This lesson enables students to gain a detailed understanding of the balcony scene in William Shakespeare’s romantic tragedy Romeo and Juliet. Students learn to demonstrate a developed understanding of language, supported by precisely-selected textual evidence. Students develop clear interpretations of the key meanings within the scene, as the lesson provides a close analysis of the figurative language, rhyme, and repetition strategies utilised by Shakespeare throughout. The lesson utilises a range of tasks, that require students to be attentive and interactive learners. It follows this learning journey: - Establishing the events leading up to the scene, and the predicament that Romeo and Juliet are in; - Reading and interpreting Act II Scene II, interpreting and inferring the key meanings; - Understanding the key themes throughout the scene, including Juliet’s comparison with sunlight; - More closely analysing Shakespeare’s use of language in Juliet’s ‘What’s in a name?’ speech; - Peer/self evaluating the learning in the lesson. Included in this resource pack are: - A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template to help scaffold the main task, complete with P.E.E instructions; - A challenging and thought-provoking worksheet, and an answer sheet for the teacher. All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

This engaging and informative lesson enables students to develop a detailed understanding of Antonio, the main antagonist in William Shakespeare’s The Tempest. In particular, students develop an understanding of the key features of villains, before establishing how Antonio demonstrates these traits through his behaviour before the play and in Act 2 Scene 1. The lesson follows a step-by-step learning journey, in which students learn through: Understanding the generic conventions of villains; Interpreting Antonio’s key actions before the start of the play - linking his behaviour to the features of villains; Reading and comprehending a key section of Act 2, Scene 1, in which Antonio attempts to coerce Sebastian into murdering Alonso (the King); Dramatically portraying Antonio in Act 2 Scene 1, through a freeze-frame activity ; Using textual exploration to discover how Antonio is developed over the course of the play; Creating their own Shakespearean villains, based on their understanding of Antonio’s traits; Self-assessing their learning throughout the lesson; Included is: Whole lesson PowerPoint - colourful and comprehensive; Extract from Act II Scene I (freely available online); Villain Character Profile Template; Comprehensive lesson plan. Resources are provided in PDF (to maintain formatting) and Word (so that they are easily editable - they can be found in the zipfile) The lesson contains opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This engaging and informative lesson enables students to understand the key techniques used by writers when opening narratives, and to use these features in their own story openings. In particular, students analyse the features that make the openings to famous children’s narratives effective, before utilising this understanding to compose their own imaginative story opening. The lesson follows a step-by-step learning journey, in which children learn through: Collectively defining the features of effective story openings; Reading the opening to several famous narrative opening examples, identifying the story opening techniques; Analysing the effectiveness of each of the authors’ story opening techniques; Creating their own engaging story openings, utilising story opening techniques effectively and imaginatively throughout; Peer assessing each other’s learning attempts. Included is: Whole lesson PowerPoint - colourful and comprehensive; The opening chapters of Mr Stink, Holes, and Harry Potter and the Philosopher’s Stone (freely available online); Stupendous Story Openings analysis template; Teacher answer sheet; -Comprehensive lesson plan. All resources are provided in Word (for easy editing) and PDF (to ensure formatting remains fixed between different computers). There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 7/8 classes, however colleagues have used them for between years 4 and 9 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This clear, detailed and visually-appealing resource offers a complete reference point for students learning or revising knowledge relating to the The Holocaust. It contains comprehensive sections on: Holocaust overview; Stages of the Holocaust; Key People; Holocaust Timeline; Important Holocaust Events; Life in the Concentration Camps. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included). It is most suitable for students in upper KS2 and KS3.

This clear, detailed and visually-appealing resource offers a complete reference point for KS2 children when writing kenning poems. The organiser is also perfect for teachers, parents and English subject leaders - aiding their planning and supporting of children’s knowledge development for this poetry form. The organiser has a particular focus on the content, language and structural features required to write effective kenning poems. It contains distinct sections covering: -Overview: Kenning poems; -Content: What to include, the five senses, communicating a message, kenning examples; -Language: Word choices, word types, alliteration, hyphens, metaphors, alliteration and onomatopoeia, punctuation checklist etc. -Structure: Poem length, line lengths, stanzas; -Key Vocabulary. The resource was originally designed for KS2 children. It is designed to be printed onto A3 (however can also be printed in A4) and is provided as both a PDF and a Word version (so that you can edit if you want to).

This resource booklet contains a wide range of age-appropriate and engaging comprehension activities for use throughout the reading of David Walliams’ ‘Gangsta Granny.’ Teachers have found them particularly useful in comprehension or guided reading sessions. They are perfect for aiding the progress of children towards meeting the upper KS2 expectations within the new National Curriculum framework. Children love learning from these resources, whilst they are also of great use to teachers, as there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that children gain a deep understanding of the text. Activities within the booklet include: ‘An Interview with Granny’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Walliams’ Description’ - to enable students to demonstrate that they can: ‘Explain meanings of words that they know and ask the meaning of new words. Link the meaning of new words to words that they already know;’ ‘Mr Parker Character Profile!’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Figurative Language in Gangsta Granny’ - to enable students to demonstrate that they can: ‘Discuss and evaluate how authors use language, including figurative language, to create an impact on the reader.’ Plus many, many more activities (the booklet is 21 pages in length!) I’ve also added it as a PDF in case the formatting differs on your computer. All images are licensed for commercial use, and are cited on a separate document (included).

This clear, detailed and visually-appealing resource offers a complete reference point for year 3-4 children when writing recounts. The organiser is also perfect for teachers, parents and English subject leaders - aiding their planning and supporting of children’s knowledge development for this writing text type. The organiser has a particular focus on the content, language and structural features required to write effective mystery stories at lower KS2. It contains distinct sections covering: -Recounts Overview; -Content: Settings, Characters, and Plot; -Language: Descriptive Devices, Dialogue, Conjunctions, Punctuation Checklist and Word Mat; -Structure - Titles, Planning Techniques and other tips; -Key Vocabulary The content is fully aligned with the age-related expectations for Lower KS2 children in writing. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to).

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of William Blake’s poem 'The Tyger.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This engaging and informative lesson helps students to identify and analyse the descriptive language techniques used by David Almond to describe the derelict garage in Skellig, before creating their own descriptive language techniques to describe an old and run-down setting. The lesson follows a step-by-step learning journey, in which children learn through: - Defining and exemplifying the key descriptive techniques through a group activity; - Reading and comprehending an extract from Skellig, in which Michael's old and run-down garage is described; - Identifying the descriptive techniques within the extract and analysing their effectiveness; - Learning how to create effective and imaginative adjectives, verbs, similes, metaphors, and personification; - Creating their own device-filled descriptions of an old and decrepit place; - Peer assessing each other's learning attempts; Included is: - Whole lesson PowerPoint - colourful and comprehensive; - Word Bank template (pdf and word); - Selected extract - Skellig - Michael's Garage; - 'Create Your Own Personification' worksheet (pdf and word); - Cards for the card-sorting activity; - Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with a year 7 class, however colleagues have used them for between years 4 and 9 with minimal adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Sujata Bhatt’s poem 'Search for My Tongue.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Siegfried Sassoon’s World War 1 poem ‘Suicide in the Trenches.’ Teachers have found the activities particularly useful throughout teaching, or for exam revision or guided reading sessions. They are perfect for aiding the progress of students towards meeting the key English Literature assessment objectives - suitable for all examining bodies. Students have found these resources extremely engaging, and it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. It is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This resource booklet contains a wide range of age-appropriate and engaging comprehension activities for use throughout the reading of R.J. Palacio’s 'Wonder.’ Teachers have found them particularly useful in comprehension or guided reading sessions. They are perfect for aiding the progress of children towards meeting the KS2 expectations within the new National Curriculum framework. Children love learning from these resources, whilst they are also of great use to teachers, as there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that children gain a deep understanding of the text. Activities within the booklet include: ‘An Interview with Auggie’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Palacio’s Description’ - to enable students to demonstrate that they can: ‘Explain meanings of words that they know and ask the meaning of new words. Link the meaning of new words to words that they already know;’ ‘Julian Alban’s and Summer’s Character Profiles!’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ 'Figurative Language in ‘Wonder’ - to enable students to demonstrate that they can: ‘Discuss and evaluate how authors use language, including figurative language, to create an impact on the reader.’ Plus many, many more activities (the booklet is 21 pages in length!) I’ve also added it as a PDF in case the formatting differs on your computer. All images are licensed for commercial use, and are cited on a separate document (included).

This engaging and informative lesson enables students to make sustained and developed links between Stevenson’s novella ‘Strange Case of Dr Jekyll and Mr Hyde’ and its social and historical context. In particular, students learn about 19th Century attitudes towards scientific discoveries and religion, the duality of the mind, and the idea of civilisation vs. savagery. The lesson follows a step-by-step learning journey, in which children learn through: - Understanding key information about 19th Century through the creation of a timeline - plotting key events, inventions, and scientific discoveries; - Comprehending the key events of the text; - Learning about Robert Louis Stevenson and his key influences in writing the text; - Linking their understanding of context to the key elements of the text; - Analysing how Stevenson presents 19th Century attitudes towards religion, science, and ‘the savage.’ - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and comprehensive; - Cards for the timeline activity; - Links to context worksheet (and completed answer sheet for teachers); - Analysis template with success criteria for creating well-structured responses; - Links to an engaging video and further reading for advanced students (internet access needed for these); - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. These resources were originally taught to GCSE students, but with subtle adaptations they have also been used with KS3 and A Level Students. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

Based on the popular game show ‘Pointless’, this resource is perfect for use as a whole lesson resource, enrichment option, or revision tool. Editable, so that you can change to any other topic or change questions. (I’ve also added a blank template so that you can make your own games from scratch). Containing almost 30 slides of sound clips, interesting tasks, and suitably challenging questions, this resource is effective at both promoting engagement and enhancing learning. There are several full rounds of questions to build or revisit knowledge of characters, plot, and themes in ‘Strange Case of Dr Jekyll and Mr Hyde.’ Round 1. The characters in Dr Jekyll and Mr Hyde Round 2. Quotations from the text Round 3. Settings and Objects Round 4. Themes in Dr Jekyll and Mr Hyde The nature of this game ensures that the resource can challenge students of all levels. A blank template has also been added, so that you can create your own games!

This engaging and thought-provoking lesson aids students in developing a secure understanding of Chapter 5 of Ted Hughes’ 'The Iron Man.’ This final chapter is entitled ‘The Iron Man’s Challenge.’ The resources guide the children along a learning journey in which they understand the text through: -Retrieving information; -Making inferences; -Understanding the writer’s intentions; -Summarising the main events of the text. Children are guided through the lesson via a colourful and comprehensive PowerPoint presentation, which includes a range of thought-provoking activities and model examples/ answers. The tasks are comprised of retrieval, vocabulary, inference, summarising, explaining and deeper thinking activities. Children also get the opportunity to partake in a creative activity at the end of the lesson - a blank storyboard template is provided in both Word and PDF for this task. There’s a lot in the session (16 slides in total) so you may wish to either select the content that is pertinent to you/ your class or spread the lesson resource over two sessions. The resource is ideally pitched for children in lower KS2, but could feasibly be used with slightly older or younger children, depending upon the individual context of the school and students.

This engaging and thought-provoking lesson aids students in developing a secure understanding of Chapter 2 of Ted Hughes’ 'The Iron Man.’ This chapter is entitled ‘The Return of the Iron Man.’ The resources guide the children along a learning journey in which they understand the text through: -Retrieving information; -Inferring and deducing hidden meanings; -Sequencing the key events so far; -Analysing the language techniques used by the writer. Children are guided through the lesson via a colourful and comprehensive PowerPoint presentation, which includes a range of thought-provoking activities and model examples/ answers. The tasks are comprised of retrieval, vocabulary, inference, summarising, explaining and deeper thinking activities. Children also get the opportunity to partake in a creative activity at the end of the lesson. There’s a lot in the session (16 slides in total) so you may wish to either select the content that is pertinent to you/ your class or spread the lesson resource over two sessions. The resource is ideally pitched for children in lower KS2, but could feasibly be used with slightly older or younger children, depending upon the individual context of the school and students.

This detailed and visually-appealing resource offers a complete reference point for students learning or revising Meera Syal’s ‘Anita and Me.’ It contains comprehensive sections on: Context; Chapter by Chapter Summary (with quotes); Main Characters; Themes; Syal’s Language Devices; Features of Form. Key words and ideas are underlined for easy reference. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This whole class reading session aims to develop children’s fluency and comprehension skills through reading an information factfile about newts (the text is two A4 sides in length). The reading is followed by a series of activities aiming to develop children’s VIPERS skills: vocabulary, inference, prediction, explanation, retrieval, sequencing and summarising. It also contains a vocabulary check immediately after the extract is read to clarify any unfamiliar/ difficult language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The extract needed is provided in both PDF and Word format. The session is best suited for children across KS2, I have previously used the resources with years 3, 4, and 5.