An engaging and fully resourced extended writing lesson. Suitable for KS3 or KS4 AQA English Language Paper 1 Section B - Descriptive Writing practice. The PowerPoint includes: Overview of the features of Gothic literature Extract from Bram Stoker’s Dracula for analysis Creative writing image, activity and choice prompts Planning worksheet Peer assessment focus In the past I also used this as a cover lesson which worked really well. Please leave a review if you found this resource helpful :) Or browse my online shop for other creative writing resources: https://www.tes.com/teaching-resources/shop/NovelTeachingUK

Includes: A worksheet with significant quotes from ‘Macbeth’. (My students stuck this in their books and revised it for homework in preparation for the lesson. It also has a colour-code key, so students can highlight the quotations in relation to each of the key themes of the play.) A powerpoint quiz with 25 questions students have to fill in the gaps, write who said the quotation or which Act/Scene it is from. Suitable for KS3 and KS4 revision.

A whole lesson on figurative language techniques- metaphor, simile, adjectives, personification, pathetic fallacy, onomatopoeia and sensory description. This resource includes a clear and colourful 30 slide Powerpoint, ready to print worksheets, a quiz and a class game. After a brief introduction, students are encouraged to identify the techniques used in a short extract and comment on the effect. There is also a worksheet with an examples/definitions matching activity and students write their own examples using the devices studied in the lesson. Finally there is an interactive class game, where students work in a pair or a team. After looking at an image prompt, students then take it in turns to craft a description using one of the techniques for a certain amount of points. Suitable for KS3 creative writing lessons or as an introduction to AQA Paper 1 Q5 descriptive writing for KS4.

Power and Conflict Poetry Comparison Worksheet (AQA) Students read the model example paragraph and highlight the Assessment Objectives. They are then encouraged to continue the essay and compare how power is presented in the poems 'My Last Duches’s and ‘Ozymandias’ using the scaffolded support. Peer Assessment checklist included.

Students learn about the different features of a successful piece of travel writing. For each feature the ppt explains how to recognise it, the intended effect on the reader and an example. Students must then apply this knowledge by annotating a short extract from Bill Bryson’s ‘Walk in the Woods’. This was an introduction to a travel writing scheme of work that culminates with students crafting their own piece of travel writing. For homework the task was to research a country of their choice so that they can then write about it next lesson. I have also included the checklist for their travel writing of all of the features covered in the lesson and a self-reflection/assessment page.

Students select three key quotations for each poem and use the worksheet to compile information for each of the fifteen poems. The worksheet could also be highlighted/ colour-coded by students, in order to create a visual representation of the related themes of the poems. The worksheet can be printed on A3- I have also included it as a powerpoint file and word-doc (so that it can be ammended with ease or modelled on the board with a class.)

A clearly explained and fully resourced lesson which explores similies and metaphors. Could be used as a stand alone lesson or as part of a poetry scheme of work. Learning Question: Can I understand how similes and metaphors are used in poetry and comment on the effect? Students are not only encouraged to identify the technique correctly, but also to explore the intended effect and what the poet hoped to achieve/emphasise through the comparison. This resource includes a powerpoint and five worksheets. I used it during lockdown with a year 7 class studying poetry. It would also be suitable for a cover lesson. Lesson outline: After looking at some examples and discussing them, students then analyse Walter De la Mare’s poem ‘The Fly’ and explore how the similes/metaphors used to describe everyday objects successfully convey their size. For homework (or in class) students then write their own poem from this unique perspective and must incorporate their own similes and metaphors. Finally, I have also included a reflection task so that students can consider the choices they made and what they hoped to exaggerate or emphasise through their own imagery.

Students read contextual sources for information about witches (included for printing) before collating their knowledge and using it to produce a leaflet about how to spot a witch. I made my students complete the leaflet for homework and they produced some very imaginative responses. You could read an extract from Roald Dahl’s ‘The Witches’ as a starter. I’ve also included some extracts produced by my students as examples for the creative leaflets . Overall it was fun to teach and my students loved it. Suitable for K34 GCSE groups to develop language and literature skills. If you found this resource helpful please leave a review :) Or browse my online shop for other Macbeth resources: https://www.tes.com/teaching-resources/shop/NovelTeachingUK

Created for KS3 students as a final working from home project after they had finished studying ‘The Merchant of Venice’. Using the worksheets, students craft their own character and create a thorough backstory for their villain. Finally, after writing a short script for a key scene, students then craft and perform a soliloquy as their character. I have included PDF files of the worskeets for ease of printing, in addition to word the document format which allows you to edit and adapt to suit your classes. There is also a brief powerpoint which includes some examples.

A whole lesson and worksheet (suitable for KS3 and KS4) which encourages students to consider how an author can use symbolism in Gothic Fiction. Students are first given a definition of symbolism and are asked to consider a variety of symbols and what they represent. Students read a short extract. Using the sentence starters provided, they then make inferences based on the imagery of a ticking clock, a hospital bed, and a woman’s hand compared to ‘pale marble’ to explore how it could symbolise illness or death. In pairs students complete the worksheet and consider what certain Gothic features could represent. They then come up with two of their own and share with the rest of the class. Finally, students are given a choice of two images. They must write a piece of descriptive writing based on the image of their choice and must try to include symbolism. This could also work as a Halloween themed lesson or as part of a Creative Writing scheme of work. I often taught this lesson together with my Gothic Horror writing lesson available here: https://www.tes.com/teaching-resource/gothic-horror-creative-writing-lesson-11235636

A 15 page revision/work booklet made using my own resources and some free resources available online.

-Starter activity which encourages students to think about the metaphors of beauty in this scene used to describe Paris. -A contextual slide about wet nurses during his era. Summary of the scene and key themes. Guided questions that encourage students to think about Shakespeare’s language, the delivery of lines and characterisation in this scene. Comparisons of Lady Capulet and the Nurse. Essay question Do you think Juliet’s relationship with her mother and the pressures she faces as a woman in this era influence the tragic outcome of the play? To what extent is it Lady Capulet and the Nurses’ fault that Juliet’s love story ends in tragedy? Creative writing homework task. If you found this resource helpful please leave a review :) Or browse my online shop for other Romeo and Juliet resources: https://www.tes.com/teaching-resources/shop/NovelTeachingUK

Lesson Overview Starter question/ quick activity to get the students thinking about language/imagery in the scene. Questions alongside the text to check understanding and develop interpretations of characters/plot/themes. Worksheet for students to record their own ideas/points raised in class discussion. Personal response question with sentence starters ‘What are your impressions of Lord Capulet and Paris in this scene?’ Group activity: differentiated questions and extracts are discussed, students feedback to the rest of the class. EXIT Card plenary- students quickly jot down their opinion of Lord Capulet and whether they agree with the critical interpretation ‘Juliet is regarded as little more than a precious possession to her father’. (this can then be discussed as the starter next lesson) Homework task: to research an Elizabethan Masquerade Ball/ banquet and design a formal invitation for the Capulet’s to send to their guests. Please leave a review if you found this resource helpful :) **I am currently working on the following lessons in the series. ** Act 1, Scene 3 is available to purchase here: https://www.tes.com/teaching-resource/romeo-and-juliet-act-1-scene-3-lady-capulet-and-the-nurse-ks4-11976732 Or alternatively you can browse my online shop for Shakespeare and Creative Writing lessons: https://www.tes.com/teaching-resources/shop/NovelTeachingUK

How to Cut a Pomegranate by Imtiaz Dharker A poem which explores identity and childhood. This is a fully resourced lesson with a language analysis activity worksheet, guided questions and a creative homework task. Aims: Students will focus on AO2 and language analysis, considering the effect and connotations of particular word choices and imagery. Activity 1: In pairs students must complete a DART activity worksheet- circling the word they believe is the correct choice. Then as a class, dicuss their decisions before comparing what the poet actually wrote. Students analyse the poem and comment on the imagery- answering questions worth 8 stars. Homework: students write their own nostalgic poem anout a significant object in the style of Imtiaz Dharker.

A detailed lesson which includes: *Creative starter question Analysis of the scene, *3 x video clips, *Group work/drama activity and recording sheet *Creative writing extension task.

A lesson and detailed PowerPoint helping students to think imaginatively for an extended piece of creative writing about the death of King Duncan and Macbeth’s thoughts/feelings. *Slide 2- Video clips (x2) of Act 2, Scene 2 * Slide 3- Comic strip image for students to summarise the dialogue into their own words * Slide 4- Discussion question and introduction to the task *Slides 5-9 - Thought-provoking creative prompt photos and leading questions *Slide 10- Hand-out of success criteria * Slide 11- Self-assessment checklist *Slides 12/13 Plenary questions (using EXIT CARDS) * EXIT CARD Resource sheet

A 40 page revision booklet for the AQA pre 900s poetry syllabus which includes questions and contextual information for the poems: ‘Whoso List To Hunt’ ‘Sonnet 116’ ‘The Flea’ ‘To His Coy Mistress’ ‘The Scrutiny’ ‘Absent From Thee’ 'The Garden Of Love’ ‘Ae Fond Kiss’ ‘She Walks In Beauty’ ‘Remember’ ‘The Ruined Maid’ ‘At an Inn’ ‘La Belle Dame Sans Merci’ 'Non Sum Qualis Eram Bonae Sub Regno Cynarae’

A range of essay questions which encourage students to use inference and deduction to form personal responses in relation to key quotations Worksheet format so can be printed and used as an individual assessment. Suitable for Year 10/11

A lesson that my students found quite engaging. The task involves selecting information and clues from the extract in order to form predictions and create a missing person poster for Mary's father.