This engaging and detailed lesson aims to improve students’ understanding of the social and historical context of Mary Shelley’s gothic horror novel: Frankenstein. The lesson places a particular focus upon the developments in health, science, and technology at the time the text was written and set, the locations visited by the author, and the life of Mary Shelley. By the end of the lesson, students demonstrate their ability to link their understanding of context to specific sections of the text. The lesson follows a step-by-step learning journey, in which children learn through: - Considering how life has changed between the end of the 18th Century and the present day; - Researching key information about health, scientific understanding, and major events in the late 1700s; - Understanding the features of locations in the novel, and interpreting what they may symbolise; - Developing their understanding of the author: Mary Shelley, and considering the key events in her life that influenced her writing of Frankenstein; - Linking knowledge of time, place, and author, and relating these to specific areas of the text; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and substantial; (including an animated Frankenstein’s monster to guide them through the lesson, and links to helpful websites); - Comparison between 1700s and the present day worksheet (and a teacher answer sheet); - Card sorting activity based on locations in the novel; - Mary Shelley worksheet (and a teacher answer sheet); - Analysis template with success criteria for creating well-structured responses; - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. This was originally taught to middle-ability year 9/10 groups, but can easily be differentiated for groups of different ages and abilities. All images are licensed for commercial use, and image rights are listed on the last page of the presentation. NOTE: One of the tasks requires access to researching materials, e.g. internet or library access.

This detailed and visually-appealing resource offers a complete reference point for students learning or revising John Keats’ poem 'Bright Star.’ It contains comprehensive sections on: Context; Line-by-Line Analysis; Poetic Devices/ Language Devices; Themes; Form/Structure; Poems for Comparison; Links to Wider Reading. Key words and ideas are underlined for easy reference. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This informative, engaging CPD session is intended to offer a valuable introduction to phonics for teachers and support staff. It aims to enable participants to: -To understand what phonics are and understand why they are widely used; -To grasp key phonics terminology and apply it in different contexts; -To break down the key phonics stages, comprehending how skills develop. The session is aimed at those who are new to phonics. I myself moved from secondary to primary, and can understand how daunting phonics schemes can appear! These resources, whilst detailed, present ideas in a simple way, helping to make key ideas understandable. Included is: A 27-slide colourful, clear PowerPoint presentation, including post-CPD quiz; Resources for an optional card-sorting activity, to learn appropriate phonics terminology; A comprehensive phonics helpsheet, detailing most of the main points from the session. I hope that you find these resources helpful. Many thanks!

This clear, detailed and visually-appealing resource offers a complete reference point for year 5 and 6 children when writing explanations. The organiser is also perfect for teachers, parents and English subject leaders - aiding their planning and supporting of children’s knowledge development for this writing text type. The organiser has a particular focus on the content, language and structural features required to write effective explanations at upper KS2. It contains distinct sections covering: -An Overview of Explanations; -Content: Title and Opening Statement, Main Body, Closing Statement; -Language:Vocabulary Choices, Tone, Tense, Conjunctions, Cause and Effect Techniques, Adverbs, Conjunctions, Punctuation Checklist and Word Mat; -Structure - Paragraphs, Whole Text Cohesion, Images and other tips; -Key Vocabulary The content is fully aligned with the age-related expectations for upper KS2 children in writing. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This stimulating and informative lesson develops students’ skill in creating non-chronological reports that precisely meet the content, language and structural features of the form. In particular, they gain an in-depth understanding of how non-chronological reports are ordinarily set out on the page, what information should be included within them, and what style they should be written in, in order to meet form and purpose. These resources contain 3 example non-chronological reports, differentiated by the accessibility of their language. Students follow a clear and logical learning journey, in which they: -Define what non-chronological letters are and clarify their purpose; Establish the structural features of non-chronological letters; -Work collaboratively to identify and analyse the content and language features in further model examples of non-chronological reports; -Create a success criteria for effective non-chronological reports; -Write their own non-chronological reports, using a planning sheet (if needed) and the techniques that they have learnt; -Peer/self-assess their writing attempts. There are enough resources here really for two lessons, including: -Visually engaging whole-lesson PowerPoint; -Non-chronological reports x 3 (based on tennis, great white sharks, and Dubai) -Non-chronological reports structure worksheet; -Non chronological reports planning sheet; -Step-by-step lesson plan. All images are licensed for commercial use, and are cited on the final page of the slide.

This engaging and informative lesson enables students to make clear, detailed and well-informed interpretations of Tommy’s characterisation in ‘Never Let Me Go.’ In particular, students develop their understanding of how his character is introduced and developed, drawing on a varied range of textual evidence from across the novel, before demonstrating their understanding of how the character reflects Ishiguro’s intentions. The lesson follows a step-by-step learning journey, in which children learn through: Reading an extract detailing Tommy’s introduction in the novel and answering comprehension questions about the initial portrayal of his character; Reading around quotations in order to track how Tommy’s characterisation is developed over the course of the novel; Understanding how Tommy reflects Ishiguro’s key meanings and ideas; Using their deep understanding of Tommy’s character to write a diary entry from his viewpoint; Peer assessing each other’s learning attempts. Included is: Whole lesson PowerPoint - colourful and comprehensive; Quote Interpretation worksheet; Selected extract (from chapter 1); Diary writing succcess criteria; Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This detailed and visually-appealing resource offers a complete reference point for students learning or revising Kazuo Ishiguro’s ‘Never Let Me Go.’ It contains comprehensive sections on: Context; Chapter by Chapter Summary (with quotes); Main Characters; Themes; Ishiguro’s Language Devices; Influences on the Writer. Key words and ideas are underlined for easy reference. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This engaging and informative lesson enables students to make precise, detailed interpretations regarding the relationship between Ferdinand and Miranda in The Tempest. In particular, students consider their introduction to one another at the end of Act 1 Scene 2, before tracking the development of their relationship throughout the play. The lesson follows a step-by-step learning journey, in which students learn through: Reading and comprehending how Ferdinand and Miranda are introduced to one another in Act 1 Scene 2; Using textual exploration to discover how the characters’ relationship is then developed over the course of the play; Considering Shakespeare’s intentions in his portrayal of the relationship; Answering an essay-style question about Ferdinand and Miranda’s relationship; Self-assessing their learning through the lesson; Included is: Whole lesson PowerPoint - colourful and comprehensive; Essay template (includes structure strip); Tracking template; Copy of extract from Act I Scene 2 (freely available online); Comprehensive lesson plan. Resources are provided in PDF (to maintain formatting) and Word (so that they are easily editable - they can be found in the zipfile) The lesson contains opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This lesson aims to improve students’ understanding of one of the key scenes in William Shakespeare’s Macbeth – Act III Scene IV. In particular, they learn to make insightful interpretations about the changing nature of Macbeth’s tone throughout the scene, and are enabled to understand how this would have affected Shakespearean audiences. The lesson utilises a range of tasks, that require students to be visual and interactive learners. It follows this learning journey: - Defining the key term ‘tone’ and establishing its importance as a literary technique; - Understanding how tone is used to depict mood and attitude across a range of fiction; - Reading and interpreting Act 3 Scene 4, and establishing how Macbeth’s tone alters throughout; - Reflecting upon why this may/ what effect this may have had on audiences at the time; - Summarising the events of the scene; - Analysing Shakespeare’s intentions in sharply altering Macbeth’s tone throughout; - Peer/self evaluating the learning in the lesson. Included in this resource pack are: - A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template to help scaffold the main task, complete with P.E.E instructions; - Cards for the card sorting group activity - A comprehensive teacher guidance form/lesson plan to assist delivery. All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

This lesson aims to improve students’ understanding of the key themes throughout William Shakespeare’s ‘Macbeth:’ ambition, power, and fate. In particular, students learn how the combination of these three ideas contribute to Macbeth’s eventual downfall, whilst drawing on their analytical reading skills to understand how the themes interweave with the plot throughout the play. The lesson utilises a range of tasks, that require students to be visual and interactive learners. It follows this learning journey: - Defining the key terms ‘fate’ and ‘free will’, and establishing their relevance within the play; - Reading and interpreting Act 5 Scene 8, and establishing how Macbeth’s death was set in motion long before the battlefield; - Mapping Macbeth’s demise, from his early success as a brave and respected warrior, to his death as a tyrant king; - Understanding and analysing how the key themes of ambition, power, and his belief in fate contributed to his downfall; - Peer/self evaluating the learning in the lesson. Included in this resource pack are: - A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template and instructions for the ‘Mood Mapping’ task; - A template to help scaffold the main task, complete with P.E.E instructions; - A comprehensive teacher guidance form/lesson plan to assist delivery. All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

This engaging and informative lesson enhances students’ skills in understanding the significant meanings in William Shakespeare’s Macbeth, and in particular the influence of the deceitful and mysterious weird sisters. Students gain an understanding of some of the attitudes towards witches in Shakespeare’s times, and attempt to link this knowledge to the events of the text. They also engage with Shakespeare’s intentions in utilising dramatic elements to reveal the witches use of the supernatural and deceit. The lesson follows a clear and logical learning journey, involving progressively more challenging tasks in which students: - Portray their understanding of witches and witchcraft; - Learn more about witches in a historical context through a fun ‘true or false’ game; - Define, identify, and understand dramatic irony; - Read sections of Macbeth and complete tasks to demonstrate their understanding; - Answer key questions about the witches that test their knowledge in relation to each of the English assessment outcomes; - Evaluate a modelled example of an analytical paragraph in relation to the witches; - Analyse the witches’ characteristics in their own responses; - Evaluate each others’ analytical responses. All images are cited on the final slide of the presentation, and are licensed for commercial use.

This engaging and thought-provoking triple-lesson resource aids students in developing a secure understanding of the chapters 7 to 9 of Katherine Rundell’s 'Rooftoppers.’ The comprehensive and colourful PowerPoint presentation enables students to understand the text through: -Making predictions; -Retrieving information; -Analysing the writer’s use of language. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. The lesson also includes an answer key for the retrieval questions, and model answer ideas for the more detailed responses. There’s a lot here (22 slides in total) so I would recommend breaking into two or even three separate lessons. The lessons are suitable for students in either upper KS2 or lower KS3, depending upon the individual context of the school and students. I originally used them with year 5 and 6 children.

This engaging and thought-provoking triple-lesson resource aids students in developing a secure understanding of the chapters 1 to 3 of Katherine Rundell’s 'Rooftoppers.’ The comprehensive and colourful PowerPoint presentation enables students to understand the text through: -Making predictions; -Retrieving information; -Inferring and deducing hidden meanings. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. The lesson also includes an answer key for the retrieval questions, and model answer ideas for the more detailed responses. There’s a lot here (22 slides in total) so I would recommend breaking into two or even three separate lessons. The lessons are suitable for students in either upper KS2 or lower KS3, depending upon the individual context of the school and students. I originally used them with year 5 and 6 children.

This engaging and thought-provoking triple-lesson resource aids students in developing a secure understanding of the chapters 4 to 6 of Katherine Rundell’s 'Rooftoppers.’ The comprehensive and colourful PowerPoint presentation enables students to understand the text through: -Making predictions; -Retrieving information; -Explaining key ideas. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. The lesson also includes an answer key for the retrieval questions, and model answer ideas for the more detailed responses. There’s a lot here (20 slides in total) so I would recommend breaking into two or even three separate lessons. The lessons are suitable for students in either upper KS2 or lower KS3, depending upon the individual context of the school and students. I originally used them with year 5 and 6 children.

This engaging and thought-provoking triple-lesson resource aids students in developing a secure understanding of the chapters 26 to 28 of Katherine Rundell’s 'Rooftoppers.’ The comprehensive and colourful PowerPoint presentation enables students to understand the text through: -Retrieving information; -Inferring hidden meanings; -Sequencing events. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. The lesson also includes an answer key for the retrieval questions, and model answer ideas for the more detailed responses. A template is also provided for the main creative activity. There’s a lot here (22 slides in total) so I would recommend breaking into two or even three separate lessons. The lessons are suitable for students in either upper KS2 or lower KS3, depending upon the individual context of the school and students. I originally used them with year 5 and 6 children.

This engaging and thought-provoking triple-lesson resource aids students in developing a secure understanding of the chapters 16 to 18 of Katherine Rundell’s 'Rooftoppers.’ The comprehensive and colourful PowerPoint presentation enables students to understand the text through: -Retrieving information; -Inferring hidden meanings; -Making predictions. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. The lesson also includes an answer key for the retrieval questions, and model answer ideas for the more detailed responses, in addition to a template for the ‘deeper thinking’ character analysis profile task (provided in both Word and PDF). There’s a lot here (23 slides in total) so I would recommend breaking into two or even three separate lessons. The lessons are suitable for students in either upper KS2 or lower KS3, depending upon the individual context of the school and students. I originally used them with year 5 and 6 children.

This resource booklet contains a wide range of age-appropriate, engaging, and meaningful comprehension activities for use throughout the reading of Katherine Rundell’s 'Rooftoppers.’ Teachers have found them particularly useful in comprehension or guided reading sessions. They are perfect for aiding the progress of children towards meeting the KS2 expectations within the National Curriculum framework. Children love learning from these resources, whilst they are also of great use to teachers, as there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that children gain a deep understanding of the text. Activities within the booklet include: ‘Rundell’s Language Techniques’ - to enable students to demonstrate that they can: ‘Explain meanings of words that they know and ask the meaning of new words. Link the meaning of new words to words that they already know;’ ‘Character Analysis of Sophie and Matteo’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘An Interview with Charles Maxim’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Storyboarders’ - to enable students to demonstrate that they can: ‘Read books that are structured in different ways and for a range of purposes.’ Plus many, many more activities (the booklet is over 20 pages in length!) I’ve also added it as a PDF in case the formatting differs on your computer. The resource is suitable for home/ remote learning.

This engaging and thought-provoking triple-lesson resource aids students in developing a secure understanding of the chapters 10 to 12 of Katherine Rundell’s 'Rooftoppers.’ The comprehensive and colourful PowerPoint presentation enables students to understand the text through: -Making predictions; -Retrieving information; -Sequencing events from the text. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. The lesson also includes an answer key for the retrieval questions, and model answer ideas for the more detailed responses, in addition to a template for the ‘deeper thinking’ storyboarding task (provided in both Word and PDF). There’s a lot here (23 slides in total) so I would recommend breaking into two or even three separate lessons. The lessons are suitable for students in either upper KS2 or lower KS3, depending upon the individual context of the school and students. I originally used them with year 5 and 6 children.

This engaging and thought-provoking triple-lesson resource aids students in developing a secure understanding of the chapters 22 to 25 of Katherine Rundell’s 'Rooftoppers.’ The comprehensive and colourful PowerPoint presentation enables students to understand the text through: -Retrieving information; -Inferring hidden meanings; -Analysing language. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. The lesson also includes an answer key for the retrieval questions, and model answer ideas for the more detailed responses. A writing to describe helpsheet is also included to support the creative task at the end of the lesson. There’s a lot here (23 slides in total) so I would recommend breaking into two or even three separate lessons. The lessons are suitable for students in either upper KS2 or lower KS3, depending upon the individual context of the school and students. I originally used them with year 5 and 6 children.

This engaging and thought-provoking triple-lesson resource aids students in developing a secure understanding of the chapters 29 to 31 of Katherine Rundell’s 'Rooftoppers.’ The comprehensive and colourful PowerPoint presentation enables students to understand the text through: -Retrieving information; -Explaining key ideas; -Summarising the main events in the text. The sessions include a range of retrieval, vocabulary, inference, explanation and deeper thinking activities. A clear, colourful and comprehensive PowerPoint presentation guides students through the learning. The lesson also includes an answer key for the retrieval questions, and model answer ideas for the more detailed responses. A template is also provided for the ‘deeper thinking’ storyboard activity (in both Word and PDF). There’s a lot here (24 slides in total) so I would recommend breaking into two or even three separate lessons. The lessons are suitable for students in either upper KS2 or lower KS3, depending upon the individual context of the school and students. I originally used them with year 5 and 6 children.