This resource booklet contains a wide range of age-appropriate and engaging comprehension activities for use throughout the reading of David Walliams’ ‘Ratburger.’ Teachers have found them particularly useful in comprehension or guided reading sessions. They are perfect for aiding the progress of children towards meeting the KS2 expectations within the new National Curriculum framework. Children love learning from these resources, whilst they are also of great use to teachers, as there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that children gain a deep understanding of the text. Activities within the booklet include: ‘An Interview with Zoe’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Walliams’ Description’ - to enable students to demonstrate that they can: ‘Explain meanings of words that they know and ask the meaning of new words. Link the meaning of new words to words that they already know;’ ‘Burger Man Burt’ Character Profile!’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ 'Figurative Language in ‘Ratburger’ - to enable students to demonstrate that they can: ‘Discuss and evaluate how authors use language, including figurative language, to create an impact on the reader.’ Plus many, many more activities (the booklet is 21 pages in length!) I’ve also added it as a PDF in case the formatting differs on your computer. All images are licensed for commercial use, and are cited on a separate document (included).

This resource booklet contains a wide range of age-appropriate and engaging comprehension activities for use throughout the reading of David Walliams’ ‘Mr Stink.’ Teachers have found them particularly useful in comprehension or guided reading sessions. They are perfect for aiding the progress of children towards meeting the upper KS2 expectations within the new National Curriculum framework. Children love learning from these resources, whilst they are also of great use to teachers, as there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that children gain a deep understanding of the text. Activities within the booklet include: ‘An Interview with Mr Stink’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Walliams’ Description’ - to enable students to demonstrate that they can: ‘Explain meanings of words that they know and ask the meaning of new words. Link the meaning of new words to words that they already know;’ ‘Chloe and Chloe’s Parents’ Character Profile!’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ 'Figurative Language in ‘Mr Stink’ - to enable students to demonstrate that they can: ‘Discuss and evaluate how authors use language, including figurative language, to create an impact on the reader.’ Plus many, many more activities (the booklet is 21 pages in length!) I’ve also added it as a PDF in case the formatting differs on your computer. All images are licensed for commercial use, and are cited on a separate document (included).

This resource booklet contains a wide range of age-appropriate and engaging comprehension activities for use throughout the reading of David Walliams’ ‘Gangsta Granny.’ Teachers have found them particularly useful in comprehension or guided reading sessions. They are perfect for aiding the progress of children towards meeting the upper KS2 expectations within the new National Curriculum framework. Children love learning from these resources, whilst they are also of great use to teachers, as there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that children gain a deep understanding of the text. Activities within the booklet include: ‘An Interview with Granny’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Walliams’ Description’ - to enable students to demonstrate that they can: ‘Explain meanings of words that they know and ask the meaning of new words. Link the meaning of new words to words that they already know;’ ‘Mr Parker Character Profile!’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Figurative Language in Gangsta Granny’ - to enable students to demonstrate that they can: ‘Discuss and evaluate how authors use language, including figurative language, to create an impact on the reader.’ Plus many, many more activities (the booklet is 21 pages in length!) I’ve also added it as a PDF in case the formatting differs on your computer. All images are licensed for commercial use, and are cited on a separate document (included).

This engaging and informative lesson enables students to understand how ‘Never Let Me Go’ fits the form of a dystopian novel. In particular, students develop their understanding of the key features of dystopian texts, before identifying and explaining where these are prevalent in the novel. Subsequent to this, they consider the messages that Ishiguro aims to get across through his dystopian features, before designing their own dystopian story plans. The lesson follows a step-by-step learning journey, in which children learn through: Defining utopias and dystopias, and gaining an understanding of their key features; Finding the features of dystopias within the text, using relevant and precise textual evidence; Reflecting on Ishiguro’s key meanings and ideas behind his dystopia, through watching and reading his interviews, and answering comprehension questions; Using their deep understanding of dystopian texts to create their own dystopian story plan; Peer assessing each others’ learning attempts. Included is: Whole lesson PowerPoint - colourful and comprehensive; ‘Features of Dystopia in Never Let Me Go’ worksheet; Interviews with Kazuo Ishiguro (video link and printed extract); Dystopian story plan template Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This engaging and informative lesson enables students to make clear, detailed and well-informed interpretations of the character of Ruth in ‘Never Let Me Go.’ In particular, students develop their understanding of how the character is introduced and developed, drawing on a varied range of textual evidence from across the novel, before demonstrating their understanding of how the character through writing a letter from her viewpoint. The lesson follows a step-by-step learning journey, in which children learn through: Reading an extract detailing Ruth’s introduction in the novel and answering comprehension questions about the initial portrayal of her character; Finding quotations in order to back up ideas about how her character is developed over the course of the novel; Understanding how Ruth reflects Ishiguro’s key meanings and ideas; Using their deep understanding of Ruth’s character to write a letter from her perspective; Peer assessing each others’ learning attempts. Included is: Whole lesson PowerPoint - colourful and comprehensive; Quote Detectives Worksheet; Selected extract (from chapter 5); Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This engaging and informative lesson enables students to explore and consider the ideas and perspectives regarding human cloning in Kazuo Ishiguro’s Never Let Me Go. In particular, students research and understand the key factors in the human cloning debate, interpret and analyse how Ishiguro applies these concepts throughout Never Let Me Go, and then use these influences to argue their own viewpoint on the human cloning debate. . The lesson follows a step-by-step learning journey, in which children learn through: Understanding and further researching the key factors in the human cloning debate; Linking their understanding of the human cloning debate to what they read in the novel;’ Answering comprehension questions about human cloning in Never Let Me Go; Analysing Ishiguro’s key intentions in his depiction of life for clones in the novel; Applying their understanding of human cloning to their own writing to argue piece; Debating as a class whether human cloning should be allowed using their research notes and argument points; Peer assessing each other’s learning attempts; Included is: Whole lesson PowerPoint - colourful and comprehensive; Guided research template Selected extracts (from chapters 7, 12, 14 and 22); Writing to Argue Structure Strip; Writing to Argue Helpsheet; Comprehensive Lesson Plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This engaging and informative lesson enables students to make clear, detailed and well-informed interpretations of the theme of life and death in ‘Never Let Me Go.’ In particular, students develop their understanding of how this theme is introduced and developed, drawing on a varied range of textual evidence from across the novel, before demonstrating their understanding of how the theme is used to get across Ishiguro’s key ideas. The lesson follows a step-by-step learning journey, in which children learn through: Reading an extract detailing the introduction to the theme of life and death in the novel, and answering comprehension questions to demonstrate understanding; Tracking and analysing the development of the theme of life and death throughout the novel, through a interesting timeline task; Understanding how the theme of life and death is used to portray Ishiguro’s key meanings and ideas; Using their deep understanding of the theme of life and death to answer an exam-style question; Peer assessing each other’s learning attempts. Included is: Whole lesson PowerPoint - colourful and comprehensive; Novel TImeline Template; Selected extract (from chapter 7); Essay Template Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This engaging and informative lesson enables students to make clear, detailed and well-informed interpretations of Tommy’s characterisation in ‘Never Let Me Go.’ In particular, students develop their understanding of how his character is introduced and developed, drawing on a varied range of textual evidence from across the novel, before demonstrating their understanding of how the character reflects Ishiguro’s intentions. The lesson follows a step-by-step learning journey, in which children learn through: Reading an extract detailing Tommy’s introduction in the novel and answering comprehension questions about the initial portrayal of his character; Reading around quotations in order to track how Tommy’s characterisation is developed over the course of the novel; Understanding how Tommy reflects Ishiguro’s key meanings and ideas; Using their deep understanding of Tommy’s character to write a diary entry from his viewpoint; Peer assessing each other’s learning attempts. Included is: Whole lesson PowerPoint - colourful and comprehensive; Quote Interpretation worksheet; Selected extract (from chapter 1); Diary writing succcess criteria; Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This resource booklet contains a wide range of age-appropriate, engaging, and meaningful comprehension activities for use throughout the reading of Michael Morpugo’s Kensuke’s Kingdom.’ Teachers have found them particularly useful in comprehension or guided reading sessions. They are perfect for aiding the progress of children towards meeting the upper KS2 expectations within the new National Curriculum framework. Children love learning from these resources, whilst they are also of great use to teachers, as there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that children gain a deep understanding of the text. Activities within the booklet include: ‘An Interview with Michael’s Parents’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Morpugo’s Description’ - to enable students to demonstrate that they can: ‘Explain meanings of words that they know and ask the meaning of new words. Link the meaning of new words to words that they already know;’ ‘Michael’ and ‘Kensuke!’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Figurative Language in Kensuke’s Kingdom’ - to enable students to demonstrate that they can: ‘Discuss and evaluate how authors use language, including figurative language, to create an impact on the reader.’ Plus many, many more activities (the booklet is over 20 pages in length!) I’ve also added it as a PDF in case the formatting differs on your computer. All images are licensed for commercial use, and are cited on a separate document (included).

This engaging and informative enables students to make precise and detailed interpretations of Kazuo Ishiguro’s language choices throughout Never Let Me Go. In particular, students identify and analyse the effect of Ishiguro’s language in his description in the novel of the boat on the marsh, using their understanding of various language devices, before applying these concepts to their own descriptive writing attempts. The lesson follows a step-by-step learning journey, in which children learn through: Defining and exemplifying the descriptive writing techniques, through a fun and interactive activity; Identifying the language techniques that Ishiguro uses in his description of the boat on the marsh in the novel;’ Analysing the effectiveness of Ishiguro’s descriptive writing; Creating their own descriptions of settings, using Ishiguro’s model example, a structure strip, and the techniques that they have gathered over the course of the lesson; Peer assessing each other’s learning attempts; Included is: Whole lesson PowerPoint - colourful and comprehensive; Card sorting cards Selected extract (from chapter 19); Descriptive Writing Structure Strip; Descritpive Writing Helpsheet; Comprehensive Lesson Plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This detailed and visually-appealing resource offers a complete reference point for students learning or revising William Shakespeare’s ‘Much Ado About Nothing.’ It contains comprehensive sections on: Context; Scene by Scene Summary (with quotes); Main Characters; Themes; Dramatic Devices; Features of Comedy. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This engaging and informative lesson enables students to make clear, detailed and well-informed interpretations regarding the purpose of Boo Radley’s character in To Kill a Mockingbird. In particular, students develop their understanding of how the character is introduced, before understanding how perceptions of him change across the novel. Students then consider Lee’s purposes for Boo’s inclusion, considering social and historical context. -The lesson follows a step-by-step learning journey, in which children learn through: -Reading selected extracts from the text and answering comprehension questions about boo’s introduction at the start of the novel; -Tracking how Scout’s perception of Boo changes over the course of the novel; -Understanding how the character of Boo aids Lee in getting across her key messages about society, considering social and historical context; -Peer assessing each other’s learning attempts. Included is: Whole lesson PowerPoint - colourful and comprehensive; Boo Radley development graph sheet; Selected extract (from chapter 1); Character Profile template; Essay template; Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 8 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This engaging and informative lesson enables students to make clear, detailed and well-informed interpretations of Scout Finch’s development as a character throughout To Kill a Mockingbird. In particular, students develop their background understanding of how her character is introduced, before plotting her development against the different stages of protagonists in Bildungsroman novels. The lesson follows a step-by-step learning journey, in which children learn through: Taking part in a fun quiz in order to gain/recap knowledge about Scout Finch’s background information (e.g. family history, family members, etc.); Reading selected extracts from the text and answering comprehension questions about Scout’s introduction at the start of the novel; Understanding the different stages of development in the Bildungsroman genre, and plotting Scout’s development against this; Understanding Lee’s intentions/messages in presenting Scout in the way that she did; Using knowledge of protagonist development and structure in order to create their own Bildungsroman storyboard templates; Peer assessing each other’s learning attempts. Included is: Whole lesson PowerPoint - colourful and comprehensive; Interesting Scout Finch development worksheet; Selected extract (from chapter 2); Storyboard template Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 8 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This engaging and informative lesson enables students to make clear, detailed and well-informed interpretations of Atticus Finch’s character in To Kill a Mockingbird. In particular, students develop their background understanding of his role in the novel, make precise inferences about his character using evidence from the text, and relate their findings to the social and historical context of the American South in the 1930s. The lesson follows a step-by-step learning journey, in which children learn through: Taking part in a fun quiz in order to gain/recap knowledge about Atticus Finch’s background information (e.g. family history, occupation, etc.); Reading selected extracts from the text and answering comprehension questions about Atticus’ character; Identifying and analysing Atticus’ character traits in relation to social/historical context; Understanding Lee’s intentions/messages in presenting Atticus in the way that she did; Peer assessing each other’s learning attempts; Included is: Whole lesson PowerPoint - colourful and comprehensive; Interesting Atticus Finch development worksheet; Selected extracts (from chapters 3, 11 and 20); Essay template Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 8 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This engaging and informative lesson enables students to make precise and detailed interpretations of Harper Lee’s language choices throughout To Kill a Mockingbird. In particular, students identify and analyse the effect of Lee’s language in her descriptions of settings in the novel, using precisely selected extracts, before applying these concepts to their own descriptive writing attempts. The lesson follows a step-by-step learning journey, in which children learn through: Defining and exemplifying the descriptive writing techniques, through a fun and interactive bingo game; Identifying the language techniques that Lee uses in her descriptions of settings in the novel;’ Analysing the effectiveness of Lee’s descriptive writing; Creating their own descriptions of settings, using Lee’s model examples, a structure strip, and the techniques that they have gathered over the course of the lesson; Peer assessing each other’s learning attempts; Included is: Whole lesson PowerPoint - colourful and comprehensive; Bingo Cards Teacher’s Bingo Questions/Guidance; Selected extracts (from chapters 1, 12 and 15); Descriptive Writing Structure Strip; Descritpive Writing Helpsheet; Comprehensive Lesson Plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 8 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This engaging and informative lesson enables students to make clear, detailed and well-informed links between Harper Lee’s To Kill a Mockingbird and its social and historical context. In particular, students develop their understanding of the 1930s American South, The Great Depression, and racial inequalities, before connecting this understanding with what they read in precisely-selected extracts. The lesson follows a step-by-step learning journey, in which children learn through: Creating American South timelines using clearly explained context cards, in order to establish an understanding of context; Researching further information about the social and historical context of the novel, using a guided research sheet;’ Reading selected extracts from the text, in order to link ideas regarding context and text together; Analysing how the features of context are portrayed in the novel; Peer assessing each other’s learning attempts; Included is: Whole lesson PowerPoint - colourful and comprehensive; Timeline Cards Research Template; Selected extracts (from chapters 1, 9 and 15); Essay template Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 8 and year 13 with some adaptations. Please note that students will need internet access for the research introduction task. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.