Thank you for visiting my shop. My aim is to provide high quality teaching resources that reduce the
need for hours of planning and help learners to achieve their potential in English and English Literature.
Please feel free to email me at sdenglish18@gmail.com with any queries, requests or comments.
Thank you for visiting my shop. My aim is to provide high quality teaching resources that reduce the
need for hours of planning and help learners to achieve their potential in English and English Literature.
Please feel free to email me at sdenglish18@gmail.com with any queries, requests or comments.
A straightforward lesson that follows on from:
https://www.tes.com/teaching-resource/lower-ability-ks3-what-is-a-sentence-12053604
It includes:
A starter in which learners identify the missing features of a range of sentences. These features are categorised as either ‘missing subject’, ‘missing verb’ or ‘missing verb or more’. There is also the option of ‘no errors’. Slides 1-2 contain the sentence ready for correction, so it would help to have access to an interactive board.
An introduction to simple, compound and complex sentences. Learners read an example of each type and see if they can work out how they are different.
A guide sheet that explains the nature of simple, compound and complex sentences.
Learners then identify whether sentences A-J are either simple, compound or complex and have a go at writing their own complex sentences, choosing from a list of subordinating conjunctions.
The lesson concludes with a game involving five different pictures. The impetus is on learners to come up with a sentence in relation to each picture, with a simple sentence being worth 1 point and a complex sentence being worth 3. The instruction is, ‘Look at the picture, think of a sentence, raise your hand.’
This lesson should take about an hour and is aimed at lower-middle ability learners. It could be used as a cover lesson.
Following on from this introductory lesson:
https://www.tes.com/teaching-resource/an-introduction-to-creative-writing-ks3-12065152
This lesson develops learners’ understanding of similes and metaphors.
It draws slightly on material from this much older lesson:
https://www.tes.com/teaching-resource/simile-metaphor-and-personification-11747189
This lesson provides:
Anagram starter using devices from MRS SOAP (descriptive techniques)
What is a simile? Learners identify which statements, 1-3, are similes.
Simile challenge worksheet
What is a metaphor? Check understanding with common metaphors from everyday language
Learners then complete metaphors 1-8 using their own imagination.
Review task.
Target ability: Lower KS3
Lesson time: 1hr approx.
A straightforward lesson on personification for lower ability KS3 learners.
It is the third in a series that begins with this introductory lesson:
https://www.tes.com/teaching-resource/introduction-to-creative-writing-la-ks3-12065152
It provides:
A lesson starter in which learners use a series of pictures as a prompt for creating similes and metaphors
What is personification?
Identifying personification and its effects in an extract from the opening of a story
A storyboarding task that encourages learners to use personification in a six-scene description of their day
Plenary
The sixth in the KS3 Basic Literacy Series. It includes:
A starter based on the homophones there, their and they’re, effectively revising the material covered in the previous lesson.
What is an inference + several examples
A series of photos as a basis for whole class discussion on the inferences that can be made from different visual cues.
A worksheet: read ten short extracts and make inferences from them, with extension task
Review
This lesson can stand alone but it assumes some pre-teaching of there, their and they’re.
The 11th in the KS3 Basic Literacy Range. This lesson is aimed at middle ability learners. It includes:
Do Now task based on previous lesson on inference-making. Learners examine a range of texts and images and say what conclusion can be drawn from them.
Feedback slides
Revision of the terms subject and verb
Identifying the subject and verbs in a range of sentences (worksheet + answers)
What does subject-verb agreement mean?
An information sheet covering six of the rules relating to subject-verb agreement, each with its associated task. Teacher answers included.
Feedback slides
Learning Review
This lesson is based on the regular Guardian feature ‘A Letter to…’. I have found that it generates some very emotive and well-written pieces, even from the slightly more disengaged.
Students read an example, highlighting the areas of strength, before composing a list of their own success criteria. The writing task is to produce their own ‘letter they always wanted to write’ with an opportunity for peer assessment later. The peer assessment is based broadly on the mark scheme for AQA 8700/2 Question 5, but can be adapted for different boards.
This file was last saved in Office 2016.
This is a straightforward lesson that follows on from prior teaching of broadsheet article writing. The question is styled in the form of AQA but could be adapted for other boards.
After a true or false Do Now task, the question is introduced and discussed.
This is followed by brief coverage of a suggested article structure (heading, introduction, main body and conclusion).
Students then work through a series of questions in response to a sample answer/WAGOLL. This sheet could be printed on A3.
Staff then take feedback from students.
Students write their own responses.
The lesson concludes with a learning review composed of five key questions.
A learning mat that summarises the basic layout of an article and an essay and the structure of a full paragraph.
Sold separately here but will eventually become part of a KS3 unti of work on article writing, all being well.
Suited to higher ability KS3.
A straightforward lesson on choosing between a full stop and a comma.
The starter encourages learners to revise the terms subject and main verb. The term predicate is introduced. Learners identify the subject, main verb and predicate in a range of different sentences contained within a table.
Slide 2: The idea of a comma splice is introduced.
Slide 3: Learners identify whether a comma splice exists in five different sentences. It would be helpful to have an interactive board so that the sentences can be annotated on screen.
Slide 4: Learners are directed to a paragraph which contains multiple comma splices. They must identify them.
Slide 5: Feedback on screen
Slide 6: Learners write a paragraph about themselves, ending their sentences correctly.
Slide 7 Review/Check Learning
The seventh in the Basic Literacy series for lower ability KS3. This lesson covers:
Starter/Do Now: following on from the previous PPT, learners practise making inferences from text (see cover image)
Feedback slide
Quick revision on complex sentences
What is a relative clause? What is the purpose of a relative clause? What is the difference between a non-defining and a defining relative clause?
Learners then work through a series of four relative clause-based tasks with corresponding feedback slides. There is a two-sided guidance sheet to aid their completion.
Review Learning
**NB: As this lesson is aimed at lower ability learners, it only asks them to work with four relative pronouns instead of the complete range. These are:
who
whose
that
which**
This lesson aims to teach learners the difference between you’re and your. It is aimed at lower ability learners and follows on from this lesson on inference-making:
https://www.tes.com/teaching-resource/ks3-basic-literacy-making-inferences-12082697
It can stand alone but assumes some pre-teaching on making inferences from text and images.
This lesson includes:
Do Now Task: make inferences from these images and text
Feedback slides
The difference between your and you’re, with ‘test your understanding’ statements
Practise using your and you’re double-sided worksheet with challenge task
Listen for the homophone task (you will need to provide hold-up whiteboards, pens and erasers)
Review learning
The 9th in the KS3 Basic Literacy series that begins with:
https://www.tes.com/teaching-resource/ks3-basic-literacy-what-is-a-sentence-12053604
This lesson on semicolons includes:
Do Now Task (see cover image)
Do Not task feedback slides
Revision of key terms: main clause, dependent clause and complex sentence
The purpose of a semicolon
Independent practice using a semicolon
Feedback slides
Learning Review
Estimated time: 1 - 1.5 hours.
Target group: lower ability KS3
A lesson that aims to develop learners’ confidence with complex sentences.
It includes:
Sentence Bingo starter (also sold separately)
What is a complex sentence?
The difference between the main clause and dependent clause
An exercise in producing complex sentences using prompt material
An independent writing task
Review
Time suggested: 1 hour
Target Ability : Lower to middle KS3
This is the tenth in the KS3 Creative Writing for lower ability learners. It follows on from this introduction to creative writing techniques:
https://www.tes.com/teaching-resource/introduction-to-creative-writing-la-ks3-12065152
This lesson includes:
Do Now task: learners identify the ‘typical’ sights and sounds on a street, with extension task
Feedback slide
MRS SOAP revision task
Learners then go on to complete a worksheet that asks them to apply their knowledge of creative writing techniques to their own street. Teacher examples and challenge task included,
Peer assessment
Learning review
An introduction to formal letter writing, with different coloured tasks suited to different abilities. There are three example letters accompanying this powerpoint. Suitable for use with mid-upper KS3 groups.
A powerpoint covering a range of SPaG topics with appropriate activities for practice. Suitable for KS2-KS3, although I've also used them with lower ability GCSE re-sit groups as starters.
Three essays on the function of Scrooge in ‘A Christmas Carol’ with accompanying tasks. Could be used as a cover lesson for those who have read the novella and would benefit from some revision.
The essays have not been graded but are simply aimed at higher ability, middle ability and lower ability students.
The tenth in the KS3 Basic Literacy series aimed at lower ability learners. It includes:
Do Now Task (see cover image)
Feedback slides
Revision of key term: main clause
The main differences between the semicolon and the colon, with examples
Independent practice
Feedback slides
Review Learning
Estimated time: 1 - 1.5 hours
Following on from this introduction to speech writing…
https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010
This is a speech-writing lesson based on the issue of social media. It includes:
Starter/Do Now task - learners examine a range of images and suggest what they all have in common (the answer is they represent the dangers of social media in some way)
Feedback slide
Social media dangers true or false with teacher answers.
Feedback slide
Paired discussion: is social media good for our society?
Key points in the social media debate with mind-mapping activity
Sample GCSE question (AQA style) with speech planning sheet task
Writing time
Peer assessment and review
This lesson is aimed at lower-middle ability learners and should take about two hours.
Information/statistics correct as of 30/3/19
Following on from this introduction to unseen poetry:
https://www.tes.com/teaching-resource/unseen-poetry-lesson-1-12130945
This is the next lesson in the series. It covers:
Revision of aspects of the AQA 8702 English Literature GCSE (NB. references to ‘An Inspector Calls’ and ‘A Christmas Carol’).
Feedback slide
What is meant by ‘poetic methods’?
The Literature Assessment Objectives
4 tasks on worksheets in relation to poetic methods (teacher answers included). These are to be carried out in conjunction with the Methods Mat, which you may choose to print back-to-back and laminate.
Feedback slides
Learning Review