This is a handy resource if you are a supply teacher and need an efficient way to leave feedback for the class teacher.

Designed for a two-hour Year 12 lesson, this resource introduces the characteristics of ecocriticism using Dr Seuss’ ‘The Lorax’ to demonstrate how to analyse a text from an ecocritical perspective. In the second half of the lesson, students will then apply their ecocritical knowledge to an extract from Cormac McCarthy’s ‘The Road’. This resource includes: a structured and comprehensive Powerpoint presentation a lesson plan a mix and match activity Video clips numerous discussion points ‘The Road’ extract and an exploration grid an example analytical paragraph with success criteria I thoroughly enjoyed planning and teaching this lesson, and the students seemed to enjoy it too! I hope your class benefits from it too. If they do, please leave a review!

Story writing prompt used for a Year 7 baseline assessment.

A slide I’ll be using to reset classroom expectations at the start of a new term. I will fill this in with contributions made by students.

TBQ: After exploring the role of artificial intelligence in society, can I create a persuasive poster or newspaper article? Designed for a higher ability Y9 group and encourages a debate/discussion on whether AI is a positive contribution to society. There is the option of a creative task (poster) or a written task (newspaper article).

A lesson to enable students to create emotion and atmosphere through language using the skill pathetic fallacy. The lesson uses visual stimuli (clips from Harry Potter and Lord of the Rings) to facilitate students’ understanding of pathetic fallacy and how the weather/landscape reflects characters’ emotions and affects the audience. This resource contains video links and resources to print for students. It also includes a written example of pathetic fallacy, a writing task for students to demonstrate their understanding of pathetic fallacy, and sentence stems and words banks for differentiation.

Designed for top set Y10 and was taught over a period of two lessons. Students explore the question: Can I compare the similarities and differences in the poets’ presentation of choice in two unseen poems? The poems used to compare are ‘The Road Not Taken’ and ‘Invictus’ (this lesson builds on my previous resource which solely explores The Road Not Taken). The lesson includes various discussions relating to Invictus surrounding free will and fate, an activity exploring comparative terminology, a worksheet grid where students map ideas for comparison of the two poems, an exemplar paragraph, and peer assessment activity.

’With my partner, can I begin to write a short script from an extra scene to prepare for my Speaking and Listening Assessment?' This was delivered over two lessons to a mixed ability Y8 class, the first part focusing on preparing students for their speaking and listening assessment, and the second part where they practice and deliver their scripts. Includes help sheet resources to prompt and aid students if needed, a script check list, and also my ‘What Went Well’ and ‘Even Better If’ feedback sheets. The lesson also includes some drama techniques which students absolutely loved (vocal warm ups, show me don’t tell me tasks, facial expressions etc.).

‘Am I able to continue exploring Chapter 8 and comment on the most significant moments?’ This lesson was created for Y11 top set, but can easily be differentiated. Lesson includes memory recall starter and discussion points that can be addressed as the class read the chapter. There is also a quotation explosion task where they choose a quotation from the chapter to analyse and explore (could be used as a homework task). Lesson plan included, and a link to quizziz (quiz questions also included in the lesson plan document).

‘Am I able to explore Chapter 12 and comment on the most significant moments?’ Designed for a Y11 top set reading lesson and includes a ‘significant moments’ grid which can be used to reflect on and analyse key moments in the chapter. Students can record their own thoughts and add the feedback of other students in a different colour. The plenary enables students to reflect on the ending and why it might be significant. Lesson plan and grid included.

Some generic plenary questions as well as questions for GCSE Literature students. Students roll a dice (the one I have is 1-8) and answer the question corresponding to the number they roll.

A lesson exploring ideas about appearance, reality and the presentation of women in Shakespeare’s ‘Sonnet 130’. Prompts discussion about ‘reality’ and ‘appearence’, weaving in ideas about social media. Students work individually to interpret different given lines in the poem (worksheet including challenge questions), and then class collaboratively discuss, explore and feedback their interpretations. Lesson also includes a creative writing task.

A (2 hour) lesson guiding Y10 students (top set) through an approach to exploring, analysing and responding to an unseen poem - The Road Not Taken by Robert Frost. The lesson addresses the question: ‘Can I analyse language and structure in an unseen poem, learning a strategy to respond to an unseen poetry exam question?’ Students are working towards the question: In ‘The Road Not Taken’, how does the poet present the speaker’s feelings about choice? Groups of students are given a particular stanza to focus on independently and then feedback their ideas as the teacher makes notes on the board (I have left some of the answers my students delivered on the slides FYI). The next task focuses on an exemplar response, where students will construct their own paragraph responding to the question and utilising their annotated poem to support them. Resource includes Powerpoint, lesson plan, exemplar paragraph word doc and a word doc displaying the poem and question.

TBQ: Can I draw a map of the island and label it with significant moments to visually represent events in the novel so far? Task 1: Students draw a map of the island, including significant locations (checklist included). Task 2: On their island map, students plot the events that they think are most important to the storyline so far, including a small summary of the event (stretch and challenge task included as well as support for L/A). This was designed as an independent **revision/homework task **for top set Y11. Students got really creative with this and produced some amazing work!

TBQ: Can I reflect on the events in AMSND and create a storyboard to develop and secure my understanding of the plot? Delivered to a top set Y9 class over the course of 2 lessons. Students loved this engaging lesson as it encompasses a wide range of activities to secure their knowledge of the plot. Lesson includes: Plot summary (number the events in order) Storyboard task (with challenge) Plot quiz Closer analysis of Hermia and Helena fight Hermia’s twitter activity Image plenary task

TBQ: As I watch the film version of A Midsummer Night’s Dream, am I able to capture ideas about the characters in relation to the plot? Students are given a capture sheet to record notes about the characters and their relationships as they watch the BBC’s version of the play.

Guiding Y7 students through expanded noun phrases, using The Highwayman Poem by Alfred Noyes. Designed for a literacy intervention class.

TBQ: Can I research and revise relevant context to support my analysis of the poor in A Christmas Carol? Students were given laptops in this lesson to support their revision. Alternatively, this could be set as a homework revision task. Kahoot quiz link included.

Creative ctivities that can be adapted to support revision for any Power and Conflict poem. Kahoot quiz links. Images to match to quotations in Kamikaze and My Last Duchess

TBQ: Am I able to identify power and conflict in Jane Weir’s ‘Poppies’, and analyse the methods used to convey it? Mix and Match key terms to their definitions Introduces the poem using images Explores Jane Weir’s motivations for writing the poem Students are assigned a stanza and given guidance on what to pick out before sharing their ideas with the class (visualiser used to annotate the poem with the class) Plenary activities