Lesson exploring the different reacitons of Banquo and Macbeth in Act 2, Scene 1. I used a video clip in the lesson and printed off the Act for pupils to analyse. Quotes were then put into a venn diagram (included). Lesson worked well. Model paragraph included to stimulate responses from pupils.

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.

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.

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.

Objective: To identify techniques used within the war poem Bayonet Charge. Outcomes: To apply our knowledge to discuss the attitudes and realities of the soldier. Lesson analysing the poem Bayonet Charge by Ted Hughes. Starter to engage using an image, then a word sort activity to identify the key themes in the poem. Main task after analysing and discussing is to write an overview of the poem.

Objective: To analyse the language and structure of A Wife in London. Outcomes: To engage with the poem and write a letter to a friend describing the events from the perspective of the wife from A Wife in London. Full lesson after studying 'A Wife in London', to practise using literary techniques and to write a letter either after the wife has received the message her husband has died in the Boer War, or after she has received his posthumous letter.

Starter activity to use with KS3/KS4 to practise the AFORREST technique. Publisher and pdf files for ease of use.

KS3 year 8 low ability (can be adapted or used for any KS3 or KS4 class with differentiated questions). The worksheet allows ways into the poem e.g. list all of the verbs within the poem (doing words), challenge to find personification throughout the poem. Using collaborative work and individual work with think, pair, share activity boxes to chunk their way into the poem. Discussing structure and reflecting the way Shelley references pairs within the poem. Challenge to link to religion - coming from a short Shelley context discussion before the lesson. This worked very well with my low ability Y8's. Both publisher and pdf files for ease of use.

Whole lesson with accompanying A3 differentiated worksheet for a 'way into' the poem for low ability year 8. This could be used for all KS3 classes or low ability Y10/11 as well if this is in your anthology. Lesson uses a post it starter and image starter to engage and think about the metaphors in the poem, e.g. anchor, kite. What could these represent? Then pupils work around the A3 sheet both collaboratively with 'think, pair, share' signposted boxes and independently, with writing full sentences and justifying their responses. This worked well with my low ability Y8 class. After every box I used whole class feedback before moving on. After the A3 sheet, pupils write a letter (10 minute timer) from the perspective of the son, telling the mother the reasons he is moving out with success criteria. Glossary to go through with pupils with some of the more sophisticated vocabulary in the poem. I have included the publisher and PDF files of the A3 sheet for ease of use.

Two medium term plans for a short transactional writing section of the KS3/4 curriculum.

This is a SWOT analysis (strengths, weaknesses, opportunities, threats) from when I was undertaking my degree in journalism. I asked pupils to use this model to write their own SWOT for a media publication. This could be used as an exemplar Dist* answer.

Speaking and listening criteria for assessments at the end of term or half term. Key at the bottom of the pass/merit/dist criteria to easily highlight what pupils have done well WWW and their EBI in another highlighter.

Objective: To identify the features of a broadsheet opinion (comment) article. Outcomes: To apply our understand to plan a short comment piece, using the required features. Lesson is a differentiated version of one in my shop. Low set year 9 KS3. Lesson allows pupils to plan with heavy modelling throughout. The pupils can use the one on the board, or use the differentiated gold/silver/bronze provocative responses to write their own comment piece.

Two lessons in one PPT on 'A Wife in London' by Thomas Hardy with Boer War context in one lesson with a table of comparison and the other full lesson to analyse AWiL by utilising an A3 sheet to 'chunk' down the learning and ask questions. A3 sheet available in original publisher file and PDF for ease of use. PPT encourages independent learning with a more pupil-led analysis rather than 'copy this'. Comprehension and creative task at the end of the poems analysis for the pupils to describe a scene of a eerie, foggy London using as much vocabulary as they can from the poem. This worked very well. Observation: Good/Outstanding lesson. Lesson 1: Objective: To investigate the context (AO3) of A Wife in London by researching the Boer War. Outcomes: To engage with a clip and present this in a table. Starter: Questioning - could use a post-it, what do you think these three images on the board are telling you? (British flag, SA flag, gold). Verbalise and engage. Introduction to the Boer War, main facts and statistics for context. Task with clip: Split your page in two, one side British Army, one side The Boers. Note down any key contextual facts you hear E.g. statistics, soldiers, methods of fighting. Share your partner and pick a fact to share with the class. Telling pupils this is AO3 context - linking to GCSE exam criteria. Plenary: Name three facts you have learnt about the Boer War. Lesson 2: Objective: To analyse the language and structure of A Wife in London. Outcomes: To describe a scene of an eerie, foggy London evening in the 19th Century. Literacy objective task. Starter: Engage - how does this picture make you feel? 3 adjectives. Task: Closed question activity, filling in the blanks to recap from last lesson (answers on next slide). Then going through the A3 extract sheet. Teacher to read through the poem, pupils to write any devices they spot around the poem. Task: Pair work with questions on the board for stimulus - most questions links to a box on the sheet, or pupils can annotate around. Challenge boxes to differentiate up. Task: Describe an eerie, foggy 19th Century London. Plenary: Imagine Twitter was around in the 19th Century. Summarise the thoughts of the wife either after she has received the first message or her husband’s letter. Use emoji's to illustrate this. Lesson worked well with low set year 9 and year 10.

Full walk-through with images to help for instruction. Example magazine pages in the original inDesign file. Video and image clips included (I only own the video). Great way to get your A-Level class using this media type. I am a former magazine journalist - used this with my classes for Distinction level evaluations.

Two medium term plans for three aspects of transactional writing - newspapers, reports and reviews. Resources are all in my shop for the accompanying lessons.

Objective: To revise AO4 evaluation questions. Outcomes: To respond to AO4-style examination question using knowledge from today’s lesson. Literacy objective: Doubling the consonant shortens the vowel sound. Bate - Batting, Hope - hopping, Ripe – ripping. Starter: Images with questions. What attracts you, what puts you off, adjectives to describe. Secondary starter: Watch the advert, how does it persuade you to visit the city, has it changed your opinion? How to answer AO4 questions - impression and terminology/quotes. Breaking down the question 'what should I write' with model sentence starters. Small quote from the extract on the PPT, how does the class feel the writer feels about the city of Bradford? Seeing our AO4 question. Task 1: As I read through the ‘Bradford’ by Bill Bryson, annotate around the text what impression is created of the city. Challenge: Can you find some key vocabulary which helps create this impression? Task 2: Take a few minutes to write an adjective (describing word) to sum up what each paragraph says. Challenge: Key vocab again. Task 3: In pairs, complete the table by finding evidence (quotes) which give a view on Bradford, write your reaction and then explain the effect. (Model task 3 response included on the table to aid the students' responses. Then they respond to the question, keeping in mind the assessment criteria. Then self assess for a plenary, giving themselves a mark and WWW/EBI.