Please note: an error on the MWTL resources has been noted. Now rectified.
This mini unit introduces Victorian crime, Jack the Ripper and the rise of detective fiction. Lessons on The Man with the Twisted Lip focus on applying context to the author’s choice of setting / creation of atmosphere. There is also a focus on detective conventions, Freytag’s pyramid and using inference and deduction to map out a crime scene.
Lessons on The Speckled Band include skills of inference & deduction, connotations and foreshadowing. Focus on setting, symbolism and the character of the villain.
This bundle price works out at £1 per lesson, rather than the £1.50 you would pay to buy separately.
This is intended for KS3 English lessons looking at Victorian context in preparation for English Literature at GCSE. This resource is a minimum of 2 lessons. Includes extracts from Lowood school (Jane Eyre) followed by a kahoot quiz, an extract from Dickens’ Nicholas Nickleby with a cloze exercise to describe the dilapidated school room, followed by an inference exercise on the boys of Dotheboys Hall. Drama task to finish capturing Mr Brocklehurts’s reaction to a curly haired, red-headed pupil at his school.
USING THE BFG BY ROALD DAHL AS INSPIRATION, STUDENTS WILL CONSIDER WHAT MAKES AN INTERESTING CHARACTER FOR A READER. THEY WILL ANALYSE DAHL'S DESCRIPTION OF FLESHLUMPEATER, WITH STEP BY STEP ANALYSIS, HELP AND SUPPORT & STRETCH AND CHALLENGE. NARRATIVE WRITING THEN FOLLOWS WITH THE OPPORTUNITY TO CREATE THEIR OWN GIANT AND PEER ASSESS USING GIVEN CRITERIA. A CREATIVE AND SKILLS BASED LESSON SUITABLE FOR BOTH KS3 & 4.
A resource to consider some pros and cons of zoos and an opportunity to create a speech that includes a range of persuasive writing skills. Could be a useful revision lesson. Self Assessment opportunity.
White Fang - AQA English Language Paper 1 Reading style tasks and questions. Extract provided with a list of techniques for students to identify. Followed by group discussion and feedback of the effects of these techniques. Exam style question given, with help sheet provided if needed. Final task is a further extract which can be used as an extension of class work or homework task.
Aimed at mid to low ability, this resource contains 4 separate worksheets which challenge students to find the answers in the given extract or extracts. Activities based on Harry Potter and the Goblet of Fire, Treasure Island, Buddy and the planet Mercury. Could be used as homework or to support low ability KS4 students prepare for the English Language papers.
A complete lesson looking at Gothic conventions, with particular focus on conventions of setting. Pupils identify techniques used in a range of example gothic setting descriptive sentences linked to a given gothic setting image. Using lesson knowledge so far, pupils create their own description of a gothic setting using a choice or combination of given gothic setting images.
This lesson is a general introduction into the artists and poets of the Romantic movement. Starts with a look at paintings by Turner and Constable, then moving onto 6 key Romantic poets - Wordsworth, Shelley, Coleridge, Keats, Byron and Blake. Ends with task to illustrate final stanza of Frost at Midnight to focus on presentation of Nature by Coleridge.
FOUR LESSON MINI UNIT. Lessons assume pupils have cold read The Speckled Band first. Copy of story included in resources.
Starter asks pupils to watch brief clip on using speech marks in writing and then apply them in the correct places to an example of Holmes’ speech from The Speckled Band. Re-read the extract where Holmes is visited by Helen Stoner. The next tasks asks students to find the clues by finding evidence that matches the given inferences, from the extract. Then, students use a set of clues about an invented character in order to form a set of inferences. They can then describe this visitor, using conversation to include accurate direct speech punctuation (writing frame on slide 7).
This lesson focuses on the villainous character of Dr Roylott. Students given short extract and asked to list and explain the connotations of his description. Example given. Then students explode a quotation describing this character, using given prompts, followed by two individually exploded quotations. Then, students to stick a further extract in their books and match the given connotations to the evidence. Read the article on Victorian Women and, using slide 10 and the information from the article, students should explain Dr Roylott’s motive for wanting both step daughters out of the way. Plenary asks students to decide how far Roylott matches up to given set of villainous character traits.
Starter asks students to describe Holmes’ living room using a variety of sentence forms (examples given). Introduced to concept of foreshadowing and asked to identify methods in given extract which foreshadows later violence in the story. Followed by a further more detailed extract (could be printed on A3) which students annotate using a series of prompts to think about the signifcance of setting. Plenary asks students to draw the section of Stoke Moran described in the final slide.
This lesson focuses on the relevance of symbolism in creating atmosphere - of the gypsies, animals and India. Information posters provided for teachers to put up around the room so that students can collect facts and then interpret them to understand how the symbolism helps create an atmospheric setting in Stoke Moran. Final task is to write a description of the grounds of Stoke Moran, using ideas learned in lesson.
This lesson looks at how to approach English Language Paper 1 Q4, step by step, using an extract from the Lion, the Witch and the Wardrobe (where Lucy discovers Narnia for the first time). Students examine the wording of the question, work to find evidence to use in their response and discuss why the writer has used particular methods. Final task is to have a go at responding to the extract. Perfect for revision activities.
This resource comprises of an introductory personification task, followed by analysis of Daphne du Maurier's use of personification and pathetic fallacy in her novel Rebecca. Concludes with a creative task to continue the author's description using the same techniques.
This is the first four lessons aimed at Y7 or 8 for working in pairs or groups to create their own theme park. Lessons 1 and 2 include some engaging activities to consider the idea of themes and look at examples of existing theme parks. They watch clips, name rides and create 3 rides for a blank dinosaur theme park. Lessons 3 and 4 are geared towards them creating their own theme park map after looking at Chessington World of Adventures’ example and answering some questions to illustrate the importance of a clear and informative park map.
This resource is 3 ppt slides which demonstrate key ideas to bear in mind when planning a response to Q5, the narrative / descriptive question of English Language Paper 1 (AQA).
It contains some key advice from a recent AQA Language training session I attended, involving getting students to consider the ‘bigger ideas’ when presented with an image for stimulus.
The intention of this unit is to provide students with some knowledge of how stories originated, came to be written down and how some of those same stories have been retold and developed over time, such as Horowitz’s re-telling of a popular Greek myth, in our unit. Students should understand that there does not have to be one single version of a ‘story.’ Some may have originally been made up to explain mysteries about the world and to enable humans to understand their place within it. Stories are constantly evolving and shaped by their social and historical influences. We can see, for example, that the concept of the Underworld has been around for centuries. Students will study the Underworld described in the Renaissance period by Dante, as a way of teaching his readers to live purer lives on Earth, but we can also enjoy its imaginative appearance in Rick Riordan’s modern ‘Percy Jackson’ tales. We can introduce the concept that, historically, the female figure has been presented as temptress and the cause of human suffering, an idea developed in ‘the Serpent’s Deception’ and Homer’s ‘Odyssey’, or later subverted in Le Morte d’Arthur, where the female is weak and in need of a chivalrous male to save her. We can see stories as a reaction to the beliefs and fears of society at the time. Shelley’s Frankenstein can be interpreted as a reaction to society’s distrust of the advancement of scientific experimentation. Running through all these stories is a series of symbols that capture a society’s values, beliefs and fears. Through the identification of symbolism in these stories, such as the snake in Serpent’s Deception, Daphne & Phoebus and Le Morte d’Arthur, it is hoped that our Y7s can learn to become confident in spotting symbols in future stories they read and have the confidence to critically evaluate the significance of them, in relation to their own contextual experience and a knowledge of literature throughout the ages.
AIMED AT LOW ABILITY KS3, THIS COMPLETE LESSON LOOKS AT THE POET'S USE OF SIMILES AND METAPHORS TO DESCRIBE A LIGHTHOUSE. INCLUDES A COPY OF THE POEM AND SOME CREATIVE ACTIVITIES.
A 21 lesson scheme (which includes 2 x introductory lessons on Dystopian Fiction) plus a mini assessment which asks students to answer two questions. 1 x Writer's Language question and 1 x Writer's Use of Structure question. Included is a ppt for feeding back to students, which contains example responses. The scheme itself covers a range of skills now required at GCSE.
This resource contains pictures of animal footprints to be put around the classroom. Students are required to match up the footprint with the animal they think it belongs to. Includes footprints to stick up, teacher answers PPT and student quiz sheet.
This is a poster for a collective memory activity, where pupils in small groups take it in turns to have a minute to memorise the images and quotes on the poster. The aim is to reproduce the poster as exactly as possible. This facilitates discussion about what the play might be about.
An introductory or revision task where small groups of pupils take it in turns to memorise the images and quotations on the poster. The aim is to reproduce it in their groups and use it as a talking point.