The sixth in the MRS SOAP creative writing series for lower ability KS3. It includes: Starter - write the opening of a story based on one of four given images. Each response should include one complex sentence and one specified descriptive technique. Feedback slide What is onomatopoeia? There are links to several YouTube videos so that learners can suggest onomatopoeic words. Learners fill in a table, suggesting onomatopoeic words appropriate to a range of environments. There is a table of 126 onomatopoeic words to help. Descriptive or poetic writing task with image prompts. Review This lesson can stand alone but assumes some knowledge of the following terms: complex sentence, simile, metaphor and personification.

The 7th in the MRS SOAP creative writing series for lower ability KS3. The starter asks learners to read an extract from a story and then write the next paragraph based on what they have read. Feedback slide What is repetition? To check understanding, there are three images representing three fairytales: Jack and the Beanstalk, Rapunzel and The Three Little Pigs. Ask learners if they can identify the fairytale from the image and if they know what key phrase is repeated in these stories. This is followed by a worksheet in which learners read four mini extracts and identify the repeated words/phrases. They then comment on the effect of the repetition. After this, learners write the opening of their own fairytale based on one of several image prompts. They then say what they would repeat and why and how they would continue the story. An example is provided. Review Estimated time: about 1.5 hours. Update: if you have recently purchased this lesson, please note that I have added a sheet detailing the features of the MRS SOAP acronym, as it is referred to in the Review. However, you may wish to adapt this review question if you have not bought the previous PPTs in the series.

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.

A useful word classification table that can be blown up and used as a large wall display or laminated and made into a learning mat.

A straightforward lesson that follows on from: https://www.tes.com/teaching-resource/lower-ability-ks3-what-is-a-sentence-12053604 It includes: A starter in which learners identify the missing features of a range of sentences. These features are categorised as either ‘missing subject’, ‘missing verb’ or ‘missing verb or more’. There is also the option of ‘no errors’. Slides 1-2 contain the sentence ready for correction, so it would help to have access to an interactive board. An introduction to simple, compound and complex sentences. Learners read an example of each type and see if they can work out how they are different. A guide sheet that explains the nature of simple, compound and complex sentences. Learners then identify whether sentences A-J are either simple, compound or complex and have a go at writing their own complex sentences, choosing from a list of subordinating conjunctions. The lesson concludes with a game involving five different pictures. The impetus is on learners to come up with a sentence in relation to each picture, with a simple sentence being worth 1 point and a complex sentence being worth 3. The instruction is, ‘Look at the picture, think of a sentence, raise your hand.’ This lesson should take about an hour and is aimed at lower-middle ability learners. It could be used as a cover lesson.

Following on from this introductory lesson: https://www.tes.com/teaching-resource/an-introduction-to-creative-writing-ks3-12065152 This lesson develops learners’ understanding of similes and metaphors. It draws slightly on material from this much older lesson: https://www.tes.com/teaching-resource/simile-metaphor-and-personification-11747189 This lesson provides: Anagram starter using devices from MRS SOAP (descriptive techniques) What is a simile? Learners identify which statements, 1-3, are similes. Simile challenge worksheet What is a metaphor? Check understanding with common metaphors from everyday language Learners then complete metaphors 1-8 using their own imagination. Review task. Target ability: Lower KS3 Lesson time: 1hr approx.

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.

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 lesson is based on the regular Guardian feature ‘A Letter to…’. I have found that it generates some very emotive and well-written pieces, even from the slightly more disengaged. Students read an example, highlighting the areas of strength, before composing a list of their own success criteria. The writing task is to produce their own ‘letter they always wanted to write’ with an opportunity for peer assessment later. The peer assessment is based broadly on the mark scheme for AQA 8700/2 Question 5, but can be adapted for different boards. This file was last saved in Office 2016.

This is a straightforward lesson that follows on from prior teaching of broadsheet article writing. The question is styled in the form of AQA but could be adapted for other boards. After a true or false Do Now task, the question is introduced and discussed. This is followed by brief coverage of a suggested article structure (heading, introduction, main body and conclusion). Students then work through a series of questions in response to a sample answer/WAGOLL. This sheet could be printed on A3. Staff then take feedback from students. Students write their own responses. The lesson concludes with a learning review composed of five key questions.

A learning mat that summarises the basic layout of an article and an essay and the structure of a full paragraph. Sold separately here but will eventually become part of a KS3 unti of work on article writing, all being well. Suited to higher ability KS3.

A straightforward lesson on personification for lower ability KS3 learners. It is the third in a series that begins with this introductory lesson: https://www.tes.com/teaching-resource/introduction-to-creative-writing-la-ks3-12065152 It provides: A lesson starter in which learners use a series of pictures as a prompt for creating similes and metaphors What is personification? Identifying personification and its effects in an extract from the opening of a story A storyboarding task that encourages learners to use personification in a six-scene description of their day Plenary

A straightforward lesson on choosing between a full stop and a comma. The starter encourages learners to revise the terms subject and main verb. The term predicate is introduced. Learners identify the subject, main verb and predicate in a range of different sentences contained within a table. Slide 2: The idea of a comma splice is introduced. Slide 3: Learners identify whether a comma splice exists in five different sentences. It would be helpful to have an interactive board so that the sentences can be annotated on screen. Slide 4: Learners are directed to a paragraph which contains multiple comma splices. They must identify them. Slide 5: Feedback on screen Slide 6: Learners write a paragraph about themselves, ending their sentences correctly. Slide 7 Review/Check Learning

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 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

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

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 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

An introduction to formal letter writing, with different coloured tasks suited to different abilities. There are three example letters accompanying this powerpoint. Suitable for use with mid-upper KS3 groups.

A powerpoint covering a range of SPaG topics with appropriate activities for practice. Suitable for KS2-KS3, although I've also used them with lower ability GCSE re-sit groups as starters.