2 lessons on using vocabulary to create effects in gothic literature and how to use/identify figurative language.

An introduction to gothic literature, using Dracula by Bram Stoker. This goes through how to use the senses in writing and what gothic features/settings there are.

A lesson about improving sentence starters and paragraphing, using an excerpt from The Woman in Black.

A lesson on the background behind The Outsiders with a research project or two at the end.

Using the myth of Perseus and Medusa, this lesson discusses the demonisation of women (my 11-12 year old students really got this lesson!) in the media and myths and then discussed how language demonised the character.

About identiftying theme in the myth Daedalus and Icarus. Discusses characters, has comprehension questions, writing a PEEZR, and what foreshadowing is.

A lesson about writing to advise, using agony aunts work and teaching the difference between modal and imperative verbs.

A lesson where students discuss and explain the plot of the myth, Orpheus and Eurydice. Students answer comprehension questions, discuss narrative structure, and plot this. Ends with a fill in the gaps exercise and an imaginative task.

A lesson on the Greek myth, Hades and Persephone, which discusses setting, using evidence, and comparing the two settings in the myth.

A lesson where students use the title, cover, reviews, blurb and chapter one to make predictions about the characters, setting and plot of The Graveyard Book. This is part of a full 7-week unit I am putting together currently, which will be uploaded as a full SoW when completed.

This lesson can be used to welcome students and access their attitudes towards English and their writing skills. It begins with a few questions about what they like and dislike about English and a goal setting activity for the year. It then moves in to a brief intro to autobiographies, a criteria for writing one and then has students write a few paragraphs of one for themselves. The lesson can incorporate peer reviewing if you want AND/OR teachers can take a sample of the work to gain an idea of students’ writing capabilities.

A lesson on what emotive language is, identifying emotive language in examples, making their own examples, and looking at bias.

Discussion based lesson, talking about forms of media and associations of them, discussing usage, importance of media to them, compare and contrasts types of media, with an exit card definition of media. There are options to add homework to this lesson or other activities such as checking their digital wellbeing/usage log on their phone, asking their families about the importance of media to them, stereotypes of users, etc.

A lesson where students decide whether Caliban is a villain or victim/man or monster, looking at the colonialist context, watching the animated tales, and writing a PEEZA paragraph at the end to explain both sides.

A lesson based on the evaluate question of EDUQAS Language Component. It looks at the meaning of ‘evaluate’ and then has students evaluate images before writing an evaluative PEE paragraph. Uses the theme of the environment.

Recaps what students know about the role of Elizabethan women, discusses why it is surprising Lady Macbeth is a protag and antag, looks at the ‘come you spirits’ speech and students write a paragraph about what they think of her. The last slide is a discussion on how an audience would react to her.

Looks at the plot of Macbeth and Macbeth’s decisions, leads to a discussion and piece of writing about whether Macbeth is a villain or not.

A lesson on what diaries are with examples from Anne Frank, what a diary should feature, and a diary writing task.

Lesson on effects of alcohol, facts about alcohol, and giving people advice about drinking/not drinking.

Discusses the difference between formal and informal letters and then how to write a formal letter with a writing exercise at the end. Follows the themes of heroes.