Before having children I was Head of KS3 English at a secondary school in Lincolnshire. I thoroughly enjoyed my time as a teacher and I loved planning lessons and creating exciting resources.
Before having children I was Head of KS3 English at a secondary school in Lincolnshire. I thoroughly enjoyed my time as a teacher and I loved planning lessons and creating exciting resources.
Before becoming an English teacher, I was a journalist. I used my skills and knowledge gained there to create a scheme of work to teach students about how language is used in news writing. The SOW proved very successful with Year 9 students of varying abilities. The SOW is 8-10 lessons long, depending on your students’ ability. It leads up to students writing their own news article using the skills gained in the SOW.
The SOW uses the following learning objectives in its lessons:
LESSON 1
To understand how newspapers use layout
LESSON 2
To compare and contrast online and printed newspapers
LESSON 3
To explore the power of images in newspapers
LESSON 4:
To understand more about the language of types of newspaper writing
LESSON 5
To explore the way newspaper stories are structured
LESSON 6
To identify and understand emotive language, and its effect on readers.
LESSON 7
To understand how to write clearly, concisely and correctly.
LESSON 8
To understand how to put a whole article together
This SOW focuses on persuasive techniques, language techniques, non-language devices and presentational features used in advertising to have an effect on the reader. Students develop their analytical skills before creating their own advert with commentary for their assessment. Although this may sound dull, students had real fun with this scheme and found it genuinely interesting. They thoroughly enjoyed the 'speed dating' to learn about different advertising techniques.
The SOW uses the following learning objectives in its lessons:
LESSON 1
To understand how images are composed, and how to read figure signs.
LESSON 2
To understand how images use colour, texture and viewpoint.
LESSON 3
To understand how persuasive language techniques as used in adverts.
LESSON 4:
To describe the effect of persuasive (language) techniques used in adverts.
LESSON 5
To analyse language techniques and presentational features in an advert.
LESSON 6
To create own advert using knowledge and skills gained from analysis.
LESSON 7
To create own advert using knowledge and skills gained from analysis. INDEPENDENT TASK TIME
LESSON 8
To create own advert using knowledge and skills gained from analysis. INDEPENDENT TASK TIME
Sheets for students to stick in their books or for teachers to display in their classrooms that describe requirements for levels and sub-levels in reading, writing and speaking and listening.
An accessible resource that allows students to take responsibility for their own progress. It's also a helpful resource for teachers when setting targets. Students find their level on the sheet and they can then look to the next level where it says 'To get a level 5b, I need to...'
Also included is a marking key sheet for students to stick in their books to enable teachers to state the particular markers they use to marks students' books. Also, a personal target sheet for students to self-assess their ability at the start of the year. Students may review this at different times of the year to assess their own progress.
There's also a target record sheet for students to keep in the front of their exercise books to keep a record of their targets. The idea is that they start filling in their targets from the bottom of the sheet so they're effectively climbing "the ladder" and making progress. Students should regularly review the sheet with their teacher to assess whether they're meeting their targets and whether their NC level is improving over time.
This SOW was created for Year 7 students of varying abilities. It contains 14 lessons with accompanying resources.
The SOW has the following reading, writing and speaking & listening assessments:
READING - Explore the relationship between one of the characters and the horse Joey.
WRITING - Students are to describe a picture using the senses and one simile or metaphor.
SPEAKING & LISTENING - Dramatic performance of a scene from War Horse.
The SOW takes students through these learning objectives:
LESSON 1
To be able to engage with the key theme of war in the novel
To understand the main points about the historical context of the novel
LESSON 2
To understand life on a farm in the early 1900s
To develop inference skills
LESSON 3
To be able to describe character
To be able to make comparison
To revise the use of connectives to compare
LESSON 4
To understand the term ‘points of view’
To be able to compare points of view
To be able to rewrite from an alternative point of view
LESSON 5
To be able to analyse and describe a setting
To develop descriptive writing skills
LESSON 6
To develop inference skills
LESSON 7
To be able to take different roles in speaking and listening tasks
To develop drama skills
LESSON 7.5
To be able to take different roles in speaking and listening tasks
To develop drama skills
LESSON 8
To be able to make links between objects, events and characters
To be able to track themes and make logical links
LESSON 9
To develop analysis skills
To develop the ability to write about language
To develop the ability to write about the words chosen by the writer
LESSON 10
To be able to explain the relationships between characters
LESSON 11
To be able to read independently
To develop analysis skills
LESSON 12
To assess students’ ability to make inferences about characters
LESSON 13-14
This lesson takes students through Vernon Scannell's poem A Case of Murder. First, students are presented with the First Two Lines from their poem. Place these are students desks before they enter. They're to think about the poem and what it could be about. Next, present students with Gap-fill Poem where they are urged to fill in the gaps in the poem. This helps them to engage with the content and really think about the language of the poem. Feedback.
Issue the complete poem. Discuss initial thoughts.
Go through the activities in the PPT, which includes quick questions, in-depth question, discussion on themes, emotional response and then a contextual-based homework.
Students work as detectives investigating a crime scene based on Roald Dahl's short story Lamb to the Slaughter. There are two lessons included with the learning objective 'To select, understand and describe evidence; To interpret information and develop explanations.'
These lessons have proved hugely successful and fun for students. They absolutely love walking into the classroom to see a crime scene and it's amazing to see even the most disruptive of students get completely into character. There's a little preparation involved in these lessons, but you and your students will reap the benefits.
11 examples of written reports for Year 9 English students. There are examples of reports for students making 'limited', 'adequate', 'good' and 'excellent' progress. Reports include targets for improvement.
Set up a debate with your class as a speaking & listening assessment/activity to run alongside the reading of David Almond's Skellig. This debate springs from the character Mina, who is home schooled. Having done this debate several times with classes, it usually elicits some passionate opinions.
Divide your class as necessary into two teams - 'for home schooling' and 'against home schooling' and then issue the cards to the opposing teams. The cards will give students starting points to develop their arguments further.
This is a flexible activity to manage and adapt however you wish to suit the abilities of your students.
Language devices to use when writing to argue and persuade, put helpfully into the mneumonic 'A RED FOREST'. When I was teaching students to write to argue, I display the language devices around the room to encourage students to look for them and use them.
Ask your students to graph the build-up of tension in each act. Differentiation would include asking students to add quotes to their graph or illustrate pictures to help their understanding.
This is a 6-7 week scheme of work that can be adapted to suit your needs, but it basically leads students up to pitching their idea for a new type of fast food restaurant. Essentially, it leads up to a very engaging speaking and listening assessment.
Students must learn to work in a team with different roles. They must learn to delegate tasks based on students' differing abilities. The SOW involves mind mapping, problem-solving and decision-making. Having done this SOW with students before, it really does get their creative juices flowing. They end up taking it very seriously and really do think about their restaurant's brand name, slogan, logo, target audience, USP, appropriate location etc. The competitive element of the SOW really engages boys as well. Not only do students hone their speaking and listening skills, but they gain a basic understanding of how to create a business that will be successful when considering several different factors.
The SOW is all included within the PowerPoint with 'notes' added to most slides to be completely self-explanatory. The PowerPoint contains 31 slides, which are very easy to follow and tell students exactly what they need to do.
This PPT offers students two activities to practise close reading and inference. The first activity gives students a scenario in which they have to consider whether the protagonist is guilty of theft. The answer isn't very obvious so students have to closely read the passage to make a considered decision.
The second activity gives an RSPCA's description of a puppy for adoption. Students have to explain what they can infer from the passage based on evidence and reasoning.
This resource offers a comprehensive list of techniques used by the media to influence consumers. This list can be used in a variety of ways. Students could use it to identify techniques used in adverts or they could use it to create their own advert.
There are 15 different techniques listed:
Association
Bandwagon
Beautiful People
Bribery
Celebrities
Experts
Explicit Claims
Fear
Humour
Intensity
Maybe
Plain Folks
Repetition
Testimonials
Warm & Fuzzy
This resource contains two documents: the student version is a blank table for students to complete; the teacher version is already filled in using Bridget Jones's Diary and When Harry Met Sally as examples.
Students are to attempt to identify the features of a romantic comedy in Shakespeare's Much Ado About Nothing and complete the table using modern romantic comedies to assist their understanding.
This resource offers a reading question, an essay plan and key word definitions. This essay was used as the reading assessment for a high ability Year 9 group studying Shakespeare's Macbeth.
Essay Question:
Starting with this speech, explain how far you think Shakespeare presents Macbeth as a tragic hero.
Assessment Objectives
A01 – Maintain a critical style and develop an informed personal response, and use textual references, including quotations, to support and illustrate interpretations.
A02 – Analyse language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
A03 – Show understanding of the contexts in which texts were written
A04 – Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
The first sentence of an article (often printed in bold, or capitals, or a larger font) is called the topic sentence, as it introduces the main topic/subject of the article. It aims to give you the whole story in one go – who, what, where, why and when. Explain that it’s imperative that a writer is clear, concise and correct in their topic sentence.
Issue Topic Sentences to pairs of students. Ask them to write down the five Ws and see how many their topic sentence answers. Students will see how concise the topic sentence is, and what questions have been left unanswered. After 5 minutes, ask students to swap their topic sentence with another pair and do the same.
Discuss: How well were the topic sentences written? How could they have been improved?
(PW)
Display PowerPoint. Ask students to use the facts displayed to have a go at writing their own topic sentence. Show students the sentence written in the Daily Mail article (slide 3). Discuss how they’ve focused on the mother at the start of the sentence. Students to swap their topic sentences with a partner to see whether it answers the 5 Ws.
This resource is taken from my KS3 English Newspaper/Journalism SOW which you can buy from my shop.
This lesson takes students through how to respond to an exam question. The question is:
Starting with this speech, explain how far you think Shakespeare presents Lady Macbeth as a powerful woman.
Write about:
• how Shakespeare presents Lady Macbeth in this speech
• how Shakespeare presents Lady Macbeth in the play as a whole
Students explore the play where Lady Macbeth is featured. They highlight/annotate the exam question and speech. They then read through other parts of the play and pick out important quotations for their 'quotations' bank. Students also complete a PEE-based essay plan throughout the lesson in preparation for writing a whole response. Students also consider the assessment objectives.
On the PowerPoint there are 'notes' at the bottom of each slide for guidance on how to conduct the lesson.
This exam question PEE plan is applicable to all questions on AQA's English Literature Paper 1. It allows a space for the question, and then separates it off into the two bullet points, then allowing students space to plan their PEE paragaphs.
Students find this plan very clear and simple to use. It allows them to organise their thoughts and plan a coherent exam response.
Play ‘Halloween’ music as students walk in.
Display ‘Urban Legends’ PowerPoint. Show students the definitions of ‘urban’ and ‘legend’. Students are to attempt to work out what an urban legend is with reference to the definitions. Pair-share. Introduce L.O. Ask students to write date, title and L.O. in their exercise books.
Look at the conventions of an Urban Legend. Explain Def. – conventions - a rule, method or feature of a particular piece of writing) Establish what an urban legend is.
Show students the short video of ‘Diet Coke and Mentos’.
Switch off the lights and use torch to read the urban legend 'Killer on the Back Seat'. Students will find it pretty creepy!
Split the class into groups. Distribute the Urban Legends and ask one member from each group to read an urban legend aloud. After groups have read an urban legend, request whole-class feedback. Ask students to state the common features of an urban legend.
Display ‘How to write your own Urban Legend’ slide. Discuss the conventions of an urban legend in preparation for students to write their own.
Ask students, in pairs, to discuss their initial ideas for two minutes.
Using slide 6, students are to start writing their own Urban Legend. It should be no longer than 4 paragaphs and should take no longer than 3-4 minutes to read. Students to finish for homework.