<p>Students work on identifying the descriptive features of the ghosts, before collating this into a letter. Students review the letter template before writing from the perspective of Scrooge, describing the spirits who have visited him. Task has opportunities for whole class work, alongside scaffolded examples to support students with their writing.</p> <p>Please note this lesson is made for KS3 but could be adapted for KS4.</p>

<p>The text provides some simple understanding of the contextual ideas which can be applied to A Christmas Carol. Students use this contextual understanding to then work up to a diary entry, creative writing task.</p> <p>Lesson intended for KS3 class, but could be adapted for more able sets.</p>

<p>Key extracts from A Christmas Carol with subtitles for each and suggestions of transactional writing tasks for each week. Please note, this does not offer any sort of lesson plans but just provides key extracts and suggested writing tasks.</p> <p>Planned for KS3 class but could be adapted for KS4.</p>

<p>The PPT is 115 slides and works through each of the 10 chapters, with written tasks, key contextual information and analytical tasks designed to build an understanding of the text.</p> <p>Created for a Y10 GCSE class however could be adapted for lower years.</p>

<p>This lesson works through McCrae’s poem, with guided questions to support individual or group analysis, building towards a final written task. The lesson also offers a small creative task which can work well as a starter, or can be adapted to become something more extensive.</p>

<p>Students initially consider what makes a location ‘dangerous’ or ‘hostile’ before watching three short youtube clips which all present some form of dangeorus/ hostile location. This then builds towards an extended creative piece where students write from the perspective of being based in this setting.</p>

<p>Lesson based around speech writing, writing from the perspective of Mr. Scrooge, persuading Victorian Society he is a changed man.</p> <p>Lesson is made for a Y8 class but can be easily adapted for older years. Planning sheet aswell as model answer included to support.</p>

<p>This resource spans two lessons, focusing on constructing a diary entry from the perspective of Mr. Scrooge. The lesson breaks down the writing style, with a short clip to support understanding. There is model which students breakdown, before writing their own during the second lesson.</p> <p>Lesson is made for Y8 but could be adapted for older years also.</p>

<p>Lesson focuses on Stave 1, exploring the concept of inference and then applying this knowledge to the key characters introduced during this section.</p> <p>Lesson made for Y8 but can be easily adapted for older year groups.</p>

<p>The lesson breaks down the skill of evaluation, using an extract from 12 Years a Slave as a writing prompt. Students carry out some initial research, before reading and annotating the extract. They are then given the evaluative statement, and taught a Q4 approach which can be transferable to the examination extracts.</p>

<p>This lesson seeks to explore the BLM movement in more detial, focusing on what BLM means, why it is needed, and how it is applicable to UK society. It then focusing on article writing, giving students an article about George Floyd, asking them to identify the conventions of article writing in this.</p>

<p>This task offers a Creative Writing Prompt, linking to Macbeth, with a breakdown of the markscheme, to provide students with clear instructions of the requirements to access top grades.</p>

<p>The lesson explores the conventions of Jacobean women, beginning by asking students what we typically associate with women of this era. Students are then introduced to Lady Macbeth (video clip) and guided questions are given around the portrayal of her character. There is then a written task with guided prompts to support student’s sophistication and critical style.</p> <p>Task aimed at stronger KS4/ GCSE classes however could be adapted to suit weaker sets.</p>

<p>This resource offers lesson material to support the teaching of the entire Jekyll and Hyde novella. Designed for high ability GCSE students, but some of the content could definitely be used with lower sets too.<br /> The material offers a variety of possible written responses, with feedback for these tasks my classes found really useful in developing writing style, possible homework tasks, an introduction to sophisticated vocabulary applicable to the novella and tasks to complete following analysis of the chapters, to consolidate students’ understanding.</p>

<p>This lesson focus’s on Komunyakaa’s Venus’s Flytraps as part of the Poetry Youth and Age OCR scheme of Work. It provides some contextual information and focus questions to build and initial understanding, and then guided questions to build students analysis of the poem.</p>

<p>This lesson introduces the Youth and Age OCR poetry scheme of work, with a focus on Blake’s Holy Thursday. The poem is broken down into sections, with guided questioning to help students’ analysis.</p>

<p>This lesson focuses on Spring and Fall by Hopkins. It provides guided questions to aid the students understanding of the poem and build their analysis.</p>

<p>This lesson provides guidance on how to structure a PEA paragraph, a focus on the connotations of language and then guided analysis of an extract of Du Maurier’s Rebecca. Suitable for a high ability year 7 set as it offers exposure to 19th century literature.</p>

<p>This lesson focuses on teaching evaluation, and is applied to an extract taken from The Boy in the Stripped Pyjamas. It includes a video and an annotated evaluative response to build students’ understanding.</p>

<p>This lesson introduces students to Macbeth, looking at A1 S1 in more detail. The lesson includes prompts for analysis, and then a review of 3 director interpretations of the scene, encouraging students to review these and consider their effectiveness.</p>

<p>This resource offers an starter task introducing the inauguration, then a strategic approach to teaching Vocabulary, asking students to explore the term and it’s meaning in detail. Students then watch Laurette Gorman read her poem, with focus questions to complete. Students then focus on an extract of the poem, annotating it’s meaning with guided questions. There is then a exam style question, with a writing framework to support.</p>