Created for a first reading of Winter Swans. In this resource I have selected 4 key quotations from the poem, giving students a chance for independent analysis before sharing ideas and annotating as a class.

TBQ: After exploring the role of artificial intelligence in society, can I create a persuasive poster or newspaper article? Designed for a higher ability Y9 group and encourages a debate/discussion on whether AI is a positive contribution to society. There is the option of a creative task (poster) or a written task (newspaper article).

A lesson to enable students to explore and understand pathetic fallacy. This lesson is designed for online teaching platforms, utilising polls, student votes and the chat function to encourage and monitor engagement, and allow for formative assessment. Teacher notes are included in the presentation for guidance. Film clips are used to aid understanding of pathetic fallacy, and the main task involves a creative piece of writing to demonstrate their knowledge. Ideal for KS3 and can be adapted to suit class ability.

A resource designed to revise creative writing skills in preparation for Language Paper 1 Question 5. This resource covers key skills, writing structure and a creative writing task with scaffolding.

TBQ: As I watch the film version of A Midsummer Night’s Dream, am I able to capture ideas about the characters in relation to the plot? Students are given a capture sheet to record notes about the characters and their relationships as they watch the BBC’s version of the play.

A sheet listing opening sentences/paragraphs from a range of novels, which can be used/adapted for all secondary year groups. I’d suggest laminating it, so that it can be reused. Could be used to explore inference skills and the writer’s intent, sentence structure, word choice, and to identify literary techniques. You could also use these as sentence scaffolds for exploring both structure and content with students, as suggested by Jane Considine in her first The Write Stuff session on demonstration writing.

A slide I’ll be using to reset classroom expectations at the start of a new term. I will fill this in with contributions made by students.

’With my partner, can I begin to write a short script from an extra scene to prepare for my Speaking and Listening Assessment?' This was delivered over two lessons to a mixed ability Y8 class, the first part focusing on preparing students for their speaking and listening assessment, and the second part where they practice and deliver their scripts. Includes help sheet resources to prompt and aid students if needed, a script check list, and also my ‘What Went Well’ and ‘Even Better If’ feedback sheets. The lesson also includes some drama techniques which students absolutely loved (vocal warm ups, show me don’t tell me tasks, facial expressions etc.).

‘Am I able to continue exploring Chapter 8 and comment on the most significant moments?’ This lesson was created for Y11 top set, but can easily be differentiated. Lesson includes memory recall starter and discussion points that can be addressed as the class read the chapter. There is also a quotation explosion task where they choose a quotation from the chapter to analyse and explore (could be used as a homework task). Lesson plan included, and a link to quizziz (quiz questions also included in the lesson plan document).

‘Am I able to explore Chapter 12 and comment on the most significant moments?’ Designed for a Y11 top set reading lesson and includes a ‘significant moments’ grid which can be used to reflect on and analyse key moments in the chapter. Students can record their own thoughts and add the feedback of other students in a different colour. The plenary enables students to reflect on the ending and why it might be significant. Lesson plan and grid included.

TBQ: When exploring power and conflict poetry, can we analyse the meanings and poetic devices in ‘Charge of the Light Brigade’? Designed for a weaker ability Year 10 class. The lesson (taught over a 2 hour period) introduces the poem gradually with images and an analysis/exploration of the title. The lesson then explores the context, using a Youtube video to aid understanding. Students work in pairs to unpick a specified stanza on the worksheet they are giving before feeding back to the class. There is an activity in which student match images to lines in the poem and a task that encourages students to explore how the poem links to ‘power’ and ‘conflict’.

A lesson delivered to a Year 10 class that explores how John Agard presents ideas about power and conflict in ‘Checking Out Me History’. This was delivered before going on to analyse and annotate the poem. Includes: a key word and definition mix and match a video a research task (and grid) where students find out who the key black historical figures are in order to understand the context of the poem an extension task where students identify lines in the poem that correspond to the images

This lesson begins to explore the context, plot and key ideas in the poem ‘My Last Duchess’?

TBQ: When exploring War Photographer, can we analyse the language used to describe the effects of war? Designed for a weaker ability Y10 group. Explore images and what a war photographer and darkroom is. Youtube video included. Students use the worksheet to explore their given stanza. These are differentiated and students are given prompt questions to help their analysis. They then feed this back to the class and I used a visualiser to annotate the poem with the class feedback.

This is a handy resource if you are a supply teacher and need an efficient way to leave feedback for the class teacher.

TBQ: Can I explore and analyse Dickens’ presentation of the poor in an extract from A Christmas Carol? Designed for top set Y10. Lesson includes quotation analysis task and an exemplar response. Students prepare to write their own response to an exemplar exam question.

TBQ: Can I draw a map of the island and label it with significant moments to visually represent events in the novel so far? Task 1: Students draw a map of the island, including significant locations (checklist included). Task 2: On their island map, students plot the events that they think are most important to the storyline so far, including a small summary of the event (stretch and challenge task included as well as support for L/A). This was designed as an independent **revision/homework task **for top set Y11. Students got really creative with this and produced some amazing work!

TBQ: Am I able to identify power and conflict in Jane Weir’s ‘Poppies’, and analyse the methods used to convey it? Mix and Match key terms to their definitions Introduces the poem using images Explores Jane Weir’s motivations for writing the poem Students are assigned a stanza and given guidance on what to pick out before sharing their ideas with the class (visualiser used to annotate the poem with the class) Plenary activities

TBQ: Using my knowledge of Victorian Society, can I analyse an extract from a nineteenth century text? Designed for a top set Y9 class and delivered over 2 lessons. Includes: introduction to context/galvanism/Mary Shelley Extract and youtube videos to support comprehension Quotation explosion task Model paragraph response to the question ‘How does Mary Shelley present the theme of evil in the extract from ‘Frankenstein’?’ Sentence starters to support students’ own response to question Peer assessment plenary