This ppt. explores the character of Lady Macbeth. Beginning with the quote: “Lady Macbeth is perhaps the most commanding figure that Shakespeare drew (created)” students will discuss what makes her an interesting character, explore her characteristics, and also understand what audience perceptions would have been at the time. Students will read / watch key scenes: Act 1 Scene 5, Act 1 Scene 7, and Act 5 Scene 1 and answer the following: What is Lady Macbeth actually saying here? Could you link this to any other parts of the text? How is Lady Macbeth feeling in this scene? What are problems with what Lady Macbeth wants/ has done? What are the benefits for Lady Macbeth getting what she wants? and then re-watch again, this time focusing on themes: power, mystery, evil. A good lesson that would prepare students for an essay or analysis.

This lesson explores the character of Macbeth and prepares Ss for the essay Q: How does Macbeth (the character) suggest power, mystery, and evil in ‘Macbeth’? In pairs Ss analyse their key scene and create notes and ideas on how power, mystery, and evil are conveyed in their extract. Ss will also consider Macbeth’s disposition after killing Duncan and then after killing Banquo. Ss then create their own notes and examples of how power, mystery, and evil and evident in Macbeth’s character. A good lesson for Year 8 or 9, and also low level GCSE.

This lesson explores the role of the witches throughout Macbeth and also focuses on the essay Q: How do the witches suggest power, mystery, evil in Macbeth? Ss could either write this as a stand alone essay or use the ideas generated in this lesson to add to an essay featuring Macbeth or Lady Macbeth. Throughout the lesson students will look at Act 1 Scene 3, Act 3 Scene 5, and Act 4 Scene 1 focusing on the themes: power, mystery and evil.

Using three animal poems, students will learn about various poetic forms and begin to understand how the function of form can show the key ideas and feelings the poet wanted to convey. Students will write their own analysis answering, “In your opinion how does the form of a poem help add to the meaning?”

Using the poem, ‘Pigeons’ students will closely examine the language of the poem; specifically word choice for effect. After analysing the poem, students will write their own animal poem; aiming to be effective (and a little cryptic) with their word choice.

Using the poems, ‘The Eagle’ and ‘Cooper’s Hawk’ students will learn about various structural techniques and begin to understand how structural techniques enhance imagery in a poem.

This unit of poetry is created for KS3 - year 7… but could work for any year group. Students will regularly review and develop their knowledge of poetry techniques (being able to identify, and use) and use infamous art works as inspiration for their own writing . For the ‘Landscape with the Fall of Icarus’ lessons, students will read/analyse the poem aim to indettify the form, structure, language techniques that have been used and consider the poet’s choices and how affect is created. I have found this unit to work particularly well with low language learners but equally would engage more confident language students. These lessons are part of a bigger unit with the assessment being: ASSESSMENT TASK:  Based on the piece of art that you have selected:  ANSWER ONE OF THE FOLLOWING EITHER:    Write a narrative or piece of descriptive writing about your chosen piece of art  OR   Write an ekphrastic poem using your chosen piece of art as inspiration

3 worksheets for students to complete as a starter or h/w task. Alliteration, personification, and similes are included.

This unit of poetry is created for KS3 - year 7… but could work for any year group. Students will regularly review and develop their knowledge of poetry techniques (being able to identify, and use) and use infamous art works as inspiration for their own writing . Links are within the ppt. to access quizlet activities. For the ‘Weeping Woman’ lessons, students will learn a little about Picasso’s inspiration for the art work and brainstorm the significance of colour, and senses evoked; before planning, and writing, their own creative piece. I have found this unit to work particularly well with low language learners but equally would engage more confident language students. These lessons are part of a bigger unit with the assessment being: ASSESSMENT TASK:  Based on the piece of art that you have selected:  ANSWER ONE OF THE FOLLOWING EITHER:    Write a narrative or piece of descriptive writing about your chosen piece of art  OR   Write an ekphrastic poem using your chosen piece of art as inspiration

This resource is a collection of 3-4 lessons that introduces students to Kayo Chingonyi and the 15 poems students will study for Section A of the Cambridge IGCSE Literature in English Exam. Lesson 1: an introduction to Kayo Chingonyi and the assessments objectives Lesson 2: poetry techniques and skills needed for IGCSE including ‘how to read a poem’ - 3 steps to follow Lesson 3: how to analyse a poem using ‘SIFT’ mnemonic. How to ‘read’ and ‘analyse’ a poem joined up as Ss complete an independent reading of ‘Kumukanda’ as h/w before the next lesson.

This unit of poetry is created for KS3 - year 7… but could work for any year group. This is the final collection of lessons of the unit. Students have regularly reviewed and developed their knowledge of poetry techniques (being able to identify, and use) and use infamous art works as inspiration for their own writing . Students have so far enjoyed ‘Starry Night’, ‘Weeping Woman’, and ‘Fall of Icarus’ and this lesson will work as a group to develop poetic skills. Students will then choose an art work (or can use anything from previousl essons) for the ASSESSMENT TASK. Students will complete one of the following: EITHER:    Write a narrative or piece of descriptive writing about your chosen piece of art  OR   Write an ekphrastic poem using your chosen piece of art as inspiration

This unit of poetry is created for KS3 - year 7… but could work for any year group. Students will regularly review and develop their knowledge of poetry techniques (being able to identify, and use) and use infamous art works as inspiration for their own writing . For the ‘Starry Night’ lessons, students will listen to the song, and read/analyse Anne Sexton’s poem; before planning, and writing, their own piece. I have found this unit to work particularly well with low language learners but equally would engage more confident language students. These lessons are part of a bigger unit with the assessment being: ASSESSMENT TASK:  Based on the piece of art that you have selected:  ANSWER ONE OF THE FOLLOWING EITHER:    Write a narrative or piece of descriptive writing about your chosen piece of art  OR   Write an ekphrastic poem using your chosen piece of art as inspiration Next lesson - ‘Weeping Woman’