This is a model answer that I have written for AQA English Language Paper 1, Question 5. It is based on an image of polar bears wandering in front of a mountain. It models to pupils how to use many different language features: different sentence types, similes, metaphors, personification, the senses, adjectives, adverbs, pathetic fallacy and how to use these to create a narrative using the image. I used this in the lesson by asking pupils to highlight and label the language features used, thinking about the effect that they have, and also to model how to progress the narrative whilst including description.

This lesson was formally observed and graded 'Outstanding'. The learning objective is 'How can I describe the setting of 'The Tempest' imaginatively?' Lesson includes differentiation for higher and lower ability pupils as well as a sheet for pupils to complete their work on.

This lesson is based on the book 'Wonder' by R. J. Palacio. The lesson has the learning objective 'how can I confidently explain my inferences?' and helps pupils to make inferences from the imagery used when Palacio describes characters in 'Wonder'. <br /> Includes differentiation for weaker abilities and challenge tasks for higher ability pupils.

A short 10-15 minute assembly about littering. Includes an inspirational video to play as students enter the assembly and a moment of reflection at the end.

This is a lesson with the learning objective 'how can I craft an imaginative extended metaphor?' This lesson uses an investigate task to help pupils imaginatively craft their extended metaphors. The lesson has differentiation for the higher and lower abilities in the class. I planned this lesson for top set year 8 students, but it would be suitable for KS3 and KS4 classes.

<p>This is a practice GCSE paper that I have made for the AQA English Language GCSE Paper 1- Explorations in Creative Reading and Writing. The mock paper is based around the opening of ‘Never Let Me Go’ by Kazuo Ishiguro.</p>

3 lessons. The first learning objective is 'how can I effectively manage my money?', the second is 'what do I need to budget for?' and 'How can I understand tax and National Insurance?'. Lessons planned for a PSHE SOW.<br /> <br /> Lessons help pupils understand how to manage their own money, thinking about prioritising what it is important to buy and saving for luxuries. They also outline what tax and national insurance is and help pupils work out how much tax will be paid each month for different wages.

This lesson was observed and graded 'Outstanding'. I planned this for a scheme of work on gothic writing, but can be used for any genre of writing, just would need to change the picture pupils are describing. Lesson has the learning objective 'how can I vary my sentence openers confidently?' Includes differentiation for higher and lower abilities. Also differentiated for pupils with dyslexia and includes a fully written model at the end. Lesson includes a sheet for pupils to work on for an investigate task where they move around the room to different stations to discover the different types of sentence openers. This lesson also includes Bingo sheets which I made so pupils focus during modelling and listen out for the different types of sentence openers that I use in my model. Lesson planned for set 3 year 9 but can be used for KS3 and KS4.

<p>This is a lesson where students reflect on what they have learned about Juliet so far in the play (it can fit into many schemes of work at any point up until the part of the play where Tybalt kills Mercutio). They consider Juliet’s thoughts and feelings about each event in her life so far. They then use these ideas to write a letter from Juliet to her mother, explaining how she feels about her arranged marriage to Paris, why she wants to marry Romeo and why her marriage to Romeo could be a good way to prevent the feud. Ends with peer assessment of one another’s letters.</p>

<p>This is a lesson with the learning objective ‘How can I correctly identify and interpret different methods used in a text?’ Excellent for AQA English Language Paper 1, Question 2- language analysis. Students learn the names of language methods (e.g. simile, noun, verb, sibilance), then select quotations from an extract from ‘The Woman in Black’ which use methods to desribe the setting. Students are then shown how to make inferences from the methods and how to annotate quotations, with a pre-written model. The teacher then live models how to turn the annotations into a written answer to the question ‘how does the writer use language to describe the setting?’ Starter sentences provided. Extract from ‘The Woman in Black’ and the powerpoint for the lesson are both included.</p>

<p>This is a lesson for KS3 or lower ability KS4 students which explains imagery. The learning objective is: ‘what is imagery and how can I use it for effect?’ This lesson contains a carousel where students move around the room, looking at different examples of language which can be used to create imagery (similes, metaphors, personification, pathetic fallacy and tricolons), making notes and writing their own examples of each language feature to describe the image of a lion. Students then look at a model of how to use these language features to create a paragraph of imagery describing the lion, and students have a go themselves. The lesson ends with peer assessment and improvement of students’ work.</p>

<p>This is a lesson focusing on students’ descriptive writing skills whilst studying ‘Macbeth’ by William Shakespeare. The learning objective is ‘LO: How can I use a range of imaginative language features to describe Macbeth in battle?’ This lesson could be taught as a one-off lesson or after reading Act 1, Scene 2 of ‘Macbeth’.<br /> Students look at how the play describes Macbeth in battle, then complete an ‘investigate’ style task where they move around the classroom, learning different imaginative language features which could be used in their creative writing to describe Macbeth in battle. They then look at a model of how to use these imaginative language features together in a paragraph to describe the battle (there is a model/ starter sentences provided which the teacher can continue to live model further if needed) and peer assessment at the end. There are ‘Chance to Shine’ tasks throughout the lesson to challenge the highest ability students further.<br /> Suitable for students aged 13+.</p>

This is a lesson which I planned for my weak ability year 11 class on how to vary their sentences for effect, focusing on how to use simple, compound, complex, one word sentences and rhetorical questions. Lesson has the learning objective 'How can I vary my sentences for effect?'. Lesson includes three resources, one of which is a worksheet with spaces for stickers where, if pupils completed a particular type of sentence correctly, they received a reward sticker as motivation. Lesson includes differentiation for higher and lower abilities and is based around 'I'm a Celebrity... Get Me Out of Here!' to engage and motivate. This lesson was observed with a challenging class and given 'Outstanding'.

A short lesson with the learning objective 'how can I explore the moral message of 'Cain and Abel'?'

This is a 20 minute assembly about bike safety. It includes an inspirational video to play as students enter the assembly, a BBC news video about a cyclist who rode his bike dangerously and consequently killed a pedestrian, and then outlines the laws in Britain about cycling. The assembly ends with a moment of reflection.

<p>This is a lesson based on the BBC show Dragon’s Den/ Shark Tank (US). In this lesson, students invent a new product which they would like to have in their life. They then write their own Dragon’s Den pitch, using DAFOREST persuasive writing features, to persuade the class to invest money into their product. There is a written model included to show pupils how to write the openings of their pitches, using persuasive language features. Then, students practice delivering the speeches in small groups before delivering them to the class. The class then vote for the winner who will gain the Dragon’s investment.</p>

<p>This is a model answer that I have written for AQA English Language Paper 1, Question 5: Write a description based on this image. It is based on an image of a man stood on the very edge of some rocks, looking over a mountainous landscape. It models to pupils how to use many different language and structural features: different sentence types, paragraphing for effect, similes, metaphors, personification, the senses, adjectives, adverbs, pathetic fallacy, emotive language and how to use these to create a narrative using the image. I used this in the lesson by asking pupils to highlight and label the language and structural features used, thinking about the effect that they have, and also to model how to progress the narrative whilst including description. Students were then allowed to magpie 6 phrases or words for their own writing, and then had to plan and write their own descriptions of the image.</p>

This is a 10-20 minute assembly about love. It discusses the idea of Agape (the Greek word for love for everyone) and encourages pupils to think about how we can show agape in our everyday lives. Includes an inspirational video and a moment of reflection at the end.

A simple 10 minute assembly about right and wrong. Includes an inspirational video to play as students enter the assembly and a moment of reflection at the end.

<p>This is a scheme of work based on the play version of Oliver Twist by Guy Williams. It has lessons exploring Act 1, Scene 1 all the way to Act 2, Scene 7. Learning objectives include:<br /> LO: How are the adults and children juxtaposed in Act 1, Scene 1 of ‘Oliver Twist’?<br /> LO: How is Oliver Twist treated in Act 1, Scene 2?<br /> LO: How is Fagin presented in Act 1, Scene 4?<br /> LO: How can I understand how Nancy and Bill Sikes are presented in Act 1, Scene 4?<br /> LO: How can I analyse how stage directions are used in Act 1, Scene 4?<br /> LO: How can I empathise with Oliver Twist in Act 1, Scenes 5-6?<br /> LO: How can I understand how Mr Bumble and Mrs Corney’s characters develop?<br /> LO: How can I evaluate who has the most power?<br /> L.O: How does the writer’s use of sentence functions represent Bill Sikes in Act 2, Scene 7?</p> <p>Lots of different learning activities included and differentiation too.</p>

This is a lesson on Shakespeare's Romeo and Juliet with the Learning Objective 'how can I make effective inferences about Act 3, Scene 5?' This is the scene where Lady Capulet informs Juliet that they have planned for her to marry Paris, but she refuses and Capulet shouts at her. Lesson includes an investigate task where pupils complete different stations around the room getting them to make inferences from different parts of the scene. Lesson was planned for set 5 year 11, but could be used for KS3 or KS4. Differentiation for lower and higher abilities included.