This was created for a lower ability set prior to the study of the play 'Celebrity Chicken'. It aims to consolidate primary learning and understanding of sentence structuring and develop the pupils' use of these structures. I'm sure the template for the powerpoint has existed somewhere else (it may be an 'aquisition' from a placement school!). I've added a progress/learning check towards the end; this is designed to develop self-assessment skills. I hope it is useful to somebody else!

This is a lesson adapted from an amazing teacher I used to work with -> The first lesson (Bieber crib to supporting differentiation sheet) is almost entirely hers and I would like to say: 'Thanks!&' The following two lessons are planned for a mixed ability set with varying needs. There is a hopscotch task differentiation grid to encourage progress and models of expected answers to discuss. I hope my evolution of this resource can help somebody else. Please comment if you find it useful! THE MAP FROM MEMORY IS THE ADJECTIVES FROM SLIDE 12 AND THE IMAGES FROM SLIDE 5! apologies, I didn't make it clear in the power point. Thanks for the reviews!

This is a powerpoint activity for lower ability students who are learning to analyse colour in media contexts. As my class are challenging and have weak literacy skills I printed the three analysis slides out as a worksheet for the pupils to write on. My development from this lesson was to ask the pupils to bring in an advert that used colour in a way that interested them. This initial powerpoint and structured worksheet helped them to develop their own analysis of media texts. I hope it is useful to somebody else!

Initially used with higher ability KS4 classes, this resource can be adapted for lower sets. One other idea I tried was to use characters from 'Shameless' as the central image and ask the pupils to think up the written copy to accompany the image with the purpose of encouraging others to donate money to these people. Believe Campaign was 2002. It was created for old spec. but can be easily adjusted for 2010 spec.

He4therlouise uploaded a fantastic powerpoint that broke down the PEE chain: http://www.tes.co.uk/teaching-resource/Outstanding-PEA-Lesson-Using-and-amp-analysing-evidence-6186437/ I've adapted it to analyse this poem. My year 9 class really responded to this type of presentation and we developed the S&L element to mock interviews and newspaper reports. Many thanks to He4therlouise for the initial powerpoint (it has an interesting writing to argue element and I'd certainly recommend a viewing of it!) I hope either version can help you with what you're looking for.

Using the 'Saved&' extract and June 2012 exam paper, I&';ve put together a powerpoint breaking down the question and structuring the analysis of the text. I'm pretty sure the format was originally scouted from another TES contributor but I have adapted it for the latest GCSE extracts and markscheme. Please comment if you like this resource or you have some constructive criticism to help me to plan better resources in the future!

This resource has been developed using the Heinemann 'Make the Grade&' text book. The mix and match activity is on slide one to print and slice, the article for the main writing question is &';The show must go on'. The example responses were from the text book - I&'ll upload a copy when I get time! I hope this can be of some use to you - if it is, or you have another comment, please leave feedback. Thanks!

A novel way of looking at structure to elicit more detailed and thoughtful responses from students analysing a text. I'm convinced that I &'lifted&'; the Dickens extract from another contributor; it has proved very useful to me over the years. Thank you! (Apologies for forgetting your name) This also uses Kagan's co-operative learning strategies and encourages more independence from learners. If you like this resource or have a suggestion for improvement, please leave a comment :)

An annotated copy of the poem Harmonium by Simon Armitage with some extra ideas for development. Annotated for teacher notes but easily adaptable for student use.

Originally a ‘learn to learn/Citizenship’ lesson for a SEN low ability special needs class. Has been adapted slightly. It asks pupils to think about role models, characteristics, and what we should aspire to. I normally hand draw a ‘superhero’ body outline and ask pupils to use colours and design to reflect a villain side and a hero side - this way they have to consider colour connotations too!

The second lesson of the Circus Mime SoW. Adapted from an existing SoW with a few added activities for engagement. Follows on from: Drama - Circus Mime SoW1

This is a lesson adapted to powerpoint from an existing SoW with a few ideas of my own thrown in for good measure. I'm not a drama specialist but I really enjoyed teaching this topic and the powerpoints work really well alongside level descriptors and the areas of: ?Making and exploring ?Performing and presenting ?Responding and evaluating

Lesson 4 of the SoW. For Lesson 3, we performed, developed and critiqued our 'Waiter Minute&' scenes and started miming different circus characters - Acrobat, Lion Tamer, Strong Man and Clown.

This was created for a LAT group of Y10 students who responded really well to the solo taxonomy used to structure their success criteria. They grasped the significance of quantity and quality fairly quickly. The solo sheet was stuck into books and they recorded each step independently. We now use the symbols as the idea behind them is firmly embedded. Please comment on this resource if you find it useful! (It was graded as outstanding on the 9 point framework)

This is a headline and subheading from a Charlie Brooker piece. It gets students to assess the writer's choice of language and really peel back the layers of meaning within the text. It is best utilised alongside Kagan style co-operative learning strategies. I used it to develop my students' responses to language questions on reading assessments. If you find something you like, please leave a comment! Thanks :)

You will need a copy of Frank L Baum's opening chapters for a couple of the activities. This is a quick, printable cover to keep the class occupied and exploring their learning whilst you are away. There are a range of creative activities linked to the KS3 English curriculum.

This resource is specifically aimed at the Special Needs setting. It is designed to help students to develop their recognition and understanding of their own feelings and those of others. The 'box' mentioned in the powerpoint was an actual box (covered with dotty fur) filled with things that made me feel happy (developing into proud etc) and a box covered in sand paper with items that I don't like. The differentiated task grid details actions to be taken to support, stretch and challenge learners from P7 to Level 2. Any feedback on this resource would be greatly appreciated.

This resource is aimed at KS3 students who need to develop their inference and writing skills. Students explore the concepts of heroes and villains, empathy and back story. The clips I used (in case the links have been removed) were of the death of Uncle Ben in Spiderman and the transformation of Anakin Skywalker into Darth Vader. This links to a reading analysis lesson also in my shop - Star Wars Reading Analysis.

Quotations that track the changing character of Juliet through the play 'Romeo and Juliet'. Originally created for Edexcel Literature question: 'How does the character of Juliet develop throughout the play?' This is a visually engaging resource that plays on the revision technique of mind maps. It is in black and white for students to add colour and their own highlighting/annotations to aid their revision of these key quotations.

A lesson designed to assess students' ability in recognising and using figurative language. This uses the map from memory technique to recognise the features in groups and a writing frame for the less able when it comes to the independent writing task. I used a clip from Harry Potter (transformation of Remus Lupin) to demonstrate the show don't tell technique of describing.