This interesting and engaging double lesson enables students to define what homophones are, use a range of homophones correctly, and to be able to explain why homophones have been used correctly or incorrectly. This knowledge is of particular importance when working through the new National Curriculum. Throughout this lesson, students learn through a range of stimulating and interactive challenges and games, which logically guide them towards the learning objectives. Examples of these are homophones pictionary, crosswords, and the creation of homophones advice posters. Over the course of this lesson, they learn by: - Defining and identifying homophones; - Finding spelling patterns in a variety of homophones; - Advising others on how to remember to spell tricky homophones correctly; - Collaborating on a range of group activities; - Self-evaluating through frequent AfL tasks, in order to observe their progress through the lesson. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation; - Word cards for the Pictionary game; - Worksheet with homophones questions; - Challenging homophones crossword; - Two varied AfL question sheets, for gauging progress through the lesson; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This resource booklet contains a wide range of age-appropriate, engaging, and meaningful comprehension activities for use throughout the reading of J.B. Priestley's 'An Inspector Calls.' Teachers have found them particularly useful in exam revision, comprehension tasks, or guided reading sessions. They are perfect for aiding the progress of students towards meeting the KS4 expectations within the new National Curriculum framework - this makes the tasks suitable for all examining bodies. Students have found these resources extremely engaging, and for teachers 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 students gain a deep understanding of the text. Activities within the booklet include: - 'Context: Pre-War Britain' - to aid students with 'Drawing on knowledge of the purpose, audience and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation;' - 'Priestley's Description' - to aid students with 'Analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact;' - 'The Inspector' - to aid students with 'Seeking evidence in the text to support a point of view, including justifying inferences with evidence;' - 'Editing the Play' - to aid students with 'Making an informed personal response, recognising that other responses to a text are possible and evaluating these.' Plus many, many more activities (the booklet is around 30 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 lesson aims to improve students’ understanding of Owen Sheers' key messages about war in the poem ‘Mametz Wood.’ By the end of the lesson, students demonstrate their knowledge of the text analytically, through assured, appropriate, and sustained interpretations of the content, language, and structure. Students learn through a logical and step-by-step learning journey, including: -Understanding the context of the poem and the horrific events that took place in the battle; -Understanding key information about Owen Sheers' life; -Reading and interpreting the poem; -Interpreting the poem, with a particular emphasis upon the language and structural features; -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 Sheers gets across his message about war; -Peer assessing each other's learning attempts. Included is: - Whole lesson PowerPoint - colourful and substantial; (including hyperlinks to informative and engaging videos) - Copy of poem; - Language devices 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 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 engaging, in-depth lesson enables students to understand how plot and language are utilised to develop the characters of Beatrice and Benedick in William Shakespeare’s ‘Much Ado about Nothing.’ The lesson places a particular focus upon how language is used between the two characters to present the audience with ideas about their intelligence, attitudes, and emotions. Students also analyse how their behaviour develops over the course of the text. The lesson follows a step-by-step learning journey, in which students learn through: - Taking part in a fun team quiz to secure understanding of the two characters; - Completing a 'love graph' (backed up with textual evidence) to show how the prevailing attitudes and emotions of the two characters develops through the text; - Analysing quotations in which Shakespeare used advanced language techniques to portray both of the characters in a particular light; - Completing an essay style response in which they consider how Shakespeare's use of language helps to develop the two characters; - Peer assessing each other's learning attempts. Included is: - Whole lesson PowerPoint - colourful and detailed - just download and teach from it! - Love Graph - to track the two characters' feelings towards one another; - 'Beatrice and Benedick Quotations' 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.

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 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.

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.

This resource booklet contains a wide range of age-appropriate, engaging, and meaningful comprehension activities for use throughout the reading of Robert Louis Stevenson’s ‘Strange Case of Dr Jekyll and Mr Hyde.’ Teachers have found them particularly useful in exam revision, comprehension tasks, or guided reading sessions. They are perfect for aiding the progress of students towards meeting the KS4 expectations within the new National Curriculum framework - this makes the tasks suitable for all examining bodies. Students have found these resources extremely engaging, and for teachers 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 students gain a deep understanding of the text. Activities within the booklet include: - ‘Context: 19th Century England’ - to aid students with ‘Drawing on knowledge of the purpose, audience and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation;’ - ‘Stevenson’s Description’ - to aid students with ‘Analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact;’ - ‘Mr Hyde’ - to aid students with ‘Seeking evidence in the text to support a point of view, including justifying inferences with evidence;’ - ‘Editing the Novel’ - to aid students with ‘Making an informed personal response, recognising that other responses to a text are possible and evaluating these.’ Plus many, many more activities (the booklet is around 30 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).

These well-designed, easy to use teacher quality trackers allow teaching and learning leaders to monitor the quality of teaching across their departments/ schools over time, focusing on the triangulated performance indicators of: Lesson Observations/Learning Walks, Book/Folder Monitoring, and Pupil Progress. Users can easily view changes in individual, department, key stage, and whole school teaching and learning quality over time. The tool is automatically formatted to colour code entries from the codes 1 (Outstanding = Green) to 4 (Inadequate = Red) Each entry also updates the ‘average school performance’ table, which in turn alters the line graph showing quality over time. This enables leaders to easily identify trends in performance data. Furthermore, there is also space in which users can give details of CPD sessions and interventions, in order to a provide a foundation to evaluate their impact. Individual pages are provided for observations, book monitoring, and pupil progress. ‘3 captures per year’ and ‘6 captures per year’ versions are provided, to allow for schools that measure quality at variable intervals.

In this engaging and informative lesson, students are enabled to make sustained and developed interpretations regarding the introduction and development of the character of Mr Darcy in ‘Pride and Prejudice.’ In particular, students learn about how he at first appears solely proud and aloof, before studying the events through which the more subtle aspects of his character emerge. The lesson follows a step-by-step learning journey, in which students learn through: - Establishing how Darcy fits the criteria of the ‘Romantic Hero;’ - Reading and understanding how Darcy is introduced in the novel, using relevant textual evidence; - Tracking how his character develops through the notable events of the novel; - Analysing how Austen introduces and develops Darcy’s character through plot events and Elizabeth’s thoughts; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and comprehensive; - Extract from Chapter 3; - ‘Development of Darcy’ task resources - with teacher answer sheet; - 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.

In this engaging and informative lesson, students are enabled to make clear and insightful interpretations of Elizabeth Bennet – the chief protagonist in Jane Austen’s Pride and Prejudice. In particular, students learn about her key characteristics- such as her strong ideas, wit, intelligence, grace, and good humour – and relate these to ideas of societal expectations of the time. The lesson follows a step-by-step learning journey, in which students learn through: - Playing a fun and interactive quiz to determine the key events and family life of Elizabeth Bennet; - Establishing her characteristics and traits, utilising textual evidence; - Analysing Elizabeth’s character in relation to the expectations of society in the Regency Era; - Creating clear and creative diary entries, using an in-depth understanding of Elizabeth’s character; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and comprehensive; - ‘Character Traits of Elizabeth’ task resources - with teacher answer sheet; - ‘Elizabeth in Context’ task resources - with teacher answer sheet; - 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.

In this engaging and informative lesson, students are enabled to make sustained and developed interpretations regarding the introduction and development of the character of Mrs Bennet in ‘Pride and Prejudice.’ In particular, students learn about how her tiresome, ungraceful, single-minded behaviour ironically alienates the very suitors that she hopes to attract for her daughters. The lesson follows a step-by-step learning journey, in which students learn through: - Establishing the extent to which Mrs Bennet fits the requirements of the ‘Regency mother’; - Reading and understanding how Mrs Bennet is introduced in the novel, using relevant textual evidence; - Tracking how her character develops through the notable events of the novel; - Analysing how Austen introduces and develops Mrs Bennet’s character throughout the novel; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and comprehensive; - Extract from Chapter 1; - ‘Development of Mrs Bennet’ task resources - with teacher answer sheet; - 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 interesting and highly-stimulating lesson students to demonstrate a developed, sustained understanding of the structural features of the Greek Tragedy which are utilised in Arthur Miller’s A View from the Bridge. In particular, students engage analytically with Eddie’s ‘hamartia’ and catastrophic downfall at the end of Act II. Students examine how Eddie’s role as a tragic hero, his fatal flaw, and the sense of fate which runs throughout, mirrors the features of Greek Tragedies. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Define and identify the features of Greek Tragedies; - Understand Miller’s views towards Greek Tragedies, and his intentions for writing the play in this form; - Identify the features of Greek Tragedy in A View from the Bridge; - Critically engage with text as a Greek Tragedy, considering how Eddie’s downfall is constructed by his fatal flaws, hamartia, and catastrophe; -Peer assess each other’s learning attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation;; - Paper copies and online links to the extract needed for the lesson (end section of Act Two); - Greek Myths Definitions Cards; - Greek Myths worksheet (including answer sheet for teachers); - A logically scaffolded essay template; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This resource booklet contains a wide range of age-appropriate, engaging, and meaningful comprehension activities for use throughout the reading of Arthur Miller’s ‘A View from the Bridge.’ Teachers have found them particularly useful in exam revision, comprehension tasks, or guided reading sessions. They are perfect for aiding the progress of students towards meeting the KS4 expectations within the new National Curriculum framework - this makes the tasks suitable for all examining bodies. Students have found these resources extremely engaging, and for teachers 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 students gain a deep understanding of the text. Activities within the booklet include: - ‘Context: 1950s America’ - to aid students with ‘Drawing on knowledge of the purpose, audience and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation;’ - ‘Miller’s Description’ - to aid students with ‘Analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact;’ - ‘Eddie’ - to aid students with ‘Seeking evidence in the text to support a point of view, including justifying inferences with evidence;’ - ‘Editing the Play’ - to aid students with ‘Making an informed personal response, recognising that other responses to a text are possible and evaluating these.’ Plus many, many more activities (the booklet is around 30 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 interesting and highly-stimulating enables students to make clear and sustained inferences regarding the main characters and their relationships in Arthur Miller’s A View from the Bridge. In particular, students read between the lines in decoding the subtle cues suggestive of Eddie’s feelings towards Catherine in the opening stages of Act I. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Understand the key learning skill of inference; -Infer key meanings from short extracts of texts; - Read and understand the opening section of Act I, in which we are introduced to the Carbone family, and infer and interpret the key information provided regarding their relationships; - Demonstrate an understanding of Eddie’s hidden feelings for Catherine, and Beatrice’s knowledge of this; - Write an emotive diary entry from Beatrice’s viewpoint, using evidence from the text to demonstrate an understanding the key meanings from the act; -Peer assess each other’s learning attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation;; - Paper copies and online links to the extract needed for the lesson (Beginning of Act I); - Inferences worksheet (including answer sheet for teachers); - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This interesting and highly-stimulating lesson enables students to make clear and sustained inferences and interpretations about the context and themes in Arthur Miller’s A View from the Bridge. In particular, students engage analytically with Alfieri’s opening monologue, demonstrating an understanding of what it reveals about Italian American culture and community at the time. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Understand the relevance of Brooklyn Bridge, both literally and figuratively; - Understand the relevance of Arthur Miller’s life and influences; - Read and understand Alfieri’s opening monologue, in which the geographical, social, and historical context is set, and infer and interpret the key information provided; - Understand the key term ‘Omerta’, and apply codes of honour to their own contexts; - Analyse Alfieri’s opening monologue in terms of the key information it provides the audience with about context and community; -Peer assess each other’s learning attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation;; - Paper copies and online links to the extract needed for the lesson (Alfieri’s opening monologue); - Cards for application activity; - Interpretations and inferences worksheet (including answer sheet for teachers); - A logically scaffolded essay template; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This interesting and highly-stimulating lesson enables students to demonstrate a developed, sustained understanding of the language devices utilised in Arthur Miller’s A View from the Bridge. In particular, students engage analytically with Miller’s use of language at the beginning of Act II, in which Eddie Carbone appears to lose control over his actions. Students examine how similes, rhetorical questions, imperative commands, and other language features serve to highlight his descent into desperation. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Define and provide examples for each of the relevant language devices; - Identify each of the language devices in short sentences, and begin to comment upon their effect; - Understand some of Miller’s intentions behind writing the play; - Critically engage with Miller’s use of language devices at the end of the Act Two, including the events leading up to Eddie’s call to the Immigration Office; -Peer assess each other’s learning attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation;; - Paper copies and online links to the extract needed for the lesson (beginning section of Act Two); - Language Devices Cards; - Language Devices worksheet (including answer sheet for teachers); - A logically scaffolded essay template; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This interesting and highly-stimulating lesson enables students to demonstrate a developed, sustained understanding of the dramatic devices utilised in the ‘lifting of the chair’ scene in Arthur Miller’s A View from the Bridge. In particular, students engage analytically with Miller’s use of atmosphere, dramatic tension, dramatic irony, and stage directions throughout the scene. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Understand the key term ‘masculinity’ and how it affects the behaviour of different characters; - Read and understand the chair-lifting scene at the end of Act One, making key interpretations and inferences; - Define and understand the dramatic devices: dramatic devices, dramatic irony, atmosphere, and stage directions. - Critically engage with Miller’s use of dramatic devices at the end of the Act One, including the events leading up to the chair lifting section. -Peer assess each other’s learning attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation;; - Paper copies and online links to the extract needed for the lesson (end section of Act One); - Dramatic Devices Cards; - Dramatic Devices worksheet (including answer sheet for teachers); - A logically scaffolded essay template; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.