Engaging and ready to teach one hour lesson to cover chapter three of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson introduces the key word mondegreen (misheard words that are given a new meaning) and prompts students to analyse the effect of the Fuhrer being misheard as “The Fury” and Auschwitz being misheard as “Out-With”. Students are given scaffolding to write an analytical paragraph to consider the effect of this technique. Learning Objective: Analyse the effect of mondegreens as symbols in the text. Learning Outcomes: Bronze: Understand what a mondegreen is and give examples from the text. Silver: Explain clearly how these words are used as symbolds. Gold: Explain clearly what the effect is on the reader. **Lesson Outline: ** Do It Now: What do you notice about the chapter titles? Starter: Listen to ‘Message in a Bottle’ – what is a mondegreen? Activity one: Discussion and reading Activity two: PETER paragraph Peer assessment Plenary: Would all readers of this book be able to consider the mondegreens? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

A fully-resourced and differentiated lesson to teach students what an infographic is and the purpose of one. I have used this lesson both in teaching English (looking at purposes of texts or for a way to present student research) or as part of teaching GCSE Media Studies. I have included it as one-lesson but it could easily be split into multiple lessons in which students research a chosen topic and then create a final version of their own infographic. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A fully-resourced one hour lesson to introduce students to the character of Shylock in The Merchant of Venice in the context of the history of anti-Semitism. Students will read the scene and consider how Antonio and Shylock treat each other as well as considering how Shakespeare presents Shylock. Students will be scaffolded to independently find quotes from act 1 scene 3 and explain what this shows us about the characters. Learning Objective: Explore Shakespeare’s portrayal of Shylock. Learning Outcomes: Students will understand a basic history of anti-Semitism. Students will understand the events of act 1 scene 3 and consider how Shylock is introduced. Students will work in pairs to independently find and analyse quotes to show what they learn about Shylock. Lesson Outline: Do it now: Think – Pair – Share: What do we learn about Shylock from his opening quote? Activity 1: The history of anti-Semitism teacher explanation and student discussion of anti-Semitic propaganda. Group and class discussion of propaganda posters. You may want to edit this down if you feel it would be distressing to members of your class. Activity 2: Read act 1 scene 3. Activity 3: In pairs, students complete worksheet by finding quotes and considering what this tells us about the characters. Plenary: Who do you have more sympathy for: Antonio or Shylock? Class discussion More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A fun, detailed and ready-to-teach lesson in which year 6 students will reflect upon their organisational strengths and areas for improvement. They will then discuss strategies for improving their organisation and then complete a planner quiz which prompts them to problem-solve when using a planner. This is designed to last an hour but could be spread out over two one-hour lessons if more discussion time is given. This includes: A 27 slide PowerPoint with all teacher instructions and two different quizzes for students to complete. I really value all the feedback I receive. Leave a review and choose any other resource of up to the same value for free from my shop.

A detailed PowerPoint with accompanying printable worksheets for students to explore the context of Shakespeare’s Macbeth before embarking on their reading of the play. This lesson prompts students to dive deep into the historical and cultural backdrop of the play while honing critical skills like summarising, analysis, and collaboration. The lesson includes a thorough exploration of Macbeth’s context, including the reign of King James I, the Gunpowder Plot, witchcraft and the supernatural, family life, and gender roles. Through teacher modelling, students learn effective summary writing techniques, equipping them with the tools to distill complex information into concise and impactful summaries. They then put this into practice by using one of the worksheets to summarise information on their given topic. Students then engage in a carousel activity, where they delve into each of the context topics, learning from their peers, and collaboratively constructing their understanding. Learning Objective: Summarise contextual information about British society in the Jacobean period. Learning Outcomes: Students will read and comprehend new information and life in Jacobean times. Students will summarise this information in their own words. Students will clearly articulate what they have learned to your classmates. Lesson Outline: Do it now: Students think – pair – share about the importance of understanding a text’s context. Starter: Walkthrough of how to write an effective summary using an example text about James I. Activity 1: Students write their own summary of one of the contextual topics (King James I and the Gunpowder plot, Witchcraft, Family Life and Gender – these are differentiated by ability as shown by notes on PPT slide). Students spend 15 minutes creating their summary and then self-assess. Activity 2: Summary carousel – students move around the classroom sharing their summaries and taking notes on the various topics. Plenary: Mini whiteboard questions on the topic from this lesson. Leave a review and choose any other resource, of up to the same value, for free from the LikeAnExpert shop.

Fully resourced and differentiated 1 hour lesson in which students learn how to use a colon and a semi-colon and then apply it by completing a short piece of writing. This lesson is aimed at KS3, but it could easily be adapted to younger or older students. This lesson includes: - Full explanation of the rules for using colons and semi-colons. - Worksheet for students to practise using colons and semi-colons (including examples where either could be used correctly to prompt discussion about the different effects of using them). - Writing task for students to apply their knowledge of colons and semi-colons. Leave a review and choose any other resource for free from the LikeAnExpert shop.

Engaging and ready to teach one hour lesson to cover chapter two of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson introduces the key words juxtaposition and foreboding. Students then look at three quotes and consider the techniques and effects used in them before writing a scaffolded PETER paragraph about the chapter. This resource includes a ready-to-teach lesson and a printable scaffolding worksheet. Learning Objective: Write a PETER paragraph about the impression of Bruno’s new house. Learning Outcomes: Bronze: Write a paragraph using the PETER structure. Silver: Explain the effect of the quote in detail. Gold: Make links between different parts of the text. Lesson Outline: Do It Now: Students try to work out the meaning of the two key words of today’s lesson. Starter: Students read the chapter and write down any quotes that give a foreboding impression Activity one: Think – pair- share discussion of the literary techniques used and the effects. Activity two: Students use PETER paragraph outline to write an analytical paragraph. Peer assessment Plenary: What do you think made Bruno feel “cold and unsafe” in the new house? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

Engaging and ready to teach one hour lesson to cover chapter four of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson begins with a reminder of key words and techniques in the book so far. It moves onto a silent debate about statements about the Holocaust - I have used this activity a number of times and it creates a very powerful atmosphere in the classroom. Students are then guided towards independently analysing an extract with guiding questions provided. Learning Objective: Independently analyse an extract from the text. Learning Outcomes: Bronze: Independently identify literary techniques in the novel. Silver: Explain in detail the effect on the reader. Gold: Consider how there might be different interpretations of the novel. Lesson Outline: Do It Now: Key words reminder - match the word to the definition Starter: Silent debate and gallery Activity 1: Class reading Activity 2: Independent analysis Discuss students’ answers as a class Plenary: What do you predict will happen next? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

This is an engaging and fully-resourced one hour lesson to introduce students to the characters of the witches and some of the key themes in Act 1 Scene 1 of ‘Macbeth’ by William Shakespeare. This resource includes a full PowerPoint including all teacher instructions that is ready to download and teach straight away. Students will consider pathetic fallacy and the paradox of ‘fair is foul, and foul is fair’. Students will work in groups to complete an engaging worksheet and then will work individually to write an analysis paragraph (which is scaffolded with an example paragraph included). Students will also have the opportunity to stage the opening scene and consider how they could increase the fear for the audience. Lesson Objective: Analyse how Shakespeare creates fear at the start of Macbeth. Learning Outcomes: Understand how the opening scene introduces some important themes in Macbeth. Evaluate Shakespeare’s use of literary devices. Distinguish between the reactions of a Shakespearean audience and a modern audience. Lesson Outline: Do it now: Questions for students to consider how a Shakespearean audience would have reacted to the witches. Starter: Think – Pair – Share about witches in Shakespeare’s time. Activity 1: Read act 1 scene 1 and students complete worksheet to identify language techniques with answers provided. Activity 2: Students write an analytical paragraph to answer the question ‘how did Shakespeare create fear for a Shakespearean audience?’ They will see a modelled paragraph first and peer assess afterwards. Activity 3: In groups of 3, consider how they would stage and direct the scene to really terrify a Shakespearean audience. Plenary: How would a modern audience react differently to the opening of Macbeth? Do you think it is still as scary even though the belief in witchcraft isn’t as widespread? Leave a review and choose any other resource, of up to the same value, for free from the LikeAnExpert shop.

A detailed knowledge organiser to support students studying ‘Macbeth’ by William Shakespeare. It includes the following: A brief section on William Shakespeare Key quotes and explanation of their importance Overview of all the important characters Important literary terms for studying the play This is suitable for any age group studying the play. It is an excellent resource to be used for setting homework, quizzing in classes or as a support mat. Leave a review and choose any other resource for free from the <a href="https://www.tes.com/teaching-resources/shop/LikeAnExpert ">LikeAnExpert</a> shop.

An engaging hour-long lesson which introduces students to the relationship between Antonio and Bassanio in Act 1 Scene 1 of The Merchant of Venice. This is aimed at students in Key Stages 3 and 4. Learning Objective: Analyse the relationship between Antonio and Bassanio in Act 1 Scene 1. Learning Outcomes: Students will complete comprehension questions on Act 1 Scene 1. Students will practise ‘exploding’ a quote for deeper analysis. Students will write an analytical paragraph using the PETER framework. Lesson Outline: Do it now: Think – pair – share – students infer details about Antonio from quotes. Starter: Introduction to Antonio and Bassanio. Activity 1: Read up until line 68 and discuss questions. Activity 2: Read until the end of the scene and discuss questions. Activity 3: Teacher modelling of how to explode a quote. Students write an analytical PETER paragraph to examine a quote in detail. Plenary: How are the audience meant to feel at the end of the scene? More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

An engaging hour-long lesson which introduces students to the main characters and themes in The Merchant of Venice before studying the play. This is aimed at students in Key Stages 3 and 4. This resource includes: A full Powerpoint including all teacher instructions (including printing instructions) A graphic organiser for students to record their notes. 5 detailed character profiles: Antonio, Bassanio, Shylock, Jessica and Portia. Learning Objective: Understand the main themes and characters in The Merchant of Venice. Learning Outcomes: Students will consider the title and posters of the play to mind-map themes. Students will work in groups to use an example summary and success criteria to write their own summary of a character from the play. Students will share features of their character with other students in the class. Lesson Outline: Do it now: Mind-map your ideas about the play based on the title. Starter: Look at these covers and posters; add your ideas you have about themes and ideas in the play to your mind-map. Think-pair-share ideas with the class. Activity 1: Modelling of an effective summary. Students read character profiles in groups and write a summary. Activity 2: Students circulate, share information and write down notes about the other characters. Plenary: Character quiz. More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A complete practice CIE 0500 Language Paper 2 paper based on the specification and past papers. This includes an insert with an original question and texts. This can be used for mocks or exam preparation.Rubric not included so mark according to the specification mark scheme. Paper 1 is available here. CIE 0500 Freebies: A free lesson giving an overview of CIE 0500 Language Paper One here. A free lesson giving an overview of CIE 0500 Language Paper Two here. Free marking templates for CIE 0500 here. If you find this helpful, have a look at my CIE 0500 Language Paper 1 bundle here or the Language Paper 2 bundle here. If you’re interested in both, there is a combined bundle here which is cheaper than buying them separately. Please leave a review as I value all the feedback I receive, and have a look at other resources available in my shop. **

A detailed knowledge organiser about Curley’s wife accompanied with a revision activity whereby students make their own knowledge organiser about one of the characters in the text. The knowledge organiser includes the following sections: Key vocabulary How Curley’s wife links to the theme of dreams How she links to the theme of loneliness Historical context about treatment of women Overview Explanation of key quotes Leave a review and choose any other resource, of up to the same value, for free from the LikeAnExpert shop. I have a whole range of Of Mice and Men revision resources available in the shop and a range of revision videos on my YouTube channel (this is linked to in my shop).

Engaging and ready to teach one hour lesson to cover chapter five of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson teaches students the difference between direct and indirect characterisation (with an exercise to practise writing their own examples). It then prompts them to consider the characterisation of Father. Students then write a personal response to an emotional extract from the text in which Father expresses his opinion on the Jewish people in Auschwitz. Learning Objective: Write a personal response explaining how I feel about an extract. Learning Outcomes: Bronze: Describe how you feel about an extract. Silver: Explain the reasons for your feelings. Gold: Ask questions and make links between what you know from the text and your other background knowledge. Lesson Overview: Do It Now: True or false questions about the Holocaust Starter: Indirect vs direct characterisation – explanation and whole-class activity. Activity 1: Popcorn reading and class discussion of how Father is characterised. Activity 2: Write a personal response to an extract from the text. Plenary: Think-pair-share: how did this extract make you feel? What do you think the author wants us to feel? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

Engaging and ready to teach one hour lesson to cover chapter thirteen of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson requires students to consider how John Boyne creates tension in the dinner party scene and to compare how this is shown in the book and the movie. Students will then devise their own drama scene to put into practice tension-building devices. Learning Objective: Analyse how writers and directors create tension. Learning Outcomes: Bronze: Understand which techniques can be used by writers and directors to create tension. Silver: Explain clearly how these techniques create tension. Gold: Use some of these techniques yourself to construct a dramatic performance. Lesson Outline: Do It Now: How might a movie director create tension? Starter: Reading focus – how does John Boyne create tension? Activity 1: Students complete an analysis table based on quotes from this chapter with teacher support. Activity 2: How is tension created in the film? Activity 3: Devising their own scene in groups and performing. Plenary: What do you think happened to Pavel? What do you think will be the consequences for Lieutenant Kotler? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

Two engaging and ready to teach one hour lessons to cover chapters 17 - 20 of ‘The Boy in the Striped Pyjamas’ by John Boyne. The first lesson (chapters 17 - 18) requires students to use a range of reading skills and techniques - they read independently and in pairs to practise their comprehension and inference skills. The second lesson (chapters 19 - 20) requires students to think about the effects of pathetic fallacy and dramatic irony in the penultimate chapter and then to reflect on how they feel about the ending. LESSON ONE Learning Objective: Practise a range of reading skills. Learning Outcomes: Bronze: Read in pairs and individually, and use skimming, scanning and inference skills. Silver: Support your partner by correcting them constructively in paired reading. Gold: Make a perceptive prediction about what will happen at the end of the book. Lesson Outline: Do It Now: Match the reading term to the definition. Starter: Paired reading of chapter 17 followed by comprehension and inference questions. Activity 1: Chapter 18 individual comprehension questions and marking. Activity 2: What do you predict will happen at the end of the book? Plenary: How has Bruno changed over the course of the book? LESSON TWO Learning Objective: Reflect upon the story. Learning Outcomes: Bronze: Understand the terms pathetic fallacy and dramatic irony. Silver: Explain how pathetic fallacy and dramatic irony are used to create tension. Gold: Reflect upon the end of the novel. Lesson Overview: Do It Now: What are your expectations for finishing the book? Starter: Explanation of pathetic fallacy and dramatic irony– how does that impact your expectations? Activity 1: Reading focus for chapter 19. Activity 2: Chapter 19 reflection followed by class questions for teacher. Activity 3: Chapter 20 reflection. Plenary: Questions on a post-it note. Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

Engaging and ready to teach one hour lesson to cover chapter fifteen of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson asks students to probe how they think Bruno would feel after betraying Shmuel to Lieutenant Kotler. They explore how to use figurative language and different sentence structures and then write a diary entry as Bruno. Learning Objective: Write a personal response as Bruno. Learning Outcomes: Bronze: Consider the complex emotions that Bruno feels in this chapter. Silver: Express these feelings using figurative language. Gold: Use a range of simple, compound and complex sentences. Lesson Outline: Do It Now: How would you describe the feeling of guilt using figurative language? Starter: Reading focus – how does Bruno feel? Students create a mind-map and use a thesaurus to build vocabulary. Activity 1: Hot-seating as Bruno, Shmuel and Lieutenant Kotler. Activity 2: Focus on simple, compound and complex sentences. Activity 3: Write a diary entry as Bruno Peer assessment Plenary: What thoughts and feelings do you think Shmuel would have experienced during this same time period? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

An hour long engaging lesson in which students are introduced to the main characters and themes in Macbeth. Through individual and group work, students will practise reading skills - in particular comprehension, inference and summarising - and collaborate with each other to share information that they have gleaned from profiles about the key characters in the play. Students will also be shown images representing Macbeth and prompted to infer themes they think will be evident in the play. Learning Objective: Get to know the main characters and themes in Macbeth. Learning Outcomes: Find and highlight key information about your character in the play. Re-write information about your character and share it with others in your own words. Question others about their characters and make connections between different characters. Lesson Outline: Do it now: Think – Pair – Share question about ambition Starter: Students look at five images representing Macbeth and infer themes from them. Activity one: Students are assigned a character from Macbeth. They read the information sheet and take bullet points notes in their graphic organiser. Activity two: Students circulate around the room swapping facts until they have completed all five character profiles. Plenary: Mini quiz based on the characters in the lesson. This lesson contains a 16-slide PowerPoint and five printable character profiles. Leave a review and choose any other resource, of up to the same value, for free from the LikeAnExpert shop.