Two full lessons with model responses within a table of comparison for two attitudes to nursing extracts, one modern, one historic, and model paragraph with sentence starters for comparison between Duchess of Cambridge and Queen Victoria's wedding. Latter lesson includes A3 extract sheet which 'chunks' down tasks to scaffold a response for their exam style response question at the end of the lesson. Confidence checks included within the lesson. Second lesson was an observation lesson, rated 'Good/Outstanding'. Lesson 1: Objective: To compare and contrast information from two texts. Outcomes: To respond to a comparison-style exam question. Literacy objective: When a word ends in ‘e’, you must always remove it when adding ‘-ing’. Recap of component 1 reading exam (30%) question 5/6. Starter: Compare/contrast using conjunction bank. Elephant/mouse, apple/orange. Helpful tips for AO3. Then looking at the exam question - comparison attitudes to nursing and how writers get their argument across. Modern article has model responses (differentiation - pupils can find their own examples to compare). Within this lesson, pupils read through the historic text (Florence Nightingale) to find success criteria, highlight and annotate, and then 'chop up' their ideas and write them into the comparison table. Recap of the question, then pupils write their response. Sentence starters for support and 10 minute timer added. Connective bank included to support writing. Self assessment. Post-it plenary to give one comparison they gave in their response. Lesson 2: Objective: To compare and contrast information from two texts. Outcomes: To respond to a comparison-style exam question. Recap of component 2 reading. Confidence check 1-10. Emojis to support their rating. Starter: spot the difference between the two images with connective bank. Secondary starter: Two clips, one of DoC's wedding and fictional portrayal of QV's wedding. Write on post it ambitious adjectives and comparisons. Read through the two A3 extracts about arrival of royal wedding. 'Chunking' tasks to scaffold their responses. Success criteria for pupils to look through and find. Model example on the sheet. Challenge task: find the mood and how it compares. Then response: comment on, what is said (ideas), how it is said (terminology). Question support with sentence starters and a model answer, and a paragraph response structure. Connective bank. Self assessment and final confidence check. This was my observation lesson, rating Good/Outstanding.

Two lessons, second a continuation and with peer assessment. All activities included including literary bingo starter and original publisher and PDF version of extract to analyse how tension is built. Sheet 'chunks' devices/terminology for the pupil to find either individually or in a pair. Lesson 1: Objective: To revise how to answer an AO2 question using subject terminology. Outcomes: To respond to an exam style question analysing the effects of techniques. Literacy objective: Adding an ‘e’ to a word lengthens the vowel sound. E.g. hate, cape, ride, pane, kite, site, gripe, cute. Literacy starter task, whole school literacy. Then literary bingo starter, 22 individual tiles for the game. Teacher reads out 'bang!' etc, pupils tick 'onomatopoeia'. This worked great with the class. Then going over 'how' questions for their exam. E.g. ‘How is suspense and tension created throughout this extract?’ TEE acronym introduced: Technique device or method e.g. short sentences Evidence quotes Explain how tension is created and the effect on the reader. Then interactive element to the lesson, YouTube video embedded 'Annabelle' horror film. How does the director build tension? Mind map in books. Then pupils read through the extract on their A3 worksheet to see how the writer has created tension and what effect this creates. Then add to their mind map (4 minutes) - ambitious punctuation, cliff hangers, powerful verbs, etc. Then back to the A3 sheet, the boxes 'chunked' around the extract to allow pupils to select evidence. Pupils then answer a 5 mark question (Eduqas exam is usually 10 marks - first lesson on AO2) this can be bumped up to 10, more points/paragraphs etc. Success criteria with TEE acronym, connective bank to allow their writing to flow and emotion word bank so pupils don't write 'scared/sad' etc. Peer assessment plenary and post-it - write an aspect of AO2 you have practiced today, write an idea you wish to improve on. Lesson 2: Objective: To revise how to answer an AO2 question using subject terminology. Outcomes: To respond to an exam style question analysing the effects of techniques and self-assess this question. Another literacy starter, then definition match up, e.g. personification/metaphor. Recap of how questions and what causes tension. 10 more minutes to finish their A3 sheet - focusing on different success criteria: short sentences, powerful verbs, cliff hanger, changing perspectives, ambitious punctuation. Model responses on the board (three) and discussion with partner the best AO2 response to how tension is created. Extension - can you improve on the worst model? Further 5 points (splitting up 10 mark question). Peer assessment and plenary again.

Two full lessons on review writing for Y9 taken from GCSE specification. Homophone starter 'Your/You're' Lesson 1 Objective: To identify the different features of film reviews. Outcome: To plan a film review using the required features. Lesson 2 Objective: To investigate the different features of film reviews. Outcome: To apply our knowledge and write a film review, using the required features. First whole lesson, complete with a small section of film reviews to analyse takes pupils through different features of reviews, and the purposes of them (inform, describe, persuade and advise). A starter activity is to go through different kinds of reviews (book/film/restaurant) and who is the possible audience. Then the pupils (in pairs) go through a short review and try and spot the features. Then they can mind-map these features in their books or together on the board at the front of the classroom. Then the pupils watch an embedded clip (trailer for Pirates of the Caribbean) and then can plan to create a review. Extension tasks are added for the most able pupils. In the second lesson, pupils (on their whiteboards/in books) go through a recap (what is a review, purpose, audience), rewrite a paragraph of a film review using ambitious punctuation, read a WAGOLL (what a good one looks like) to look for AFORREST persuasive features, then read a bad example of a film review. Class then write an WWW/EBI for the reviews. Go over the structure of a review, then write their film review for an independent 15 task. I have also included success criteria checklists to print off for your classes.

Lesson on analysing unseen poetry using SMILE technique, focusing on the 'L' - language. A3 worksheet to help pupils analyse the language of the poem Autumn by Alan Bold (I don't own this poem). Objective: To investigate poetic devices in unseen poetry and explore the effects on the reader. Outcomes: To respond to a question about the language used within an unseen poem. Literacy objective: An apostrophe must be used to show who or what owns the object or idea (possession). Literacy objective starter task, and (this can be included if used with my previous GCSE Eduqas WJEC Intro to Poetry lesson) any extra time to complete the poetic device hunt. This slide can be removed, however. Starter: What could 'SMILE' be? Structure, meaning, images, language, effect on reader. Handout to support and stick in books to refer back to. Then pupils to read blind through the poem and think what is the poem about, share with partner and write their response around the poem. Repeated for the mood of the poem. Pupils to then match-up poetic devices within the poem (some are underlined for differentiation support). Then pupils must find more content points. Repeating think, partner, share to gather what might the effect be on the reader and if there is deeper meaning in any of the lines. Model response to an analysis of two lines of the poem with a model paragraph. Pupils are to then follow by example and pick any two lines and write about the language to answer the question 'How is nature presented in Autumn?' for independent 10/15 time. Plenary (post-its or in books): What have we learnt today/What would you like to improve on.

Objective: To investigate evidence which explores the characters of the Nurse and Friar Lawrence. Outcomes: To compare and contrast the attitudes of the Nurse and Friar Lawrence in Act 2. Literacy objective: When a word ends in ‘e’, you must always remove it when adding ‘-ing’. Starter: Task: Write a sentence to compare these two pictures using a comparative or contrasting conjunction. Use the word bank below to help you. Elephant and a mouse with comparative connectives to help. Comparing and orange and an apple. Going over the main plot of Friar Lawrence and the Nurse within Romeo and Juliet. Key terminology: Foreshadowing. Think pair share activity on an A3 sheet to help compare and contrast the attitudes of Friar Lawrence and the Nurse. Using comparative connectives. Venn diagram to compare and contrast different adjectives which might apply to FL or N. Main task: To compare and contrast the attitudes on an A3 sheet. Models with analysis for a response for Friar Lawrence and the Nurse. Evidence and then exploding the quote. Then comparing whether it is similar or different. AO3 context challenge. Assessment objectives to go over how they should respond. Task to compare and contrast by writing a paragraph - success criteria with AO1, AO2 and AO3 context challenge. Half way through their independent 10 - stop - and read the model response from the teacher to see if they can improve their answer. Post it plenary to put their post it on the 1-10 scale either 1 its tragic or 10 its exciting. Then discuss how they feel about the play so far.

Objective: To investigate the language used by Romeo in Act I, Scene 5. Outcomes: To respond to a question about the language used which reveals his feelings for Juliet. Shakespeare's Romeo and Juliet lesson - Act 1, Scene 5. This lesson explores Romeo's soliloquy in detail to explore the language Shakespeare uses, group work and assessment writing included with model response and key terminology (Eduqas WJEC exam board). All group work is included in the original publisher format and PDF format for ease of use. This was taught to very top set Year 8 - GCSE standard lesson and writing. Easily differentiated up and down with support and challenge cards included. Group work for support within the class. Literacy starter: Adding an ‘e’ to the end of a word changes the sound of the first vowel Starter: Images on the board of earrings, hands, dove, torches, stars. Key terminology introduced: Connotation. Pupils exploring what the images connote. Clip embedded of Romeo first spotting Juliet in the Baz Luhrmann version. Pupils to write down on post-it three adjectives to describe how Romeo reacts. Then showing the class the full soliloquy and reading through, asking if they can add anything to their post it. Key terminology: Soliloquy. Ten minute timer embedded for pupils to explore the language used in the soliloquy in groups. Challenge: Include AO3 context. I used different coloured pens to see which pupils have wrote what, to check progress. Example model of exploding a quote from Romeo and Juliet's exchange - discussing AO2 structure - sentence moods - exclamative, interrogative, imperative etc. AO1 feelings and AO3 context challenge. Simplifying the exam board marking scheme - pupils aiming for 3-4 grade band. Then pupils shown a model response with the different AO's highlighted in three different colours for clarification. Ten minute timer on the board for writing time, with success criteria and sentence starter. With AO3 challenge included too. Support station - Sentence support and challenge cards at the back of the classroom (included). (This next section can be adapted if the pupils are of a lower ability or lack of time) Then pupils swapped their sheets by sticking their annotated sheet on the board with blue tac and taking another partner's. Then pupils analyse and write a response with another groups annotations. Then self assessment to identify the different AO points they have used within their responses. They can add their EBI if they haven't included something e.g. embedded quotes for AO1, or AO3 context challenge. Plenary: To tweet Romeo's reaction to seeing Juliet. Pupils can use an emoji to illustrate his reaction. This lesson worked very well with top set year 8, currently on level 3/4 grade boundaries for GCSE level, so this would work well with any GCSE class.

Objective: To analyse how Shakespeare uses imagery to convey Romeo and Juliet’s relationship. Outcomes: To explain how Shakespeare uses language to create visual effects for the reader. Literacy objective: When a word ends in ‘e’, you must always remove it when adding ‘-ing’. Lesson starts with a literacy starter, using the -ing variation of a word. Hate and Love - bringing in the themes of the play. Starter: Label the images on the board from 1-6 with images you most associate with love at the top, least associated at the bottom. Extension to stretch and challenge. Pupils then watch Romeo's Soliloquy: https://www.youtube.com/watch?v=H3MiaSG1SMQ (BBC version) and record on their post it any words Romeo uses to describe Juliet. AO3 context challenge. Then go through Romeo's soliloquy and key words: Soliloquy and Imagery. Can anyone add to the post it as I read through - how does he describe Juliet - what does he compare her to? Then group work to analyse the imagery and language used by Shakespeare - soliloquy split into large A3 sheets for the pupils to annotate. Can use coloured pens to check progress of each pupil. AO3 context challenge. Completely annotated soliloquy for the pupils to add to their notes with class discussion to go through step-by-step. Then two model responses and pupils pick three differences - modelling. AO reminders before their response for the day. Response - How does Shakespeare use imagery to convey Romeo's love for Juliet? Success criteria AO1 and AO2 - with AO3 context challenge. Sentence starters for support. Self-assessment for the pupils to identify their own strengths and weaknesses. Plenary to pick an appropriate emoji to illustrate - pick top three.

Focus on introduction to poetry, with a poetry device hunt around the classroom or a carousel activity for pupils to revise poetic terminology. Poetic device sheets could also be used as a classroom display once printed. Support sheets included for differentiation. Objective: To identify different poetic devices and explore their effects. Outcomes: To present these devices in table. Literacy objective: An apostrophe must be used to show who or what owns the object or idea (possession). Lesson is an introduction to poetry, unit focus on unseen poetry. I have used this with year 9 in preparation for their GCSE poetry exams. Lesson runs through literacy objective with tasks and a challenge task on apostrophes. It then goes through the exam board specification and what the examiner is looking for, and the different assessment objectives (AO1/AO2) for unseen poetry. Starter: As many poetic devices as the pupils can think of. Challenge task to include a definition and an example. 5 minute timer included. Introduction: What is poetry? Spot the devices within poetry. Using examples from modern songs - Pocahontas/Justin Bieber. Main task: Poetry device hunt. Pupils to fill in A3 sheet (included publisher file and PDF) two minutes for each device. I used my phone as a timer. This kept pace high. Pupils to write definition and effect in their own words. This can take longer depending on the ability of the class/time for each lesson. Assessment: Whiteboard questioning to gauge progress with plenary for pupils to write on a post-it or in their book. These resources took me over 8 hours to prepare! Can be used again and again for GCSE/KS3 classes.

Three full weeks of A Monster Calls study for Year 7/KS3. This goes up to 'destruction'. All lessons have outcomes/objectives/homework included and a range of engaging activities. This worked very well with year 7, but then I swapped novels halfway through the half term.

A mixed bag of lessons exploring The Ghost of Christmas Past, Scrooge's childhood, his relationship with Fezziwig, the relationship between Scrooge and Marley and language used within Stave 1/2. This was for a top set GSCE class. The range of activities worked extremely well. There is also a graded outstanding lesson included. A range of challenge and support is also included. I adapted these lessons for my lower sets, so differentiated worksheets are also included.

An array of lessons and worksheets exploring class prejudice, Eric's involvement, comparisons between Sheila and other characters, socialism in the play. Also includes an observation lesson which was judged good overall. This was for a top set GCSE class, stimulating talking points are included and fun engaging activities e.g. Eric's Tinder profile. Lessons are also AO focused.