This resource contains reading and writing activities based on three extracts from Narnia and one from Jamaica Inn. The final activity is not extract based but requires students to imagine what the firey world of Muspelheim (Norse Mythology) might have looked like before considering how they might describe it. I have included differentiated versions too which include edited and shorter versions of the extract and slightly easier task requirements. Easy to adapt and print off.

Here is something that is hopefully a bit different. I have provided information and images on 5 capital cities, from which pupils have to describe them using a range of methods. I have included a WAGOLL and an overview of what is expected for each task. The capital cities here are: Athens, Madrid, Paris, Washington DC and Moscow. Easily adaptable and can be printed off as separate worksheets or as a booklet. Suitable for KS3. I have included differentiated versions of all worksheets plus the overview.

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!

Part One of a 17 lesson unit based on an anthology of extracts (included). Staff CPD handbook also included, plus knowledge organiser which links to quizzing in certain lessons. Contains a lesson on the origins of storytelling, an introductory unit lesson plus 7 further one hour lessons based on the following extracts: The Serpent’s Deception - Old Testament Humankind - Ovid, Chaos Frankenstein - Shelley Dracula - Stoker The Divine Comedy - Dante PART TWO is also available. The intention of this unit is to provide students with some knowledge of how stories originated, came to be written down and how some of those same stories have been retold and developed over time, such as Horowitz’s re-telling of a popular Greek myth, in our unit. Students should understand that there does not have to be one single version of a ‘story.’ Some may have originally been made up to explain mysteries about the world and to enable humans to understand their place within it. Stories are constantly evolving and shaped by their social and historical influences. We can see, for example, that the concept of the Underworld has been around for centuries. Students will study the Underworld described in the Renaissance period by Dante, as a way of teaching his readers to live purer lives on Earth, but we can also enjoy its imaginative appearance in Rick Riordan’s modern ‘Percy Jackson’ tales. We can introduce the concept that, historically, the female figure has been presented as temptress and the cause of human suffering, an idea developed in ‘the Serpent’s Deception’ and Homer’s ‘Odyssey’, or later subverted in Le Morte d’Arthur, where the female is weak and in need of a chivalrous male to save her. We can see stories as a reaction to the beliefs and fears of society at the time. Shelley’s Frankenstein can be interpreted as a reaction to society’s distrust of the advancement of scientific experimentation. Running through all these stories is a series of symbols that capture a society’s values, beliefs and fears. Through the identification of symbolism in these stories, such as the snake in Serpent’s Deception, Daphne & Phoebus and Le Morte d’Arthur, it is hoped that our Y7s can learn to become confident in spotting symbols in future stories they read and have the confidence to critically evaluate the significance of them, in relation to their own contextual experience and a knowledge of literature throughout the ages.

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 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.

Wondering what quotations to suggest your students learn for their exam? Here are fifteen carefully chosen quotations. Some include the ‘obvious’ ones but others are chosen to show the examiner that your students can select more judiciously. They can be edited if you wish and printed out to be stuck on walls for revision or on classroom walls. Each slide comes with an explanation of the quote with key terminology to help students understand its relevance. There are also suggested exam questions which each quotation might be useful for answering. There are similar resources on An Inspector Calls, Macbeth and Blood Brothers available in my shop.

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.

THIS COMPLETE LESSON LOOKS AT PERSONIFICATION, MOOD AND RHYME SCHEME. INCLUDES POEM. AIMED AT HA KS3.

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

AIMED AT MIDDLE ABILITY KS3, THIS POEM EXAMINES THE POET'S USE OF RHYME, PERSONIFICATION AND ALLITERATION. POEM INCLUDED WITH PPT.