This is the first four lessons aimed at Y7 or 8 for working in pairs or groups to create their own theme park. Lessons 1 and 2 include some engaging activities to consider the idea of themes and look at examples of existing theme parks. They watch clips, name rides and create 3 rides for a blank dinosaur theme park. Lessons 3 and 4 are geared towards them creating their own theme park map after looking at Chessington World of Adventures’ example and answering some questions to illustrate the importance of a clear and informative park map.

Aimed at Y7 and 8, this short scheme aims to introduce KS3 pupils to 6 of Shakespeare’s famous characters/speeches. Ideal for introducing Shakespeare or one of his plays. Students are guided to act out conversations or deliver monologues. All resources included. Would probably take 3 1 x hour lessons in total. Could be extended. Includes Beatrice & Benedick, Malvolio, Lady Macbeth, Don John, Seven Ages of Man and Romeo and Juliet.

Use some images to create ideas for descriptive sentences. Look at two examples and analyse them. See how Charles Dickens does it and then have a go!

A short unit covering Reading, Writing and Speaking and Listening. Could be used as a whole class unit of work, or small literacy group. Mixed ability but could be differentiated up or down. Extracts (all provided) from Robinson Crusoe, Life of Pi, Lord of the Flies. Real life survivor account analysed for descriptive writing techniques. Students invent their own survivor scenario and write diary entries and descriptions based on the example extracts and trailers shown in lessons. Opportunity to create class island map and use as stimulus for writing. Some lessons may take slightly longer than an hour so I estimate this unit is between 4 and 6 hours of lessons, depending on the pace.

These are a selection of activities to compliment the reading of this wonderful book by Mark Lowry. I did this with my LA Y8s and they really loved it. I would say that Y7 and 8 would be most suited to this book and these activities. Mark Lowry cleverly works in poetry to this story so it is ideal to dip into poetry alongside enjoying this story of two brothers. Included are activities on Haiku and Limericks, plus some non-fiction relating to dolphins and persuasive writing.

Two female poems looking at the use of Nature in poetry of WW1 to contrast perspective. Falling Leaves looks at the futility of war and A Girl’s Song looks at how difficult it can be to accept a loved one has died. Both poets deliver these ideas by personifying nature. Starter is a fill in the blanks activity then looking at Cole’s actual language choices. Then, look at A Girl’s Song using a table to infer how natural imagery shows the poets ideas. Plenary is a paragraph comparing their use of nature to show attitudes towards death in war.

A copy of the poem with some questions for students to answer. Teacher copy with answers provided.

A positive view on the consequences of war, through Kathryn Tynan’s poem ‘The Broken Soldier’ and Agnes Herbertson’s 'The Seed Merchant’s son. Aimed at middle to high ability, there is some focus on structure and rhyme, along with general poetic techniques to build towards some analysis. Example TEAL paragraph given (Technique, Evidence, Analysis & Link to question) before students asked to write their own analytical paragraph. This could be adapted to fit a different structure. Plenary asks students to compare the two views of war presented in both poems.

There are 3 Q2 style summary questions (English Language Paper 2) that ask pupils to read two short sources linked by a theme and then answer the summary question that follows. The themes are: New York, Australia and UK holidaying and each source for all topics uses perspectives from different centuries. Suitable for upper KS3 and KS4. Please see other mini tasks available.

Complete lesson for students to consider the pros and cons of having the death penalty. Pros - examples of 2 killers from different countries, one of whom was given the death penalty and another who wasn’t. Cons - story of a man who was wrongfully convicted and spent over 20 years on death row with serious consequences to his life. Final task is to plan for an essay debating the pros and cons.

LA KS3 - GOES THROUGH WHAT A RECIPE IS AND HOW ZEPHANIAH HAS USED METAPHOR IN HIS POEM. INCLUDES A WORD BANK AND A WRITING FRAME FOR A BRIEF ANALYSIS OF METAPHOR. PUPILS THEN ASKED TO WRITE THEIR OWN METAPHOR POEM OF BRITISHNESS.

Some lesson tasks / ideas for the first 13 chapters of the novel, looking at characters and themes.

This lesson is a general introduction into the artists and poets of the Romantic movement. Starts with a look at paintings by Turner and Constable, then moving onto 6 key Romantic poets - Wordsworth, Shelley, Coleridge, Keats, Byron and Blake. Ends with task to illustrate final stanza of Frost at Midnight to focus on presentation of Nature by Coleridge.

THIS LESSON COMPARES HELENA’S JEALOUSY OF HERMIA IN ACT 1 WITH HERMIA’S JEALOUS OF HELENA IN ACT 3 SCENE 2. THE EXTRACTS CAN BE USED TO EXAMINE THEIR CHANGING FRIENDSHIP AND TO EXAMINE SOME OF THE METAPHORS USED TO INSULT EACH OTHER.

Two lessons on Mary Robinson’s Gothic Romantic poem about a murderous fisherman shipwrecked on an island. Use of images at the start to predict mood and plot, followed by vocabulary match ups, questions and information related to the first five stanzas, consolidatory activities at the end of each lesson (including writing a message in a bottle) and a bonus extra task.

2 X LESSONS Students will look at Victorian society and the rise in crime rates that triggered the rise of the police force. They are then introduced to Jack the Ripper and encouraged to think how the context of the time actually enabled Jack the Ripper to commit his crimes so successfully / why the police were unable to catch him. Plenary tasks asks why detective fiction may have been popular at this time. Students look at the history of detective fiction, beginning with Poe / Murders at the Rue de Morgue. A focus on the character of the detective and detective conventions, testing knowledge by applying knowledge of conventions to extracts from The Sherlock Holmes Tale ‘The Adventure of the Sussex Vampire.’ Then, students look at images of Holmes study (Sherlock Holmes museum) and deduce ideas about his character. Lesson ends with fun observational skills competition where students spot the hidden animals in the pictures.

This is one complete lesson, analysing Malala’s speech to a group of young people at the United Nations Youth Assembly. She is advocating the importance of the right to education. This lesson looks at her background, to put the speech into context, Aristotles 3 modes of persuasion and how Malala uses it, other rhetorical devices used, a BBC article written a year after and then asks students for their own opinion of Malala. Copy of speech included.

Please note: an error has been noted for a slide within MWTL ppt. Now been rectified. THREE LESSONS plus resources Assumes students have cold read The Man with the Twisted Lip first. Copy of story included. Use template to plot out the story using Freytag’s Pyramid. Idea of exposition will be returned to in the lesson. Read 'Opium in Victorian Britain article to learn about the influence of opium at this time. Look at an extract towards the start of the story to analyse how atmosphere is created, particularly with the idea of the opium den setting in mind, followed by a more detailed second extract. Plenary asks students to discuss the effectiveness of the exposition, in the context of Victorian England. Students given an outline of two scenarios and they should use inference skills to deduce what they think is happening. Tasks then given on an example crime scene with initial tasks. Then, students should apply this understanding to sketching out the crime scene in The Man with the Twisted Lip, using the facts from the story. Students use inference skills to deduce ideas about Holmes’ character from a given extract. Given a quiz on a set of detective conventions and then asked to match the conventions to the plot of Man with the Twisted Lip. Plenary asks them to think of any modern detective films / stories that also match this pattern.

FOUR LESSON MINI UNIT. Lessons assume pupils have cold read The Speckled Band first. Copy of story included in resources. Starter asks pupils to watch brief clip on using speech marks in writing and then apply them in the correct places to an example of Holmes’ speech from The Speckled Band. Re-read the extract where Holmes is visited by Helen Stoner. The next tasks asks students to find the clues by finding evidence that matches the given inferences, from the extract. Then, students use a set of clues about an invented character in order to form a set of inferences. They can then describe this visitor, using conversation to include accurate direct speech punctuation (writing frame on slide 7). This lesson focuses on the villainous character of Dr Roylott. Students given short extract and asked to list and explain the connotations of his description. Example given. Then students explode a quotation describing this character, using given prompts, followed by two individually exploded quotations. Then, students to stick a further extract in their books and match the given connotations to the evidence. Read the article on Victorian Women and, using slide 10 and the information from the article, students should explain Dr Roylott’s motive for wanting both step daughters out of the way. Plenary asks students to decide how far Roylott matches up to given set of villainous character traits. Starter asks students to describe Holmes’ living room using a variety of sentence forms (examples given). Introduced to concept of foreshadowing and asked to identify methods in given extract which foreshadows later violence in the story. Followed by a further more detailed extract (could be printed on A3) which students annotate using a series of prompts to think about the signifcance of setting. Plenary asks students to draw the section of Stoke Moran described in the final slide. This lesson focuses on the relevance of symbolism in creating atmosphere - of the gypsies, animals and India. Information posters provided for teachers to put up around the room so that students can collect facts and then interpret them to understand how the symbolism helps create an atmospheric setting in Stoke Moran. Final task is to write a description of the grounds of Stoke Moran, using ideas learned in lesson.