This engaging and informative lesson enables students to make precise, detailed interpretations regarding the relationship between Ferdinand and Miranda in The Tempest. In particular, students consider their introduction to one another at the end of Act 1 Scene 2, before tracking the development of their relationship throughout the play. The lesson follows a step-by-step learning journey, in which students learn through: Reading and comprehending how Ferdinand and Miranda are introduced to one another in Act 1 Scene 2; Using textual exploration to discover how the characters’ relationship is then developed over the course of the play; Considering Shakespeare’s intentions in his portrayal of the relationship; Answering an essay-style question about Ferdinand and Miranda’s relationship; Self-assessing their learning through the lesson; Included is: Whole lesson PowerPoint - colourful and comprehensive; Essay template (includes structure strip); Tracking template; Copy of extract from Act I Scene 2 (freely available online); Comprehensive lesson plan. Resources are provided in PDF (to maintain formatting) and Word (so that they are easily editable - they can be found in the zipfile) The lesson contains 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 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Elizabeth Barrett Browning’s 'Sonnet 43: How Do I Love Thee?’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This engaging and informative lesson enables students to develop a detailed understanding of the dramatic devices used by Shakespeare throughout The Tempest. In particular, students define a wide range of dramatic devices, before identifying and analysing their use in Act 3 Scene 3 of The Tempest. The lesson follows a step-by-step learning journey, in which students learn through: Defining each of the main dramatic devices; Reading and comprehending Act 3 Scene 3 of the play, identifying and analysing the dramatic devices; Applying this understanding to a range of ‘Bloom’s Taxonomy’ related learning activities; Creating their own play-script scene, using the range of dramatic devices appropriately and effectively; Self-assessing their learning throughout the lesson; Included is: Whole lesson PowerPoint - colourful and comprehensive; Dramatic Devices Cards; Act 3 Scene 3 Extract (freely available online); Dramatic Devices Bloom’s Taxonomy Activities Worksheet; Comprehensive lesson plan. Resources are provided in PDF (to maintain formatting) and Word (so that they are easily editable - they can be found in the zipfile) The lesson contains 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 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of William Wordsworth’s poem 'A Complaint.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This engaging and informative lesson enables students to develop a detailed understanding of Antonio, the main antagonist in William Shakespeare’s The Tempest. In particular, students develop an understanding of the key features of villains, before establishing how Antonio demonstrates these traits through his behaviour before the play and in Act 2 Scene 1. The lesson follows a step-by-step learning journey, in which students learn through: Understanding the generic conventions of villains; Interpreting Antonio’s key actions before the start of the play - linking his behaviour to the features of villains; Reading and comprehending a key section of Act 2, Scene 1, in which Antonio attempts to coerce Sebastian into murdering Alonso (the King); Dramatically portraying Antonio in Act 2 Scene 1, through a freeze-frame activity ; Using textual exploration to discover how Antonio is developed over the course of the play; Creating their own Shakespearean villains, based on their understanding of Antonio’s traits; Self-assessing their learning throughout the lesson; Included is: Whole lesson PowerPoint - colourful and comprehensive; Extract from Act II Scene I (freely available online); Villain Character Profile Template; Comprehensive lesson plan. Resources are provided in PDF (to maintain formatting) and Word (so that they are easily editable - they can be found in the zipfile) The lesson contains 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 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Wendy Cope’s poem '1st Date - She 1st Date - He.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This engaging and informative lesson enables students to develop a detailed understanding of the leading protagonist in William Shakespeare’s The Tempest: Prospero. In particular, students make precise interpretations regarding Prospero’s characterisation and involvement in key plot events, before demonstrating a clear perception of his mannerisms, emotions and motivations through progressively more difficult learning activities. The lesson follows a step-by-step learning journey, in which students learn through: Understanding the roles that betrayal and loyalty play in driving Prospero’s actions; Reading and comprehending key Propsero quotations, using these to infer and interpret key elements of his characterisation; Using textual exploration to discover how Prospero is developed over the course of the play; Completing a range of activities based on Bloom’s Taxonomy to demonstrate understanding of Prospero’s character; Showing empathy for and understanding of Prospero’s character, through a fun hot-seating activity; Self-assessing their learning throughout the lesson; Included is: Whole lesson PowerPoint - colourful and comprehensive; Quotation Stations Log; Prospero Key Quotes; Extracts from Later Scenes (freely available online); Prospero Bloom’s Taxonomy Activities Worksheet; Comprehensive lesson plan. Resources are provided in PDF (to maintain formatting) and Word (so that they are easily editable - they can be found in the zipfile) The lesson contains 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 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Elizabeth Jennings’ poem 'One Flesh.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Joanna Baillie’s poem 'A Child To His Sick Grandfather.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This engaging and informative lesson enables students to develop a detailed understanding of the characters of Ariel and Caliban in William Shakespeare’s The Tempest. In particular, students compare and contrast how the two characters are introduced to the audience in Act 1 Scene 2, and then developed throughout the play. The lesson follows a step-by-step learning journey, in which students learn through: Understanding the roles that servants and slaves played in society in Shakespearean times; Reading and comprehending how the two characters are introduced in Act 1 Scene 2; Using textual exploration to discover how the characters are then developed over the course of the play; Considering Shakespeare’s intentions in his portrayal of the two characters; Demonstrating their understanding through an interesting synthesis activity; Self-assessing their learning through the lesson; Included is: Whole lesson PowerPoint - colourful and comprehensive; Character Profile Template; Ariel and Caliban Development Template; Copy of Act I Scene 2 (freely available online); Comprehensive lesson plan. Resources are provided in PDF (to maintain formatting) and Word (so that they are easily editable - they can be found in the zipfile) The lesson contains 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 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Ingrid de Kok’s poem 'My Father Would Not Show Us.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Jen Hadfield’s poem 'Love’s Dog.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Carol Ann Duffy’s poem 'Valentine.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This engaging and informative lesson enables students to develop a rich understanding of Act 1 Scene 1 of William Shakespeare’s The Tempest. In particular, students learn about some of the key features of historical context (including travel literature, class systems, and supernatural beliefs at the time) before linking this information with what they interpret in the play. The lesson follows a step-by-step learning journey, in which students learn through: Engaging with the title and make predictions about events and characters; Developing an understanding of the key features of social and historical context; Reading and comprehending the main events and meanings in Act 1 Scene 1; Precisely linking what they read with their understanding of social/historical context; Visually depict their interpretations from the scene, based on Shakespeare’s stage directions, the dialogue, and their understanding of key meanings; Self assessing their learning through the lesson; Included is: Whole lesson PowerPoint - colourful and comprehensive; Research Template; Worksheet - Linking the Play to Context; Copy of Act I Scene I (freely available online); Comprehensive lesson plan. Resources are provided in PDF (to maintain formatting) and Word (so that they are easily editable - they can be found in the zipfile) The lesson contains 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 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Vernon Scannell’s poem 'Nettles.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Simon Armitage’s ballad 'The Manhunt.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of John Keats’ ballad 'La Belle Dame Sans Merci.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’