<p>This lesson is aimed at a double revision class but could be adapted to the actual teaching of the poems (rather than a recap session).<br /> All slides are self-explanatory and you could adapt the poem notes\tasks to suit your class.<br /> There is far more than one lesson’s material here and it could be taught over four lessons if you want to teach them as new poems that the pupils haven’t studied previously.<br /> Many of the slides can be printed off for students to annotate.</p> <p>Happy comparisons!</p>

<p>This is a complete lesson (or double) using an extract from ‘The Book Thief’ for exam practice. GCSE Paper 1 Question 3.<br /> The extract is at the end of the PP for you to print off.<br /> The lesson is fully self explanatory.</p>

<p>This resource can be used over a variety of topics as it introduces pupils to the roles women undertook in Victorian England.</p> <p>This research lesson was created to provide background to authors and characters in specific texts.</p> <p>All resources on the slides can be printed off.</p> <p>The lesson is suitable for all ages and abilities and can be adjusted accordingly.</p>

<p>This is a complete lesson on blog writing.<br /> There are opportunities throughout to embed clips on human rights/slave trade.<br /> There are prompts for writing, these include planning, paragraph starters and language/persuasive techniques.<br /> On the last slide there is opportunity for the pupil to self assess.</p>

<p>This is a complete lesson plan that can be used for both role play and dialogue writing.<br /> The lesson uses concept questioning and modals.<br /> It could easily be used for many different lessons and for all ages.</p>

<p>This descriptive writing lesson can be used for all age groups and can be adjusted to the needs of your pupils.</p> <p>As well as looking at vocabulary the lesson is designed to improve the way individuals use language devices.</p> <p>They will have to have a quick recap regarding apromise devices. See slide 3. It is worth spending time getting these ingrained before completing the main task.<br /> Slide 2 can be formatted so that you can just copy off the image and space around it for brainstorming. It could also be used on a larger sheet for group work.<br /> Time should be given for peer marking and improvements.</p>

<p>This lesson uses an extract from Cormac McCarthy’s The Road which can be printed off from slides 3 and 4.<br /> On slide 2 there are skills descriptors from the mark scheme which present the students with an opportunity to familiarise with in order to set targets.<br /> The lesson is pretty much self explanatory and ends with practice of an exam style question.</p> <p>Make sure that students understand the question on slide 6. Ask: what do we need to do?<br /> Make sure they refer back to the student’s statement;</p> <p>I agree with what the student says with regards to the narrator’s feeling of hopelessness.</p>

<p>This is a self-explanatory lesson, looking at descriptive writing techniques. It could be used as a writing lesson when reading Dr Jekyll and Mr Hyde.<br /> The lesson is aimed at a high level but could be adapted for any class.<br /> Use the opportunity for peer assessment to ensure pupils up-level their work.</p>

<p>This is a lesson based around the last of the three spirits in Dickens A Christmas Carol. With the reading involved, this lesson could well be split into two lessons.</p> <p>The page references are for the edition this lesson was planned for, however, you might have to change these to suit the copy you are teaching from.</p> <p>All the slides are self explanatory and take students on a thorough investigation of the final ghost.</p> <p>Slide 3 could be printed off so that students can find the relevant quotes for the analysis boxes or could be cut up as a sorting activity.</p>

<p>This lesson uses an extract from ‘Charlotte’s Web’ which can be found on slides 3 and 4. Obviously this can be printed off.<br /> The aim of the lesson is to prompt pupils to evaluate using their own justified opinions.<br /> Depending on the length of your lessons, there is easily enough material here to cover two lessons on evaluative writing.<br /> Slides and tasks are pretty much self-explanatory.<br /> Make sure pupils self-evaluate using the targets at the end of the lesson.</p>

<p>This resource can be used for pre-intermediate EAL students or even primary classes.<br /> The lesson plan could be split into individual sessions.<br /> The focus is on understanding directions and to do this, students will both use and create a map. Students will also:<br /> Ask directions for a place<br /> Give directions to a place<br /> Use a map to get to a place<br /> Use cardinal directions<br /> Use imperatives to give directions<br /> Use prepositions of place<br /> Write a paragraph about directions</p>

<p>This is a complete lesson that allows for creative and imaginative thought and construction.<br /> It works towards completing a written task for Q5. of Language paper 1.<br /> All slides are self-explanatory in terms of the way you teach them.<br /> Pupils should be au fait with apromise devices, in case they are not there is a slide at the end you can use to familiarise them with it.</p>

<p>This revision lesson analyses language use in a fictional text.<br /> It is aimed at higher achieving students due to acquisition of top tier vocabulary but could be changed to suit other levels.<br /> The lesson assists students with their impacts analysis so ensure that pupils are familiar with the concept. Aim to complete one with pupils before they complete it themselves.<br /> Slides 7-10 can be printed off and pupils could analyse these in groups using the impacts criteria.<br /> Slide 6 can be used on the board to assist pupils when answering an example exam question, using the targets to self evaluate at the end of the lesson.</p>

<p>This is an in-depth lesson which explores the way students can write creatively and sensationally by selecting language for high-level effect.<br /> This lesson could be used for most levels if the teacher adapts accordingly.<br /> All slides are self explanatory, please make sure students use the target criteria on slide 6 when writing their answer and use peer assessment criteria on slide 7 when they are finished, making sure they have time to ‘fix’ their work in the next lesson.</p>

<p>This completed comparison chart, takes pupils through key comparisons and quotes from each of the fifteen conflict poems.<br /> This is a very handy revision and essay writing practice guide and is a practical means for pupils to discuss, compare and write about the poems in this genre.</p>

<p>This PowerPoint presentation is targeted towards year 10/11 GCSE pupils.<br /> It is suitable for levels 5-6 but could be adapted for lower grade students.<br /> The lesson requires a pre-reading of the poem which could have been given as homework.<br /> To begin with, pupils should try to match the images with lines/sections of the poem. For lower ability students, you could cut out the images and respective lines and get pupils to match them.<br /> Pupils should be familiarised with marking criteria and make notes if they need to.<br /> Slides 3-5 explore specific terms which should be further discussed to enable students to have a thorough knowledge of background.<br /> Slides 6-12 contain a breakdown of the poem with accompanying questions for pupils to answer. These could be printed off and stuck on large sheets of sugar paper so that a jigsaw activity could take place.<br /> Slide 13 can be printed off or drawn up in exercise books. This type of format can be used for all anthology poems.<br /> Slide 14 can be used as a group task to assist pupils in how to compare critical points in poems.<br /> Slide 15 is a written answer and teacher should talk through the example and ask pupils to grade it, with justifications.<br /> Slides 16 and 17 propel students into writing their own exam style answer. Pupils to use mark scheme and prompts.<br /> For the less confident pupils they could start their answer at a lower grade then improve it as they go along.</p>

<p>This lesson is to be used to target AO2<br /> This comes from the belief that if students can confidently discuss the effectiveness of writers’ methods, then all the other criteria will naturally fall into place.<br /> The poems I have chosen are ‘Tissue’ and ‘Ozymandias’.<br /> Pupils should already have had prior knowledge/background of these two poems. You can refer to the memory recap on slide 5 as a refresher.<br /> The tasks on the slides are all self-explanatory. Pupils could complete a longer answer to the question for homework.</p>

<p>This is a quick turnaround lesson aimed at teaching the verb to like.<br /> You can easily create resources of your own liking.<br /> This is a quick and easy speaking and listening task.</p>