Slide 1 - Read through story of Vinny and answer consolidation questions Slide 2 - Look at a quotation and explain its meaning Slide 3 - Mind map Vinny’s emotions Slide 4 - Imagine you are Vinny: Write a diary entry explaining how feel having dishonoured your community? - sentence starters and guided questions provided

Slide 1 - 3 question starter. Slide 2 - What questions would you ask Rodolpho? Slide 3 - What questions would you ask Marco? Slide 4 - What questions would you ask Beatrice? Slide 5 - What questions would you ask Catherine? Slide 6 - What questions would you ask Eddie? Slide 7 - Explanation of rules Slide 8 - Target with key vocabulary

Slide 1 - Starter activity focusing on developing inferences Slide 2 - Introduction to question - analyse 3 quotations Slide 3 - Example response - students annotate where it has met the success criteria Slide 4 - Write: sentence starters provided alongside success criteria Slide 5 - Review: identify, highlight, and annotate where they have met the success criteria

Slide 1: three question started focusing on imperative verbs and rhetorical appeals Slide 2: mind map things we should change in our world Slide 3: Task broken down to explain focus, instruction, and purpose Slide 4: Example speech with success criteria check box for students to identify, highlight, and annotate Slide 5/7: printouts (skipped slide) Slide 7: Quick plan - who, what, why, how Slide 8: Guided write - introduction (Why are you speaking?) Slide 9: Guided write - What do you want to change and how? Slide 10 - Guided write - final point/closing statement

Slide 1 - Mind map the role of a noble Elizabethan woman. Slide 2 - Assign roles for reading Act 1, Scene 3 + read Slide 3 - Summarise the scene Slide 4/5 - Guided analysis of two quotations Slide 6 - Guided write with colour coordinated sentence starters that match the success criteria Slide 7 - An example of a colour coordinated paragraph that meets the success criteria - students are encouraged to annotate where their paragraph has met the success criteria

Slide 1 - Read an example and mind map what makes the character believable Slide 2 - Share ideas Slide 3 - Possible answers Slide 4 - Discussion with guided questions: can a person be flawless? Slide 5 - Read another example - mind map what flaws the character could have Slide 6 - Share ideas Slide 7 - Write the second paragraph, leading on from the example, introducing the character’s flaw. Slide 8 - Look at a good example (colour coordinated where it has met the success criteria. Annotate where you have met the success criteria in your paragraph.

Each slide aids students to create a character profile on each character in 'An Inspector Calls: Mr Birling, Sheila, Gerald, Mrs Birling, Eric, and The Inspector.

This is a lesson designed to help students answer the question: How does Hill use language to create tension at different points throughout Chapter 5? Slide 1: identifying what the question is asking Slide 2/3 - worksheet based quote explosions with guided questions. This includes a we do - ‘you do’ section. Slide 4 - Example ‘I do’ paragraph Slide 5 - Opportinity to write a class paragraph Slide 6 - Senetence starters - 1/2 paragraphs expected of students Slide 7 - Opportunity to peer asses based on success criteria

A collection of tone words (and their definitions) to display in your English classroom.

This is a lesson that guides your class to write a description of a gothic setting, based on an image of London covered in smog. This can tie in nicely to a unit on The Woman in Black. The lesson includes a 3 question starter, a planning phase to develop show - don’t tell, and a discussion on example paragraphs written by students. The end product should be a paragraph written by students independently - sentence starters and a success criteria are provided to support this.

This resource is a PPT lesson. It includes a starter activity (Frayer model), a discussion activity, and a solo writing task with a planning stage. It explores the concept of culpability in A Tell Tale Heart by Edgar Allen Poe and can be used during or after its teaching.

This is a cover lesson or activity to feature in a creative writing lesson that focuses on building students’ vocabulary bank. An ‘imperfect’ version of a narrative that focuses on someone walking through the woods has been written. Students are tasked with upgrading this story, using prompts to include similes, adverbs, and improve vocabulary before writing their version of the narrative.

A compilation of discourse markers to display in your English classroom

An application form for students to complete at the start of term in order to be a book monitor.

A good author makes the reader ask questions - English Classroom Display Sentence starters included for each question that a reader may be asking.