A SOW on PowerPoint that goes through 15 lessons on the first half of The Hobbit. Particular focus includes clauses and sentence types, and analysing the language and structure of an extract. I have taken lots of ideas from different SOW already on the internet, including CPtucker and MissIredale on TES. I will also upload the second terms lessons (16-30) when I have completed them.

Print off pages one and three on card. Page 3 needs to be cut where marked. These can be joined in the middle with a split pin to create a connective wheel that pupils can use in English, or for whole school literacy. Page 2 is optional- you can print this on paper and stick it on the back of the wheel to remind pupils of the connective categories.

LESSON 1 - Pupils watch monologues on youtube and decide what makes a good monologue. LESSON 2 - Using this knowledge they then create a monologue based on a nursery rhyme. Using the Guardian three pigs advertisement, they then consider alternative viewpoints to create an original voice. They should then peer assess based on the success criteria. Some can be performed whilst the rest of the class guess who it is.

Dracula, Twilight, The Vampire Diaries, Varney the Vampyre, Interview with a Vampire, I am Legend. Contains a starter where pupils must try to order the paragraphs chronologically. Each table then gets a longer extract to analyse, and then they share notes (can do this through home/expert groups to complete the whole table in their books). How have vampires changed throughout fiction? What, if anything, has remained constant? Essential skills for ordering and analysing

A lesson on reported speech and direct quotations in newspapers. The starter asks pupils to consider the difference between a sentence with reported speech, and a sentence with direct quotation. After a few simple translations from direct speech to reported (and vice versa), pupils can watch a youtube video of a news story. Their speech has been transcribed, and pupils can then use this to create their own newspaper article on the incident, using a direct quotation and a piece of reported speech for each of the three witnesses.

A game, based on Monopoly, where pupils move around the board answering questions on non fiction texts. Nice for end of topic / long plenary / emergency lesson. You will need to find some non-fiction texts so that each group can answer it about a different text, and if you want to differentiate, use different levels of texts. I have printed out one per table, just provide the texts, dice, and counters!

STARTER: Contains statements with supporting pictures which pupils must discuss in their groups whether they are more influenced by nature or nurture. I used this with an A/B card per table, and they have a minute discussion to come to a majority decision on whether it is nAture (A) / nurture (B). \n\nThen contains a choice of revision activities (designed for WJEC, but can be used for any) that pupils can pick from. \n\nFor the plenary of this lesson, I asked pupils to write a post-it summing up Willy Russel's attitude to social class.