In this lesson students are asked to explore how authors promote their autobiographies by writing engaging blurbs. It would ideal to use as part of a KS3 unit on autobiography. The lesson starts by asking students to think about the difference between autobiographies and biographies as well as the meaning of root words - auto, bio, graphy. There is a slide to reveal the answers. There is a group task for students to do after reading a selection of blurbs where they are given 4 questions on the board. Thes extracts are from the autobiographies of Colleen Rooney, Michelle Obama and A Street Cat Named Bob. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. There are slides with the text on for teachers to annotate on a smart board. The plenary asks students to write a mini blurb introduce themselves and their lives using the key descriptive skills to engage a reader. There is a slide suggesting a peer assessment, referring to a success criteria. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)

In this lesson students are asked to explore how a writer can write in vivid detail and create tension. It would ideal to use as part of a KS3 unit on autobiography. The lesson starts by asking students to read the information on the first slide about who Dame Ellen is and what she achieved. They are to list feelings words associated with her feat. There is a slide with illustrates her route and there’s a link to an online video about her journey. After students read the extract from her autobiography (which is attached), they are to consider in pairs how she starts in an interesting way. This first paragraph is on a slide which you can annotate with the class. After this stage they can consider two chosen quotes on the next slide where Ellen uses imagery in order to create an effect. This task is linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. The whole extract has been pasted onto these slides and there is some space around the text if you want to annotate it when going over it with the class. The plenary asks students to consider what questions they would ask Ellen after reading this. There is a suggestion of a written activity where they can exercise some of skills discussed today. This lesson, as my other lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)

This is a popular speaking and listening game which can also be used in other subjects other than English. How to play: One student stands in front of the board whilst each slide is projected (these show images and the ‘taboo’ words). They cannot turn around and look at what’s behind them. The rest of the class have to raise their hands and describe what’s behind them WITHOUT using any of the words listed. Their aim is to get the standing student to say the word at the top of the board. This game is based on the novel ‘The Strange Case of Dr Jekyll and Mr Hyde’. It’s a great way to revise the novel once you’ve finished it - many of the slides refer to key themes and moments in the story. There are 38 slides which can be adapted to suit your class’s ability. All images are taken from Open Clip Art.

This is a lesson on an extract from a longer poem about a young man who steals a boat and becomes afraid of the sight of a mountain in the distance which makes him return to land. It features in AQA and Edexcel's anthology of Literature exam poems. It explores the themes of isolation and fear which can be linked to other poems taught within a unit. It's particularly useful to compare to 'Remains' by Simon Armitage and 'Storm on the Island' by Seamus Heaney. The lesson begins by asking students to consider their emotional reaction to images connected to the poem and predict which themes could be explored in it. There is then a slide which introduces them to William Wordsworth as a poet. Students are then introduced to the 'WPSLOMP' method of analysing poetry which they can then apply in pairs before colour coding quotes which are examples of metaphors, simile and references to nature, as well as some more challenging features. The ideas they pull together for this can then be explored as a class and the slides can be annotated by the teacher on the board and there are also some quotes colour coded as the answers. Students are then asked to think about structure and there is a slide which introduces them to blank verses, sibilance and contrast. The lesson ends with a chance for students to write independent essay paragraphs with AQA's exam success criteria but this can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are 'Talk for Writing' activities and Challenge tasks for more able students. Attached is; - A powerpoint with the lesson clearly outlined - The poem with a word bank on it - A handout of glossary style word banks which students can stick into their anthologies - A set of PEA style writing frames for weaker students to use (cut into strips to stick in books) - Links to online videos/readings (see 'Notes' under slides).

This is a lesson on a poem which explores the consequences of the American attacks on Vietnam during the war. It features in the Edexcel anthology of Literature exam poems. It's particularly useful to compare to 'Kamikaze' by Beatrice Garland (AQA) or 'War Photographer by Carole Satyamurti (see my lesson on this in my shop). The lesson begins by asking students to comment on Vietnamese cultures based on images presented on the slide. There is then a slide which introduces them to the Vietnam war and then Denise Levertov as a poet. Students are then introduced to the 'WPSLOMP' method of analysing poetry which they can then apply in pairs before colour coding quotes which are examples of peaceful and violent imagery, as well as some more challenging devices. The ideas they pull together for this can then be explored as a class and the slides can be annotated by the teacher on the board and there are also some quotes colour coded as the answers. Students are then asked to think about structure and there is a slide which refers to the use of anaphora, alliteration and the overall effect of the poem's layout. The lesson ends with a chance for students to write independent essay paragraphs with Edexcel's exam success criteria but this can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are 'Talk for Writing' activities and Challenge tasks for more able students. Attached is; - A powerpoint with the lesson clearly outlined - A copy of the poem with a word bank - A handout of glossary style word banks which students can stick into their anthologies - PEA style writing frames which can be cut out to support weaker students in their essay writing - Links to online videos/readings (see 'Notes' under slides). - A separate powerpoint with 2 suggested homework activities linked to this poem. If you like this resource, please review it!

This is a lesson on a poem about a Japanese pilot during the Second World War who failed in a Kamikaze mission. It features in AQA's anthology of Literature exam poems. It explores the themes of isolation in war and shame which can be linked to other poems taught within a unit. It's particularly useful to compare to 'Remains' by Simon Armitage and 'War Photographer' by Carol Ann Duffy (see my lesson on that in my shop). The lesson begins by asking students to consider what Kamikaze is and why those Japanese pilots would be an effective focus for a poem. There is then a slide which introduces them to Beatrice Garland as a poet. Students are then introduced to the 'WPSLOMP' method of analysing poetry which they can then apply in pairs before colour coding quotes which are examples of metaphors, simile and emotions, as well as some more challenging features. The ideas they pull together for this can then be explored as a class and the slides can be annotated by the teacher on the board and there are also some quotes colour coded as the answers. Students are then asked to think about structure and there is a slide which introduces them to sestets, sibilance and line length. The lesson ends with a chance for students to write independent essay paragraphs with AQA's exam success criteria but this can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are 'Talk for Writing' activities and Challenge tasks for more able students. Attached is; - A powerpoint with the lesson clearly outlined - The poem with a word bank on it - A handout of glossary style word banks which students can stick into their anthologies - A set of PEA style writing frames for weaker students to use (cut into strips to stick in books) - Links to online videos/readings (see 'Notes' under slides).

In this lessons students will be able to explain how a poet explores particular contexts within a poem and discuss useful quotes in order to prove their ideas (A01, 2, 3). The poem is part of AQA's anthology of Literature exam poems. The poem, if you don't know it, illustrates Agard's anger at the inadequacy of teaching of black history taught in schools and how certain figures are still unknown by many. It is a conflict poem which explores the themes of prejudice and ignorance which can be linked to other poems taught within a unit. It's particularly useful to compare to 'The Émigrée' by Carol Rumens and 'Tissue' by Imtiaz Dharker. The lesson starts with asking students what context is. The next few slides introduce them to key words relating to colonialism as well as some facts about the British / European occupation of Agard's homeland, Guyana. There are also some facts about the famous black people he lists: Toussaint L’Ouverture, Nanny of the Maroons, Shaka the Zulu, etc. This background information will help them contextualize his feelings which are presented in the poem. In pairs, they're asked to use the WPSLOMP acrostic to annotate the poem and there is a slide with it on to be presented on the board. The lesson ends with a chance for students to write independent essay paragraphs with AQA's exam success criteria but this can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are 'Talk for Writing' activities and Challenge tasks for more able students. Attached is; - A powerpoint with the lesson clearly outlined - Essay PEA styles sentence starters writing frames for weaker students. - Links to online videos/readings (see 'Notes' under slides).

This lesson asks students to analyse how Macbeth explores his conscience before he decides to murder Duncan. Initially students are asked to imagine and list Macbeth's thoughts and feelings at this stage of the play. After watching a video of Macbeth and Lady Macbeth discussing the crime students are asked to speculate their attitudes before tackling the text in detail. After reading the scene, pertinent questions are posed for groups to consider and then there is an optional task where imagery can be identified and commented on. All lessons in this series include: - Links to online videos (see 'Notes' under Powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

In this lesson students are asked to explain how events up to the start of Act 4 fit into the structure of the play and create more tension. The lesson starts by showing students Gustav Freytag's structure for a 5 act play and asks them to plot what would go where in the play so far by drawing a diagram in their book. Students are then asked to read the scene where Macbeth revisits the witches to retrieve more information about his position as King and consider how the story could now unfold. There are 2 links to both the McKellen and Fassbender film for this scene. There is an activity designed to help student unpick their fresh predictions and consider the concept of 'equivocation'. The lesson ends with an opportunity for students to explore how dangerous or useful the witches are to Macbeth using a continuum. All lessons in this series include: - Links to online videos (see 'notes' under powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

In this lesson students are asked to explore how Macbeth is portrayed as a tyrant by his enemies. The lesson starts by presenting students with a list of traditional kingly qualities and asking them to rank how Macbeth has met these so far in the play. Students are then asked to read the scene where Malcolm tests Macduff so that he may have confidence in him as an ally against Macbeth. In groups they are to then consider key questions about the effect of Macduff learning of his family's assassination on stage and how this will then effect the plot moving forward. The lesson ends with an opportunity to respond independently by writing an essay paragraph. All lessons in this series include: - Links to online videos (see 'notes' under Powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

This lesson asks students to identify how Shakespeare establishes Macbeth as a cunning character and builds tension within a scene. This powerpoint offers pertinent questions for students to consider about the dramatic irony which underlies the scene where Macbeth plays host to King Duncan. There is a tick sheet where students are to identify how key quotes refer to key themes and a chance to 'explode' a key quote as part of the plenary. All lessons in this series include: - Links to online videos (see 'Notes' under Powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

In this powerpoint students are introduced to the character Lady Macbeth initially via portraits of her and a video clip where they are to infer how she behaves towards her husband who's returned from battle before tackling the script. Questions are offered to students to consider within groups and then a colour code is proposed where students identify where Lady Macbeth is being evil or controlling. All lessons in this series include: - Links to online videos (see 'Notes' under the powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

Attached is a powerpoint introducing students the scene where Macbeth meets the 3 witches. It provides some contextual information which refers back to Lesson 1 in this series on witchcraft and offers questions for students to think about in groups / pairs. It ends by asking students to annotate 2 poignant quotes said by Macbeth and Banquo and consider their meaning. Students are to use a continuum to track their thoughts on the witches so far. All lessons in this series include: - Links to online videos (see 'notes' under Powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

In this lesson students are asked to explain how Macbeth and Lady Macbeth’s roles have reversed in the story judging by their language. The lesson starts by asking students to identify the differences between them as people, referring to what they have previously learned. Students are then asked to read the scene where Macbeth admits to his torturous guilt (a link is provided to Ian McKellan and Judi Dench's performance). They are then to colour code where they find particular patterns in the imagery Macbeth uses and then invited to compare his use of language to his wife's previous use within her soliloquy near the start of the play. The lesson ends with an opportunity to respond independently by writing an essay paragraph. All lessons in this series include: - Links to online videos (see 'notes' under the powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

In this lesson students are asked to explore how Stevenson uses patterns of imagery within the novel. The lesson starts by asking students to define descriptive devices that are used throughout the novel. Students are then offered a sheet of quotes from the novel which are examples of those devices. They can stick them in their books, annotate and highlight them in pairs and then the teacher can annotate them on the board where the class can feedback their ideas. Students are encouraged to think about the following questions: - What device is used and why? - Do these quotes links to others elsewhere? - How is the modern/Victorian reader supposed to react? - How does this imagery create an atmosphere? The lesson ends with a chance for students to write essay paragraphs independently using provided sentence starters which come in 3 formats: a 'layers of meaning' approach, PEA or the 'reading ladder'. An opportunity to self or peer assess their essay writing follows this. The success criteria provided refers to the AQA English Literature course but can be adapted to suit your course. All lessons in this series include: - Links to online videos (see 'notes' under Powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Handouts of extracts from the novel - Differentiated tasks (the starter task has a 'challenge' and a word box appears by the quotes for weaker students) - Opportunities for pair and group talk within activities ('Talk for Writing') - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the text - References to the AQA English Literature mark scheme, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

Attached is everything you need to set up a speaking and listening project that could be adapted to last up to 3 lessons and could be assessed as a GCSE style Speaking and Listening activity. After studying the play Romeo and Juliet, students are asked to get into groups of up to 6 and perform in role as an outsider commenting on the relationship between Romeo and Juliet (it's suggested that the imaginary discussion takes place after their suicide for maximum impact). They can choose from the roles of: Friar Lawrence, the Nurse, Lord and Lady Capulet, Benvolio and Mercutio. By planning and performing the activity, they are not only revising the plot of the play but they are also practicing/being assessed on their speaking and listening skills. This task is naturally easy to differentiate since some characters are more challenging as others and you can choose who plays which role if you like. Although this is designed to help departments using the AQA exam board, it can be adapted for any course. Attached is: - Lesson 1 powerpoint (planning and assigning roles) - Lesson 2 powerpoint (performing and peer assessing) - a prompt sheet for each student's character where they're offered ideas to explore in the discussion - a student friendly copy of the AQA Speaking and Listening mark scheme (Pass, Merit, Distinction) - A student and teacher assessment tick sheet (plenty of space for peer and self assessment which refers to the success criteria.

This lesson asks students to analyse what Mrs Birling’s dialogue shows about her as a character and consider how the audience is meant to react. The lesson starts by asking students to consider what what role she plays and how she develops as a character. There is a 'challenge task' also provided which asks them to think about how a modern audience responds to her. There is a list of quotes from across the play attached as a handout which students can think about in pairs and they can then be annotated on the board by students/the teacher. Students are then asked to list the positive and negative aspects of her character and what she does across the play. There are some suggestions which follow this. The lesson ends with a chance for students to write independent essay paragraphs with the AQA English Literature GCSE success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills.

This is an English lesson on the poem ‘Frederick Douglass’ by Robert Hayden which explores the legacy of the escaped slave who became an Abolitionist campaigner. It discusses the themes of prejudice and freedom which can be linked to other poems taught within a unit. The lesson begins by asking students to consider their emotional reaction to images portraying Afro-Americans in the 1830s. There is then a slide which introduces them to Frederick Douglass and offers facts about his life as well as providing a video link. Students are then introduced to the ‘WPSLOMP’ method of analysing poetry which they can then apply in pairs before colour coding quotes which are examples of repetition and positive and negative ideas / imagery, as well as some more challenging features. The ideas they pull together for this can then be explored as a class and the slides can be annotated by the teacher on the board and there are also some quotes colour coded as the answers. Students are then asked to think about structure and there is a slide which asks them to consider why the poet broke the rules of a sonnet in this poem. The lesson ends with a chance for students to write independent essay paragraphs with an adaptable success criteria but this can be adapted for your course. Here I have used SQUID (Statement, Quote, Infer, Device/Develop which is similar to PEA). There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are ‘Talk for Writing’ activities and Challenge tasks for more able students. Attached is: A powerpoint with the lesson clearly outlined The poem with a word bank on it Links to online videos/readings (see ‘Notes’ under slides). An extension task: write a poem about your chosen hero using this poem as inspiration. All images are from Openclipart.org or Wiki Commons.

This is a lesson inspired by the idea published by the National Poetry Society. It invites students to plan and write a piece of creative writing based on a physical object - here a button from an item of clothing. All you need is a jar of assorted buttons to inspire your students! This works really well with students of all year groups and abilities. The resources attached take students through the various stages of planning, writing and reflection time. As with all my lessons, there are ‘Talk for Writing’ activities and Challenge tasks for more able students. Attached is; A powerpoint with the lesson clearly outlined (it could of course be broken down into different lessons) A Word document planning grid which you can edit if needed.

Attached is a lesson where students are asked to identify how a writer has structured a text and comment on how that interests a reader (AO2, 3, 4). It uses an extract from 'I'm the King of the Castle' by Susan Hill. To start, students are asked to define the word 'structure' when we apply it to texts and as a 'challenge task' to list all the forms of structural devices that they are aware of. Slides follow with suggestions and a brief explanation of the AOs that they are assessed on by AQA in the English Language Paper 1. Students are then presented with the exam style question which in pairs they can identify the key words and suggest what the examiner is really looking for. The extract is attached with a word box and planning tasks which, after reading, students can tackle alone or with others. Another useful planning task follows where students are encouraged to break the story down into 4 stages. Suggestions for this follow on the next slide. The extract itself appears on the PowerPoint so that the teacher can annotate it on the board. The lesson ends with a chance for students to write structured paragraphs in response to the question and there are sentence starters in the form of PEA attached to help. The lesson ends with a chance to self assess, referring to the success criteria for a grade 5. This lesson, as my others, includes 'Talk for Writing' activities, pair and group tasks and differentiated tasks.