FOUR LESSON MINI UNIT. Lessons assume pupils have cold read The Speckled Band first. Copy of story included in resources. Starter asks pupils to watch brief clip on using speech marks in writing and then apply them in the correct places to an example of Holmes’ speech from The Speckled Band. Re-read the extract where Holmes is visited by Helen Stoner. The next tasks asks students to find the clues by finding evidence that matches the given inferences, from the extract. Then, students use a set of clues about an invented character in order to form a set of inferences. They can then describe this visitor, using conversation to include accurate direct speech punctuation (writing frame on slide 7). This lesson focuses on the villainous character of Dr Roylott. Students given short extract and asked to list and explain the connotations of his description. Example given. Then students explode a quotation describing this character, using given prompts, followed by two individually exploded quotations. Then, students to stick a further extract in their books and match the given connotations to the evidence. Read the article on Victorian Women and, using slide 10 and the information from the article, students should explain Dr Roylott’s motive for wanting both step daughters out of the way. Plenary asks students to decide how far Roylott matches up to given set of villainous character traits. Starter asks students to describe Holmes’ living room using a variety of sentence forms (examples given). Introduced to concept of foreshadowing and asked to identify methods in given extract which foreshadows later violence in the story. Followed by a further more detailed extract (could be printed on A3) which students annotate using a series of prompts to think about the signifcance of setting. Plenary asks students to draw the section of Stoke Moran described in the final slide. This lesson focuses on the relevance of symbolism in creating atmosphere - of the gypsies, animals and India. Information posters provided for teachers to put up around the room so that students can collect facts and then interpret them to understand how the symbolism helps create an atmospheric setting in Stoke Moran. Final task is to write a description of the grounds of Stoke Moran, using ideas learned in lesson.

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

This lesson looks at how to approach English Language Paper 1 Q4, step by step, using an extract from the Lion, the Witch and the Wardrobe (where Lucy discovers Narnia for the first time). Students examine the wording of the question, work to find evidence to use in their response and discuss why the writer has used particular methods. Final task is to have a go at responding to the extract. Perfect for revision activities.

Aimed at higher ability KS3 or 4, this lesson provides a range of WW1 poetry related tasks. Students are asked to consider what they already know about WW1 and create a colourful wordle (word cloud). Then, using stills from WW1 in Lego, students match lines from famous WW1 poems to the images. Finally, students decorate a template of a poppy (choice provided), with images and quotations from their learning. This could be provided as a competition. Possible introductory lesson to WW1 poetry.

Drama scheme of six lessons, aimed at KS3. Ideal for end of term activities. Covers a range of drama skills with easy to follow lesson ideas.

Aimed at a low to mid ability KS3 class, these two lessons involve a range of creative and analytical tasks that culminate in a supported analysis of the poet's techniques. Pupils use PETAL as a way of discussing the writer's use of simile, personification, interesting verbs, alliteration etc and gradually build up to writing one of their own.

Ppt showing a clip of the chocolate room, in the first film version, collage of chocolate room related pictures to help students write a description of the room using a set of given techniques. Then, the same story is used to look at onomatopoeia. Students look at a given extract from the story and identify the onomatopoeia, also considering the effect of it. Final task is to use onomatopoeia to describe a tsunami. 1-2 lessons.

Use some images to create ideas for descriptive sentences. Look at two examples and analyse them. See how Charles Dickens does it and then have a go!

Aimed at Y7 and 8, this short scheme aims to introduce KS3 pupils to 6 of Shakespeare’s famous characters/speeches. Ideal for introducing Shakespeare or one of his plays. Students are guided to act out conversations or deliver monologues. All resources included. Would probably take 3 1 x hour lessons in total. Could be extended. Includes Beatrice & Benedick, Malvolio, Lady Macbeth, Don John, Seven Ages of Man and Romeo and Juliet.

Aimed at middle to higher ability students, this resources gives an overview of the sections, timings and some quick tasks to refresh memories before the exam. Based on Section A: An Inspector Calls, Section B: Power and Conflict Poetry and Unseen Poetry comparative question.

Complete lesson for students to consider the pros and cons of having the death penalty. Pros - examples of 2 killers from different countries, one of whom was given the death penalty and another who wasn’t. Cons - story of a man who was wrongfully convicted and spent over 20 years on death row with serious consequences to his life. Final task is to plan for an essay debating the pros and cons.

THIS LESSON COMPARES HELENA’S JEALOUSY OF HERMIA IN ACT 1 WITH HERMIA’S JEALOUS OF HELENA IN ACT 3 SCENE 2. THE EXTRACTS CAN BE USED TO EXAMINE THEIR CHANGING FRIENDSHIP AND TO EXAMINE SOME OF THE METAPHORS USED TO INSULT EACH OTHER.

AIMED AT HA KS3, THIS COMPLETE LESSON LOOKS AT METAPHOR AND SIMILES. INCLUDES POEM.

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.

With step by step instructions, students will create a job role and character for themselves within a Victorian town of the class's own creation. This aims to further understanding of the working Victorians of the time and to be clear about the differences between the rich and poor. This can be taken further to develop characters and roles, and also used to facilitate descriptive or narrative writing.

LESSON 1 LOOKS AT TWO EXAMPLE STORIES AND ASKS PUPILS TO IDENTIFY WHAT IS EFFECTIVE AND WHAT REQUIRES IMPROVEMENT. INCLUDES A SIMPLIFIED MARK SCHEME TO ALLOW PUPILS TO ASSESS. TIPS ON PLANNING AND AN OPPORTUNITY TO PLAN IS BUILT IN. A TSUNAMI HOMEWORK IS PROVIDED AS HOMEWORK FOLLOWING THIS LESSON, PROVIDING A WRITING FRAME FOR PUPILS TO CREATE THEIR OWN STORY USING A GIVEN PICTURE. NARRATIVE WRITING LESSON 2 FOLLOWS UP ON THIS HOMEWORK, WITH A FURTHER EXAMPLE STORY TO LOOK AT. A NARRATIVE WRITING ASSESSMENT IS INCLUDED, FOR PUPILS TO APPLY SKILLS LEARNED. THIS COULD BE TEACHER OR PUPIL ASSESSED.

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.