This lesson was taught to a middle ability year 8 class who have been studying the play Dracula. It's based on act 2 of Dracula when their are reports of a severe storm in Whitby. The class spent a lesson planning their newspaper article (worksheet attached) and a lesson writing it. It includes a starter task which involves students decoding the conventions of a newspaper article, an example article, a newspaper template (attached) and a success criteria of what to include. There is also some key words for writing using a newspaper style.

This is a scaffolded gap fill which I used with my bottom set years 9 and 10. After marking their poetry comparison assessments (on Remains and War Photographer), it was evident that many of them struggled with structuring their responses. As a result, I created this gap fill exercise using the sentence starters I had provided previously. We completed it as a class choosing a quotation from Remains and one from War Photographer. I have also attached two completed ones which can be used as examples. T

This lesson includes both the planning and writing element for students writing their own Greek myth. I have used it at the end of a Greek myth unit where students have studied several myths. There is step-by-step planning grid worksheet, example paragraph (which students should improve as the starter task), a character list example, a success criteria with descriptive methods outlined and a challenge task. My class spent one lesson planning and one lesson writing.

This is not a full lesson, but key slides for comparing poems based on the AQA poetry anthology. This includes key slides which can be used in lessons based on comparing two poems. It includes the assessment objectives, a model paragraph on 'War Photographer' and 'Exposure' as well as one on 'Checking Out Me History' and 'Tissues', a venn diagram for comparing with prompts and an example question. I used this with years 9, 10 and 11 when introducing the skill of comparing poems.

Planned for year 7 for an Ofsted inspection. This lesson explores the conventions of a Greek myth and focuses on the myth 'Pandora's Box'. It includes an 'odd one out' starter task, definitions for all of the keywords, a table for students to fill in the convention and example (from the text) and a writing task. There is also a plenary student friendly peer assessment checklist and a gap fill exercise focused on the Greek myth conventions. It is well differentiated with challenge tasks and sentence starters.

This is a list of key quotations from Jekyll and Hyde which students now need to know in preparation for their literature exam. They are separated into character and setting. Additionally, I have created 3 gap fill exercises which can be used for revising the quotes (I usually use these at the start of lessons). I also got my students to colour code the quotes based on theme as a homework task.

This lesson was used in an interview and was told my leadership that it was "impressive". This lesson introduces students to the gothic conventions using memory techniques. It also demonstrates how to tackle tricky 19th century vocabulary in Frankenstein. Then students apply the gothic conventions to an extract from Frankenstein and write an analytical paragraph. They then peer assess and complete the acknowledgement task which accompanies their target.The PowerPoint also includes a helpsheet, differentiated success criteria, specific acknowledgement tasks and a worksheet for all students to write on.

This is a marking feedback sheet which is tailored to writing an analytical paragraph. This was used after my students wrote an analysis on the poem 'Exposure', however, it is very generic so can be used for an analytical responses. It includes clear strengths, targets and tasks for students to complete which help them achieve their target. It makes marking a lot quicker, is clear for students to understand and saves you writing out the same thing over and over again! My year 9s responded really well to this.

This lesson was focused on the FA writing competition which was used as two literacy lessons for years 7 and 8 in my school. It explains the competition, but can still be used (without entering the competition) as a newspaper article writing lesson using football as a stimulus. It includes planning activities, a clip and the writing of the newspaper article. The boys at my school really engaged with it, so I created my own competition on top and have included the certificate. On average, this takes 2 lessons, one explaining and planning and another writing.

This lesson gives an overview for each question in the AQA English Language paper 1 exam. It then focuses on the skills needed for question 2. It provides steps to approaching the question, an example and a peer assessment checklist for students. I used an old IGCSE reading passage and created a question 2 style question for students to respond to.

The lesson I created can be easily adapted to any poems at all. It focuses on the skill of comparing and I taught it to bottom set students in years 9 and 10. We spent one lesson planning and going through the process (including an example) and one lesson writing (they then completed an assessment focusing on the question we looked at beforehand). The lesson includes: an example exam-style question which is annotated; a venn diagram with tips for planning; a step-by-step numbered guide to; sentence starters; a self/peer assessment checklist; an example (with the step-by-step guide applied) and key information (including a summary and contextual information) on each poem (Remains and War Photographer). All worksheets are provided on slides on the Powerpoint