“The Highwayman” is a narrative poem written by Alfred Noyes, first published in 1906. It tells the story of an unnamed highwayman who is in love with Bess, a landlord’s daughter. In this lesson, students will firstly watch two different versions of the poem and decide which was most effective and what similarities/ differences they show. They will then complete a sequencing activity- arranging parts of the narrative poem. After this, they will then learn how to rewrite the poem as prose by looking at WAGOLL’s and being given success criteria to consider. This lesson will help them to apply their writing skills in narrative writing as well as enhancing their comprehension of the poem. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receive a FREE single resource of your choice!

The Hobbit, or There and Back Again is a children’s fantasy novel by English author J. R. R. Tolkien. The Hobbit is set within Tolkien’s fictional universe and follows the quest of home-loving Bilbo Baggins, the titular hobbit. This lesson looks at describing settings. It teaches how to write an effective description using the senses, expanded noun phrases, prepositional phrases and figurative language. Students are shown these in context of an extract and then have to identify them themselves within chapter 2 of The Hobbit. Students then read more of the chapter before planning and writing their own setting description on the woods the characters have entered. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receive a FREE single resource of your choice!

Stories From Other Cultures give children the opportunity to experience a world outside of their own and to bring it into the classroom to appreciate a culture that they may not have even considered. It may also help to unlock some different texts that they wouldn’t normally reach for. This is a sequence of lessons to support the teaching of Stories from Other Cultures. The sequence follows: Lesson 1- Whole-Class Guided Reading on Ali Baba and the Forty Thieves Lesson 2- Identifying features of Stories from Other Cultures Lesson 3- Re-telling a story Lesson 4- Writing a character description Lesson 5- Writing a setting description Lesson 6- Planning and writing own story from another culture All of the supporting resources are provided as well as comprehensive lesson plans for each lesson. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receive a FREE single resource of your choice!

The Hobbit, or There and Back Again is a children’s fantasy novel by English author J. R. R. Tolkien. The Hobbit is set within Tolkien’s fictional universe and follows the quest of home-loving Bilbo Baggins, the titular hobbit. This lesson is based on Tolkien’s novel The Hobbit and explores the beginning of the story. Students will analyse the content and structure of the text as a class before answering comprehension questions and complete a drawing task using description from the text. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receive a FREE single resource of your choice!

The Hobbit, or There and Back Again is a children’s fantasy novel by English author J. R. R. Tolkien. The Hobbit is set within Tolkien’s fictional universe and follows the quest of home-loving Bilbo Baggins, the titular hobbit. This lesson looks at how authors can build tension and suspense in their writing with a focus on The Hobbit. It looks specifically at the part when Bilbo meet Gollum in the cave. Presentation, lesson plan and resources included. Students look at a poster slide detailing different ways authors build tension and suspense and then come up with their own examples. They then identify these techniques in an extract from chapter 4. They read the rest of the chapter, illustrating the levels of tension from main events on the graph. Finally, they write the part when Bilbo meets Gollum after watching a clip and reading the start of chapter 5 and write their own narrative of the scene. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receive a FREE single resource of your choice!

Persuasive Advertising is a type of product promotion that aims to persuade a consumer for buying a particular product. In this lesson, students will learn the FREDEPTORS acronym for: F- facts and font R- repetition E- exaggeration D- description E- emotive language P- pictures T- the rule of three O- opinions R- rhetorical questions S- slogans Students will look at a range of adverts and identify what features make them persuasive. They will then be given a planning frame and will plan and produce their own persuasive adverts. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receive a FREE single resource of your choice!

“The Highwayman” is a narrative poem written by Alfred Noyes, first published in 1906. It tells the story of an unnamed highwayman who is in love with Bess, a landlord’s daughter. In these 2 lessons, students will read the poem and answer a range of comprehension questions on both Part 1 and Part 2. The first lesson will focus on Part 1 and the second lesson on Part 2. Students will first complete a dictionary task looking at the vocabulary used so as to better understand the poem. They will then complete a range of comprehension questions which can be cut and displayed around the classroom to encourage active learning. Support will be given on how to answer comprehension questions as well as a WAGOLL of a P.E.E.L answer. The questions are colour coded in order of difficulty and answers provided. This lesson is suitable for KS2 and KS3 students. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receive a FREE single resource of your choice!

Figurative language and comparing things using language such as metaphors and personification deviates from the literal meaning of words for the sake of more interesting writing. This resource can be displayed in the classroom, used as a word mat or stuck in to students’ books to help them better understand what different types of figurative language are and why they are used.

This lesson focuses on 3 NC objectives: Increase their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions Check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence Pupils will learn the background and context of the tale and then read it as a class. A teacher’s version is attached which gives ideas of questions to pose throughout reading. Following this, pupils will answer a range of comprehension questions requiring them to infer, deduce, retrieve and evaluate.

This lesson focuses on 2 NC objectives: -Identify how language, structure and presentation contribute to meaning -Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Pupils will look at the meaning of some key vocabulary in the text before reading the text as a class with the teacher posing questions throughout. They will then draw an object from the text using what they have read to support them. After this, they will look at persuasive techniques and apply them to the text read considering the effect on the reader. This lesson is suitable to KS2 children but can easily be modified to suit KS3. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receieve a FREE single resource of your choice!

This lesson focuses on 3 NC objectives: -Identify how language, structure and presentation contribute to meaning -Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously -Read books that are structured in different ways and read for a range of purposes Pupils will first discuss formal and informal vocabulary before reading two versions of a school letter to parents. As a class, both texts will be compared with pupils asked which is most appropriate. Their task is then to write their own letter as a headteacher explaining an incident in school using the formal letter as a WAGOLL. This lesson is suitable to KS2 children but can easily be modified to suit KS3. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receieve a FREE single resource of your choice!

This lesson focuses on two NC objectives: -Discuss and evaluate how authors use language, considering the impact on the reader -Read books that are structured in different ways and read for a range of purposes Pupils will listen to the eerie music and will consider the genre of the text they are about the read. They will consider how to build tension and suspense from the poster shown. They will then read the text as a class with questions posed throughout by the teacher, considering how tension and suspense is built. Following this, they will write their own opening, using a haunted house picture as their stimulus and the text as their WAGOLL. This lesson is suitable to KS2 children but can easily be modified to suit KS3. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receieve a FREE single resource of your choice!

This lesson focuses on 3 NC objectives: -Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence -Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience -Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks In this lesson, pupils will learn what Blood Brothers is and will read the text as a class with questions posed by the teacher. They will then complete comprehension questions on the text and will continue the next part of the playscript. An example of how to do this is provided for them. This lesson is suitable to KS2 children but can easily be modified to suit KS3. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receieve a FREE single resource of your choice!

This lesson focuses on 3 NC objectives: -Make comparisons within and across books -Increase familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions -Identify and discuss themes and conventions in and across a wide range of writing Pupils will revisit the fairytale they remember and will watch the film trailer considering how it has been adapted. They will then read the Brothers Grimm version considering how it differs to the modern version and what it can suggest about the time in which it was written. This lesson is suitable to KS2 children but can easily be modified to suit KS3. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receieve a FREE single resource of your choice!

This lesson focuses on two National Curriculum objectives: Check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context Distinguish between statements of fact and opinion Retrieve, record and present information from non-fiction In this lesson, students will watch a clip of recently discovered footage of Queen Victoria to help engage them for the text. They will then read the biography of Queen Victoria while the teacher questions them on elements of the text. Following this, they will complete comprehension questions on the text as well as inference and true/false questions. This lesson is suitable to KS2 children but can easily be modified to suit KS3.

This lesson focuses on 3 NC objectives for Reading: -Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks -Provide reasoned justifications for their views -Recommend books that they have read to their peers, giving reasons for their choices In this lesson, pupils will read the first chapter of Holes and predict what might happen in the rest of the story. They will then complete a range of comprehension questions on the first chapter. Following this, they will watch the trailer for the film version to get an idea of the rest of the story and will look at an example book review based on the book. They will use this example review to help them then complete a book review for their own chosen book. This lesson is suitable to KS2 children but can easily be modified to suit KS3. Leave a review for this resource and send a copy of your receipt to resourcesforyou100@outlook.com to receieve a FREE single resource of your choice!

In this lesson students will learn the difference between direct and indirect speech. They will identify this in a newspaper report and write their own version of a newspaper report using both versions of speech. This lesson is one of a block of lessons on journalistic writing. To view these please visit: https://www.tes.com/teaching-resource/resource-12170817

This resource can either be displayed in the classroom or children can stick it into their books to remind them of the Golden Rules when answering comprehension questions. If you have enjoyed this resource and would like to see other resources from my shop, please visit: https://www.tes.com/teaching-resources/shop/ResourcesForYou

This lesson focuses on 3 NC objectives: -Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence -Ask questions to improve their understanding -Retrieve, record and present information from non-fiction Pupils will look at a short extract from the text and be asked to infer what the text is about. They will then read the text as a class with the teacher posing questions throughout. They will then complete comprehension questions on the text before ‘hot-seating’ the subject of the biography to better understand their life. This lesson is suitable to KS2 children but can easily be modified to suit KS3.