Two lessons that can be delivered remotely, or face to face. Looks at Brooke’s life and how his lack of battle experience influenced his perception of the war, a focus on Brooke’s use of natural imagery by matching up images to quotations in ‘The Soldier.’ Student investigation into whether the poem is a sonnet, using a set of given criteria. Lesson 2 provides a range of questions for students, with answers for teachers, that look at a range of methods used and their effects. Final task asks students to find a piece of music that matches the tone of the poem.

THREE LESSONS TO HELP PUPILS UNDERSTAND THE POEM ‘THE DEAD’ AND THE RELEVANCE OF ASSOCIATED CONTEXT. LESSON 3 ALSO ALLUDES TO ‘PEACE’ ANOTHER OF BROOKE’S POEMS. FOCUS IS ON PATRIOTISM, IMAGERY, SONNET FORM AND GENERALLY HOW LANGUAGE CAN BE A POWERFUL TOOL. LEARNING CULMINATES IN A FINAL TASK TO WRITE A LETTER HOME FROM BROOKE TO HIS MOTHER THAT SHOWS HIS IDYLLIC VIEW OF THE WAR AND THE IDEA OF DYING DURING BATTLE. THESE LESSONS HAVE BEEN REMOTELY DELIVERED WITH Y8 BUT COULD WORK EQUALLY WELL FACE TO FACE. HOPE THEY SAVE YOU SOME WORK!

This lesson looks at the context of Emmeline Pankhurst’s speech in Connecticut, 1913, which aimed to persuade the audience to support women’s suffrage. Focuses are on militaristic language, as well as other rhetorical devices and a plenary task comparing her speech for women’s rights with that of Emma Watson. Both speeches are included with this resource.

Two lessons: Q2: ‘How does the writer use language here to descibe Nature?’ Focus on Du Maurier’s choices of personification, adjectives and simile for this question. Plus a focus on subordinate clauses followed by students identifying these in the extract with a view to including an idea in their practise response. Q3: ‘How does the writer structure the text to interest the reader?’ Reminder of structural features, useable examiner tips on what to include / not to include in a Q3 response. Slides provide points of note-taking and discussion, leading up to students having a go responding to the question themselves.

Two lessons Lesson 1 - Unseen lesson on ‘The Road Not Taken’ by Robert Frost- includes a copy of the poem, questions for pupils to answer / facilitate discussion with suggested answers. Consideration of structure / form (see ppt slide notes) and ending with a question asking what the poet’s thoughts are about life. Set of ‘clear’ criteria given from AQA markscheme for pupils to follow in their response. Really nice poem and links nicely to the Paper 1 Q5 practice. Lesson 2 - idea of using a scene as a way in to description e.g. thinking about bigger ideas such as Autumn being a metaphor for change or an ending. Includes example of planning, skills focus and an example paragraph to use for discussion before pupils write their own. Perfect for current Y10.

All three lessons use TEAL (technique, evidence, analysis & link) as a framework but this could easily be edited out / changed. All lessons aimed at middle to higher ability students. In the Can by Rosie Jackson is a one stanza poem that tries to convey life in prison. Tasks start with a collective memory exercise (see slide notes) then moves to reading poem followed by group work on allocated extracts. Eventually, after student feedback, they will write their own TEAL paragraph using example provided. The Road Not Taken by Robert Frost - students read poem and answer a series of questions (with suggested answers provided). Leads to writing a TEAL paragraph with a set of given prompts. Booklet of example war poems - pupils can choose which one to write a response on but can first look at how to annotate in detail at the examples given from ‘Dulce et Decorum Est.’ Example response provided.

Copy of poem Remains is provided. First ppt begins with students reading the poem and completing a short quiz. Slides 7 and 8 provide visual or written prompts to enable students to write a detailed summary of the poem, depending on what type of learner they are. Next, students consider how the poem fits into the two themes of ‘power’ and ‘conflict’. Name the technique from the poem quiz followed by step by step writing of analytical paragraphs. Final task is to write one on their own. Second ppt introduces the idea of CLAPS (context, language, atmosphere, poetic devices an structure). Example paragraphs given for each aspect of CLAPS and students encouraged to link the examples back to the question, to ensure the answer is clear. Teacher can then choose another poem from the anthology for students to look at, using CLAPS to analyse it.

This mini unit aims to introduce KS3 pupils to the way female figures have been historically presented in poetry. Originally written as a remote scheme, these would work equally well in the classroom. Copies of the poems are included as part of the powerpoints and can be easily found on the internet. Pupils will read a range of poems (see below) which portray views of the female, in line with the context of the time period. They will be encouraged to apply new knowledge of the context in which the poem was written, in their readings. The unit will introduce inference skills, as we consider the connotations of the poets’ language choices and imagery. Poems covered are: ‘Perfect Woman’ by William Wordsworth ‘The Lady of Shalott’ by Alfred Lord Tennyson ‘Cousin Kate’ by Christina Rossetti ‘Mirror’ by Sylvia Plath.

Ten slides containing carefully selected evidence from the play that students can learn and apply to a variety of potential exam questions. Each slide puts the quotation into context and contains a brief analysis with relevant methods and terminology in bold. Easily editable to remove explanations for just the quotation and image for display. The same resource is available for An Inspector Calls, Blood Brothers and A Christmas Carol in my shop.

Wondering which quotations your students should learn for the exam? This display resource contains 10 key quotes that track the play, carefully chosen to provide students with potential evidence to use in a range of essay questions. Each key quotation is accompanied by an explanation, a colourful image to aid recall and a list of suggested essay themes to go with it. I have also made the same resource for A Christmas Carol, Macbeth and Blood Brothers, all available in my shop.

AIMED AT HA KS3, STUDENTS LOOK AT 2 X SNOW THEMED POEMS, MAKE A SNOWFLAKE AND ANALYSIS LANGUAGE AND TECHNIQUE. COMPLETE LESSON INCLUDING COPIES OF BOTH POEMS.

AIMED AT MIDDLE TO LOW ABILITY, THIS COMPLETE LESSON LOOKS AT THE POET'S USE OF PERSONIFICATION AND METAPHOR. INCLUDES WORKSHEET WITH QUESTIONS AS AN EXTENSION TASK.

AIMED AT HA KS3, THIS COMPLETE LESSON EXPLORES THE EFFECTS OF IMAGERY AND STRUCTURE. INCLUDES POEM.

AIMED AT HA KS3, THIS COMPLETE LESSON LOOKS AT PERSONIFICATION AND METAPHOR. POEM INCLUDED IN PPT.

AIMED AT MIDDLE TO LOW ABILITY KS3, THIS COMPLETE LESSON USES EMOJIS TO LOOK AT HOW THE POET CREATES MOOD. THE LESSON ALSO LOOKS AT THE POET'S USE OF TECHNIQUES AND CONSTRUCTING A SHORT RESPONSE USING PETAL.

AIMED AT MIDDLE ABILITY KS3, THIS COMPLETE LESSON EXAMINES THE POET'S USE OF ONOMATOPOEIA. INCLUDES SOME CREATIVE ACTIVITIES AND COPY OF THE POEM.

STEP BY STEP THROUGH AN EXAM QUESTION ON SCROOGE'S CHANGING CHARACTER. KEY QUOTES ARE PROVIDED FOR EACH STAGE OF THE STORY, FOR USE IN ANSWERING THE QUESTION. ENABLES STUDENTS TO WRITE A COMPLETE ANSWER WITH MINIMAL HELP FROM THE TEACHER.

Aimed at higher ability KS3 or 4, this is a couple of lessons looking at how Othello's language changes from the beginning to the end of the play. It also makes comparison between Iago and Othello's language. The lesson also looks at identifying the writer's methods, through extracts from the play, which focus on the language used by both these key characters. There is a focus on Othello's words to Desdemona before he kills her and then how he returns to his former control in his final speech.