This is a complete lesson (PowerPoint Presentation) teaching the difference between when to use the quantifiers ‘much’, ‘many’ and ‘lots of’/ ‘a lot of’. The PowerPoint also covers the difference between countable and uncountable nouns. We use ‘much’ and ‘many’ to ask questions (e.g. How many apples is there? How much milk is there? and to make negative statements (e.g. There aren’t many apples. There isn’t much milk.) whereas we use ‘lots of’ or ‘a lot of’ to make positive statements (e.g. There are lots of apples. There is lots of milk.). We use ‘much’ to ask questions and make negative statements about uncountable nouns. We use ‘many’ to ask questions and make negative statements about countable nouns. We use ‘lots of’ or ‘a lot of’ to make positive statements about both countable and uncountable nouns. Countable nouns are nouns that we make plural and that we can count where as uncountable nouns are nouns that we don’t make plural and which we measure instead of count. This resource is a PowerPoint presentation which includes a full lesson’s worth of activities and teaching points for teaching children how to use much, many and lots of/ a lot of. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - sentence builder task √ Teaching input - the difference between countable and uncountable nouns, how to use ‘much’ and ‘many’ to ask questions about amounts and to make negative statements about amounts. How to use ‘lots of’ and ‘a lot of’ to make positive statements about amounts. √ Mini-plenary - use ‘much’ or ‘many’ to fill in the blank task √ Multiple guided/ whole class consolidation activities throughout √ Multiple differentiated independent activities (3 levels) throughout √ Extension task √ Plenary activity - mistake spotter (AOL) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching how to use the past perfect tense. The past perfect tense is made from the word ‘had’ plus the past participle of the verb. It is used to: Set the scene and explain what happened before a story or event took place, Describe the earlier of two events that happened in the past (in such cases, it is usually joined to a clause in past simple using a conjunction) This lesson presentation on the past perfect tense includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of prior learning (examining the other tenses and why we use them) √ Teaching input/ information slides (explaining how to identify and construct sentences in past perfect tense) √ Multiple consolidation activities (fill in the blanks, spot the mistakes, change the sentences to past perfect tense etc.) √ Independent activities and application tasks (3 levels of differentiation) √ Differentiated support sheets for those who need them √ Extension of learning - looking at why we use the past perfect tense √ Speaking and listening tasks/ reasoning questions √ Writing/ Homework challenge - past perfect tense writing task √ Plenary activity - AOL The lesson covers the following: Review of past simple, past continuous, present simple and present continuous tenses and why we use them The difference between present perfect and past perfect tense Regular and irregular verbs in their past participle form Base tense, past simple and past participle verb forms How to construct sentences in past perfect tense Why we use the past perfect tense (to set the scene before decribing a story or event and to describe the earlier of two events that happened in the past) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a complete lesson (PowerPoint Presentation) teaching how to use inverted commas/ speech marks/ quotation marks. Inverted commas/ speech marks are used to punctuate direct speech. They go around the words which are actually spoken. This resource is a PowerPoint presentation which includes a full lesson’s worth of activities and teaching points for teaching children how to use inverted commas/ speech marks. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity (AFL) √ Teaching input - what are inverted commas and how do we use them? √ Consolidation activities - Speaking and listening, reading and writing activities √ Guided/ whole class activities √ Differentiated independent activities (3 levels) √ Apply learning - Writing Task √ Reasoning activities √ Plenary activity (AOL) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching how to use the present perfect tense. The present perfect tense is made from the word ‘has’ or ‘have’ plus the past participle of the verb. It is used to: Talk about past experiences & places we have been, Talk about things which happened in the past but the effects of which are still true now etc.) Talk about very recent events The presentation includes: √ Learning objective √ Three success criteria √ Starter activity reviewing difference between ‘has’ and ‘have’ plus answer slide & explanation slides √ Review slides, activities & answer slides - reviewing other uses for present perfect tense (to talk about past experiences & places we have been, to talk about things which happened in the past but the effects of which are still true now etc.) √ Review slide, activity & answer slides - reviewing use of ‘not’ with present perfect tense (hasn’t, haven’t) √ Input slides teaching how to use the present perfect tense to talk about recent events √ Two consolidation activities (question and answer, drawing review activity) √ Input slide - use of ‘just’ when using the present perfect tense to talk about recent events √ Consolidation slide - use of ‘just’ √ Differentiated questions (3 levels) plus answer slides & explanations (blue = tricky; easiest difficulty, orange = very difficult; middle difficulty, red = super duper hard; most difficult √ Consolidation activity - irregular past participles activity & answer slide √ Plenary - spot the slip-up activity, hint slide & answer slide This lesson is designed specifically for Cambridge Stage 6, unit 1 teaching content but can be suitable for any English lesson teaching the present perfect tense. PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to write a letter. It includes teaching input/ information slides for the structural and language features of letters, examples of formal and informal letters, a modelled/ shared writing task, independent writing tasks and differentiated feature checklists. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning √ Teaching input/ information slides √ Example of a formal and an informal letter √ Speaking, listening, reading and writing tasks √ Feature checklist for letters √ All answer slides √ Plenary Learning Objective: LO: To identify the features of and write my own formal letter. Success Criteria: I can identify the purposes of a variety of different letters. I can read and understand a letter of complaint. I can describe the structure of a letter. I can identify the language features of a letter. I can write my own letter. Lesson details: Starter activity - comparing and contrasting task Example of formal and informal letters Speaking and listening task - mind-map of features Teaching input - Structural features of letters: Sender address Date Recipient address Salutation Paragraphs Valediction Name and/ or signature Teaching input - language features of a letter: - Time order adverbials - Present tense, imperative verbs - Second person pronouns - Formal, impersonal language - Adverbs Modelled/ shared write task - letter writing Independent and differentiated consolidation writing task (formal letter writing regarding an environmental issue (3 levels) Differentiated feature checklists (3 levels) Plenary - Peer review task PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 2 to 5 how to plan and write engaging and well-structured book reviews. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Differentiated starter activity (3 levels) √ Teaching input/ information slides √ Example of a good book review √ Feature checklists for each part of a review √ Whole class/ shared writing activities √ Independent writing tasks √ Speaking, listening, reading & writing tasks √ Differentiated checklists for writing task (3 levels) √ Peer review tasks √ All answer slides √ Plenary Learning Objective: LO: To identify the features of and write my own book review Success Criteria: I can read and understand a book review. I can describe the structure of a book review. I can explain the purpose of a book review. I can identify key details of a book. I can summarise a story. I can describe my opinion of a book. Lesson details: Starter activity - differentiated match up task for text types and their purpose (3 levels of differentiation) Teaching input/ information slides - reviews and book reviews Consolidation task Whole class speaking activity - mind map Example of a good book review (four slides) Info slides - structure of a book review + consolidation task Shared/ modelled write task + guide Independent write + differentiated feature checklists for book reviews (3 levels) Plenary - peer review task PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to write fantastic narrative stories filled with suspense, drama and excitement. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter and plenary activities √ Review of relevant prior learning √ Teaching input/ information slides √ Examples of good character descriptions & feature identification tasks √ Speaking, reading, writing and grammar tasks √ Explanations and examples of how to use each structural and language feature in your own character descriptions √ Differentiated consolidation tasks (3 levels) √ Whole class, paired, group and independent activities √ Feature checklists √ Writing inspiration Learning Objective: To build up suspense and drama in narrative writing Success Criteria: I can explain what suspense is and where we might find it in a story. I can read and understand a suspense-filled text. I can identify techniques used by author’s to build suspense. I can write my own suspense-filled part of a story. I can write in the past tense. I can check my work against a feature checklist. Lesson details: Starter activity - Quick creative writing task Review of revelant prior learning - differentiated (3 levels) grammar task focusing on writing in the past tense, as is typically used when telling stories. Review of revelant prior learning - story hills, typical structure of a narrative story + consolidation activity Teaching input addressing the following: What is suspense? Where/ when is it found in a story? Why do authors use suspense? How do we build up suspense in our writing? Mini-plenary reviewing teaching input Listening task - listening to part of a story that is full of suspense Speaking task - retelling the part of the story Whole class/ teamwork activity - creating a mind-map of potential problems to describe with suspense in a story Teaching input/ explanation + consolidation task for each of the following features of suspense: - Short, snappy sentences - Creepy atmosphere - Empty words - Show- not- tell - Rhetorical questions - Dramatic openers - Dramatic punctuation (ellipses, exclamation marks etc.) - Cliffhanger Whole class writing task (model/ shared write) Independent writing task Differentiated feature checklist for each ability level (3 levels) Plenary - review list of features and techniques for building suspense PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation teaching what fronted adverbials are and how to use them in your writing. Fronted adverbials come at the front of sentences and describe the verb. They tell us where, when, how or why the verb happened. The lesson presentation (PowerPoint) includes: √ Learning objective √ Three success criteria √ Starter activity √ Teaching input information slides √ Quick Review/ Mini Plenary activity √ Consolidation activities √ Differentiated independent task (three levels) √ Extension activity √ Includes reading and writing tasks - opportunities to apply the learning √ All answer slides √ Plenary activity LO: TO IDENTIFY, UNDERSTAND AND USE FRONTED ADVERBIALS IN MY OWN WRITING. Success Criteria: I understand that fronted adverbials come at the start sentences and give additional information about the verb. I can identify fronted adverbials in sentences and distinguish between where, when, how and why fronted adverbials. I can use where, when, how and why fronted adverbials in my own sentences to give additional information. I can punctuate my fronted adverbials with a comma. PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to write fantastic character descriptions. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter and plenary activities √ Review of relevant prior learning √ Teaching input/ information slides √ Examples of good character descriptions & feature identification tasks √ Speaking, reading, writing and grammar tasks √ Explanations and examples of how to use each structural and language feature in your own character descriptions √ Differentiated consolidation tasks (3 levels) √ Whole class, paired, group and independent activities √ Feature checklists √ Writing inspiration Learning Objective: To identify the features of and write my own character description Success Criteria: I can read and understand a character description. I can identify the structural features of a character description (paragraphs, most obvious details described first, describes both appearance, personality and life details). I can identify the language features of a character description (fronted adverbials, powerful verbs, adjectives, adverbs, figurative language etc.) I can write my own character description. I can check my work against a feature checklist. Lesson details: Starter activity - Quick creative writing task Review of revelant prior learning - What are characters? Where do we find character descriptions in a story? What tense are stories usually written in? Review of revelant prior learning - Adjectives and their importance in descriptions Mini-plenary reviewing teaching input Speaking and listening task - describing and drawing a character activity Teaching input/ information slides - structure of character descriptions (appearance, personality, additional details, most obvious information first etc.) Differentiated consolidation activity (3 levels) - structure of a character description Reading task - example of a good character description Grammar task (differentiated 3 levels) - using ‘was’ and ‘had’ correctly to describe character traits Input - language features of powerful descriptions (fronted adverbials, powerful verbs adjectives, adverbs, conjunctions etc.) + consolidation activities (identifying features in the character description) Whole class writing task (model/ shared write) Independent writing task (writing stimuli included) Differentiated feature checklist for each ability level (3 levels) Plenary - adjectives game PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a complete lesson teaching children how to identify, read and write the ‘or’ digraph of phase 3 phonics. This lesson introduces the ‘or’ digraph and the sound that it makes. It is designed to be the FIFTEENTH lesson in this complete phase 3 phonics course of lessons that build on prior learning from phase 2. In phase 3 of phonics, children learn that multiple letters (digraphs and trigraphs) can make one sound. They also meet some of the less common letters and the sounds they make. They continue to practise segmenting and blending CVC (consonant - vowel - consonant) words, CCVC and CVCC words as well as some longer, phonetically-decodable words. These lessons follow on from the phase 2 phonics lessons where the most commonly used letters and sounds are learned and children practise segmenting and blending mostly CVC (consonant - vowel - consonant) words. These lessons are designed to teach children how to read and write by practising the skills of identifying, segmenting and blending. Each lesson includes all the information, games, videos and activities needed teach each phase 3 sound. PLEASE CHECK THE NOTES SECTION ON EACH SLIDE FOR EXTRA TIPS AND IDEAS FOR TEACHING PHONICS PHASE 3. It is recommended that you teach these lessons in the following order as the lessons build on prior learning: ai air ar ch ear ee er igh j ng oa oi oo (long) oo (short) or ow qu sh th ur ure v w x y zz The presentation includes: √ Learning objective and success criteria √ Phase 3 phonics sound mat √ Review slides for phase 2 phonics √ Games, videos and activities introducing the sound √ Segmenting and blending reading activities √ Segmenting and blending writing activities PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to plan and write fantastic narrative stories filled with powerful descriptions and suspense! The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter and plenary activities √ Review of relevant prior learning √ Teaching input/ information slides √ Example texts for each part of a story (character description, setting description, suspense-filled climax, resolution, ending) √ Differentiated feature checklists for each part of a story (3 levels) √ Whole class/ shared writing activities √ Independent consolidation tasks (3 √ Speaking, listening, reading & writing tasks √ Differentiated grammar task - writing in the past tense (3 levels) √ Writing inspiration Learning Objective: LO: To identify the features of and write my own fiction story Success Criteria: I can explain the structure of a typical story. I can write in past tense. I can use powerful, descriptive language (adjectives, adverbs, fronted adverbials etc.) I can describe events in chronological order. I can use figurative language. Lesson details: Starter activity - adjectives bingo game Review of revelant prior learning - True or false statements about stories -Teaching input/ information slides - story hills, typical structure of a narrative story + differentiated consolidation activity Differentiated grammar task - writing in the past tense Story openings - setting descriptions (what they are, example of a good setting description, features of setting descriptions, identification of features consolidation task, shared write activity, independent writing activity) Story openings - character descriptions (what they are, example of a good character description, features of character descriptions, identification of features consolidation task, shared write activity, independent writing activity) Story build ups & Climaxes - using suspense to describe the problem (what suspense is, example of a good suspense-filled climax of a story, structural and language techniques for building suspense, identification of features consolidation task, shared write activity, independent writing activity) Story resolution - (what happens here, example of a good resolution, shared write activity, independent writing activity) Story ending - (what happens here, example of a good ending, shared write activity, independent writing activity) Independent extended writing task (assessment of learning) Differentiated feature checklists for stories (3 levels) Plenary - synonyms of ‘went’ game PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.