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English resources for KS3, 4 & 5

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KS3 MAGIC BOX BY KIT WRIGHT POETRY EXPLORING IDEAS AND TECHNIQUES 2 LESSONS
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KS3 MAGIC BOX BY KIT WRIGHT POETRY EXPLORING IDEAS AND TECHNIQUES 2 LESSONS

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Aimed at a low to mid ability KS3 class, these two lessons involve a range of creative and analytical tasks that culminate in a supported analysis of the poet's techniques. Pupils use PETAL as a way of discussing the writer's use of simile, personification, interesting verbs, alliteration etc and gradually build up to writing one of their own.
NARRATIVE WRITING ENGLISH LANGUAGE PAPER 1 SECTION B EXAMPLE AND PLANNING TWO LESSONS
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NARRATIVE WRITING ENGLISH LANGUAGE PAPER 1 SECTION B EXAMPLE AND PLANNING TWO LESSONS

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This two lesson resource gives students an example of a story, for which they can discuss what the candidate has done well and what could be improved. Following this they can use the mark scheme included (from the new spec AQA) to award a level / mark. Using this knowledge of what makes a good narrative, the remaining slides give some prompts and advice about how to go about planning and writing a narrative. Planning sheet and suggested titles is included for students to plan according to what they have learned. The actual story could be written by way of extension.
JEKYLL & HYDE FOR KS3 VICTORIAN THEORIES IN EXTRACTS (DARWIN, LOMBROSO, DUALITY OF MAN ETC)
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JEKYLL & HYDE FOR KS3 VICTORIAN THEORIES IN EXTRACTS (DARWIN, LOMBROSO, DUALITY OF MAN ETC)

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Four differentiated lessons looking at the following Victorian themes: Darwin’s theory of evolution, Lombroso’s theories of physiognomy, duality of man, respectability and reputation, Science versus Religion. Analysing a selection of extracts from Jekyll and Hyde with support / stretch and challenge in each lesson. Suitable for Y7 to Y9. Good preparation for KS4 context if Jekyll and Hyde is a text for study at GCSE
KS3 GOTHIC CONVENTIONS AND SETTINGS
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KS3 GOTHIC CONVENTIONS AND SETTINGS

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A complete lesson looking at Gothic conventions, with particular focus on conventions of setting. Pupils identify techniques used in a range of example gothic setting descriptive sentences linked to a given gothic setting image. Using lesson knowledge so far, pupils create their own description of a gothic setting using a choice or combination of given gothic setting images.
DESCRIBING FAMOUS FICTIONAL CHARACTERS KS3 & 4 MINI TASKS MIX OF READING AND WRITING SKILLS
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DESCRIBING FAMOUS FICTIONAL CHARACTERS KS3 & 4 MINI TASKS MIX OF READING AND WRITING SKILLS

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This resource includes 4 x worksheets. Each worksheet contains an extract describing a famous fictional character. Here, these are Dr No (James Bond_, Gollum, Mrs Pratchett and a witch from the Witches. Pupils are asked to identify a range of tasks using colours and symbols. Then, they are given another picture linked by the theme of the first extract. They can plan their description using the planning boxes provided. Once they have described their own character, using the image, they can then self assess which skills they have used from the reading task. Easily adaptable and easy to set for independent learning. Easier for pupils to print out and then complete the tasks. Please see my other describing character tasks (booklet).
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DESCRIBING CHARACTERS FOR KS3 & 4 ENGLISH LANGUAGE READING & WRITING SKILLS INDEPENDENT LEARNING
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DESCRIBING CHARACTERS FOR KS3 & 4 ENGLISH LANGUAGE READING & WRITING SKILLS INDEPENDENT LEARNING

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2 Resources
This bundle contains 4 x single worksheets based on famous fictional characters - Dr No (James Bond), Gollum, Mrs Pratchett and The Witches. Each contains an extract from which pupils have to identify the writer’s techniques. Then, pupils can plan their own description using a themed given image. Planning boxes are provided to help. They can then self assess, looking for the skills they identified earlier in their own descriptions. Can be used one worksheet at a time or printed off as a booklet. The second resource in this bundle is a work booklet which offers a range of structured tasks based on several fictional extracts with the purpose being to identify and be able to use the following skills: interesting vocabulary, simile, lists,adjectives, metaphor, short sentences, pathetic fallacy, opening sentences with a simile & personification. Easy to print off as a booklet and work through the tasks.
KS3 ENGLISH LANGUAGE PERSUASIVE SPEECH: EMMELINE PANKHURST
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KS3 ENGLISH LANGUAGE PERSUASIVE SPEECH: EMMELINE PANKHURST

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This lesson looks at the context of Emmeline Pankhurst’s speech in Connecticut, 1913, which aimed to persuade the audience to support women’s suffrage. Focuses are on militaristic language, as well as other rhetorical devices and a plenary task comparing her speech for women’s rights with that of Emma Watson. Both speeches are included with this resource.
THE ROAD NOT TAKEN ROBERT FROST POETRY RESPONSE / UNSEEN KS4 ENGLISH LITERATURE
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THE ROAD NOT TAKEN ROBERT FROST POETRY RESPONSE / UNSEEN KS4 ENGLISH LITERATURE

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Two lessons Lesson 1 - Unseen lesson on ‘The Road Not Taken’ by Robert Frost- includes a copy of the poem, questions for pupils to answer / facilitate discussion with suggested answers. Consideration of structure / form (see ppt slide notes) and ending with a question asking what the poet’s thoughts are about life. Set of ‘clear’ criteria given from AQA markscheme for pupils to follow in their response. Really nice poem and links nicely to the Paper 1 Q5 practice. Lesson 2 - idea of using a scene as a way in to description e.g. thinking about bigger ideas such as Autumn being a metaphor for change or an ending. Includes example of planning, skills focus and an example paragraph to use for discussion before pupils write their own. Perfect for current Y10.
KS3 THE FEMALE FIGURE IN POETRY THROUGHOUT THE AGES IN A SELECTION OF POEMS MINI UNIT
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KS3 THE FEMALE FIGURE IN POETRY THROUGHOUT THE AGES IN A SELECTION OF POEMS MINI UNIT

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This mini unit aims to introduce KS3 pupils to the way female figures have been historically presented in poetry. Originally written as a remote scheme, these would work equally well in the classroom. Copies of the poems are included as part of the powerpoints and can be easily found on the internet. Pupils will read a range of poems (see below) which portray views of the female, in line with the context of the time period. They will be encouraged to apply new knowledge of the context in which the poem was written, in their readings. The unit will introduce inference skills, as we consider the connotations of the poets’ language choices and imagery. Poems covered are: ‘Perfect Woman’ by William Wordsworth ‘The Lady of Shalott’ by Alfred Lord Tennyson ‘Cousin Kate’ by Christina Rossetti ‘Mirror’ by Sylvia Plath.
HOMELESS BY PETE MARSHALL. KS3 POETRY
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HOMELESS BY PETE MARSHALL. KS3 POETRY

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AIMED AT MIDDLE ABILITY KS3, THIS COMPLETE LESSON LOOKS AT THE IDEA OF A POEM HAVING A SPEAKER. ALSO COVERED IS LANGUAGE USED TO CREATE TONE. INCLUDES LINK TO HOMELESS DOCUMENTARY AND INCLUDES SOME CREATIVE ACTIVITIES.
SYMBOLISM IN MACBETH BY WILLIAM SHAKESPEARE
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SYMBOLISM IN MACBETH BY WILLIAM SHAKESPEARE

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SET OF IMAGES WHICH ENCOURAGE STUDENTS TO THINK WHAT IDEAS ARE SYMBOLISED BY THEM, IN THE PLAY. FOLLOWED BY A SCAFFOLDED ACTIVITY ABOUT LADY MACBETH, USING SYMBOLISM KNOWLEDGE. LASTLY, 10 QUIZ QUESTIONS TESTING LEARNING ON SYMBOLISM. USEFUL REVISION TASKS.
ROALD DAHL DESCRIPTIVE AND NARRATIVE WRITING BFG KS3 & KS4
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ROALD DAHL DESCRIPTIVE AND NARRATIVE WRITING BFG KS3 & KS4

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USING THE BFG BY ROALD DAHL AS INSPIRATION, STUDENTS WILL CONSIDER WHAT MAKES AN INTERESTING CHARACTER FOR A READER. THEY WILL ANALYSE DAHL'S DESCRIPTION OF FLESHLUMPEATER, WITH STEP BY STEP ANALYSIS, HELP AND SUPPORT & STRETCH AND CHALLENGE. NARRATIVE WRITING THEN FOLLOWS WITH THE OPPORTUNITY TO CREATE THEIR OWN GIANT AND PEER ASSESS USING GIVEN CRITERIA. A CREATIVE AND SKILLS BASED LESSON SUITABLE FOR BOTH KS3 & 4.
AQA ENGLISH LANGUAGE PAPER 1 REVISION QUESTION 4 USING LION, WITCH AND WARDROBE
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AQA ENGLISH LANGUAGE PAPER 1 REVISION QUESTION 4 USING LION, WITCH AND WARDROBE

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This lesson looks at how to approach English Language Paper 1 Q4, step by step, using an extract from the Lion, the Witch and the Wardrobe (where Lucy discovers Narnia for the first time). Students examine the wording of the question, work to find evidence to use in their response and discuss why the writer has used particular methods. Final task is to have a go at responding to the extract. Perfect for revision activities.