A series of introductory lessons, resources and various tasks based on a Scheme of Work called ‘Schools in Literature’. Particular focus on What Makes a Good Teacher, extracts from Roald Dahl’s novel ‘Boy’, Autobiographical Writing, What Schools Were Like Over a Hundred Years Ago (Victorian England) , Corporal Punishment Within Schools, extracts from Charlotte Bronte’s novel, ‘Jane Eyre’ and other poems reflecting various school experiences over the years. Could be used in conjunction with my PowerPoint Presentation based on the debate ‘Corporal Punishment in Schools – Agree or Disagree?’ This can also be downloaded from BTMMADSTUFF’S shop.

A selection of useful resources to help students to create a FORMAL LETTER to their Head Teacher based on the theme ‘A Call to Action’ and identifying ways in which CHANGES can be made in their school. Includes the main features of FORMAL LETTER WRITING, an EXAMPLE of a typical formal letter, examples of various changes which could be made, a recommended STRUCTURE/PLAN, useful CONNECTIVES/PHRASES and a final WRITING ASSESSMENT FEEDBACK SHEET. Suitable for all KS3 students and can be adapted to suit all abilities.

A great revision resource based on the poem ‘Death of a Naturalist’ by Seamus Heaney in preparation for the Literature GCSE Eduqas Poetry anthology exam. Includes details on the Poet, Contextual/Historical detail, Meaning, Language, Structural Techniques, Themes and Comparisons with other poems in the Eduqas anthology.

Detailed resources and a SOW based on the DOCUMENTARY ’Dynasties – Chimpanzee’ (Series 1, Episode 1) with particular focus on the question ‘How does Rosie Thomas reveal the difficulties the crew faced when they filmed the chimpanzees in Africa?’ Includes an INTERVIEW with Rosie Thomas (the Producer and Director of the documentary) together with COMPREHENSION QUESTIONS, various activities identifying PERSUASIVE LANGUAGE TECHNIQUES, using NEW VOCABULARY, a MODEL PEEZER paragraph, DIFFERENTIATED resources and a final PEER ASSESSMENT ACTIVITY. Suitable for all KS3 students and can be adapted to suit all abilities.

PRE-READING and FINAL READING ASSESSMENT TASKS based on CHAPTERS 13 and 38 of the novel ‘Holes’ by Louis Sachar. This includes COMPREHENSION QUESTIONS, copies of EXTRACTS from each chapter, USEFUL VOCABULARY, suggested LANGUAGE TECHNIQUES, a suitable PLAN to STRUCTURE students’ responses together with EXAMPLES of MODEL PEEZER Paragraphs for students to follow in response to relevant questions. Aimed at HIGHER ABILITY KS3 students but can be adapted to suit LOWER ABILITY students too.

A useful Creative Writing resource suitable for Assignment 2, iGCSE Cambridge English Language (0500/0522) or can be adapted to suit any Creative Writing assignment. This is based on ‘The Hunger Games’ from the viewpoint of Katniss. Offers a detailed PowerPoint Presentation which includes a bank of useful verbs, adverbs, adjectives and nouns plus a focus on using varied sentence structures, personification and pathetic fallacy to make students’ writing interesting, original and more imaginative.

A useful Powerpoint Presentation based on the iGCSE Cambridge English Language Extended Tier Exam (0500/0522). Some handy advice and tips for students preparing for Questions 1, 2 and 3.

An easy-to-follow LESSON/POWERPOINT based on the NEW GCSE Eduqas English Literature Syllabus (Poetry Anthology) Section B. Particular focus on the poem ‘Dulce et Decorum Est’ (Part A and B) and the relevant ASSESSMENT OBJECTIVES. Students review their partner’s FIRST DRAFTS based on Part A using a PEER ASSESSMENT TABLE and TARGETS are set accordingly in order to IMPROVE their partner’s current response. MODEL EXAMPLE QUESTIONS and RESPONSES for PART A and PART B are included based on ‘The Manhunt’ (Simon Armitage) compared to ‘Mametz Wood’ (Owen Shears). COMPARATIVE LANGUAGE, CONNECTIVES and POETIC/ LANGUAGE TECHNIQUES are included to aid a successful response to any given question.

An excellent resource based on Component 1, Section B of the Eduqas GCSE English Language Examination. Particular focus on: Example Examination Questions, Assessment Criteria, Narrative Structures, Sentence Structures and Sentence Starters, Using more SOPHISTICATED Punctuation, Pathetic Fallacy, The 5 Senses, Figurative Language (Similes, Metaphors and Personification), useful NOUNS, ADJECTIVES, VERBS and ADVERBS and a final TICK BOX ASSESSMENT sheet for students to use for their own writing and PEER ANALYSIS. Includes various TASKS and CHALLENGES for students to practise using all these ESSENTIAL CREATIVE WRITING TECHNIQUES and produce successful response to Component 1, Section B of the Eduqas GCSE English Language Examination.

Various Worksheets based on specific Extracts/Scenes within the play. Particular focus on Act 1, scene 1, Act 2, scenes 1 and 2, Act 3, scenes 1 and 2 and Act 5, scene 1. Includes the EXPLORATION of the MAIN CHARACTERS, THEMES and the ANALYSIS of Shakespeare’s LANGUAGE and STRUCTURAL TECHNIQUES. Useful to check and develop students’ understanding of the PLOT and the MAIN EVENTS of the play.

A detailed PowerPoint focusing on the MAIN THEMES, CHARACTERS and KEY QUOTES in the novel ‘Lord of the Flies’. Includes CONTEXTUAL and HISTORICAL BACKGROUND detail based on Golding’s BELIEFS and PHILOSOPHY, various interactive TASKS which focus on RULES and LEADERSHIP, the main SYMBOLS in the novel together with KEY QUOTES and an in depth ANALYSIS of each of the main CHARACTERS in the novel.

PRE-READING and FINAL READING ASSESSMENT TASKS at KS3 LEVEL based on the novel ‘Matilda’ and the MAIN CHARACTERS: Miss Trunchbull and Miss Honey. Includes relevant, selected QUOTES from the novel, EXAMPLES of PEEZER PARAGRAPHS and useful VOCABULARY used to describe and analyse CHARACTERS. Well-structured and concise resources to aid Year 7 students’ learning and development of their READING SKILLS.

A number of USEFUL, EASY-TO-FOLLOW resources based on the NEW EDUQAS GCSE ENGLISH LITERATURE SYLLABUS (PAPER 1, Section B and PAPER 2, Section C) ANTHOLOGY POETRY and UNSEEN POETRY). Particular focus on the ASSESSMENT OBJECTIVES, STEP-BY-STEP PLANNING, suggested ways to COMPARE poems, EXAMPLE RESPONSES which include identifying and analysing the EFFECT of STRUCTURAL and POETIC TECHNIQUES together with various TASKS which cater for both PEER ASSESSMENT and creating INDIVIDUAL successful and sophisticated PRACTICE responses for both SEEN and UNSEEN POETRY.

Another useful PRESENTATION/RESOURCE based on RECOGNISING and SELECTING PERSUASIVE LANGUAGE in a FORMAL SPEECH (Donald Trump’s Victory Speech Nov 2016). Particular focus on the NEW EDUQAS iGCSE ENGLISH LANGUAGE SYLLABUS, COMPONENT 2. Includes controversial quotations, step-by step-tasks, ASSESSMENT OBJECTIVES and specific PERSUASIVE LANGUAGE DEVICES used in SPEECHES. In addition, a copy of an edited version of Trump’s speech plus an added VIDEO LINK of the speech itself attached. A good comparison with Barack Obama’s Campaign Speech 2007 (see additional resource in my shop). Could be adapted to suit any SOW or ENGLISH iGCSE SYLLABUS based on the READING and WRITING of SPEECHES and identifying PERSUASIVE LANGUAGE TECHNIQUES.

An easy to use, step-by-step tutorial/introduction for students on how to produce an effective response to a text using PEE Paragraphs in preparation for any Literature Reading Assessment Task. Particular focus on selected extracts from the novel ‘Holes’ by Louis Sachar (students do not need to be studying the novel itself). Includes Useful Vocabulary to Explain students’ responses and a sample PEE Paragraph.

Particular focus on the question: ‘How does Shakespeare reveal the theme of Illusion vs Reality in Act 3, scene 2 of ‘A Midsummer Night’s Dream’? Includes BACKGROUND DETAIL/MEANING of the theme, a selected EXTRACT with the TRANSLATION, useful VOCABULARY, EXAMPLES of relevant LANGUAGE TECHNIQUES, a PLANNING SHEET, a model PEEZA Paragraph and a FINAL ESSAY PLAN. Suitable for KS3 students (high ability Year 9 groups).

Particular focus on the question: How does the author present the THEME of BRAVERY in the novel ‘I am David’? Includes an EXTRACT taken from chapter 4, a detailed POWERPOINT including a breakdown of what is PEEZR, a model PEEZR Paragraph, useful VOCABULARY, a PLANNING SHEET, useful QUOTES, ASSESSMENT OBJECTIVES and a FINAL ESSAY PLAN. Suitable for all Y7 Students or any KS3 class studying the novel and preparing for a READING ASSESSMENT.

Detailed resources and a SOW based on a NEWS ARTICLE about a mother who desperately tries to save her baby from drowning. Particular focus on the theme ‘A Call to Action’ and the question ‘How does the writer create a sense of danger in the news article?’ Includes the actual NEWS ARTICLE together with COMPREHENSION QUESTIONS, various activities identifying LANGUAGE TECHNIQUES, using NEW VOCABULARY, a MODEL PEELE paragraph, DIFFERENTIATED resources and a final PEER ASSESSMENT ACTIVITY in which student set each other TARGETS to improve. Suitable for all KS3 students and can be adapted to suit all abilities.

Detailed resources and a SOW based on the controversial topic of the DISADVANTAGES and ADVANTAGES of SOCIAL NETWORKING SITES with particular focus on ‘How does the writer persuade the reader that social media has become a distraction for young people?’ Includes a relevant MAGAZINE ARTICLE with COMPREHENSION QUESTIONS, various activities identifying PERSUASIVE LANGUAGE TECHNIQUES, using NEW VOCABULARY, a MODEL PEEZER paragraph, DIFFERENTIATED resources and a final PEER ASSESSMENT ACTIVITY. Suitable for high ability Year 8 and 9 students.