This is an English lesson on the poem ‘Frederick Douglass’ by Robert Hayden which explores the legacy of the escaped slave who became an Abolitionist campaigner. It discusses the themes of prejudice and freedom which can be linked to other poems taught within a unit. The lesson begins by asking students to consider their emotional reaction to images portraying Afro-Americans in the 1830s. There is then a slide which introduces them to Frederick Douglass and offers facts about his life as well as providing a video link. Students are then introduced to the ‘WPSLOMP’ method of analysing poetry which they can then apply in pairs before colour coding quotes which are examples of repetition and positive and negative ideas / imagery, as well as some more challenging features. The ideas they pull together for this can then be explored as a class and the slides can be annotated by the teacher on the board and there are also some quotes colour coded as the answers. Students are then asked to think about structure and there is a slide which asks them to consider why the poet broke the rules of a sonnet in this poem. The lesson ends with a chance for students to write independent essay paragraphs with an adaptable success criteria but this can be adapted for your course. Here I have used SQUID (Statement, Quote, Infer, Device/Develop which is similar to PEA). There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are ‘Talk for Writing’ activities and Challenge tasks for more able students. Attached is: A powerpoint with the lesson clearly outlined The poem with a word bank on it Links to online videos/readings (see ‘Notes’ under slides). An extension task: write a poem about your chosen hero using this poem as inspiration. All images are from Openclipart.org or Wiki Commons.

This is an English lesson on the poem ‘Prayer Before Birth’ by Louis Macneice.The speaker of the poem is an unborn child asking for assistance in a cruel world which it will soon be born into. It discusses the themes of cruelty, injustice and freedom which can be linked to other poems taught within a unit. The lesson begins by asking students to decide what advice they would give to a younger sibling about life, based on their own life experiences. This can then open an interesting class discussion. Students are then introduced to the ‘WPSLOMP’ method of analysing poetry which they can then apply in pairs before colour coding quotes which are examples of positive and negative imagery as well as some more challenging features such as simile, metaphor and repetition. The ideas they pull together for this can then be explored as a class and the slides can be annotated by the teacher on the board and there are also some quotes colour coded as the answers. Three slides follow this which have pulled individual quotes from the first three stanzas which the class can brainstorm one at a time. The lesson ends with a chance for students to write independent essay paragraphs with an adaptable success criteria but this can be adapted for your course. Here I have used SQUID (Statement, Quote, Infer, Device/Develop which is similar to PEA). There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are ‘Talk for Writing’ activities and Challenge tasks for more able students. Attached is: -A powerpoint with the lesson clearly outlined An alternative word search style starter using images to allow student to guess the meanings of harder words -The poem with a word bank on it (2 can be printed to an A4 page or 1 to a page) -Link to online videos (see ‘Notes’ under slides). -An extension task: write a poem giving advice to another about life, using this poem as inspiration. All images are from Openclipart.org.

‘Free Writing’ is where students write ‘stream of consciousness’ style passages under timed pressure without a chance to pause or worry about planning first. It’s asking them to be creative, impulsive and to take risks. I have designed this to be a series of 8 tasks done in ‘rounds’ which are clearly marked, however you may want to use them as starters across a few lessons. There is a template for each round if you’d like to use it. Blowing it up to A3 will obviously mean that students would have more space in which to write. There is an opportunity to peer assess at the end of each round so that students can see what others have done. All images are copyright free. Of course they can be adapted to suit your students’ needs.

This is a lesson inspired by the idea published by the National Poetry Society. It invites students to plan and write a piece of creative writing based on a physical object - here a button from an item of clothing. All you need is a jar of assorted buttons to inspire your students! This works really well with students of all year groups and abilities. The resources attached take students through the various stages of planning, writing and reflection time. As with all my lessons, there are ‘Talk for Writing’ activities and Challenge tasks for more able students. Attached is; A powerpoint with the lesson clearly outlined (it could of course be broken down into different lessons) A Word document planning grid which you can edit if needed.

Attached is a lesson where students are asked to identify how a writer has structured a text and comment on how that interests a reader (AO2, 3, 4). It uses an extract from 'I'm the King of the Castle' by Susan Hill. To start, students are asked to define the word 'structure' when we apply it to texts and as a 'challenge task' to list all the forms of structural devices that they are aware of. Slides follow with suggestions and a brief explanation of the AOs that they are assessed on by AQA in the English Language Paper 1. Students are then presented with the exam style question which in pairs they can identify the key words and suggest what the examiner is really looking for. The extract is attached with a word box and planning tasks which, after reading, students can tackle alone or with others. Another useful planning task follows where students are encouraged to break the story down into 4 stages. Suggestions for this follow on the next slide. The extract itself appears on the PowerPoint so that the teacher can annotate it on the board. The lesson ends with a chance for students to write structured paragraphs in response to the question and there are sentence starters in the form of PEA attached to help. The lesson ends with a chance to self assess, referring to the success criteria for a grade 5. This lesson, as my others, includes 'Talk for Writing' activities, pair and group tasks and differentiated tasks.

This lesson asks students to explore the character of Lady Macbeth across the play by commenting on the significance of quotes (A01,2, 3). It refers to the success criteria of the AQA English Literature GCSE but can be adapted for your course. The lesson starts by asking students to summarise her as a character using adjectives and then to respond to images portraying her actions in key scenes. They are then to narrow down her appearances into 5 'top' moments in order to remind them of the wider picture. Slides reminding them of these follow. Attached is a 'quote explosion' sheet of quotes that she says or that others say about her. Students can stick these across a page in their exercise book and annotate what they show about her as a character and pick out any imagery (symbolism, metaphor, antithesis, apostrophe etc). It could also be blown up to A3 size (great for displays!) A copy of this is on a slide in the Powerpoint for the teacher / students to also annotate on the board when the class gathers their ideas together. The lesson ends with a chance for students to write independent essay paragraphs with AQA's exam success criteria but this can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are 'Talk for Writing' activities and Challenge tasks for more able students. Please see my other lessons on Lady Macbeth which explain her role within key scenes in more detail - one of which has an exemplar essay which students can annotate to improve their performance in the exam.

In this lesson students are asked to compare two major characters in Fitzgerald's novel, leading to an essay response. This powerpoint and attached extract provides AS students with ideas to build an essay exploring characterisation and encourages them to make links across the novel or at least the first few chapters if that's all they've read. This lesson has a reminder of AQA's AS level course structure (English Literature A -7711/2) and how students are marked in the Prose Paper 2 'Love through the Ages' which is also referred to in the essay success criteria. There is a simplified mark scheme and an essay checklist attached for students to use when they peer assess each others' essays. The checklist has 3 columns for assessment - self, peer, teacher and a box for teacher feedback - there are 2 versions of this attached so you have the choice of editing this to your needs.

In the lesson students are asked to create an interesting gothic style villain to use in their creative writing (AO5.1, 5.2). I put this lesson together for a year 9 scheme of work which referred to the AQA English Language marking criteria but the success criteria can be adapted beyond a level 3 so that it's more demanding for a year 10/11 class. To begin students are asked to consider Count Dracula's past (see the other lesson I did on him although it's not vital to use to do this lesson). This leads to a discussion about how important a villains' back story can be and whether they are sympathetic to readers at all. For this I have provided a link to the 'Dracula Untold' trailer which explores this idea. Next to get their creative juices flowing these are 2 slides with images of villains on them - students can work in pairs to write descriptive sentences about them using a list of key skills ranging from adjectives, similes to harder ones such as oxymoron and adverbs. Next students are asked to make up a gothic-style villain of their own and write a profile of them. The lesson ends with a chance to peer assess a partner's and offer advice on how their character plan could be improved.

This is an English lesson on the poem ‘America’ by the Jamaican born poet Claude Mckay. In it he explores his feelings about becoming an American citizen and lamenting how badly black people were treated by the establishment. It discusses the themes of prejudice and freedom which can be linked to other poems taught within a unit (see my poem on Frederick Douglass in my shop). The lesson begins by asking students to make judgements based on a group of images and consider the lifestyle of black Americans within the 1920s when Claude had moved there. There is then a slide which introduces them to some facts about the social context and another which offers facts about McKay’s life. There is then a slide reminding students of how sonnets are constructed and asks them to identify the clues that suggest that this poem is one and why that would be appropriate considering the content. Students are then introduced to the ‘WPSLOMP’ method of analysing poetry which they can then apply in pairs before colour coding quotes which are examples of personification and imagery well as some more challenging features. The ideas they pull together for this can then be explored as a class and the slides can be annotated by the teacher on the board and there are also some quotes colour coded as the answers. The lesson ends with a chance for students to write independent essay paragraphs with an adaptable success criteria but this can be adapted for your course. Here I have used SQUID (Statement, Quote, Infer, Device/Develop which is similar to PEA). There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are ‘Talk for Writing’ activities and Challenge tasks for more able students. Attached is: -A powerpoint with the lesson clearly outlined -The poem with a word bank on it -Link to online videos (see ‘Notes’ under slides). -An extension task: write a poem about your country (here the UK) using this poem as inspiration. All images are from Openclipart.org or Wiki Commons.

This resource acts as an introduction to etymology: the study of the origin of words and the way in which their meanings have changed throughout history. Attached are 2 table style handout sheets listing root words which originate from either Greek or Latin. They ask students to list words which use them and to investigate what they mean. This would be useful to do in a computer room or using dictionaries in pairs/groups. The powerpoint reveals the answers and of course can be adapted to add more. This would be useful for KS3 literacy classes or within learning support (learning roots of words can help with spellings).

This lesson asks students to analyse what Sheila Birling’s dialogue shows about her as a character and consider how the audience is meant to react. The lesson starts by asking students to list the moment important moments in the play involving her. There is a ‘challenge task’ also provided which asks them to think about what she may symbolise to a modern audience. There is a list of quotes from across the play attached as a handout which students can think about in pairs and they can then be annotated on the board by students/the teacher. Students are then asked to list the positive and negative aspects of her character and what she does across the play. The lesson ends with a chance for students to write independent essay paragraphs with the AQA English Literature GCSE success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: ‘layers of meaning’, PEA, or the ‘reading ladder’ which follow the same idea. There is then an opportunity to self or peer assess according to the key skills.

In this lesson students are asked to explore how Roald Dahl describes his childhood in chapter 12 of his autobiography, Boy. It would ideal to use as part of a KS3 unit. The lesson starts by asking students to ‘think, pair, share’ about what it would be like to go to boarding school. They are then to read chapter 12. There is an extract attached which students can stick into their book. There is a group task for students to do after reading the chapter where they are given 4 questions on the board and a challenge task. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. There are slides with the text on for teachers to annotate on a smart board. There is a slide which demonstrates to students how they can structure an essay. The plenary asks students to write an essay paragraph using the SQUID structure provided. There is a slide which demonstrates how students can peer assess each others’ essay writing skills. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)

In this lesson students are asked to explore how Roald Dahl describes his childhood in chapter 5 and 6 of his autobiography, Boy. It would ideal to use as part of a KS3 unit. The lesson starts by asking students to discuss how tension can be created in fiction within a pair. There is a challenge task which asks students to think about how pace can also contribute. There are some slides which reveal some ideas that they could have thought about in terms of language and structure (a useful introduction to GCSE skills). Students are then to read chapter 5 and 6 which describe the fall-out Dahl and his friends suffered after the ‘Great Mouse Plot’ involving Mrs Pratchett! Students are then to stick the attached sheet into their books which has quotes from this anecdote which demonstrate the tension that Dahl creates. Students are to annotate these in pairs and consider how he uses language and structural devices to do so. These tasks are linked to the GCSE reading skills AO1, 2, 3. The plenary asks students to plot the moments of tension onto a line style graph. There is a template for this attached. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of quotes/extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)

In this lesson students are asked to explore how Roald Dahl describes his childhood in chapter 3 of his autobiography, Boy. It would ideal to use as part of a KS3 unit. The lesson starts by asking students to discuss Dahl’s villains and what they have in common. There is a challenge task which asks students to think about the complexities of what a villain is. Students are then to read the last couple of pages of chapter 3 (extract attached here) about Mrs Pratchett who owned a sweet shop. Students are then asked to discuss a list of questions on the board within a group about the extract. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. The plenary asks students to write an essay paragraph about Mrs Pratchett, using the SQUID structure provided. There is a slide which demonstrates how students can peer assess each other’s writing. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks (a separate document is attached with GCSE style Language paper 1 style questions) Opportunities for pair and group talk within activities (‘Talk for Writing’)

In this lesson students are asked to explore how Roald Dahl describes his childhood in chapter 2 of his autobiography, Boy. It would ideal to use as part of a KS3 unit. The lesson starts by asking students to discuss their memories of being 6/7 years old as Dahl was in this chapter. There is a challenge task relating to the meaning of ‘kindergarten’. There is a group task for students to do after reading the chapter where they are given questions on the board and a challenge task. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. The plenary asks students to write a descriptive paragraph about their first day at school using key skills, using Dahl’s writing as inspiration. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)

In this lesson students are asked to explore how Roald Dahl describes his childhood in chapter 3 of his autobiography, Boy. It would ideal to use as part of a KS3 unit. The lesson starts by asking students to discuss their favourite sweets with a partner and they are then to read the chapter. There is a handout attached which is a template of a sweet jar which they can stick in their books and label with the quotes they find about Dahl’s favourite sweets mentioned in the text. The plenary asks students to write a descriptive paragraph about their favourite sweets using key skills, using Dahl’s writing as inspiration. The key skills which are mention fit into the ‘MASSIVEOP’ acrostic. There is a handout for this also attached. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Differentiated tasks (challenge tasks in red) Opportunities for pair and group talk within activities (‘Talk for Writing’)

In this lesson students are asked to explore how the narrator introduces her home and family. It would ideal to use as part of a KS3 unit on autobiography. The lesson starts by asking students to ‘think, pair, share’ about what a narrative voice is and how stories may be told. There is a slide with explains the different points of view. There is a group task for students to do after reading the extract where they are given 4 questions on the board and a challenge task. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. There are slides with the text on for teachers to annotate on a smart board. The plenary asks students to write a paragraph describing their home and family in an interesting way using the key descriptive skills. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)

In this lesson students are asked to explore how authors promote their autobiographies by writing engaging blurbs. It would ideal to use as part of a KS3 unit on autobiography. The lesson starts by asking students to think about the difference between autobiographies and biographies as well as the meaning of root words - auto, bio, graphy. There is a slide to reveal the answers. There is a group task for students to do after reading a selection of blurbs where they are given 4 questions on the board. Thes extracts are from the autobiographies of Colleen Rooney, Michelle Obama and A Street Cat Named Bob. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. There are slides with the text on for teachers to annotate on a smart board. The plenary asks students to write a mini blurb introduce themselves and their lives using the key descriptive skills to engage a reader. There is a slide suggesting a peer assessment, referring to a success criteria. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)

In this lesson students are asked to explore how a writer can write in vivid detail and create tension. It would ideal to use as part of a KS3 unit on autobiography. The lesson starts by asking students to write down what they know about Jessica Ennis. Other suggested starter tasks include listing synonyms for the word ‘victorious’. There is a slide with explains who Ennis is and why she is famous as well as a link to an online video narrated by her. There’s also a list of synonyms that they may wish to use later in the lesson. There is a group task for students to do after reading the extract from her autobiography where they are given 4 questions on the board and a challenge task. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. Students are then asked to colour code where in the article Jessica uses particular devices in order to create tension (emotive words, feelings, senses, metaphors). The extract has been pasted on some slides with the devices already shaded in for you so it’s quick and easy to go through with the class. There is some space around the text if you want to annotate it. The plenary asks students to write a paragraph describing their own victorious sporting achievement in an interesting way, using the key descriptive skills. There is a slide to set up a peer assessment. This lesson, as my other lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)

In this lesson students are asked to explore how a writer can write in vivid detail and create tension. It would ideal to use as part of a KS3 unit on autobiography. The lesson starts by asking students to read the information on the first slide about who Dame Ellen is and what she achieved. They are to list feelings words associated with her feat. There is a slide with illustrates her route and there’s a link to an online video about her journey. After students read the extract from her autobiography (which is attached), they are to consider in pairs how she starts in an interesting way. This first paragraph is on a slide which you can annotate with the class. After this stage they can consider two chosen quotes on the next slide where Ellen uses imagery in order to create an effect. This task is linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. The whole extract has been pasted onto these slides and there is some space around the text if you want to annotate it when going over it with the class. The plenary asks students to consider what questions they would ask Ellen after reading this. There is a suggestion of a written activity where they can exercise some of skills discussed today. This lesson, as my other lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)