<p>A differentiated and fully resourced lesson on the character of Katniss Everdeen in The Hunger Games</p> <p>This lesson is tailored for a middle to high ability class, however, it is scaffolded to support lower ability too.</p> <p>Resource consists of:</p> <ul> <li>Lesson PP</li> <li>Analysis Wheel</li> </ul> <p>Learners are to consider the character of Katniss Everdeen and provide ambitious adjectives to describe her (these will be used later on in the lesson). Learners should then begin completing the analysis wheel by providing definitions of the pre-populated words, synonyms for those words, and then matching the quotations to the adjectives (example of completed wheel is on the PP).</p> <p>The main task requires learners to then work collaboratively and independently the complete 4 analytical paragraphs using P.E.E (or another variation) using the information on the wheel (guidance on how to set this out is on the PP).</p> <p>Paragraph 1 - WAGOLL (provided but can be written live)<br /> Paragraph 2 - We do (write one as a class)<br /> Paragraph 3 - Learning partner (write one in pairs)<br /> Paragraph 4 - Independent</p> <p>This lesson was used as preparation for a reading assessment where learners were to analyse the character or Prim.</p>

<p>A differentiated and fully resources lesson on the themes in chapter 1 of Robert Cormier’s Heroes.</p> <p>This lesson is tailored for a lower ability class (specifically Yr 10) and will encourage learners to consider the themes that are evident in Chapter 1 of the novel.</p> <p>Resource consists of:</p> <ul> <li>Lesson PP</li> <li>Task 1 Activity Word Doc.</li> </ul> <p>Learners are to match quotations taken from the opening chapter and match them with the theme they best reflect. They are then required to find additional quotations from the novel.</p> <p>The main task asks learners to analyse two quotations of their choice and justify how they reflect the theme (WAGOLL &amp; SC provided for task)</p> <p>Plenary encourages learners to consider the themes in the remainder of the novel.</p> <p>Sub-headings are in Welsh but can be changed when purchased.</p>

<p>This resource compiles text messages that include a number of grammatical errors such as homophones, tense, capital letters etc. This task can be used a quick and easy hot task or as part of a literacy lesson.</p> <p>This resource works best when laminated. Learners can then circle the mistake with a board marker and either justify their observations to the class/learning partner or write it out correctly onto a piece of paper.</p>

<p>An engaging and useful resource to encourage learners to extend their vocabulary and use more ambitious language choices in their writing. This resources provides synonyms for twelve common words and the synonyms increase with intensity as the colour darkens.</p> <p>This resource works best when laminated, cut out, hole punched, and attached to a loose leaf binder ring.</p>

<p>A lively and engaging resource to use as you wish in the classroom. Providing synonyms for 6 common words, this resource will encourage your learners to extend their vocabulary choices and become more ambitious with their language.</p> <p>This recourse has best been used when printed, laminated, and stuck on desks in front of learners.</p>

<p>An engaging, fully resourced and differentiated lesson on persuasive devices used in advertising.</p> <p>This lesson is tailored towards a high ability Year 9 class, however, it is scaffolded and differentiated to support lower abilities too.</p> <p>Resource includes:</p> <ul> <li>Lesson PP (including WAGOLLs, bronze, silver, gold success criteria, mini plenaries etc)</li> <li>Differentiated resources for tasks (higher and lower)</li> </ul>

<p>A set of two recourses that can be used in the classroom for peer and self assessment.</p> <p>Resource 1 - kind, specific, helpful.</p> <ul> <li>This resource is best used for peer assessment</li> <li>It provides learners with clear guidelines for providing specific and useful feedback to their peers using the three headlines</li> <li>The sentence starters prompt learners to highlight specific areas of the piece of work</li> </ul> <p>Resource 2 - emerging, developing and advancing</p> <ul> <li>This recourse works well as peer and self assessment</li> <li>Learners should use the generic writing success criteria to identify whether the piece of work they are reading is emerging, developing and advancing</li> <li>This encourages learners to engage with the success criteria and to become more aware of it when writing themselves.</li> </ul>