This is an excellent, fun and challenging quiz to do with secondary school students in an English lesson. This quiz tests students’ knowledge of children’s and teen literature. There are 52 opening lines - one for every week of the year - for students to try and identify. Students must decide which story the opening line comes from. Depending on your students’ ability, you can use the optional clues provided on each slide, available simply by clicking ‘clue’ on each slide. You can also challenge students to not only guess the story’s title but also the story’s author. There is plenty of scope for differentiation. Some notes for how to complete this activity are included in the ‘notes’ section the PowerPoint slides. Sample opening lines: “All children, except one, grow up.” - Peter Pan "Once there were four children whose names were Peter, Susan, Edmond, and Lucy." - The Lion, The Witch and the Wardrobe “I found him in the garage on a Sunday afternoon.” - Skellig "My mother drove me to the airport with the windows rolled down. It was seventy-five degrees in Phoenix, the sky a perfect, cloudless blue.” - Twilight “Sophie couldn’t sleep. A brilliant moonbeam was slanting through a gap in the curtains. It was shining right on her pillow.” - BFG The opening lines range from The Hungry Caterpillar to The Fault in our Stars. This quiz is a fun thing to do at Christmas or at the end of term, or just as part of a reading lesson to encourage students to read by engaging them in the opening lines. This quiz also offers opportunity for students to discuss which opening lines are their favourites, perhaps encouraging them to seek out the stories to read for themselves.

Print off enough of these sheets to ensure you have one skill per student or group. When students are rehearing for a speaking and listening performance, hand students or groups one skill each. They have to focus on improving that skill in their rehearsals. You may swap the skills to ensure students are focusing on more than one skill.

This PPT offers students two activities to practise close reading and inference. The first activity gives students a scenario in which they have to consider whether the protagonist is guilty of theft. The answer isn't very obvious so students have to closely read the passage to make a considered decision. The second activity gives an RSPCA's description of a puppy for adoption. Students have to explain what they can infer from the passage based on evidence and reasoning.

In this resource bundle are three activities to learn the language features on a magazine's front cover: CARD SORT - cut out all of the cards and ask students to match up the feature with the example. FEATURE DOMINOES - students essentially play a spoken version of dominoes in which they match up language features with examples. Detailed instructions included on resource.. BLOCKBUSTERS - students have the cross the square on the PPT vertically or horizontally by asking a series of questions about magazine language features. MAGAZINE LAYOUT - students learn how a magazine is laid out. Firstly, put students in pairs. One partner spends 1-2 minutes studying the magazine layout before they have to turn over the sheet and try to explain to their partner how a magazine is laid out. Students learn the following features: Alliteration Emotive language Tag line Left side third Cover line Imperative Superlative Sky line Pun Masthead Second person pronoun Interrogative Hyperbole Central image Use of numbers Connotation

Ask students to close their eyes and put their heads on the table. Play Thomas Newman track and read the second-person edit of Chapter Two's description of the garage. Read the description slowly to allow students to imagine how Michael would feel entering the garage. After you've read the description, allow students 1-2 minutes to reflect with their eyes closed. Explain that once they open their eyes, they're to write down how they felt in the given situation. Ask students to share with a partner. De-brief post-activity; ask students: ‘How did it feel to do that?’ This activity should help students to engage with Michael's character and how he feels when entering the garage where Skellig resides.

Put students into 6 groups and issue each group one section of the Wife of Bath and one translation sheet. Students are spend 3 minutes with each section and write the modern translation on their translation sheet. IMPORTANT: Students must make sure they write their translation in the correctly numbered space on the sheet to ensure it's in order at the end of the task. They're to use the helpful hints to guide them. After students have had all 6 sections, they're to read out what they've translated. Discuss as a class.

Listen to Iron Maiden’s The Rime of the Ancient Mariner (8 minutes). This is an edited version of the original track as the original track has a lot of instrumentals! Issue lyrics. Students are to follow in order to gauge an understanding of the story. Issue the pictures on A4 paper to individual students. On a sticky note, they’re to describe what’s in the picture. They’re to then try and work out in what order the pictures go. They can refer to the lyrics to help them. It’s all speculation at the moment; try to work it out. This should help them to understand the narrative structure. Afterwards, students are to discuss what they think happens in the story from beginning to end. They should write their plot summary as a list on a piece of A3 paper as a pair and/or group. This should give them an understanding of the narrative structure.

Students use this sheet to chart their sympathy for Candy throughout the novel. This sheet could be blown up to A3 to allow students lots of room to annotate the chart with key quotations from the text.

Of Mice and Men Much of the plot in the novel is cyclical, as are the lives of the characters. The story opens and closes in the same place, the men’s lives are a routine of work - earn money - spend money in the flop-house - work, and many of the chapters begin and end in similar ways. There are lots of examples of foreshadowing in Of Mice and Men. Steinbeck uses this technique to suggest that the characters couldn’t have avoided their fates – their destinies are inevitable. The task this resource offers is for students to look below the surface of the text and interpret how Steinbeck is offering clues about what will happen later on in the novel. I am looking for some original responses.

This PPT looks at three different responses to: In Of Mice and Men explore the ways the writer presents relationships between characters. LENNIE AND CURLEY’S WIFE Focusing specifically on AO3: Read and understand texts, selecting material appropriate to purpose Develop and sustain interpretation of writers’ ideas and perspectives Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader. There is a grade D/E response, a grade C response and a B/A response. Students are able to see how they can improve and develop their analysis to achieve higher grades. There's also a comprehensive and detailed essay plan to aid students' planning of a response to the exam question above.

Issue 'Poem Analysis' and tell students that they're going to analyse a poem (cue students' inevitable groan). The 'poem' is really the lyrics from Eminem's and Rhianna's Love the Way you Lie, but DO NOT tell students this. Allow students to analyse the 'poem'. They're to: Underline the word/phrase you and your partner really like (you can do one each) What is this poem about? How do you know? What makes this a poem? Underline and label things that make this a poem. Discuss after students have had 10 minutes to analyse the poem and annotate it. Without saying anything, just play the beginning of Eminem's and Rhianna's song and watch students' faces. They'll be amazed and suddenly quite engaged with poetry which they thought they hated. Lead into a discussion about how musical lyrics are a form of poetry. As an extension task, you could ask students to bring in their favourite musical lyrics and analyse them like a 'poem'. A similar activity I've created is in my shop called: KS3 Poetry Starter - Engaging Students Who 'HATE' Shakespeare - Shakespeare or Singer QUIZ

This lesson takes students through Vernon Scannell's poem A Case of Murder. First, students are presented with the First Two Lines from their poem. Place these are students desks before they enter. They're to think about the poem and what it could be about. Next, present students with Gap-fill Poem where they are urged to fill in the gaps in the poem. This helps them to engage with the content and really think about the language of the poem. Feedback. Issue the complete poem. Discuss initial thoughts. Go through the activities in the PPT, which includes quick questions, in-depth question, discussion on themes, emotional response and then a contextual-based homework.

Starter: Be active, not passive! Display PowerPoint. Go through slides 1-3. Explain to students the difference between active and passive voice. Teach students the idea of bringing the subject to the front of the sentence in order to transmit meaning more clearly, directly and succinctly. In this lesson students are going to put together a whole article individually or in pairs (depending on your group’s ability). Ideally, this should be done on laptops, but it’s possible to do on paper. You are going to feed students pieces of information via the PPT. Students will use the information to put their article together. Laptops are better for this activity as they are able to edit previously written paragraphs more efficiently. For lower ability students, it’s probably best to print off the slides. Explain task using slide 4. Show students slide 5-11, leaving about 5 minutes between each slide. For slide 10, you’ll need to print copies of the Article for pairs. In the last five minutes, instruct students to check through their work using slide 12. Students to swap their laptop with another pair and compare articles. Show students Original Article. This is the actual article based on the same information published in 2008. This resource is taken from my KS3 English Newspaper/Journalism SOW which you can buy from my shop.

The first sentence of an article (often printed in bold, or capitals, or a larger font) is called the topic sentence, as it introduces the main topic/subject of the article. It aims to give you the whole story in one go – who, what, where, why and when. Explain that it’s imperative that a writer is clear, concise and correct in their topic sentence. Issue Topic Sentences to pairs of students. Ask them to write down the five Ws and see how many their topic sentence answers. Students will see how concise the topic sentence is, and what questions have been left unanswered. After 5 minutes, ask students to swap their topic sentence with another pair and do the same. Discuss: How well were the topic sentences written? How could they have been improved? (PW) Display PowerPoint. Ask students to use the facts displayed to have a go at writing their own topic sentence. Show students the sentence written in the Daily Mail article (slide 3). Discuss how they’ve focused on the mother at the start of the sentence. Students to swap their topic sentences with a partner to see whether it answers the 5 Ws. This resource is taken from my KS3 English Newspaper/Journalism SOW which you can buy from my shop.

Readers want to consume the news as quickly as possible; they don’t want to excavate nuggets of meaning from mountains of words. The news needs to be written clearly, concisely and correctly – THE 3 BIG C’s. Illustrate with the following: Write on the board ‘FRESH FISH SOLD HERE’ The fishmonger had a sign which said ‘FRESH FISH SOLD HERE’. The fishmonger had a friend who persuaded him to rub out the word FRESH – because naturally he wouldn’t expect to sell fish that wasn’t fresh; to rub out the word HERE – because naturally he’s selling it here, in the shop; to rub out the word SOLD – because naturally he isn’t giving it away. And finally to rub out the word FRESH – because you can smell it a mile off. Using the same principle, you can ask students which words they could remove and why. Explain that vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a machine has no unnecessary parts. This doesn’t mean that the writer should make every sentence short, or avoid all detail. It just means that every word should TELL. Issue Wasteful Words sheet. Discuss the example; check understanding. Students to complete the sheet by giving the sentences a good butchering. Students to to try to make the sentences crisper, shorter and more to the point. The underlined words indicate where wasteful words are being used. After activity, ask students to complete the following sentence in their book. Writers have to be economical with language when writing the news because… This resource is taken from my KS3 English Newspaper/Journalism SOW which you can buy from my shop.

How to use resources: Ask students: What do you already know about the structure of newspaper stories? You may need to establish the term ‘structure’ – I find asking them how a Big Mac burger is structured helps (two bread buns, burger, relish etc.) Display PowerPoint. Discuss with students. Issue Article students. Read through and discuss the structure. Go to slide 2 on PowerPoint. Students are to answer the questions in their books. Issue the Card Sort to pairs of students. Display slide 3 on PowerPoint to assist students. Ask students to write a short paragraph in their books explaining how they approached the task. What did they find easy or difficult? What language clues helped them to unscramble the text? Remind students that they were presented with a pyramid diagram at the start of the lesson to illustrate a news story structure. Ask students to draw a new diagram in their books which will help them remember the structure of a news story. Compare with a partner. This resource is taken from my KS3 English Newspaper/Journalism SOW which you can buy from my shop.

This SOW focuses on persuasive techniques, language techniques, non-language devices and presentational features used in advertising to have an effect on the reader. Students develop their analytical skills before creating their own advert with commentary for their assessment. Although this may sound dull, students had real fun with this scheme and found it genuinely interesting. They thoroughly enjoyed the 'speed dating' to learn about different advertising techniques. The SOW uses the following learning objectives in its lessons: LESSON 1 To understand how images are composed, and how to read figure signs. LESSON 2 To understand how images use colour, texture and viewpoint. LESSON 3 To understand how persuasive language techniques as used in adverts. LESSON 4: To describe the effect of persuasive (language) techniques used in adverts. LESSON 5 To analyse language techniques and presentational features in an advert. LESSON 6 To create own advert using knowledge and skills gained from analysis. LESSON 7 To create own advert using knowledge and skills gained from analysis. INDEPENDENT TASK TIME LESSON 8 To create own advert using knowledge and skills gained from analysis. INDEPENDENT TASK TIME