A selection of resources for a first lesson on spoken language/speeches, using Wordles and active learning - visual, audio, and movement. Lesson objective: Understand that different types of speech can be made, and identify key indicators of purpose, audience, and context. Print and laminate the Wordles and display them around the room, numbering them clearly, then work your way through the 6 presentations for the whole lesson. I have had fantastic results using this for GCSE level English Language. If the videos fail to play (they are quite big files, exported from my original Keynote into PowerPoint!), then search YouTube for the speeches: when studying the spoken word - and especially in an introductory lesson like this - it is important that pupils listen to language, and don't just read transcriptions of it. They must gain experience of pace, tone, volume, and pauses in order to analyse effective use of spoken language. (I've also made a PowerPoint of 'Just Wordles' in case the embedded videos cause problems, and you could have another window open on YouTube with the videos open in different tabs, and then just swap between the presentation and the browser - I had to do this once when the school's IT systems were playing up!) As an English teacher, I also kept these up in my classroom afterwards as inspirational posters.

A lesson series on motivational/inspirational speeches, comparing a sports speech and Bush's 9/11 address, including fully annotated pdfs and an assessment question.

Detailed context of Malala Yousafzai's UN Takeover inspirational/motivational speech, with fully annotated transcript for complete unit of study (I used this speech for GCSE Controlled Assessment in English Language).

Folowing my lesson using the Wordles, this is lesson one in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: be aware of the different potential purposes of speeches, and be able to identify the purpose of a variety of presentations. Three purposes examined are: persuasion, entertainment, and information. Includes videos of speeches to illustrate points.

Folowing my lesson on structure, this is lesson five in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: identify the general tone of a speech and be able to identify changes of tone in a presentation, and their purpose. Three tones are examined: reflective, argumentative, and encouraging. Includes videos of speeches to illustrate points.

Folowing my lesson on Introduction/purpose, this is lesson two (or three if the previous took two) in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to identify the audience of a speech, and comment on the impact that audience would have on the language and delivery of the presentation. Five audiences are examined. Includes videos of speeches to illustrate points.

Folowing the previous lesson on language, this is the final lesson in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to understand the meaning of key linguistic terms and identify these devices in a presentation, and their purpose. This provides a comprehensive review of language features, and practice analysis.

Folowing my lesson on engagement, this is lesson seven in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to understand the meaning of key linguistic terms and identify these devices in a presentation, and their purpose. Devices used in direct audience engagement that are examined include: imperatives, rhetorical questions, pronouns, alliteration, superlatives, and statistics. This may take more than one lesson, depending on the duration of periods.

Folowing my lesson on audience, this is lesson four in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: be able to identify techniques that are used to create an effective opening and ending to a presentation. Three elements are examined: introductions, conclusions, and sentence structure. Includes videos of speeches to illustrate points.

Folowing my lesson on tone, this is lesson six in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to identify techniques used by speakers to effectively engage their audience. Five techniques are examined: voice, accent, volume, pace, and pauses. Includes videos of speeches to illustrate points.

A study map each on the possible AS1 examination question themes of The Night ('Had I Not Been Awake' by Heaney and 'Acquainted with the Night' by Frost) and Self Discovery ('Birches' by Frost and 'Personal Helicon' by Heaney) on the new CCEA English Literature specification. These resources should be used by pupils to locate quotations and produce analysis after studying the poems in comparison, in preparation for framing an essay plan and writing practice exam essays.

A differentiated starter on facts/opinion when introducing language techniques (persuasion). Use the polar bear questions first, and high achievers can move on to Shakespeare (or allow pupils the choice at the start). Also includes a handout on Rule of Three. I designed this for use at KS3, but then, teaching lower-ability classes at GCSE, it came in very useful as a resource for language study in all kinds of units: multi-modal/media texts; speaking and listening writing own speeches; the study of spoken language; reading non-fiction; and functional writing.

Two past-pupil GCSE creative writing exemplars and a detailed peer-evaluation grid. Can be used for GCSE, but I've also adapted for KS3 writing (just change the theme in the grid from 'change' to whatever applies to your unit!).

A pdf to be used as a class presentation (or could be adapted to handout format!), based upon Christopher Vogler's work on mythic structures and the 12 stages of the archetypal hero's journey, to enable pupils to understand and create structure. I have illustrated each stage with examples. Particularly suited to GCSE creative writing, but I have also taught at KS3, and even used this in after-school creative writing club to compose fairytales.

A series of resources in one presentation to teach the narrative theories of Todorov, Propp, and Barthes so that pupils can understand structure in texts. Theories are illustrated with specific examples of writing that embody Todorov's theory of equilibrium, Propp's eight character roles, and Barthes' concept of enigma. Particularly suited to English and English Language GCSE, but I have also used for GCSE Media Studies, and taught this to KS3 classes for Key Skill Communication final assessment in writing.

A pdf for handout or presentation on formal letters, and a detailed look at play scripts and how to format them, using two exemplars (one of which is from a past pupil). I have used both of these formats to differentiate GCSE English Language creative writing: for pupils who struggle with story structure, they can write a series of letters, or a letter and a reply, based upon characters they know from novels they've studied. Scriptwriting is excellent for gifted and talented pupils who find short story composition not challenging enough. Drama pupils will also benefit from the analysis in the scriptwriting section of how setting and stage directions function. This will aid GCSE and A-level pupils compose their own scripts (I adapted this from a course I taught in first-year university). For KS3 Communication, I used this letter-writing framework for final assessment on novel (so, can be adapted to mark either Reading or Writing as a Key Curriculum Skill).

A set of poems to use as possible practice pieces for unseen poetry, and a guide to aid pupils in approaching unseen poems. Designed for GCSE, but I have also used for top-set KS3 pupils, and used the poem selection to widen A-level pupils' experience of poetry.

A whole lesson introducing unseen poetry (in both original Keynote format, and in PowerPoint). Lesson objective: To consider our personal preconceptions about poetry, and then identify and explore the effects of poetic features upon our own individual responses to a poem. I use Simon armitage's poem 'Out of the Blue' and 'Incendiary' by Vernon Scannell. I've had really good feedback on this lesson from both GCSE and A-level pupils, as well as an observation panel when I delivered it as part of a job interview!

A practice-paper lesson on the CCEA GCSE Literature unseen poem 'Basking Shark: Achill Island' by John F. Deane.