Full lesson on GCSE transactional writing (reports). Objective: To identify the features of a report. Outcomes: To produce a plan for a report using detailed content and the required structure. Literacy objective: An apostrophe must be used to show you have missed out letters in a contracted word. E.g. Should'nt - should not. Literacy starter is a contraction wheel. Lesson goes through what a report is, the purposes of a report, the audience and possible content. Starter allows the pupils to think for themselves what might be in a report (content), and a vocab-builder allows them to engage with formal vocabulary A06. The lesson then picks apart a report question, and allows pupils to investigate the purpose/audience/tone and format of the transactional writing question. Pupils then complete a table of positives/negatives to do with a school facility, read through a model report (either alone or with classroom teacher) and then complete their aims/questions in their introductory paragraph and their data collection paragraph in independent 10 task time with success criteria and a grammar challenge. Plenary to assess their knowledge of the features of a report.

Y12 CTEC lesson. Includes a model SWOT analysis on Women's Health UK with 20 mark assessment question for pupils to complete in workbooks. Objective: To identify the different features of an effective SWOT analysis. To revise concept art and prototypes. Outcomes: To apply our knowledge of development tools to assess the effectiveness of SWOT. Literacy objective: Effect/Affect Pupils start by discussing the advantages of a SWOT analysis and rank how confident they are in their books 1-10. Then pupils read through the model SWOT and highlight key points. This scaffolds for their 20 mark question as they are discussing and finding examples. Lesson then goes through marking criteria e.g. distinction/pass/merit answers. Pupils then have 10 minutes to write - timer included. Another confidence checker after they have written their essay - showing immediate progress. Revision of concept art and prototypes with a clip also (YouTube - embedded). Then plenary to assess what has been understood this lesson.

Objective: To identify the features of a tabloid news article. Outcomes: To apply our understanding to write a lively and engaging tabloid article. Homework: Read your tabloid article and analyse the features, purpose and tone, using the table on the right. Literacy starter: Effect/Affect Starter activity is a card sort between the features of a broadsheet newspaper and a tabloid newspaper. Then a spot the features article to find the AFORREST features and how the writer has engaged the audience. Slides then move on to the main task, but first they go through example headlines to guess what the tabloid news article might be which we're writing about for an independent 10 task. Pupils then plan their tabloid article with a list of success criteria e.g. a shocking headline. Independent 10 task: Write an engaging article for a tabloid newspaper.

PSCHE lesson to promote fundamental British Values - tolerance. Literacy objective: Affect/effect Firstly, the pupils will sign a pledge which can be printed off and stuck into books. This is to listen to others opinion, respect each other etc. The pledge will start in this classroom and will be continued throughout their school education, fits within school ethos etc. This can also be used with a speaking stickball//pen/pencil etc. So, whomever has the stick has the floor. Discussions regarding what it means to be tolerant. Think, pair, share, square group tasks. Card sort activity for 'tolerant or intolerant' behaviour scenarios - card sort to cut up from PowerPoint slide 7 for slide 8's card sort mat. What should you do vs. What shouldn't you do? For when pupils come across intolerant behaviour in their lives. Plenary - what have we learnt today?

Starter activity for pupils to learn how to calculate the headline count of different articles. Handouts for the headline counts can be created, but this is also on the PowerPoint. Pupils are then given scenarios and they should create the best headline they can within their count e.g. full of alliteration, puns, shocking vocabulary etc.

Objective: To identify the features of a broadsheet comment article. Outcome: To apply our understanding to write a short comment piece, using the required features. Literacy objective: Effect/Affect This lesson starts with a discussion to whether the opinions of the journalist should ever influence their writing - issues of bias. Then this leads onto comment articles (opinion writing). It then discusses the features of opinion writing and what it must include e.g. the news peg and a leading statement which shocks the audience. Main body of the text - writers opinion, quotes and main issues. Conclusion - summary and driving-home the most powerful point. Main task is to read though a comment piece to identify the features. Then pupils are given four briefs with provocative statements on with issues, quotes, statistics etc. Task: Your job as a journalist is to write a comment (opinion) article about one statement. There are news facts, quotes and statistics included in your brief to help you, and the structure to follow. Plenary to calculate the headline count for different headlines, then create their own.

Objective: To identify the different features of broadsheet and tabloid newspapers. Outcomes: To compare these features in a table. This lesson goes through the differences between broadsheet and tabloid newspapers. Starter looks at two different front pages, one tabloid, one broadsheet. It then goes through the differences with the pupils. Sensational news and the public interest is also covered. Main task is to read through a 'Broadsheet vs Tabloid' article. Then pupils will annotate these two articles e.g. language differences, differences in headline. They then fill out a table with Newspaper 1/Newspaper 2. Plenary goes over headline count (how journalists count letters/numbers/symbols) and pupils can create a headline to match the count of 25. Lesson could be differentiated up or down, with more or less complex stories.

Small sheet resource to support pupils in writing a letter of complaint to a theme park. Supports highest grades with use of a clear voice and taking on the persona of another.

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.

This lesson goes over the target audience profiles in KS5 Media (CTECH level 3). Including demographics (physical) and psychographics (mental) audience profiles. I printed off magazine covers and film posters to engage the pupils at the start and to gauge what pupils already know about target audience. Then going over target audience categories. Progress - then going back to the notes made in the starter - this could be purple penned. Then it goes through two adverts (Tesco and Volkswagen) for pupils to decide which audience they are targeted at. Then pupils are given two products to research in groups and they will present to the class which audience profiles the products have and how they attract these. Homework: to find the 'user types' of psychographics.

This lesson goes over the features of informal letters (KS3) in preparation for the transactional writing part of the GCSE language exam. Stick-in sheet for pupils to make some notes on in their books included. The lesson also focuses on ambitious vocabulary and has a literacy homophone starter (where/were/we're). It goes over tone and style of informal letters, then 'spot the errors' in a small informal letter which is far too formal. Easily differentiated by editing the example. Main task is to write an informal letter to a friend: this includes a brief for the pupils to follow. Success and challenge criteria included. Peer assessment for AfL and plenary included at the end.

Half lesson starter: Teacher Standards: S1 Engage the pupils in the starter activity and use multimedia (YouTube) to consolidate knowledge learnt. S2 Construct and scaffold learning, consolidate knowledge regarding genre and develop this into a clearer understanding of Gothic Horror. S3 Breaking down ideas logically to support development of learner’s knowledge. Learning objective: To identify conventions of Gothic Horror genre. Learning outcome: To be able to pick out these conventions from a YouTube clip (Sleepy Hollow). Strategies: Ensure pupils understand the conventions of gothic horror literature e.g. setting – remote locations, haunted houses, gothic architecture, dungeons, hidden rooms, dark towers, crypts. Key concepts: Gothic horror conventions (characters, setting and themes). Questions: What other characters can we think of which may fit into these typical categories? – Perhaps think about books you have read or films you have watched. What can you spot in this setting? What is typical of the image on the board, what is the weather like? What time of year is this?

KS3 lesson developing noun and verb use, including an extract to complete. Precise noun: A noun (naming word) which is more descriptive and aids in telling the reader more about the story. E.g. ‘Mercedes Benz’ instead of car. Ambitious verb: A verb (doing word) which gives more description so the reader can picture images in their mind. E.g. ‘Slithered’ instead of walked (to describe someone who was sneaking around). Learning Objective: To learn how to develop nouns and verbs to create descriptive sentences. Learning Outcome: All will rewrite sentences using ambitious vocabulary and tasks in the PowerPoint Most will complete the Skellig work sheet Some will complete the extension work and create their own sentences using knowledge they have learnt so far (reward – Vivo points/IRIS rewards etc) To differentiate the work, I have included a variety of resources including a match-up task on the board. Fill-in the blanks work sheet and a challenge task for the HA in the class to complete, with added rewards (Vivo points) to encourage the children to take on this challenge task.

KS3 lesson writing short fiction. Taking inspiration from a local news story about Merseyside boxer, Tony Bellew, being cast for a Hollywood film, 'Creed', and changing this into a short fiction story. The worksheet gives pupils free reign to create a fictional story, either from the perspective of the boxer, or from the character inside the film, 'Creed', with YouTube clip for inspiration. Tasks to encourage literary device usage and narrative structure.

Learning Objective: To learn how to develop characters and character voice in your writing. Learning Outcome: To plan and write an imaginative character description, including a specific tone in their character voice. Year 7 lesson on character profiles and character voice, exploring character voice using Harry Potter characters, and moving on to create their own character using Facebook profiles (to explore character profiles) and a Facebook status (for character voice). Worksheets included: blank Facebook status work sheet (two per page) and Facebook profile worksheet. Whole lesson and two work sheets included.

Two lessons for literary device revision. Includes two differentiated lessons with different activities. For low ability, a literary device bingo with 9 bingo tiles and a card sort. Higher ability, 12 bingo tiles and no card sort game. Extract is differentiated, high ability will find the devices themselves, and low ability will annotate the devices which are already underlined in different colours (they can work out the key).

This lesson explores the different reactions of Macbeth and Lady Macbeth after the murder of Duncan (Act 2, Scene 2). It gives a quick re-cap of the implications of regicide in Shakespearean England, then re-caps the attitude of Macbeth and Lady Macbeth (key words for stimulus - differentiation). Then you'll read through Act 2, Scene 2 with your class (can't upload the copies I used for copyright reasons, my school uses Macbeth: GCP English for GCSE), [Act 2, Scene 2 is on pages 23-25]. The pupils then used the copies of Act 2, Scene 2 and highlighted the reactions of Macbeth and Lady Macbeth with different colours. The pupils then split these into similar reactions and different reactions (added points on PowerPoint for stimulus - differentiation), with an extension question at the bottom. Pupils can then pick one of their points and compare or contrast these (model paragraph included on PowerPoint).

Full lesson on Narrative Structure for KS3. Includes PowerPoint going through the four stages of narrative structure (exposition, complication, climax and resolution - uses a short story about Homer Simpson to illustrate this). Crip sheet is attached to stick in children's books for a clear guide, without the need to make too many notes in class (differentiated resource - not needed for top sets etc). The pupils are then asked to plan a story, or re-plan their end of term assessment story, and start to write it out in full. List of success criteria added on the story page. There is also a 'hot seat question' section included in the PowerPoint, and a challenge task. A range of stories for task 1 sourced, for children to identify the different narrative structures within the stories, and to complete the work sheet. Learning Objective: To identify the structure of a story, and use this to improve the stories we have written this term. Learning Outcome: To use the story we have been given to identify its narrative structure. To work in pairs to arrange a story into the correct order. To start to write a story using the techniques we have learnt so far.

This is a full lesson planned for Sci-Fi conventions and use of dialogue. The start of the lesson the PowerPoint shows a few film posters typical of the Sci-Fi genre and the children are asked to raise their hands if they know what we're talking about. The PowerPoint then goes over the Golden Rules of dialogue and the Uses of Dialogue. Then the pupils can be paired and they work in pairs to create a mind map. I used colourful card and differentiated the planning task. Lower ability had two image stimulus of a human and an alien. Clear human and alien set for them, and their mind-map was already sectioned off to give some structure. Higher attainers were only given the question. Colourful pens can be handed out to the class too in order to ensure who has wrote what on the plan, to gauge progress. The main task for the lesson is to write dialogue between a human and an alien. One of these characters is pleading for their lives. The class will then present this in a dramatic reading, using their dialogue tags as directions e.g. whimpered, shouted, bellowed. If you wanted, the pupils could freeze, and then teacher could point to pupils and say "which convention of Sci-Fi have partner A and B used?" The class I delivered this lesson to loved it, very creative and it sparked imaginations.