An overview of a SOL exploring descriptions with a Sci-Fi theme.

Students will craft their subverted fairy tale this week for their end of term assessment. Throughout this week, students will plan, craft, and evaluate their writing by utilising the skills and knowledge developed over the past 6 weeks.

A lesson exploring the characterisation of Scrooge during the exposition of the novella.

KS3/KS4 MA challenging extract.

A 3 part lesson which builds the necessary skills to push for higher marks designed for language paper 1, question 5. However, differentiated versions have been used with a variety of ages and abilities with much success also. This resource is designed to respond to an assessment for a Year 9 class, but is easily edited to match the needs of the class. Lesson one focus: structuring a response, lesson 2: some elements of linguistic devices and advanced vocabulary, and then concluded with the production of a Section B response. Multiple hours of designing, editing and careful thought, so please let me know how your classes get on and any suggestions you would make to make this better.

A fully resourced, differentiated and challenging lesson aimed at introducing KS4 to themes in the AQA Power and Conflict cluster. Full lesson plan is available on request. Please check poems which are on the PowerPoint and edit accordingly. This lesson took a lot of time to create and focused on researched strategies and a real emphasis on strecth and challenge. Feedback or suggestions of tweaks would be greatly appreciated.

A lesson exploring Dickens’ methods in ‘A Christmas Carol’ and applying this to the creation of a Dickensian character.

Learning Challenge: Can I make inferences on a Gothic setting description? Skills Tested: Inference and selecting appropriate textual evidence. Text Focus: Wuthering Heights setting description.

A single lesson on creating a Dickensian villain using Dickensian writing methods.

A booklet for quick progress checks at the end of each day (designed for a 1 week summer school program, but easily adaptable).

A lesson exploring sensory imagery in travel texts, building towards a crafted paragraph utilising sensory imagery.

A single lesson using ‘Wuthering Heights’ as a stimulus to understand the difference between tone and mood in Gothic literature.

This is a fun set of lessons I designed recently to aid those on their Language Paper 2 Examination and general transactional writing. The lessons are designed to be engaging; the students will be scaffolded to writing a persuasive writing piece. It can easily be differentiated (I personally use Bronze, Silver and Gold for my class). Resources: I have included the Martin Luther King extract from ‘I Have A Dream’. This can easily be adapted to other speeches. Barack Obama, JFK and monologues from US Talk Shows are current but must be sensitively used. As for the video game research, I would recommend using five or six articles around the room. Use the most up to date articles you can and therefore print off according to the date of use. Interactive Elements: Check and adapt depending on software and model. Very easily adapted.

A two/three part lesson which has really helped my 7s/8s improve their writing style. It is based on science-fiction, but can easily be adapted for a range of literature or schemes of work. Is based on the PETER structure, but it could be adapted to whichever acronym you use.

A double lesson exploring Gothic settings with a focus on ‘The Little Stranger’ and ‘Rebecca’. All resources are included in the PowerPoint and formatted for books.

A single lesson (easily adapted to two with analytical response) exploring the context, message, and poetic devices in the poem, Valentine. Aimed at a MA/HA Year 8 class.

A detailed lesson developing inferences on Frankenstein’s Monster to develop knowledge of Gothic characterisation.

Following on from the previous lesson, students will craft their linguistic devices into their writing using a visual stimulus. This lesson covers an introduction to planning, but predominantly focuses on the use of linguistic devices and varied vocabulary (LP1, Q5 – A05 – Strand 3)

Building on and consolidating knowledge from the previous two lessons, the lesson today explores sensory imagery and how to apply it to descriptive writing. Through the use of soundscapes, students will write creatively and be encouraged to justify descriptions based on just the sense of sound. Students will then green pen reflect on their descriptive piece this week and develop the quality of sensory imagery to meet a purpose.

Students should consolidate their knowledge of the elements of language and structure developed over the course of the term. Throughout this lesson, students will complete a SLOW WRITING response to an image stimulus. With the support of the D.S.S.Z.L structure, students will craft their writing to meet the criteria of each paragraph. Ensure students are crafting and not rushing into their writing.