I am an experienced English teacher and Literacy Coordinator. All of my resources are organised, engaging, ready to teach and designed to save you - the teacher - your valuable time!
Please have a look at all of my resources - at least 20% of which are free.
I am an experienced English teacher and Literacy Coordinator. All of my resources are organised, engaging, ready to teach and designed to save you - the teacher - your valuable time!
Please have a look at all of my resources - at least 20% of which are free.
Ready-to-teach and easily adaptable 1 hour lesson to teach simple/compound sentences and FANBOYS connectives. This lesson breaks down the difference between independent and dependent clauses and then prompts students to compose their own simple and compound sentences. This lesson includes a very engaging extension task whereby students correct the punctuation in ‘Human’ by Rag’n’Bone Man. This activity really pushes them to consider what is and isn’t an independent clause and the music means that students find it really engaging.
This lesson was designed for key stage 3, but could easily be adapted for key stage 2 or key stage 4 depending on the ability!
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Detailed character profiles for five of the main characters in Macbeth: Macbeth, Lady Macbeth, Banquo, King Duncan and the three witches.
These profiles contain a description of each character and some of their important quotes.
They could be used for revision or for learning about the characters before reading the play.
To purchase the accompanying lesson with the profiles included, please click here.
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An engaging hour-long lesson which introduces students to the main characters and themes in The Merchant of Venice before studying the play. This is aimed at students in Key Stages 3 and 4.
This resource includes:
A full Powerpoint including all teacher instructions (including printing instructions)
A graphic organiser for students to record their notes.
5 detailed character profiles: Antonio, Bassanio, Shylock, Jessica and Portia.
Learning Objective: Understand the main themes and characters in The Merchant of Venice.
Learning Outcomes:
Students will consider the title and posters of the play to mind-map themes.
Students will work in groups to use an example summary and success criteria to write their own summary of a character from the play.
Students will share features of their character with other students in the class.
Lesson Outline:
Do it now: Mind-map your ideas about the play based on the title.
Starter: Look at these covers and posters; add your ideas you have about themes and ideas in the play to your mind-map. Think-pair-share ideas with the class.
Activity 1: Modelling of an effective summary. Students read character profiles in groups and write a summary.
Activity 2: Students circulate, share information and write down notes about the other characters.
Plenary: Character quiz.
More Resources for The Merchant of Venice
Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters.
Freebies:
For character revision posters for your classroom, click here.
For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here.
For a Scheme of Work overview for the unit, click here.
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Two engaging and detailed lessons to teach students how to approach the descriptive writing question in Language paper 2 of CIE 0500 English Language IGCSE.
This resource contains a ready-to-teach powerpoint with printing and teaching instructions.
LESSON ONE
Learning Objective: Plan a structure for descriptive writing for Language Paper 2
Learning Outcomes:
-Students will understand what the descriptive questions look like and what is assessed on the mark scheme.
Students will be introduced to a recommended descriptive structure and then will plan their own answer.
Lesson Outline:
Do it now: Quick recall – what skills are needed for descriptive writing? Share as part of a class discussion.
Starter: Overview of paper 2, descriptive writing and the mark scheme.
Task one: Outline of structure and students plan their structure.
Peer assessment
Plenary: Look at your zoom section and where your partner has added a ‘?’ Write a simile or metaphor to describe this feature.
LESSON TWO
Learning Objective: Improve our descriptive writing for Language Paper 2
Learning Outcomes:
Students will revise the recommended structure for descriptive writing.
Students will practise improving extracts using the success criteria.
Students will begin to write a piece of descriptive writing using their structure plan.
Lesson Outline:
Do it now: Quick recall on structure and length of exam
Starter: Gap fill exercise for descriptive writing success criteria
Task one: Improve three examples using the success criteria.
Task three: Write piece of descriptive writing.
Peer assessment
Plenary: After today’s lesson, what do you think are the top three rules for success in descriptive writing?
Freebies:
A free lesson giving an overview of CIE 0500 Language Paper One here.
A free lesson giving an overview of CIE 0500 Language Paper Two here.
Free marking templates for CIE 0500 here. #
If you find this lesson helpful, have a look at my CIE 0500 Language Paper 1 bundle here or the Language Paper 2 bundle here. If you’re interested in both, there is a combined bundle here which is cheaper than buying them separately.
Please leave a review as I value all the feedback I receive, and have a look at other resources available in my shop.
A fully-resourced one hour lesson to support students in exploring different interpretations of Shylock through the analysis of his “Hath not a Jew” monologue.
Learning Objective: Consider different interpretations of Shylock in Act 3 Scene 1.
Learning Outcomes:
Students will use a worksheet to independently analyse Shylock’s speech to find language devices and consider their effect.
Students will consider the multiple ways that Shylock’s character can be interpreted in this scene.
Lesson Outline:
Do it now: Students complete questions individually on definitions of tension and suspense.
Starter: Summary of Act 3 Scene 1 followed by reading of Shylock’s speech.
Activity one: Students individually analyse the scene using the worksheet followed by class discussion and suggested answers.
Activity two: Watch different interpretations of Shylock’s monologue followed by discussion of what different emotions they portray.
Plenary: Students perform excerpts of the speech applying different emotions to it each time.
More Resources for The Merchant of Venice
Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters.
Freebies:
For character revision posters for your classroom, click here.
For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here.
For a Scheme of Work overview for the unit, click here.
Leave a review and choose any other resource for free from the LikeAnExpert shop.
A fully-resourced one hour lesson to introduce students to the character of Shylock in The Merchant of Venice in the context of the history of anti-Semitism. Students will read the scene and consider how Antonio and Shylock treat each other as well as considering how Shakespeare presents Shylock. Students will be scaffolded to independently find quotes from act 1 scene 3 and explain what this shows us about the characters.
Learning Objective: Explore Shakespeare’s portrayal of Shylock.
Learning Outcomes:
Students will understand a basic history of anti-Semitism.
Students will understand the events of act 1 scene 3 and consider how Shylock is introduced.
Students will work in pairs to independently find and analyse quotes to show what they learn about Shylock.
Lesson Outline:
Do it now: Think – Pair – Share: What do we learn about Shylock from his opening quote?
Activity 1: The history of anti-Semitism teacher explanation and student discussion of anti-Semitic propaganda. Group and class discussion of propaganda posters. You may want to edit this down if you feel it would be distressing to members of your class.
Activity 2: Read act 1 scene 3.
Activity 3: In pairs, students complete worksheet by finding quotes and considering what this tells us about the characters.
Plenary: Who do you have more sympathy for: Antonio or Shylock? Class discussion
More Resources for The Merchant of Venice
Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters.
Freebies:
For character revision posters for your classroom, click here.
For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here.
For a Scheme of Work overview for the unit, click here.
Leave a review and choose any other resource for free from the LikeAnExpert shop.
Fully resourced and differentiated 1 hour lesson in which students learn how to use a colon and a semi-colon and then apply it by completing a short piece of writing.
This lesson is aimed at KS3, but it could easily be adapted to younger or older students.
This lesson includes:
- Full explanation of the rules for using colons and semi-colons.
- Worksheet for students to practise using colons and semi-colons (including examples where either could be used correctly to prompt discussion about the different effects of using them).
- Writing task for students to apply their knowledge of colons and semi-colons.
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In this lesson, students are guided through the court room scene in Act 4 Scene 1 of The Merchant of Venice. Students will consider the implications of justice and mercy and then consider how a Shakespearean audience would have viewed Shylock’s fate as compared to a modern one.
Learning Objective: Compare and contrast how a Shakespearean audience and a modern audience would respond to the trial scene in Act 4.
Learning Outcomes:
Students will discuss the implications of justice and mercy in practice.
Students will answer comprehension questions about Act 4 Scene 1.
Students will compare the response of a Shakespearean audience with a modern audience to Shylock’s fate.
Students will write a paragraph to address the question of to what extent do they feel pity for Shylock.
Lesson Outline:
Do it now: Students write their ideas on a post-it note examining a quote by the Duke about Shylock.
Starter: Introduction to key vocabulary (justice and mercy) and discussion around them.
Activity 1: Read and discuss a summary/extracts from Act 4 Scene 1. Questions are interspersed.
Activity 2: Class discussion exercise. Students share their opinions on to the extent that feel sorry for Shylock followed by an outline of the contextual differences between a Shakespearean and a modern audience.
Plenary: Students write a paragraph to answer this question: “Shylock is the true victim of The Merchant of Venice”. To what extent do you agree with this statement?”
More Resources for The Merchant of Venice
Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters.
Freebies:
For character revision posters for your classroom, click here.
For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here.
For a Scheme of Work overview for the unit, click here.
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A detailed 10 page revision guide focusing on how loneliness is presented in Of Mice and Men: this includes a step-by-step guide to writing a grade 9 essay on loneliness for students studying IGCSE English Literature.
This contents of this revision guide are:
What does the mark scheme say?
Context: loneliness in 1930s America
George and Lennie
Candy
Crooks
Curly’s Wife
Other symbols of loneliness
Revision tips and tricks
I have an Of Mice and Men resources bundle available here. . I have a whole range of Of Mice and Men revision resources available in the shop and a range of revision videos on my YouTube channel (this is linked to in my shop).
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A comprehensive and engaging one hour lesson to help students to improve their group discussion skills. This lesson looks at two short examples of discussions and asks students to explicitly label what techniques are being used and how the chairperson is moving the discussion forward. The lesson ends with students completing a short discussion on the topic of ‘which subject should be removed from the timetable?’ They then self-reflect upon this using the success criteria that they created earlier.
This could be used with key stages 3 or 4 to introduce group discussion skills or to revise them.
11 slides in total plus a worksheet.
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A detailed knowledge organiser/revision mat that outlines punctuation and grammar techniques and writing styles. This could be used in English lessons or printed for desk placemats to develop literacy across the curriculum.
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Engaging and ready to teach one hour lesson to cover chapter three of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson introduces the key word mondegreen (misheard words that are given a new meaning) and prompts students to analyse the effect of the Fuhrer being misheard as “The Fury” and Auschwitz being misheard as “Out-With”. Students are given scaffolding to write an analytical paragraph to consider the effect of this technique.
Learning Objective: Analyse the effect of mondegreens as symbols in the text.
Learning Outcomes:
Bronze: Understand what a mondegreen is and give examples from the text.
Silver: Explain clearly how these words are used as symbolds.
Gold: Explain clearly what the effect is on the reader.
**Lesson Outline: **
Do It Now: What do you notice about the chapter titles?
Starter: Listen to ‘Message in a Bottle’ – what is a mondegreen?
Activity one: Discussion and reading
Activity two: PETER paragraph
Peer assessment
Plenary: Would all readers of this book be able to consider the mondegreens?
Freebies:
Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here.
A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here.
A scheme of work for teaching the entire novel is available for free here.
If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. .
Leave a review and choose any other resource of up to the same value for free from my shop.
Engaging and ready to teach one hour lesson to cover chapter fifteen of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson asks students to probe how they think Bruno would feel after betraying Shmuel to Lieutenant Kotler. They explore how to use figurative language and different sentence structures and then write a diary entry as Bruno.
Learning Objective: Write a personal response as Bruno.
Learning Outcomes:
Bronze: Consider the complex emotions that Bruno feels in this chapter.
Silver: Express these feelings using figurative language.
Gold: Use a range of simple, compound and complex sentences.
Lesson Outline:
Do It Now: How would you describe the feeling of guilt using figurative language?
Starter: Reading focus – how does Bruno feel? Students create a mind-map and use a thesaurus to build vocabulary.
Activity 1: Hot-seating as Bruno, Shmuel and Lieutenant Kotler.
Activity 2: Focus on simple, compound and complex sentences.
Activity 3: Write a diary entry as Bruno
Peer assessment
Plenary: What thoughts and feelings do you think Shmuel would have experienced during this same time period?
Freebies:
Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here.
A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here.
A scheme of work for teaching the entire novel is available for free here.
If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. .
Leave a review and choose any other resource of up to the same value for free from my shop.
A fully-resourced one hour lesson to introduce students to the character of Jessica in act 2 scene 3 of The Merchant of Venice . Students will complete a guided annotation and then consider different ways of staging the scene to make Jessica appear more or less sympathetic.
Learning Objective: Explore Jessica’s Character in Act 2.
Learning Outcomes:
Students will read a summary of act 2 scenes 1 and 2.
Students will read act 2 scene 3 and be guided through annotation of the scene before participating in a class discussion.
Students will consider different ways of staging the scene to make Jessica more or less sympathetic to the audience.
Lesson Outline:
Do it now: Summarise act 1 in five sentences and then five words.
Starter: As a class, read a summary of Act 2 Scenes 1 & 2. Then as a class, read Act 2 Scene 3. Students then answer questions and share in a class discussion.
Activity 1: Guided annotation of scene.
Activity 2: Stage the scene with Jessica portraying different emotions to make her sympathetic to the audience.
Plenary: Personal response – to what extent is Jessica a victim?
More Resources for The Merchant of Venice
Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters.
Freebies:
For character revision posters for your classroom, click here.
For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here.
For a Scheme of Work overview for the unit, click here.
Leave a review and choose any other resource for free from the LikeAnExpert shop.
An engaging hour-long lesson which introduces students to the relationship between Antonio and Bassanio in Act 1 Scene 1 of The Merchant of Venice. This is aimed at students in Key Stages 3 and 4.
Learning Objective: Analyse the relationship between Antonio and Bassanio in Act 1 Scene 1.
Learning Outcomes:
Students will complete comprehension questions on Act 1 Scene 1.
Students will practise ‘exploding’ a quote for deeper analysis.
Students will write an analytical paragraph using the PETER framework.
Lesson Outline:
Do it now: Think – pair – share – students infer details about Antonio from quotes.
Starter: Introduction to Antonio and Bassanio.
Activity 1: Read up until line 68 and discuss questions.
Activity 2: Read until the end of the scene and discuss questions.
Activity 3: Teacher modelling of how to explode a quote. Students write an analytical PETER paragraph to examine a quote in detail.
Plenary: How are the audience meant to feel at the end of the scene?
More Resources for The Merchant of Venice
Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters.
Freebies:
For character revision posters for your classroom, click here.
For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here.
For a Scheme of Work overview for the unit, click here.
Leave a review and choose any other resource for free from the LikeAnExpert shop.
An engaging and detailed quiz style Powerpoint containing 40 questions and answers that covers poetic forms and techniques as well as famous poets and lines of poetry. The questions are split into four rounds - each containing 10 questions. This resource would be ideal for use at the beginning or end of a poetry unit for key stage 3 or 4.
This could be used as one whole lesson, or as a detailed starter across multiple lessons.
29 slides in total.
Leave a review and choose any other resource for free from the <a href="https://www.tes.com/teaching-resources/shop/LikeAnExpert ">LikeAnExpert</a> shop.
A complete practice CIE 0500 Language Paper 2 paper based on the specification and past papers. This includes an insert with an original question and texts. This can be used for mocks or exam preparation.Rubric not included so mark according to the specification mark scheme.
Paper 1 is available here.
CIE 0500 Freebies:
A free lesson giving an overview of CIE 0500 Language Paper One here.
A free lesson giving an overview of CIE 0500 Language Paper Two here.
Free marking templates for CIE 0500 here.
If you find this helpful, have a look at my CIE 0500 Language Paper 1 bundle here or the Language Paper 2 bundle here. If you’re interested in both, there is a combined bundle here which is cheaper than buying them separately.
Please leave a review as I value all the feedback I receive, and have a look at other resources available in my shop. **
Two engaging and ready to teach one hour lessons to cover chapters 17 - 20 of ‘The Boy in the Striped Pyjamas’ by John Boyne. The first lesson (chapters 17 - 18) requires students to use a range of reading skills and techniques - they read independently and in pairs to practise their comprehension and inference skills. The second lesson (chapters 19 - 20) requires students to think about the effects of pathetic fallacy and dramatic irony in the penultimate chapter and then to reflect on how they feel about the ending.
LESSON ONE
Learning Objective: Practise a range of reading skills.
Learning Outcomes:
Bronze: Read in pairs and individually, and use skimming, scanning and inference skills.
Silver: Support your partner by correcting them constructively in paired reading.
Gold: Make a perceptive prediction about what will happen at the end of the book.
Lesson Outline:
Do It Now: Match the reading term to the definition.
Starter: Paired reading of chapter 17 followed by comprehension and inference questions.
Activity 1: Chapter 18 individual comprehension questions and marking.
Activity 2: What do you predict will happen at the end of the book?
Plenary: How has Bruno changed over the course of the book?
LESSON TWO
Learning Objective: Reflect upon the story.
Learning Outcomes:
Bronze: Understand the terms pathetic fallacy and dramatic irony.
Silver: Explain how pathetic fallacy and dramatic irony are used to create tension.
Gold: Reflect upon the end of the novel.
Lesson Overview:
Do It Now: What are your expectations for finishing the book?
Starter: Explanation of pathetic fallacy and dramatic irony– how does that impact your expectations?
Activity 1: Reading focus for chapter 19.
Activity 2: Chapter 19 reflection followed by class questions for teacher.
Activity 3: Chapter 20 reflection.
Plenary: Questions on a post-it note.
Freebies:
Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here.
A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here.
A scheme of work for teaching the entire novel is available for free here.
If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. .
Leave a review and choose any other resource of up to the same value for free from my shop.
A fully-resourced and differentiated lesson to teach students what an infographic is and the purpose of one.
I have used this lesson both in teaching English (looking at purposes of texts or for a way to present student research) or as part of teaching GCSE Media Studies.
I have included it as one-lesson but it could easily be split into multiple lessons in which students research a chosen topic and then create a final version of their own infographic.
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