This engaging, in-depth lesson enables students to understand how Shakespeare uses a range of colourful and varied language choices to develop the theme of social grace in ‘Much Ado about Nothing.’ Much Ado About Nothing contains some of Shakespeare's most vibrant and interesting language, as characters such as Benedick and Claudio use words to jostle for respect around the noble Don Pedro and Leonato. This lesson explores the devices that they use in order to gain favour with their social superiors. The lesson follows a step-by-step learning journey, in which students learn through: - Defining and exemplifying different language devices, such as similes, metaphors, alliteration, and puns. - Taking part in a fun team quiz to identity the language devices used by the main characters in Much Ado About Nothing. - Understanding the idea of social grace, and learning how it relates to the social hierarchy within the text. - Completing an essay style response in which they consider how Shakespeare uses language to develop the theme of social grace. - Peer assessing each other's learning attempts. Included is: - Whole lesson PowerPoint - colourful and detailed - just download and teach from it! - Cards for card-sorting activity; - Social grace worksheet; - 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. This was originally taught to higher ability year 9 and 10 groups, but can easily be differentiated for groups of different ages and abilities.

This engaging, in-depth lesson enables students to understand how Shakespeare uses a range of dramatic devices for effect within ‘Much Ado about Nothing.’ In particular, the lesson focuses upon the dramatic irony and tension used to build the themes of confusion and deception. A close analysis of Act II Scene I: The Masquerade Ball, is included, to exemplify the impact of the dramatic devices upon Shakespearean audiences. The lesson follows a step-by-step learning journey, in which students learn through: - Defining and exemplifying the key dramatic devices; - Relating key dramatic devices to the themes of confusion and deception; - Reading and comprehending the predominant plot events in Act II Scene I. - Completing an essay style response in which they consider how dramatic devices help to create Shakespeare's intended effects upon audiences. - Peer assessing each other's learning attempts. Included is: - Whole lesson PowerPoint - colourful and detailed - just download and teach from it! - Cards for card-sorting activity; - Confusion and Deception worksheet (and teacher answer sheet); - Act II Scene I analysis sheet - Analysis template with success criteria for creating well-structured responses; - Comprehensive lesson plan.

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, engaging visuals, 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 'The Boy in the Striped Pyjamas.' Round 1. The characters in Much Ado About Nothing Round 2. Quotations from the text Round 3. Settings, Themes, and Objects Round 4. Shakespearean Comedies 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, in-depth lesson enables students to understand how the plot events in the wedding scene create a sense of climax throughout Act IV Scene I of Much Ado About Nothing. In particular, the lesson focuses upon the language used by Claudio and Leonato to denounce Hero (with links to the expectations within the social/historical context of the renaissance), the dramatic response to the allegations, and Benedick's altering priorities. The lesson follows a step-by-step learning journey, in which students learn through: - Identifying the key events of the plot leading up to the wedding scene. - Reading and comprehending the predominant plot events in Act IV Scene I. - Understanding the idea of the patriarchal family society, and considering the accusations directed at Hero in light of this. - Completing an essay style response in which they consider how the key plot events contribute to a sense of climax within the scene. - Peer assessing each other's learning attempts. Included is: - Whole lesson PowerPoint - colourful and detailed - just download and teach from it! - Cards for card-sorting activity; - Wedding Scene worksheet (and teacher answer sheet); - Analysis template with success criteria for creating well-structured responses; - Comprehensive lesson plan.

This engaging and purposeful series of lessons enables children to gradually build towards a well-structured historical fiction composition. The lessons build up an Ancient Egyptian historical fiction story, but could reasonably be adapted to aid children in constructing historical fiction pieces based on different eras. The first two lessons in the series are focused on: Introduction to Historical Fiction (main features); Setting the Scene (writing beginnings); The comprehensive PowerPoint presentations guide teachers and learners through a logical step-by-step learning journey - these include SPAG starters, individual/ partner/ group activities, modelled examples, and extended written opportunities (following clear objectives and success criteria. All of the worksheets and activity resources are provided (in both Word and PDF). These lessons were originally created for children in lower Key Stage 2 (Years 3 and 4).

This engaging and purposeful series of lessons enables children to gradually build towards a well-structured historical fiction composition. The lessons build up an Ancient Egyptian historical fiction story, but could reasonably be adapted to aid children in constructing historical fiction pieces based on different eras. This resource contains lessons 3 and 4 in the series - focused on: -Building Characters; -Story Structure. The comprehensive PowerPoint presentations guide teachers and learners through a logical step-by-step learning journey - these include SPAG starters, individual/ partner/ group activities, modelled examples, and extended written opportunities (following clear objectives and success criteria. All of the worksheets and activity resources are provided (in both Word and PDF). These lessons were originally created for children in lower Key Stage 2 (Years 3 and 4).

This engaging and purposeful series lessons enables children to gradually build towards a well-structured historical fiction composition. The lessons build up an Ancient Egyptian historical fiction story, but could reasonably be adapted to aid children in constructing historical fiction pieces based on different eras. This resource contains lessons 5 and 6 in the series - the final two lessons. They are focused on: -The Climax; -Editing and Redrafting. The comprehensive PowerPoint presentations guide teachers and learners through a logical step-by-step learning journey - these include SPAG starters, individual/ partner/ group activities, modelled examples, and extended written opportunities (following clear objectives and success criteria. All of the worksheets and activity resources are provided (in both Word and PDF). These lessons were originally created for children in lower Key Stage 2 (Years 3 and 4).

This is a fun, engaging, and highly informative lesson/set of tasks on Wilfred Owen's war poem 'Dulce et Decorum est. This has been taught during an observation lesson where the teacher received an Outstanding judgement. It comes complete with: - Engaging and visual PowerPoint to guide students (and teacher!) through the lesson; - Colourful and thought-provoking worksheet for the main analysis task; - Lesson plan/ teacher guidance sheet, which goes through the lesson step-by-step; - Resources to enable the teacher to make 'flags' for the development task. As well as building students' knowledge of the text, they also learn crucial analysis and speaking and listening skills, in addition to using and applying key terminology. All pictures are licensed for commercial use, and image authors cited on the final slide.

These resources enable students to build their knowledge of the content, language, and structure of Denise Levertov’s Vietnam War poem ‘What Were They Like?’ In particular, students learn about the historical context of the Vietnam War. They also learn how features of language and structure aid the impact of the poem. Students learn through a logical and step-by-step learning journey, including: -Exploring the historical concept of the Vietnam War; -Understanding key information about Denise Levertov and her life; -Reading and interpreting the poem; -Understanding the poem, with a particular emphasis upon the content, language, and structural features; -Writing an extended analysis piece based upon how Levertov gets across her feelings about war in the poem, through the use of language and structure; -Peer assessing each other's learning attempts. Included is: - Whole lesson PowerPoint - colourful and substantial; (including hyperlink to a reading of the poem) - Copy of poem; - Structural devices worksheet - Analysis template with in-built success criteria for creating well-structured responses; - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. This was originally taught to middle-ability year 9/10 groups, but can easily be differentiated for groups of different ages and abilities. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This lesson aims to improve students’ understanding of Ted Hughes’s message and imagery in the war poem ‘Bayonet Charge.’ By the end of the lesson, students demonstrate their knowledge of the text analytically, through assured, appropriate, and sustained interpretations of content, language, and structure. Students learn through a logical and step-by-step learning journey, including: -Understanding the context of the poem and defining the key terminology 'bayonet', 'over the top', 'trenches', and 'no-man's land'; -Understanding key information about the poet Ted Hughes; -Reading and interpreting the poem; -Interpreting the poem, with a particular emphasis upon how Hughes creates visual and auditory imagery; -Finding and analysing the language features used throughout the poem, and considering how these link to the poet's message; -Writing an extended analysis piece based upon how Hughes creates imagery in order to capture the soldier's horrifying final moments; -Peer assessing each other's learning attempts. Included is: - Whole lesson PowerPoint - colourful and substantial; - Copy of poem; - Interpretation worksheet (plus an answer sheet for teachers/CAs); - Analysis task template and success criteria for creating well-structured responses; - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. This was originally taught to middle-ability year 9/10 groups, but can easily be differentiated for groups of different ages and abilities. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This lesson enables students to plan and create their own interesting, detailed, and imaginative feature articles. Through analysing existing feature articles, and noting their features of subject matter, language, and structure, students create articles that are highly appropriate to the genre and audiences of different magazines. Over the course of their learning journey, students: - Define and exemplify what feature articles are; - Identify and understand the different language and subject matter elements are within feature articles; - Analyse the language techniques and structures used within a model example of a feature article; - Write their own imaginative and appropriate front covers; - Peer and self assess each other's front cover attempts. The resources include: -Visually engaging whole-lesson PowerPoint; -A colourful and clear helpsheet for writing to explain; -Template for planning feature articles; -Andy Murray feature article for analysis; -Helpful and comprehensive step-by-step lesson plan. All images are licensed for commercial use, and are cited on the final page of the slide. NOTE - Internet access is preferable for the planning task.

This full double lesson (the resources require at least 2 hours of teaching time) provides an engaging and highly-informative study of Margaret Postgate Cole's war poem 'The Falling Leaves.' Students learn to analyse the poem in terms of content, language, and structure, learn more about the context of World War I, and gain crucial skills in structuring analytical responses to texts. Included is: - Whole lesson PowerPoint - colourful and substantial; - Engagement quiz to learn more about the context of WWI; - Copy of poem with devices identification task and structural questions; - 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. This was originally taught to a middle-ability year 10 group, but can easily be differentiated for groups of different ages and abilities. All images are licensed for commercial use, and image rights are listed on the last page of the presentation. -

This lesson aims to build students’ understanding of E.E Cummings’ key messages in ‘next to of course god america i,’ with a particular focus upon the language and structure of the poem. By the end of the lesson, students demonstrate their knowledge of the text analytically, through assured, appropriate, and sustained interpretations. Students learn through a logical and step-by-step learning journey, including: -Defining the key term 'patriotism' and considering its pros and cons; -Understanding key information about E.E Cummings' life; -Reading and interpreting the poem; -Investigating the structural make-up of the poem, and considering how this links to the poet's message; -Identifying the language features used throughout the poem, and considering how these link to the poet's message; -Analysing how language and structure create meaning through the poem; -Peer assessing each others' learning attempts. Included is: - Whole lesson PowerPoint - colourful and substantial; (including hyperlinks to informative and engaging videos) - Copy of poem; - Structure key questions task (answers on the PowerPoint); - 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. This was originally taught to middle-ability year 9/10 groups, but can easily be differentiated for groups of different ages and abilities. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

Perfect for use when teaching writing to persuade or argue, this lesson utilises a wide range of teaching strategies to enable students to gain authority over their target audiences. The students who I have taught this lesson before have found it enjoyable and engaging - particularly enjoying the use of videos to see some of the techniques in action! Throughout the lesson, the learning journey that the students follow enables them to: - Define the key terms 'Argue', 'Persuade' and 'Authority.' - Consider famous individuals that are effective at gaining authority; - Link key techniques to their definition and examples; - Identify key techniques in videos (Dave Gorman, Dragon's Den, etc.) and analyse why they are effective; - Write their own authority-filled persuasive piece using a success criteria; - Peer assess their partner's writing attempts. The resource is made up of: - A visual and engaging Powerpoint presentation, which walks teachers and students through the lesson in a step-by-step fashion - Hyperlinks to all of the online video resources that you will need - A key techniques activity worksheet - An analysis worksheet - A full lesson plan/ teacher guidance. All images are cited on the final slide and are licensed for commercial use.

This whole class reading session aims to develop children’s comprehension of the opening chapters of David Walliams’ Gangsta Granny. The resource pack includes the extract needed (the first chapter of the text - the second chapter is also included). This 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 2-4, although with minor adaptations it could feasibly be used with slightly younger and older year groups.

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of John Keats’ ballad 'La Belle Dame Sans Merci.’ 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 whole class reading session aims to develop children’s comprehension of the opening chapters of David Walliams’ Mr Stink. The resource pack includes the extract needed (the first chapter of the text - the second chapter is also included). This 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 2-4, 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 a non-fiction information text about the Ancient Greek Olympics. 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. This 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 3-5, 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 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 2-4, 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 a non-fiction information text about the Jamaican sprinter Usain Bolt. 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. This 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 3-5, although with minor adaptations it could feasibly be used with slightly younger and older year groups.