'Punctuation Marks Are People, Too' explains the main punctuation marks as characters. This clarifies the job that each one of them does. This sheet can be used to introduce a whole series of punctuation worksheets that will be uploaded here soon. Alternatively, this sheet can be used for revision. Capital letters, full stops, commas, semi colons, colons and the apostrophe are all in this cast of characters!

This worksheet goes with 'PUNCTUATION PEOPLE - Capital Letters & Full Stops'.

This is written directly for students, so you can give out the whole thing or pages from it as you wish, at any stage of GCSE English. Getting pupils to write their own examples of techniques listed in these pages is a nice quick homework for you to mark and a great way to check that they have grasped something. It helps their knowledge about language to 'stick&': they are more likely to notice techniques in others&'; writing when they have used the techniques - and named them - themselves. Hope it helps!

This is longer than most glossaries, because I have included examples of each term. The title is just my opinion, of course! For homework, you could choose five terms and tell pupils to find their own examples of each. These could be from songs as well as poems. It is often examples we like that fix in the mind what a technique is, and even more importantly, what it can do. You could then use this Amazing Glossary in conjunction with my POETRY FLOWER. This would help pupils to keep the bigger picture in mind and not get swamped in detail.

This uses cartoon people to explain the job of the semi colon. It’s like a door ajar between two sentences! Check out my HANDWRITING PEOPLE too! That resource is called HANDWRITING: A CLASS OF 26 LITTLE PEOPLE. I teach grammar, punctuation this way. Imagining the letters and punctuation marks as little people draws learners into the detail by bringing them to life. Each time you explain a rule and/or examine an example, it’s like telling a little story. This is easier to picture, easier to remember, and can be quite funny at times.

You can use all three pages of this worksheet or just sections of it. There is a version with cartoons and without. It aims to inspire pupils to read old books - fiction or non-fiction - and give them a method for understanding an extract from one of them. There is so much technical jargon in the teaching of GCSE prose analysis that it can turn pupils off reading books altogether. This worksheet - or 'thinksheet' as you can also call it - aims to explain some of the reasons why picking up a book that was written a long time ago can be worth doing in the first place. See also 'MORE TIPS ON READING OLD BOOKS' for more practical advice. Analysis using technical terminology is vital, of course. Other sheets will deal with that. However, these sheets mainly aim to motivate wider reading for enjoyment, and make students realise that they can pick up any old book and see where it takes them.

This goes with my other sheets, 'HOW TO READ OLD BOOKS AND EXPLORE NEW WORLDS'. Like them, there is a version with cartoons and a version without. These sheets offer practical advice about how to understand a book that was written a long time ago, e.g. how to spot a word that you already know when it's hiding inside another one, e.g. disembody, dissatisfied and so on. Like 'HOW TO READ OLD BOOKS', this one aims to inspire pupils by suggesting what's in it for them to explore wonderful classic novels, non-fiction etc. Analysing how those books created amazing impressions in their heads can come later.

This detailed cartoon explains three stages of creating a play: 1. The playwright choosing lines and stage directions 2. The characters onstage with various props and effects of lighting and sound 3. The audience reaction with emotions ranging from tension to anger, sadness to disgust. You can print this off and give it to pupils and then get them to practise that three-stage analysis themselves. It can apply to any play. In essays, get them to include points & even start sentences with 'Priestley', 'The stage directions' and 'The audience' to help nudge dramatic insights.

This sheet is designed to help students to think of the play they are studying as a drama to be acted onstage, not a book to read in silence. You can do some of the exercises in class or as a homework. Reading a section of dialogue with sock puppets is a fun way to explore who is speaking to whom, who has power in a scene and who is silent. Encouraging students to do this at home can make revision stimulating and memorable. Theatrical observations start to creep into essays as a result.

A filmed parody of the Kate Bush song, 'Wuthering Heights&', which sends up the original novel as much as it does the song! Fun to watch as part of a term&';s work on the Gothic genre: pupils can spot the elements of the Gothic in the whole style in which the film is shot as well as the performance itself. Good for teaching them what parody and satire are as well. Fun if you've studied &'Wuthering Heights&';, too! I enclose leadsheet (lyrics and chords) and video script. There may be some differences between the leadsheet, script & final film.

These sheets turn the apostrophe into a cartoon character. It knows it's unpopular because it confuses people. 'Apostrophe's Brain' tells you that the apostrophe only knows about two things: missing letters and things belonging to something. 'Apostrophe Unpopular' lets the apostrophe explain itself: how to use it's and its; when to use clown's shoes and clowns' shoes. Pupils can then write their own examples with explanations underneath of what the apostrophe knows and is telling us in each sentence. All this gives you a way of talking about apostrophes that makes sense to a child, e.g. 'What does it know here?' 'What is it trying to tell us?' Note: If the colours do not come out in your copy, just get the pupils to use coloured highlighters for the different functions of the apostrophe: missing letters and belonging to. See also my PUNCTUATION PEOPLE resources.

A step-by-step study guide for GCSE and A Level students to help them study any novel for exams or coursework. It helps to give pupils the pdf first: this cartoon will help them to visualise the learning process. Then you can give pages 1-3 of the notes, 'How To Study A Novel'. You can add more topics to the final section on technique, e.g. present tense, flashbacks, fallible narrator, to suit the novel studied. By going up and down the pyramid, pupils build for themselves a sense of how form, structure and language shape meanings. They learn how to move between the big picture and the details when using quotes and references in essays. They produce their own set of notes, helping them become independent learners. This is particularly valuable in helping GCSE students prepare for A Level, and A Level students prepare for university. Above all, they won’t keep asking you for examples – they will have their own! See also 'HOW TO READ OLD BOOKS', 'MORE TIPS ON READING OLD BOOKS' and my poetry sheet, 'THE POETRY FLOWER'.

You can print this sheet straight off and give it to students. You know your class, so you will know if the older ones are likely to feel that a dragon's cave is a bit too Year 8 for them! You can add your own titles in that &'The Someone&';s Something' format to suit any subject area or literary text that you have studied or are going to study. &'The Sorcerer&';s Cave' for &'The Tempest&'; could ignite interest in how Shakespeare paints Prospero for us. Have fun!

You can give this sheet to pupils and let them read all the words on the witch's cloak. They can then draw or write in words around her, to give her some things to fly over. Or give them the Page of Nouns, too, for lots suggestions! Finally, they can take one word on her cloak and partner it with one word that names a thing, eg &'The Ancient Tree&';, 'The Empty House&', &';The Secret Road' Later, use this in a grammar lesson (see my GRAMMAR OCTOPUS) - all the words on the witch&'s cloak are adjectives.

This sheet helps pupils to visualise the different parts of an essay. The head is the introduction etc. The essay dinosaur keeps its mind on the question. It only starts moving when it knows where it's going. You can use it in your marking, eg: ‘Good bones, needs more flesh’ or ‘Why no tail?’ You can answer the question, &'How much should we write?&'; by saying how many bones you want. You could tell younger classes to start with three bones, working up to five for older pupils. The Essay Dinosaur can help you to start an essay and write a good conclusion, too. See Lesson Plan for more details

A song about a puffer fish who has a terrible social life. Can his only friend, Jeremy the octopus, help him to solve his problems? A funny children's song or a study of friendship between very different sea creatures? You decide. For a follow-up piece in a creative writing class, pupils could write Henry&'s diary and Jeremy&';s diary at various points in the story. I wrote, performed & recorded the song myself, so the copyright is mine, but you can use it in lessons é school concerts however you wish!

Poetic rhythm is often neglected as it can be hard to write about. You can scoop up marks for doing it, though. The sheet 'Poetic Rhythm&' explains how rhythm can suit subject & feelings of a poem, é how to write well about this. You can give pupils this sheet on its own, then use it for anthologies é unseen poems. ‘The Tigger Song’ is a clear é memorable eg of how rhythm suits subject é feeling. Onomatopoeia, repetition, refrains é made-up words come up, too. Pupils analyse lyrics then watch the YouTube video, to experience the techniques in action! See Lesson Plan for more ideas.

Who or what is the Fire of the West? Get children to guess before they listen to the song. Get them to guess again after hearing you read aloud the first verse. Then listen to the song! Pupils could write their own ballads or stories with mysterious titles. Other creative tasks: diaries, letters, posters &c. For literature, use it to introduce ballad form: originally, a song that tells a story. Listen out for metaphor, simile, repetition, refrain, é rhymes. Enjoy using the song for lessons é concerts! This is my own song é recording so I own the copyright. See lyric sheet for details.

This song tells a story in the first person. As well as performing it, pupils can write their own ballad songs/poems, creating feeling with detail, imagery, rhythm & rhyme. In lit. lessons, the song can introduce storytelling poems, monologues, setting, repetition é cyclical structure. Interpretation, too: is ‘Thunder Gold’ a place? A symbol? In creative writing, use it as a springboard for stories: who is/was this person? Diaries, posters etc. Enjoy using the song as a resource for lessons é concerts! This is my own song é recording so I own the copyright. See base of lyric sheet for details.

This is a traditional ballad which dates back at least as far as 1611. So it is contemporary with Shakespeare e.g. 'Macbeth&'. Pupils could write a modern version with the talking crows, or poems to lament the mysterious dead knight. GCSE students could compare different interpretations of the imagery. See my Lesson Ideas for more things to do. Enjoy using the song as a resource for lessons & concerts! This is my own song é recording so I own the copyright. See base of lyric sheet for details.