The seventh in the Basic Literacy series for lower ability KS3. This lesson covers: Starter/Do Now: following on from the previous PPT, learners practise making inferences from text (see cover image) Feedback slide Quick revision on complex sentences What is a relative clause? What is the purpose of a relative clause? What is the difference between a non-defining and a defining relative clause? Learners then work through a series of four relative clause-based tasks with corresponding feedback slides. There is a two-sided guidance sheet to aid their completion. Review Learning **NB: As this lesson is aimed at lower ability learners, it only asks them to work with four relative pronouns instead of the complete range. These are: who whose that which**

This lesson focuses on the creation of interesting and believable characters. It is aimed at lower ability KS3 and follows on from the ‘Developing Skills in Creative Writing’ series: https://www.tes.com/teaching-resource/developing-skills-in-creative-writing-12079150 However, it can stand alone. Lesson Structure: Do Now Task - see cover image Feedback slide How many of the following statements in relation to fictional characters do you think are true or false? Feedback slide The importance of creative interesting and believable characters, with two examples. The major ‘Do’s’ and ‘Do Not’s’ of character creation Character planning worksheet task Tell a friend about your character Write an extract from your character’s story, with WAGOLL. The WAGOLL is about a penguin who has never learnt to swim. Peer Assessment Review

A lesson that follows on from this introduction to speech writing for KS3: https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010 This is a speech-writing lesson based on the issue of homework. It includes: Starter - learners say to what extent they agree with a series of statements relating to homework Feedback slide Keywords for the lesson + extension task A link to a relevant article for research and a YouTube link An exploration of the main arguments for and against homework Sample GCSE question (AQA-style) WAGOLL Writing time Peer assessment and review This lesson is aimed at lower-middle ability learners and should take about two hours.

This is a lesson on ‘Ozymandias’ in the Power and Conflict Anthology. It is aimed at lower ability learners and includes: Do Now Task: Learners look at a photo of an Egyptian pharaoh and respond to three questions Feedback slide Learners read a sheet detailing the poem’s contextual background and use it to complete a mind map Suggested annotations for lower ability learners An essay on how the poem reflects Shelley’s feelings about power Comparison with ‘The Prelude’ table to complete Review Estimated completion time: 1.5 hours

A PPT that enables an exploration of Blake’s ‘London’. It is aimed at lower ability learners whose primary focus is understanding with some analysis of language and contextual ideas. The starter/Do Now task is a multiple-choice, general knowledge quiz about London as a city. Learners then read a context sheet for the poem and respond to the associated tasks. They then read a translation of the poem and annotate their copies in their anthology. Suggested annotations included. After this, they compare ‘London’ with ‘Tissue’ in terms of the presentation of human power. The PPT concludes with a learning review. Estimated time required: 1.5 hours.

This lesson on ‘The Emigree’ is aimed at lower ability learners and includes: Do Now Task: Learners reflect on a range of scenarios which encourage them to think about how they would react if they were living under a totalitarian regime. Feedback slide Context sheet that focuses on Rumens’ interest in the poetry of Anna Akhmatova and Osip Mandelstam Quotation Hunt Focus on Imagery worksheet Feedback slides Learners then reflect on the presentation of power and conflict in the poem, with worksheet Comparison with Blake’s ‘London’ Venn diagram activity in terms of the presentation of place Feedback slide Review Learning

This lesson aims to teach learners the difference between you’re and your. It is aimed at lower ability learners and follows on from this lesson on inference-making: https://www.tes.com/teaching-resource/ks3-basic-literacy-making-inferences-12082697 It can stand alone but assumes some pre-teaching on making inferences from text and images. This lesson includes: Do Now Task: make inferences from these images and text Feedback slides The difference between your and you’re, with ‘test your understanding’ statements Practise using your and you’re double-sided worksheet with challenge task Listen for the homophone task (you will need to provide hold-up whiteboards, pens and erasers) Review learning

A lesson on Imtiaz Dharker’s ‘Tissue’ for lower ability learners. It includes: Do Now Task (see cover image) Keywords Task: architect, transparent, monolith and sepia. Learners look at a six images and suggest which keyword they represent. This worksheet is best printed in colour or at least projected at the time of use. Contextual information with ‘How far do you agree with these statements?’ worksheet Storyboarding the poem worksheet (learners insert quotes) Analysing three quotations task Comparison with ‘Ozymandias’ table Learning Review

A straightforward introduction to creative writing for lower ability KS3 learners. It provides: A starter (see cover image) An introduction to using language descriptively. Learners read two sentences, A and B. B incorporates personification whereas A is simple ‘telling’. Learners say which one they prefer and why. An introduction to descriptive writing techniques using the acronym MRS SOAP. Learners match the technique to the letter in the acronym. Learners go on to create a structured poster that lists the letters of the acronym, what they mean and one example. Two extension tasks. Review.

The 9th in the KS3 Basic Literacy series that begins with: https://www.tes.com/teaching-resource/ks3-basic-literacy-what-is-a-sentence-12053604 This lesson on semicolons includes: Do Now Task (see cover image) Do Not task feedback slides Revision of key terms: main clause, dependent clause and complex sentence The purpose of a semicolon Independent practice using a semicolon Feedback slides Learning Review Estimated time: 1 - 1.5 hours. Target group: lower ability KS3

The sixth in the KS3 Basic Literacy Series. It includes: A starter based on the homophones there, their and they’re, effectively revising the material covered in the previous lesson. What is an inference + several examples A series of photos as a basis for whole class discussion on the inferences that can be made from different visual cues. A worksheet: read ten short extracts and make inferences from them, with extension task Review This lesson can stand alone but it assumes some pre-teaching of there, their and they’re.

Following on from the MRS SOAP Creative Writing Series, the main focus of this lesson is to describe a disused room in an abandoned hospital building. It is aimed at lower-middle ability KS3 and assumes some knowledge of the following concepts: Metaphor Repetition for effect Simile Sentence Structure (simple, compound and complex) Onomatopoeia Adverbs and adjectives Personification Structure of the Lesson: Do Now task based on photo prompt (see cover image) Feedback slide MRS SOAP techniques crossword (teacher answers included) A worksheet/planning sheet based on the main photo prompt WAGOLL Writing Time Peer Assessment Learning Review Lessons in the MRS SOAP Creative Writing Series can be found here: https://www.tes.com/teaching-resource/developing-skills-in-creative-writing-12079150

Following on from this introduction to speech writing… https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010 This is a speech-writing lesson based on the issue of social media. It includes: Starter/Do Now task - learners examine a range of images and suggest what they all have in common (the answer is they represent the dangers of social media in some way) Feedback slide Social media dangers true or false with teacher answers. Feedback slide Paired discussion: is social media good for our society? Key points in the social media debate with mind-mapping activity Sample GCSE question (AQA style) with speech planning sheet task Writing time Peer assessment and review This lesson is aimed at lower-middle ability learners and should take about two hours. Information/statistics correct as of 30/3/19

A lesson that aims to develop learners’ confidence with complex sentences. It includes: Sentence Bingo starter (also sold separately) What is a complex sentence? The difference between the main clause and dependent clause An exercise in producing complex sentences using prompt material An independent writing task Review Time suggested: 1 hour Target Ability : Lower to middle KS3

This is the eleventh in the KS3 Creative Writing for lower ability learners. It follows on from this introduction to creative writing techniques: https://www.tes.com/teaching-resource/introduction-to-creative-writing-la-ks3-12065152 This lesson includes: Do Now Task (see cover image) Feedback slide An introduction to flashback as a device + what is a flashback? Links to YouTube videos in which flashback is used in 3 different films. Learners watch the clips and then say at what point the flashback occurs An introduction to flashback as a structural technique + the difference between language and structure Different ways of incorporating a flashback (worksheet) Feedback slides Flashback writing task with basic and challenge success criteria Peer assessment Review Estimated time 1:5 hours

The tenth in the KS3 Basic Literacy series aimed at lower ability learners. It includes: Do Now Task (see cover image) Feedback slides Revision of key term: main clause The main differences between the semicolon and the colon, with examples Independent practice Feedback slides Review Learning Estimated time: 1 - 1.5 hours

The 11th in the KS3 Basic Literacy Range. This lesson is aimed at middle ability learners. It includes: Do Now task based on previous lesson on inference-making. Learners examine a range of texts and images and say what conclusion can be drawn from them. Feedback slides Revision of the terms subject and verb Identifying the subject and verbs in a range of sentences (worksheet + answers) What does subject-verb agreement mean? An information sheet covering six of the rules relating to subject-verb agreement, each with its associated task. Teacher answers included. Feedback slides Learning Review

This is the tenth in the KS3 Creative Writing for lower ability learners. It follows on from this introduction to creative writing techniques: https://www.tes.com/teaching-resource/introduction-to-creative-writing-la-ks3-12065152 This lesson includes: Do Now task: learners identify the ‘typical’ sights and sounds on a street, with extension task Feedback slide MRS SOAP revision task Learners then go on to complete a worksheet that asks them to apply their knowledge of creative writing techniques to their own street. Teacher examples and challenge task included, Peer assessment Learning review

Following on from this introduction to unseen poetry: https://www.tes.com/teaching-resource/unseen-poetry-lesson-1-12130945 This lesson is the third in the series and looks at the concepts of syllables, feet and meter. The lesson is as follows: The Do Now task encourages learners to examine the first two stanzas of Wordsworth’s ‘I Wandered Lonely as a Cloud’ and identify four of the poetic methods used. Teacher answers included. Feedback slide An explanation of syllables, feet and meter in relation to poetry, with a corresponding worksheet. An application task which focuses on an extract from ‘Macbeth’. Feedback slides Learning Review Revise key terms from previous lesson/section Trochaic tetrameter task with a focus on ‘I Wandered Lonely…’ Feedback slide Learning Review Estimated time: 1.5 - 2 hrs Target: middle ability learners

An introduction to simple, compound and complex sentences with activities at the end. Suitable for KS2 or lower KS3 groups. Update: I have created an alternative to this lesson, found here: https://www.tes.com/teaching-resource/lower-ability-ks3-sentence-types-12057647