Following on from the MRS SOAP Creative Writing Series, the main focus of this lesson is to describe a disused room in an abandoned hospital building. It is aimed at lower-middle ability KS3 and assumes some knowledge of the following concepts: Metaphor Repetition for effect Simile Sentence Structure (simple, compound and complex) Onomatopoeia Adverbs and adjectives Personification Structure of the Lesson: Do Now task based on photo prompt (see cover image) Feedback slide MRS SOAP techniques crossword (teacher answers included) A worksheet/planning sheet based on the main photo prompt WAGOLL Writing Time Peer Assessment Learning Review Lessons in the MRS SOAP Creative Writing Series can be found here: https://www.tes.com/teaching-resource/developing-skills-in-creative-writing-12079150

The seventh in the Basic Literacy series for lower ability KS3. This lesson covers: Starter/Do Now: following on from the previous PPT, learners practise making inferences from text (see cover image) Feedback slide Quick revision on complex sentences What is a relative clause? What is the purpose of a relative clause? What is the difference between a non-defining and a defining relative clause? Learners then work through a series of four relative clause-based tasks with corresponding feedback slides. There is a two-sided guidance sheet to aid their completion. Review Learning **NB: As this lesson is aimed at lower ability learners, it only asks them to work with four relative pronouns instead of the complete range. These are: who whose that which**

A lesson on ‘The Prelude’ for lower ability learners. It includes: Multiple choice starter based on the Romantic Movement What is ‘The Prelude’? Context sheet + tasks Suggested annotations for lower ability learners True or false to test understanding Comparison task with ‘Storm on the Island’ Review

A lesson ‘Storm on the Island’ for lower ability learners. It includes: Do Now task: learners examine an image of storm in a coastal area, identifying how it represents power and conflict. Context sheet with corresponding tasks Quotation hunt Comparison with Exposure in terms of 1) power and 2) conflict Review

A lesson that follows on from this introduction to speech writing for KS3: https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010 This is a speech-writing lesson based on the issue of gender equality. It includes: Starter - learners say to what extent they agree with a series of statements relating to men and women. Feedback slide Key Facts about Gender Equality sheet Links to Emma Watson’s HeForShe speech Planning sheet task Sample GCSE question (AQA-style) Writing time Peer assessment and review This lesson is aimed at lower-middle ability learners and should take about two hours. **UPDATE: WAGOLL now included and Slide 9 question corrected. **

This PPT enables an exploration of ‘Exposure’ by Wilfred Owen, part of the AQA Power and Conflict Anthology. It is aimed at lower ability learners whose primary objective is understanding and basic comparisons. It includes: Starter: Infer the meaning of the word exposure by examining the three images (sun exposure, exposure to the elements, exposure to harmful gases in the air) Learners then look at an image of WW1 soldiers in the trenches and link it to their understanding of the word exposure. There is a context sheet which explains some of the background to the poem e.g. the Western Front and conditions for soldiers in the trenches. Learners then work through relevant tasks e.g. label the Western Front on a blank map of Europe. Poem synopsis with 4 comprehension questions. The poem translated into reasonably simply English + reduction task. Suggested annotations for lower ability learners. A comparison table for completion (presentation of effects of war with ‘Remains’. Review.

The sixth in the KS3 Basic Literacy Series. It includes: A starter based on the homophones there, their and they’re, effectively revising the material covered in the previous lesson. What is an inference + several examples A series of photos as a basis for whole class discussion on the inferences that can be made from different visual cues. A worksheet: read ten short extracts and make inferences from them, with extension task Review This lesson can stand alone but it assumes some pre-teaching of there, their and they’re.

A lesson on Ted Hughes’ ‘Bayonet Charge’ for lower ability learners, It includes: Starter - a short explanation of what a bayonet is and how they were used in WW1. Learners then answer ‘Why do you think the bayonet was considered to be a suitable weapon for infantry attacks?’ Feedback slide Basic contextual information about the poet. A link to a relevant YouTube video Learners then read the poem and use choose quotations to caption six images on a storyboard depicting the main events of the poem. This is followed by a worksheet in which learners are asked to make three basic comparisons with ‘The Charge of the Light Brigade’ (this will have to have been covered beforehand). The table is partly filled in. Review

A lesson on ‘The Charge of the Light Brigade’ for lower ability learners. It includes: Starter multiple choice question Context sheet and storyboard activity Suggested annotations for lower ability learners Discussion: how is this a power and/or conflict poem? Article writing task

This lesson enables learners to explore ‘Kamikaze’ by Beatrice Garland. It includes: Lesson Starter (see cover image) An image of the sinking US Arizona with the question, ‘When do you think this photograph was taken’? Learners discuss and then feedback. A context sheet contained a simplified explanation of the Pearl Harbour attack and the rise of Kamikaze pilots. There is a corresponding worksheet for this. A link to a BBC interview with a surviving Kamikaze pilot with three questions to answer. A sheet of questions to prompt annotation of the poem. The lesson is aimed at lower ability learners whose primary goal is understanding.

A PPT that enables an exploration of ‘War Photographer’ by Carol Ann Duffy. It includes: Lesson starter that encourages learners to think about the role of the war photographer Feedback slide Basic contextual information Suggested annotations aimed at lower ability learners A summary sheet and worksheet Comparison task with ‘Remains’ Review

A lesson that follows on from this introduction to speech writing for KS3: https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010 This is a speech-writing lesson based on the issue of homework. It includes: Starter - learners say to what extent they agree with a series of statements relating to homework Feedback slide Keywords for the lesson + extension task A link to a relevant article for research and a YouTube link An exploration of the main arguments for and against homework Sample GCSE question (AQA-style) WAGOLL Writing time Peer assessment and review This lesson is aimed at lower-middle ability learners and should take about two hours.

The 7th in the MRS SOAP creative writing series for lower ability KS3. The starter asks learners to read an extract from a story and then write the next paragraph based on what they have read. Feedback slide What is repetition? To check understanding, there are three images representing three fairytales: Jack and the Beanstalk, Rapunzel and The Three Little Pigs. Ask learners if they can identify the fairytale from the image and if they know what key phrase is repeated in these stories. This is followed by a worksheet in which learners read four mini extracts and identify the repeated words/phrases. They then comment on the effect of the repetition. After this, learners write the opening of their own fairytale based on one of several image prompts. They then say what they would repeat and why and how they would continue the story. An example is provided. Review Estimated time: about 1.5 hours. Update: if you have recently purchased this lesson, please note that I have added a sheet detailing the features of the MRS SOAP acronym, as it is referred to in the Review. However, you may wish to adapt this review question if you have not bought the previous PPTs in the series.

The sixth in the MRS SOAP creative writing series for lower ability KS3. It includes: Starter - write the opening of a story based on one of four given images. Each response should include one complex sentence and one specified descriptive technique. Feedback slide What is onomatopoeia? There are links to several YouTube videos so that learners can suggest onomatopoeic words. Learners fill in a table, suggesting onomatopoeic words appropriate to a range of environments. There is a table of 126 onomatopoeic words to help. Descriptive or poetic writing task with image prompts. Review This lesson can stand alone but assumes some knowledge of the following terms: complex sentence, simile, metaphor and personification.

A ready-to-go lesson on ‘Remains’ in the P&C Anthology. It is aimed at low ability learners whose primary goal is understanding the poem. The lesson includes: A starter that encourages learners to think about PTSD and how they might advise someone who is showing symptoms of PTSD Feedback slide What is trauma? What events could be considered traumatic? Discuss in pairs. Feedback slide with link to YouTube video A storyboarding activity in which learners read the poem and then label the nine scenes with quotations from the poem. This comes with two additional challenge tasks. A straightforward comparison table with ‘Poppies’, by Jane Weir, on the subject of internal conflict. Review. A free lesson on ‘Poppies’ can be found here: https://www.tes.com/teaching-resource/poppies-for-lower-ability-12073600 You may wish to undertake this lesson before moving onto ‘Remains’.

A lesson on Jane Weir’s ‘Poppies’ in the AQA Power and Conflict Anthology. It is aimed at a lower ability set and includes: A true or false starter about the important of the poppy (answers provided) A double-sided activity worksheet to enable comprehension Role on the wall activity Letter-writing extension task Review Learning Expected time: 1.5 - 2 hours

A lesson that follows on from this introduction to speech writing for KS3: https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010 This is a speech-writing lesson based on the issue of arming teachers, similar to the US. It includes: Starter - learners examine four related images and say how they are similar and different A keywords match-up task with extension A link to a relevant article which serves as useful research/pre-reading A summary of the main arguments and some key statistics about gun crime in the US versus the UK Sample GCSE question (AQA-style) WAGOLL Writing time Peer assessment and review This lesson is aimed at lower-middle ability learners and should take about two hours. If you like this lesson, please consider other lessons in the KS3 speech writing series, as and when they are published. For example: https://www.tes.com/teaching-resource/ks3-speech-writing-the-plastics-debate-12058293 UPDATE: Corrections made to Teacher/Pupil Keywords sheets.

A straightforward lesson on the homophones there, they’re and their. It is part of the lower ability skills series and follows on from this lesson on ending sentence correctly: https://www.tes.com/teaching-resource/lower-ability-ks3-ending-sentences-12066805 It could stand alone but assumes some knowledge of when to use a full stop. This lesson includes: A starter (see cover image) with feedback slide What is a homophone? Homophone identification challenge The differece between there, they’re and their There, they’re and their worksheet Learning Review

The fifth in the ‘MRS SOAP’ Creative Writing series for lower ability KS3. This is an extended lesson that covers some basic grammatical concepts: Subject Predicate Main clause Dependent clause Simple Sentence Compound Sentences Complex Sentences The starter links to the previous lesson on adverbs and adjectives. After this, the lesson progresses steadily towards complex sentences. There are activities to test and apply learning at each stage and the lesson culminates in a creative writing task with a picture prompt. You would need to allocate about 2 hours, maybe a shade longer, depending on your group.