A complete lesson for Y3/4 on haikus. The context for the poetry here is water - perfect if your topic is ‘Rivers and the Water Cycle’ or similar. The lesson begins by introducing the concept of syllables, before explaining what haikus are and how they work. The activity is differentiated 3 ways with a word bank to support pupils at all 3 levels of challenge.

A complete lesson for Y3/4 to enable pupils to plan a ‘new’ Roman (or Greek) myth. This could be ideal if your topic is the Romans or Ancient Greece and you are looking at myth writing in English. The resources comprise a step-by-step powerpoint, an ‘ideas mat’ (with possible plots that pupils can use or adapt as they see fit) a ‘quick planning’ template that pupils can use as you guide them through the presentation and a writing frame for them to record their plan in full.

A complete lesson for Y3/4 on writing rhyming couplets, with water as the context for the poetry. The lesson involves plenty of partner talk and oracy so as to allow pupils to hear the effect of different rhyming structures, as well as the overall rhythms of poetry. The main activity is differentiated three ways with a word bank to support children working at all three levels of challenge.

A lesson for Y3/4 on poetic kennings. The context for this lesson is water, but editable resources are included should you need to change this. The activities are differentiated two ways: lower achieving writers can use the word bank to write simple ‘adjective’+‘verb’ kennings, while other children can make their kennings more varied in structure (in your shared writing you can make these as simple or complex as you choose!)

A lesson for Y3/4 all about rhythm in poetry and the syllables in words. The context is water-themed poems constructed with rhyming couplets. The activities are differentiated three ways with an extension challenge. Challenge 1 requires pupils to count the syllables in each line of a poem and then choose the best line to finish it off. Challenge 2 requires pupils to write their own additional lines, as does Challenge 3 but a syllabic limit is imposed for them to work within.

A complete, standalone writing lesson for Y3/4 in which pupils complete a written piece to either begin or end a unit on newspapers (with an Anglo Saxon topic theme!). In this lesson, pupils complete a newspaper article breaking the news to Romano Britons that the Anglo Saxons are about to invade their shores. The resources comprise: an example text (WAGOLL), wordbank, planning template, writing frame (pages 1 and 2, with newspaper-style columns) and a step-by-step powerpoint.

A lesson for lower KS2 on poetic metaphor and personification, using poetry about water as the context. The powerpoint introduces the idea via the concept of similes (so pupils should understand similes before teaching this content). The differences and similarities between metaphor and personification are then explained. The lesson then gets pupils to discuss ‘good’ and ‘not so good’ examples of metaphors and uses this to draw out ‘success criteria’ (guidelines) for writing good metaphors. The main activities are then differentiated 3 ways.

A complete, standalone lesson for Y3/4 in which pupils design a ‘room-cleaning robot’ and then use this as the context for an explanation text on how the robot functions. This can be done as an assessed piece in one extended lesson or the content could be split into separate planning and writing days. The resources comprise: an example text (WAGOLL), wordbank, design template, planning (‘flowchart’) template, L.O page header slips and a step-by-step powerpoint.

A complete lesson for teaching Alan Peat’s ‘tell: show 3’ sentence type - a very useful device for instantly making setting and character descriptions more interesting. This lesson is in the context of describing a forest setting. However, both the files are editable should you want to change this. The resources comprise a powerpoint with detailed explanations and examples of the sentence type, along with three differentiated sheets to get pupils writing their own t:s3 sentences by the end of the lesson!

This is a complete writing lesson for lower KS2 during which pupils will write a biography of Harry Potter. It is structured as an assessment piece that could take place either before the start or at the end of a unit on biographies. However, it is adaptable if you wish to use it in another way. The resources comprise a step-by-step powerpoint with embedded videos, a list of the major facts in Harry’s life (for pupils to order), an example text (WAGOLL) and a word bank to assist pupils’ writing.

This powerpoint contains 82 literacy starters, each one differentiated three ways and most also including an extension challenge - a total of over 300 activities! With the exception of the ‘lipograms’, these activities are all ‘open-ended’, i.e, pupils do not ‘finish’ them. This makes them ideal for morning ‘welcome’ time (for schools that do this), where pupils arrive at different times. Equally, they can be used as regular lesson starters. Nothing needs printing for any of the activities, you literally just put the slide up on your smartboard and off you go! The file comprises the following challenges: Slides 2-18: ‘Word Chains’ (Y1-6) This can be good practice for pupils’ dictionary use skills - can they find a word that begins with the last letter(s) of the previous word? How long can they then make this word chain before they run out of words? Slide 19: ‘Alphabet Sentences’ (Y1-6) A great activity for assessing how well pupils grasp what constitutes a sentence, as well as extending their vocabulary. This activity challenges pupils to create sentences where the words start with consecutive letters of the alphabet. Slides 20-46: ‘Lipograms’ (Y4-6) Ideal for practice in using a thesaurus and extending pupils’ vocabulary, as well as assessing their sense of poetic rhythm and word choice. These activities provide a short poem with a particular theme (e.g ‘water’, ‘Spring’, ‘The Future’, etc.) and challenge pupils to re-write it with the rule that one letter is ‘forbidden’! Note: some of these are harder than others, so choose carefully when first introducing the idea! Slides 47-62: ‘Starts and Ends’ (Y2-6) A chance for pupils to build vocabulary and practice dictionary use, this time in a slightly more competitive way! The starting and ending letters of words are provided, pupils need to think of and write down the longest words they can find/think of with those starting and ending letters. Slides 63-74: ‘9 Letter Challenge’ (Y1-3) Useful for practicing phonics for spelling with simpler words. This activity challenges pupils to make as many words as they can using the provided letters. Note: These only have 2-way differentiation (plus an extension challenge) Slides 75-83: Christmas Specials! These are versions of the above challenges for the festive season, complete with suitably cheesy xmas graphics!

An example Newspaper Article about the Norman victory at the Battle of Hastings and the death of Harold Godwinson. Suitable for Lower KS2 and ideal if you happen to be studying newspaper articles in English and the Anglo Saxons/Normans/Early Middle Ages/Kings and Queens in topic! Could be used for guided reading or as model text (WAGOLL) as a stimulus for writing.

A complete lesson on reading inference for Y3/4 with a newspaper article on the invasion of Britain by the Anglo Saxons as the focus text. The powerpoint pre-teaches tricky vocab and outlines the strategy pupils should use. There is then an example question before the pupils answer the questions themselves. The questions are differentiated 3 ways but all are inference questions as this is the target skill.

A lesson for Y5/6 that takes some of the themes of the final sections of The Journey , e.g refugees arriving in a new and strange country, and uses them as the inspiration for writing haikus. The lesson begins with a ‘diamond 9’ activity to get children discussing the feelings that a refugee finally stepping into safety might experience. There is then a brief recap on syllables using a fun paired game. Pupils are then introduced to haiku as a form and, through good and ‘not so good’ examples, draw out the success criteria themselves. For teachers less confident with spontaneous shared writing, there is a ‘crib sheet’ with key questions and ‘think out loud’ points. For the independent activity, pupils can select an image to write a haiku about and the help sheet has examples for each image which pupils can use to base theirs on if needed.

A complete lesson for Y4-6 (adaptable for Y3) about how to identify and write effective similes. This lesson is intended to take pupils right back to what the point of similes is: to create vivid imagery in the reader’s mind. From there, various ‘good’ and ‘not so good’ examples show pupils how to build that imagery most effectively. Pupils then generate the ‘success criteria’ for effective similes (the powerpoint refines these down to 3 ‘golden guidelines’). Finally, there are 3 differentiated activities ranging from quite heavily scaffolded (‘Challenge 1’) to freer writing. For higher year groups, you could make ‘Challenge 2’ the easiest and then challenge your most able writers to apply the ‘golden guidelines’ in their own similes ‘from scratch’. Please note: this lesson frames similes through the context of writing descriptive settings of a forest. You can of course edit the powerpoint directly and copy/paste, then edit the wording from the activities.

A writing lesson for Y3/4 giving pupils an opportunity to write a section of an adventure story with a polar/Arctic/Canadian/Inuit theme. The pupils are challenged to write the ending to a story they are introduced to (‘Nukilik and the Bear’) about an Inuit boy and an orphaned polar bear. This lesson can be used as an assessment piece at the start or end of a unit on adventure story writing. The resources comprise: a planning template, wordbank, story introduction to follow on from and a step-by-step powerpoint.

A complete lesson for Y3/4 in which pupils complete an assessed written piece to either begin or end a unit on myths (of the Roman or Greek type). The piece is a re-telling of the Athena and Poseidon myth (how Athens got its name). The resources comprise: an example text (WAGOLL), wordbank, ‘bare bones’ and a step-by-step powerpoint.

A complete lesson on reading inference for Y3/4 with an information text on the dangers of Arctic oil drilling as the focus text. The powerpoint pre-teaches tricky vocab and outlines the strategy pupils should use. There is then an example question before the pupils answer the questions themselves. The questions are differentiated 3 ways but all are inference questions as this is the target skill.

Please see the first lesson in this series: www.tes.com/teaching-resource/y3-4-reading-inference-fiction-arctic-tale-set-in-canada-11917970 as this lesson is the follow-on. A complete lesson on reading inference for Y3/4 with the second part of an Arctic-themed adventure story as the focus text. The powerpoint pre-teaches new vocab and recaps the strategy pupils should use. There is then an example question before the pupils answer the questions themselves. The questions are differentiated 3 ways but all are inference questions as this is the target skill.

A debate lesson for Y5 English at the beginning of a unit on writing balanced arguments, to complement a geography topic on Global Trade. The motion is ‘globalisation is a force for good in the world’, with eight fictional characters who stand on different sides of the argument. Through hot-seating and diamond four activities, this should help get some in-depth discussion going in your classrooms about the hidden costs of our cheap and plentiful consumer goods in the West, whilst acknowledging that standards of living would probably be worse across the board without worldwide commerce. Happy teaching and please do leave your feedback.