This clear, detailed and visually-appealing resource offers a complete reference point for children when writing romantic poetry. The organiser is also perfect for teachers, parents and English subject leaders - aiding their planning and supporting of children’s knowledge development for this poetic form. The organiser has a particular focus on the content, language and structural features required to write effective romantic poetry. It contains distinct sections covering: -Overview: Romantic Poetry; -Content: The five senses, subject matter; -Language: Vocabulary choices, rhyme, alliteration, similes, metaphors, alliteration and onomatopoeia, punctuation checklist, word mat etc. -Structure: Line length, poem length, stanzas. The resource was originally designed for upper KS2/ lower KS3 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 is an exciting and engaging lesson/set of tasks aiming to build students’ skills at using personification and oxymorons in their writing . It was taught during an observation lesson where the teacher received an Outstanding judgement. Students learn to: - Define and give examples of what personification and oxymorons are; - Identify personification and oxymorons in fun and interesting examples; - Analyse what makes them effective; - Create their own personification and oxymorons using step-by-step advice; - Peer assess using a clear and succinct success criteria. It comes complete with: - Engaging and visual PowerPoint to guide students (and teacher!) through the lesson; - Colourful and thought-provoking two-part worksheet for the two main create tasks; - Lesson plan/ teacher guidance sheet, which goes through the lesson step-by-step; All pictures are licensed for commercial use, and image authors cited on the final slide. This lesson can also be bought as part of the Descriptive Devices bundle for just £5. The bundle leads students through each language device needed in order to write to describe confidently. Alternatively, you can buy the Descriptive Writing Big Bundle (All descriptive devices lessons, structuring and organising writing lesson, capturing the readers attention lesson, and the literacy writing mat) for £6.

This whole class reading session aims to develop children’s fluency and comprehension skills through reading Michael Rosen’s ‘We’re Going On A Bear Hunt.’ The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. 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 text is hyperlinked on the first slide. The session is best suited for children in years 1-2, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This KS1 whole class reading session aims to develop children’s comprehension skills when reading non-fiction texts. This particular session focuses on their reading of an original information sheet (included) about Blue Whales. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. 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 session is best suited for children in years 1-2, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This whole class reading session aims to develop children’s comprehension skills through a reading of an opening extract of Antoine De Saint-Exupery’s 'The Little Prince.’ The resource pack includes the extract and all of the activities for the session, which the class are guided through via a comprehensive PowerPoint presentation. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. 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 text for reading is hyperlinked at the bottom of the first slide. The session is best suited for children in lower KS2. I originally used this with Year 3-4 children, although with only a few minor adaptations it could feasibly be used with children in upper KS2 as well. The session is also suitable for home/ remote learning.

This whole class reading session aims to develop children’s comprehension skills through reading the opening two chapters of Jeff Brown’s 'Flat Stanley.’ The resource pack includes the extract and all of the activities for the session, which the class are guided through via a comprehensive PowerPoint presentation. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. 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 text for reading is hyperlinked at the bottom of the first slide. The session is best suited for children in years 2-3, although with only a few minor adaptations it could feasibly be used with slightly older and younger classes. The session is also suitable for home/ remote learning.

This resource pack of 2 whole class reading sessions aims to develop children’s fluency and comprehension skills, through reading Jory John’s 'The Bad Seed.’ Children read the text (hyperlinked - free to read on Epic) in two stages. Each reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. 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 sessions are best suited for children in years 1-2, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This KS1 whole class reading session aims to develop children’s comprehension skills through the reading of an information book about Scotland. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. 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 text can be accessed via free sign-up on Epic, and is hyperlinked into the first slide. The session is best suited for children in years 1-2, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This whole class reading session aims to develop children’s fluency and comprehension skills, alongside their understanding of why Christians celebrate Easter, through reading a child-friendly version of the Easter Story. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. 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 text is hyperlinked (first slide) for ease of access. The session is best suited for children in years 1-2, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This KS1 whole class reading session aims to develop children’s comprehension skills through the reading of an original factfile about the life of Ernest Shackleton. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, prediction and summarising skills. 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 session is best suited for children in years 1-2, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This engaging and informative lesson enables students to to make precise interpretations regarding the characters of Charlie and Tommo in Private Peaceful. In particular, students analyse how the relationship between the two characters is introduced and then developed throughout the novel. They also make key inferences about the similarities and differences between the brothers. The lesson follows a step-by-step learning journey, in which children learn through: - Comparing and contrasting the characteristics of the two brothers; - Comprehending how the brothers’ relationship is introduced by Morpugo in the opening chapters; - Tracking and analysing how their relationship develops over the course of the novel; - Creating character profiles for both brothers, using a (provided) template and the information that they have gathered over the course of the lesson; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and comprehensive; - Character Profile Templates (Word and PDF); - Relationship Development Graph Template (Word and PDF); - Extracts from Private Peaceful; - 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 year 7 and 8 classes, however colleagues have used them for between years 3 and 9 with minimal adaptations. Please note that students will need internet or library access to complete the research introduction task. 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 make sustained and insightful interpretations of the final chapter of ‘Strange Case of Dr Jekyll and Mr Hyde.’ In particular, students interpret and analyse the key events of Dr Jekyll’s closing statement, using relevant supporting textual evidence. The lesson follows a step-by-step learning journey, in which children learn through: - Establishing the sequence of events leading up to Jekyll’s statement; - Reading and comprehending the final chapter; - Securing understanding of the chapter through a fun, interactive quiz; - Creating a storyboard of the events to demonstrate their understanding of plot; - Analysing the key events of the chapter, using appropriate textual evidence; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and comprehensive; - Extract from the final chapter; - Cards for card-sorting activity; - Storyboard for the development task; - Analysis template with success criteria for creating well-structured responses; - 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.

In this engaging and informative lesson, students develop a deeper understanding of the Bennet sisters in Jane Austen’s Pride and Prejudice. In particular, students compare and contrast the sisters’ physical and emotional characteristics, and comprehend how each sister is implicated within the plot. The lesson follows a step-by-step learning journey, in which students learn through: - Playing a fun quiz to determine ‘Which Sister?’ is involved in different plot events; - Reading and understanding how the sisters are introduced in the novel, using relevant textual evidence; - Retrieving information from the text to create character profiles for each sister, including their age, physical and emotional descriptions; - Comparing and contrasting each of the Bennet sisters analytically; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and comprehensive; - Extracts from Chapters 1, 2, and 3; - 'Character Profile task resources - in Word and PDF form; - Supportive and clear essay template; - 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 both younger and older (up to A Level) students. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This engaging and thought-provoking lesson resource aids students in developing a secure understanding of the chapters 26 to 29 of Roald Dahl’s ‘The Twits.’ The chapters covered in these lessons are ‘The Ravens Swoop Over’, ‘The Twits are Turned Upside Down’, ‘The Monkey Escape’, and ‘The Twits Get the Shrinks.’ The lessons are guided by a comprehensive and colourful PowerPoint presentation, and enables students to understand the text through: -Retrieving information; -Inferring and deducing hidden meanings; -Summarising the events in the text. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. A storyboard template is also provided (in both Word and PDF) for the deeper-thinking summarising task. There’s a lot in the session (18 slides in total) so I would recommend breaking into two lessons. The lessons are most suitable for children in lower key stage 2, (they were originally made for children in year 3) but they could also be adapted for slightly older and younger year groups.

This engaging and thought-provoking lesson resource aids students in developing a secure understanding of the chapters 5 to 8 of Roald Dahl’s ‘The Twits.’ The chapters covered in these lessons are ‘The Glass Eye’, ‘The Frog’, The Wormy Spaghetti’ and ‘The Funny Walking Stick.’ The lessons are guided by a comprehensive and colourful PowerPoint presentation, and enables students to understand the text through: -Retrieving information; -Inferring and deducing hidden meanings; -Explaining ideas. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. The session ends with a creative activity in which students write instructions for an original Twits prank. There’s a lot in the session (18 slides in total) so I would recommend breaking into two lessons. The lessons are most suitable for children in lower key stage 2, (they were originally made for children in year 3) but they could also be adapted for slightly older and younger year groups.

This whole class reading session aims to develop students’ comprehension skills through reading and interpreting the opening section of Katya Balen’s ‘The Light in Everything.’ The resource pack includes the extract needed and a clear and well presented PowerPoint, guiding the teacher and learners through the various activities. The reading is followed by a series of activities aiming to develop students’ retrieval, explanation, inference, sequencing and summarising skills. A vocabulary check helps to secure students’ understanding of any new or unfamiliar language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for learners in years 4-5, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This engaging and thought-provoking set of resources aid students in developing a secure understanding of chapters 5 to 7 of Roald Dahl’s ‘George’s Marvellous Medicine.’ The chapters covered in these lessons are ‘The Cook-up’, ‘Brown Paint’ and ‘Grandma Gets the Medicine.’ The lessons are guided by a comprehensive and colourful PowerPoint presentation, and enables students to understand the text through: -Retrieving information; -Inferring hidden meanings; -Summarising information. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. A useful template is also provided for the creative storyboarding activity (in both Word and PDF). There’s a lot in the session (20 slides in total) so I would recommend breaking into two or even three lessons. The lessons are most suitable for children in upper key stage 1 or lower key stage 2, (they have been used in the past with children in years 2 and 3) but they could also be adapted for slightly older and younger year groups.

This engaging and thought-provoking lesson resource aids students in developing a secure understanding of the chapters 1 to 4 of Roald Dahl’s ‘The Twits.’ The chapters covered in these lessons are ‘Hairy Faces’, ‘Mr Twit’, Dirty Beards’ and ‘Mrs Twit.’ The lessons are guided by a comprehensive and colourful PowerPoint presentation, and enables students to understand the text through: -Making predictions; -Retrieving information; -Inferring and deducing hidden meanings. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. A worksheet/ template is also provided for the creative character creation activity (in both Word and PDF format). There’s a lot in the session (19 slides in total) so I would recommend breaking into two lessons. The lessons are most suitable for children in lower key stage 2, (they were originally made for children in year 3) but they could also be adapted for slightly older and younger year groups.

This engaging and thought-provoking lesson aids students in developing a secure understanding of Chapter 4 of Clive King’s 'Stig of the Dump.’ This chapter is entitled ‘Gone A-Hunting.’ The resources guide the children along a learning journey in which they understand the text through: -Retrieving information; -Inferring and deducing hidden meanings; -Explaining key ideas; -Analysing the writer’s use of language. 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 whole class reading session aims to develop children’s comprehension skills through reading and interpreting the opening section of Emma Carroll’s ‘Escape to the River Sea.’ The resource pack includes the extract needed and a clear and well presented PowerPoint, guiding the teacher and learners through the various activities. The reading is followed by a series of activities aiming to develop children’s retrieval, explanation, inference, sequencing and summarising skills. A vocabulary check helps to secure children’s understanding of any new or unfamiliar language. The tasks are comprised of quick-check questions, solo thinking, pair/ group discussions and deeper thinking activities. The session is best suited for children in years 5-6, although with minor adaptations it could feasibly be used with slightly younger and older year groups.