to create their own portraits in the main activity. This works much better if you can book a session in your school’s Art Department and use real paint! The lesson objectives are revisited and the lesson concludes with a peer assessment plenary activity. This lesson has been created for high school students and I hope yours enjoy it as much as mine do. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

This 30-slide PowerPoint begins with a Starter Activity in which students are asked to close their eyes while the teacher reads out a story, taking them back in time to the Forbidden Palace. When they open their eyes, they are asked to work with a friend to create a quick sketch of what was described. The lesson title and graduated criteria (all will/most will/some will) are then introduced, followed by a few slides of background information to enable teacher exposition. This explains several aspects relating to feng shui, the importance of the number 9, symbolism of colours, and much more. The class then begins their main activity, which is to design a visual illustration with written explanations. The lesson aims are revisited, and the lesson concludes with a plenary in which students are asked to add a post-it note to one of three bins to show what can be learned about Ancient China in terms of power, culture, and education. I created this lesson while teaching History in China, and so it means a lot to me to pass it on to other teachers. It is pitched at Key Stage 3 high school students but would work well with slightly younger classes too. It is written in UK English.

This lesson is titled “What were the consequences of the Great Fire of London.” This lesson begins with a The Price is Right Starter Activity in which the class guess on four questions which have statistical answers on the Great Fire. This then leads to the introduction of the Key Question, lesson aims, and graduated lesson criteria (all will/most will/some will). There follow slides of background information to allow for teacher exposition. After this the first main activity is for the class to review six sources and to answer a series of comprehension questions on these. The second main activity is for students to divide up a card sort (12 cards) into four different factors (political effects social effects, economic effects, architectural effects of the Great Fire). A colour coordinated version is provided for those who need a little extra help. There are then some slides explaining the mechanics of a good essay and the third main activity is for students to write their written response to the Key Question. Lesson objectives are revisited. The lesson concludes with a plenary activity in which students are asked to answer the Key Question by coming to the board and completing one petal on an eight-petalled flower. It has been written for high school students, but could be adapted to meet the needs of slightly younger learners. Wishing you a terrific day.

This lesson is titled “What was Ancient Egyptian religion like? – Teddy Bear Project.” The lesson begins with an Odd One Out Starter Activity which introduces the class to some aspects of religion in the period. The Key Question is then introduced along with lesson aims and graduated criteria (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students will have been asked to bring in a bear before hand and in their main activity they turn their bear into one of the main Egyptian Gods. Examples of props that can be used for various Gods are given and printables are included (although students can bring in toy props and things from home to help them too). Students explain who their bear is and what the symbols represent when the objectives are revisited. The lesson concludes with a plenary activity in which they are invited to place a post it note about knowledge acquired on a bear on the board. I hope your students enjoy this lesson as much as mine always do. It makes a great corridor display afterwards! Wishing you a terrific day.

This lesson is titled “Why was the Spanish Armada defeated in 1588?” The lesson begins with a What Would You Do? Style Starter Activity in which the scene of Francis Drake playing bowls at Plymouth Hoe is told in the form of a story. The class are asked to decide if they would finish their game or immediately go and fight the invading ships. This leads into the Key Question and lesson aims. Lesson objectives are laid out and graduated (all will/most will/some will). Students are then placed into groups of four and given a different character card. They need to work together to walk around the class collating information from 10 different stations in a Gallery Walk. From this, they then choose three characters and script out a debate they might have on a TV chat show (an example is provided). The class read their scripts. Objectives are revisited and the lesson concludes with a plenary activity in which they are asked to add a thought or comment on a speech bubble around Drake to answer the question Why was the Spanish Armada defeated in 1588? I hope you enjoy this lesson as much as my students always do. Wishing you a terrific day.

This lesson is titled “Is the founding of Rome myth or reality?” This lesson begins with a Starter Activity in which students are invited to match up some celebrities with their twins, before being introduced to Romulus and Remus. The lesson title is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition. This is then followed by an 18 piece card sort in which the group divide evidence into those that suggest the founding story was a myth and those that suggest there was some truth in it. A colour-coded version is provided for those who need a little more help. From here they then use the evidence to create a TV chat show segment to answer the Key Question. An example if provided. Students present their role plays and revisit the lesson objectives before the plenary in which they vote on the Key Question by standing up and walking to the side of the voting spectrum they agree with mostly. I hope your students get as much out of this lesson as mine always do. This lesson was written for high achieving high school students and is written in UK English. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

This lesson is titled “What was Feudalism?” The lesson begins with a Starter Activity in which students are asked to draw a triangle and to plot down important people in their own school or education, with the most senior at the top. Examples are given and this leads to an introduction of the Key Question along with lesson aims and graduated objectives (all will/most will/some will). After this there are slides of background information to allow for teacher exposition. The PPT then ask students to suggest Mr. Men and Little Miss characters which symbolize each aspect of the Feudal system (they make choices such as Mr. Brave or Mr. Greedy for example) and examples are given although they are encouraged to find their own too. They then use this information to write a four page childrens’ book to explain Feudalism using the list of key words provided. The lesson concludes with a fill in the blanks Have I Got News For You style plenary to test knowledge acquired in the lesson. I hope your students enjoy this lesson as much as mine always do. It has been created for high school students but could be adapted to work with slightly younger students too. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

This lesson is titled “What was law and order like in Ancient Rome?” This lesson begins with an Odd One Out Starter Activity in which students are invited to discuss four facts about Roman punishment. This then introduces the Key Question and aims as well as graduated lesson objectives (all will/most will/some will). There are then background information slides to allow for teacher exposition. The main task is then introduced in which students choose characters from the Popular TV show The Simpsons to turn Springfield into a modern diorama of Ancient Roman law and order. They use the knowledge given. Examples are given (Flanders as a Magistrate, Mr. Burns as a Senator in charge of Praetorians, Homer complaining about the Twelve Tables etc). The learning objectives are revisited, and the lesson concludes with a plenary activity in which students are invited to add eight facts about Roman law and order to eight petals on a flower. Wishing you a terrific day.

This lesson is titled “How did strategy and technology interact in the war at sea, 1914-18?” The lesson begins with an Odd One Out Starter Activity before the Key Question and lesson aims are introduced. Lesson criteria are outlined and graduated (all will/most will/some will) and there are slides of background information to allow for teacher exposition. Students then work in a pair to divide 12 cards into examples of how a) naval strategy changed technology and b) technology changed naval strategy. From this, the pair work together to design a Tom and Jerry style story to show the relationship between the two (an example is given). Students then share their findings. The lesson objectives are revisited, and the lesson concludes with a trash can style plenary in which students are invited to come to the board and add information to the two trash cans (technology and strategy) to showcase what they have learned. I hope your students get as much from this lesson as mine do. Wishing you a terrific day.

This lesson is titled “What really happened in the Gulf of Tonkin Incident?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the fateful incident. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite which has four quarters labelled with the key theories (that it was a genuine attack, misidentification, False Flag Operation, and provocation theories). The class are then given a 15 piece card sort and divide the information into these four categories. A colour coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this History Mystery as mine always do. Wishing you a terrific day.

This lesson is titled “What really happened to Marilyn Monroe?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about Marilyn Monroe. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite (because it has four points) which has four quarters labelled with the key theories behind her death (accidental death, murder, cover up, and medical negligence). Please be aware this is obviously a lesson which needs to be taught sensitively and not to younger children or those with mental health issues. The class are then given a 21 piece card sort and divide the information into these three categories. A color-coded version is also supplied in case anyone needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act this TV debate out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. Wishing you a terrific day.

This lesson is titled “What can we learn about Mughal India from its architecture? A journey to the Taj Mahal.” The lesson begins with a Starter Activity in which students close their eyes whilst the teacher reads a short story, after which students are asked to sketch what they have heard. The Key Question is then introduced along with lesson aims and graduated lesson objectives (all will/most will/some will). There is then a series of slides of background information to allow for teacher exposition before the main task is introduced. Students create a visual, written or other model and explain these to the group. The lesson concludes with a plenary activity in which they are invited to come to the board and add a post-it note to explain what can be learned from the Taj Mahal in terms of three factors. I hope your students get as much from this lesson as mine always do. It has been written for independent-minded high school students. Wishing you a terrific day.

This lesson is titled “Why did Babur win the Battle of Panipat?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the battle which gave rise to the Mughal Empire. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite (because it has four points) which has four quarters labelled with the key theories (leadership, technology, strategy, and alliances). The class are then given a 15 piece card sort and divide the information into these categories. A color-coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this lesson as mine always do. Wishing you a terrific day.

This lesson is titled “Did Akbar the Great deserve his nickname?” The lesson begins with a Starter Activity in which students are asked to place identify which of four statements is not true. The Key Question is then stated. Aims and lesson objectives are graduated (all will/most will/some will). There are slides of background information to allow for teacher exposition. Students are then placed in a pair and given one of two character cards (for and against Akbar). They work together to sift through 12 evidence cards to decide if the evidence suggests he was or was not deserving of the epithet ‘the Great’. A plain version is provided as well as a color coded one for those who need a little more help. Using this they then attempt the second part of the main activity which is to work together to write a two-sided newspaper report. The lesson objectives are revisited. The lesson concludes with two plenaries. First, they are asked to come to the board and fill up an eight-petalled flower with compelling evidence. They then vote with their feet by standing to the side of the classroom they mostly agree with (i.e. he was or was not deserving of his nickname Akbar the Great). I hope your students get as much from this lesson as mine do. Wishing you a terrific day.

This product is titled “Trash by Andy Mulligan – 18 lessons covering the whole book.” This is an 85-page PowerPoint which includes 18 lessons on the excellent children’s novel Trash, by Andy Mulligan. Based in Manila, three dumpsite children embark on a journey once they discover a wallet, a key and a map. Along the way they are chased by police and the authorities in a bid to reveal Vice President Zapanta’s corruption. It is beautifully written and perfect reading material for high school English students. Themes covered include social justice, poverty, and corruption. Each lesson I have put together includes a starter activity, comprehension questions, extension thinking activities, a main activity, and a lesson plenary. Everything is in one PowerPoint so its easy for you to follow and reading homework is set at the end of each lesson. Every lesson comes with clear aims and objectives too. I created this series of lessons whilst teaching English in Manila and so it means a lot to me to share it with fellow teachers. Please note you do need to purchase a class set of the books (or a digital copy of the book) to accompany this set of English lessons. The novel is now a major motion picture also. Wishing you a terrific day.

This product is titled “The Outsiders by S. E. Hinton – 23 lessons covering the whole book.” This is an 139-page PowerPoint which includes 23 lessons on the excellent novel The Outsiders, by S. E. Hinton. Each lesson I have put together includes a starter activity, a fill in the gaps quote, comprehension questions, extension thinking activities, a main activity, and a lesson plenary. Everything is in one PowerPoint so its easy for you to follow and reading homework is set at the end of each lesson. Every lesson comes with clear aims and objectives too. Please note you do need to purchase a class set of the books (or a digital copy of the book) to accompany this set of English lessons. The novel is a major motion picture also. Wishing you a terrific day.

This product is titled “The Curious Incident of the Dog in the Night-Time by Mark Haddon – 23 lessons covering the whole book.” This is a 111-page PowerPoint which includes 23 lessons on the excellent novel The Curious Incident of the Dog in the Night-Time, by Mark Haddon. Based in Swindon, UK, Christopher is an autistic boy who seeks to discover who murdered Wellington, a neighbour’s dog. He embarks on a journey of discovery which teaches students about learning difficulties and social justice. It is beautifully written and perfect reading material for high school English students. Each lesson I have put together includes a starter activity, comprehension questions, extension thinking activities, a main activity, and a lesson plenary. Everything is in one PowerPoint so its easy for you to follow and reading homework is set at the end of each lesson. Every lesson comes with clear aims and objectives too. Please note you do need to purchase a class set of the books (or a digital copy of the book) to accompany this set of English lessons. Wishing you a terrific day.

This product is titled “Transition Day – Editable PowerPoint.” I created this resource when asked to lead our school’s transition for Grade 6 students moving to Year 7. It is a PowerPoint which can be edited to suit your own school and includes advice based on common student questions (uniform, transport, lessons, friendships etc). It also includes ideas such as the layout of the day and a Treasure Hunt quiz (both need to be adapted to suit your own school). I hope you find this resource as much use as our Year 6 parents and students did. It does need to be personalised but provides a good route through planning the day and ideas of what to discuss with parents and students. Wishing you a terrific day.