Unseen poetry can seem daunting, especially when it could come from any period. So this resource begins to inculcate a simple, yet effective, strategy for approaching unseen poetry in general, while also focusing on 'Sonnet 65' in particular. The PP runs through the strategy with specific instructions to be followed on the worksheet by students. There are also feedback slides where some points are made as a stimulus - the idea is that students should contribute there ideas. The student worksheet contains the poem to be annotated and some fill in space to consolidate information. Page 2 gives an essay title and information in the guise of notes from 3 students that can be used along with the student's own ideas- this allows for subtle differentiation. The 'lesson plan' sheet is actually notes for the teacher in case they are unfamiliar with the poem. The sonnet handout is a note on the sonnet form, with the same information on A6 to save costs. Be aware that the AQA unseen poetry requires students to compare poems, but as this is a first there is no comparison. More unseen poetry will lead to comparison. Other than that, the question for the essay is modelled on the AQA style task.

These 7 ice-breakers are fun, easy to administer and also help you get to know the class and them to get to know each other. You need a soft ball, a timer and maybe some music. The PP has icons hyperlinked to the activity explanation. 4 of the tasks need no resources. The ‘bingo’ sheet, 'tell us’cards and the ideas for ‘get in line’ are all provided for printing before the lesson. Suitable for tutor or subject lessons.

This resource brings together the work done on poems individually to focus on a strategy for comparing and the actual comparison of the two poems.The PP begins the task with planning, then continues with self- and peer- checking. Targets are suggested in the last slide, to be adapted by the teacher as suits the actual class. A planning sheet handout to be enlarged to A3 ensures the AOs are covered at the planning stage. A further handout focuses on effective openings, stimulating discussion and then serving as a model for the essay opening. For very weak students there is a generic note on comparing poems with some useful words, phrases and prompts. The trial exam paper follows the style of the AQA exam.

This is a self-check starter that could develop into a full lesson by letting students find their own words to build. The PP begins with a definition of both prefix and suffix, goes on to list common prefixes and suffixes, which students then use to build up words. To help students get the hang of it, 'source' is one you can do together, beginning with 'resource'! Create a more competitive atmosphere by setting time limits and letting students work in teams. While they don't need to copy all the answers, they should write a few they didn't get because the whole exercise is to widen their vocabulary. The work sheet supports the PP task for weaker or slower students. The spelling test included for extension work doesn't focus on word building specifically, but provides a less threatening way of helping poor spellers focus on accuracy.

Typical AQA questions begin with a critical stance to be applied to an extract and then the play as a whole. The starter PP gives the critical stance and asks students to formulate the question [a paper version is available to cut time wastage ] and chose - in groups with discussion- a suitable extract for the question. The homework is a log to fill in for each Act, providing a key focus and some key quotes. A note on essay writing outlines a strategy to follow as well as giving feedback from AQA on the way they prefer essays written.

This is a poem where structure undergirds the meaning of the poem more obviously than often, so it is a useful 'unseen' to explore. As well as the lesson on PP and the fill in worksheet, there is a detailed note on Metre, using examples from the poem. Avoid with a weak class, but worth doing with a mid- to able class, provided the focus is on how the rhyme and rhythm support/ enhance meaning. The teacher's notes has two links, one to a reading of the poem and another to a youtube clip that could be used as a 'flipped learning' style preparatory homework task [under 20mins]: particularly useful with weaker students - an easy differentiation.

Pollination: Useful for revision with a weaker class, but a great way to challenge a more able one. Students look at photographs of pollinators at work – really look – and try to consider the implications of what they are seeing. This can be done in teams or individually. 4 slides show insect, bird and wind pollination and one has a quote from Darwin as an extra challenge. Then the same pollinators are shown with commentary and some extra information designed to provoke discussion and spark interest. This gives the opportunity for the class to discuss the implications of what they notice. [If this is done as a cover lesson, the non-specialist teacher could draw up a list of questions generated by students to put to the teacher for next lesson]. The lesson ends with a 2 question test as a plenary to sum up what has been learned. To accommodate differentiation there are the extra challenges and additional information for more able students, as well as a fill in grid with some given information for the less able or slow writers. The stunning photos in the Power Point are presented in Word for printing off as A4 or A3 posters for display.

Something for you, to help you plan for a work-life balance. The charts are intended to be enlarged to A3, laminated and filled in with board pens which can be wiped clean. Where students follow individual activity plans you could adapt the chart to suit. They are made to be customised and to that end there are also additional quotes to choose from. You can insert your own photos too.

Here are the three different stages leading up to and including the trial exam paper and its feedback. The focus is on learning a strategy for coping with unseen poetry by taking it slowly, focusing on the process while exploring the poems: 'Sonnet 65' and 'Meeting at Night' and comparing the two.

Part of the SPaG starter series, these two starters consist of an instruction slide, a handout for differentiation and an answer slide. The idea is to keep drip-feeding SPaG reminders by way of starters that are self mark. Here the focus is on prepositions and plurals. In each case as an extension activity students try to formulate a rule which is given with the answers.

There is so much fantastic stuff out there on Romeo & Juliet there seems no point in more of the same. So this is not about the main thrust of your teaching. What this resource offers is alternatives for differentiation, especially in homework and starters. Budget constraints often mean students can't take the text home and time constraints mean there is little time in the lesson to allow students to engage with the text independently - these tasks try to rectify this by a 'little and often' approach, making starters and homework more 'open' than has been the recent trend. To help you sort out the order of relevance I've numbered the work that clusters together. Hope you and your class can bring a little enjoyment back into studying Shakespeare.

While a Thesaurus can be a useful tool, it is a blunt instrument when used without understanding of the subtle differences in meaning of synonyms. The PP explores how things can go wrong, using words that could easily become part of each student’s word-hoard. Differentiated for slow writers or to speed the whole class up, the worksheet supports the PP in this longer self-check starter, designed to develop apt vocabulary that takes context into account. This starter could easily be developed into a whole lesson by inviting students to create their own muddles which other groups mend, using the PP sentences as a model.

Little and often is the best way to prepare students for the demands of GCSE English, so this task would suit y9 students as well as those doing GCSE already. Based on a paragraph of just 6 lines from William Corbett’s 1821-22 ‘Cottage Economy’, the task comprises a close reading to analyse tone, argument and structure. Being so short, this passage is an ideal ‘taster’ of a 19th century text. Students are also given a ‘typical’ reading question to consider. Feedback on the analysis is supported by the PP, which covers the whole lesson from Introduction- which also offers contextual information - to the writing task. Students use the persuasive techniques they have already learned to re-work Corbett’s argument in a modern way.

This revision lesson is aimed at encouraging students to notice what they're looking at. As they come into the lesson, a PP with two word-clouds should alert them to their topic and they have 5 minutes to brush up on the information. Thereafter they look at slides of coastlines and jot down what they notice. Annotated slides follow, offering opportunity for discussion and then a question is set on each slide. Posters of the coastal features are included as separate poster, printed A4 and enlarged or A3 or used as A4 handouts. For differentiation of the lesson, weaker students can be given the A4 printouts to annotate.

The PP looks at what is meant by 'problem play' and quotes various opinions - the class should apply the quotes in discussion and explore to what extent they agree and find them helpful. Students can use these quotes either to sharpen their own insights or as supporting evidence in essays. End the lesson with a discussion or debate, as a class or in groups, about how they think the actors should end the play - does she or doesn't she?! The 'so what' worksheet is versatile as a starter or homework - its aim is to develop a sense of Shakespeare's like experience as a context for the play.

This series is a question by question guide to the non-fiction paper, starting with reading. Each question begins with a ‘quick-fire starter’ when the technique required by the question is practised in its simplest form, usually a very visual text. This gives students confidence. It also keeps the time pressure on so that working quickly becomes a habit. Then the question requirements are explored through the exam board’s directives and again quick and easy examples with answers build up to more demanding practise through the series. Visual texts and Extracts of both 19th century and 21st century texts are used in the series to ensure students are undaunted by older texts. In all cases answers and a simplified mark scheme are provided. Although this series is preparing students for the Eduqas Component two English paper, it can easily be adapted to suit the question style of other exam boards: all have retrieval questions, inference questions etc. The focus of this resource is A2. A quick-fire starter gets students using the technique they need for the question on a simple visual task. The 'how to' PP looks more closely at the question's requirements and offers quick guided practise. The focus then shipts to how to formulate the gathered information into a 10mark answer. A sample answer is provided as well as a simplified, student-friendly marking memo that can be used for all the 10mark questions in this paper. Because work has been simplified to ensure a firm foundation, this task is also suitable for y9s beginning their GCSE work early.

This series is a question by question guide to the non-fiction paper, starting with reading. Each question begins with a ‘quick-fire starter’ when the technique required by the question is practised in its simplest form, usually a very visual text. This gives students confidence. It also keeps the time pressure on so that working quickly becomes a habit. Then the question requirements are explored through the exam board’s directives and again quick and easy examples with answers build up to more demanding practise through the series. Visual texts and Extracts of both 19th century and 21st century texts are used in the series to ensure students are undaunted by older texts. In all cases answers and a simplified mark scheme are provided. Although this series is preparing students for the Eduqas Component two English paper, it can easily be adapted to suit the question style of other exam boards: all have retrieval questions, inference questions etc. The focus of this resource is A1, so time has been taken to explain how the whole CP2 paper works. The starter introduces retrieval type questions, the main lesson looks at the overview of the exam, then moves on to a closer focus on retrieval, before the text becomes more demanding as students work independently. A hwk sheet is introduced and then assessed via a third PP. Because work has been simplified to ensure a firm foundation, this task is also suitable for y9s beginning their GCSE work early.

These slides can be printed on A3 for display as well as being used as a starter to help students see how structure and imagery can enhance their writing.

The aim of this series of starters is to show students that they do possess the skills required for the course; also, that the skills required for the non-fiction media paper is the same as for the literature paper and visa versa. there is also a quick test to see if they've got the hang of inference.

These are two of my favourite poems and ideal for 'unseen' practise as well as comparing. You can flip learning by giving the worksheet as a homework, then using the Power Point as an aid to discussion, or a self-mark/ peer assessment guide. Close reading, annotation and comparison are all skills taught through this task. And if there's time, the poems stimulate lovely discussions about appreciating and understanding parents, which could also lead to writing... win-win.