A collection of lessons and extracts designed to teach this play to KS3 students. It'll need updating a little (I talk about Controlled Assessments), but it's a good starting point for someone looking for a way in to teach this play.

So, this unseen poetry section is quite scary isn't it? This was my way of attacking it with my KS4 students. I used song lyrics to start with, but also looked at some trickier poetic forms . The songs and poems you'll need to independently download are embedded in the lessons .

One power point per poem and some associated skills. I teach the poems in the order in which they appear in the anthology (except Tissue; I put that one at the end). I follow a pattern with the lessons and source the contextual information from the BBC Bitesize website (and a couple of other places when I get bored of them) - it makes sense as any student that misses out on something can go and find what they need relatively quickly. The material is readily available elsewhere, hence the relatively low price for so many lessons. NOTE: I have upgraded these lessons now. I’ve moved away from endorsing the PEEL style responses - the exam reports indicate clearly this is the thing to do. Additionally, I have included much more of a focus on the POWER themes. Lastly, I have used these poems as a springboard to discuss gender issues - part of this is my attempt to narrow the gender gap at the top end of GCSE English achievement by trying to get the lads to be more engaged with the material. These lessons are designed to work in tandem with my own version of the poetry anthology. At the moment, I have yet to upload the edited version but I shall do so soon. That being said, the power points wouldn’t take much editing to use them with the traditional AQA version. All of the original lessons are included just in case you are still using the PEEL method of building a response.

A complete scheme of work covering each of the chapters and all of the associated assessment objectives. Each of the chapter lessons identifies SOME of the archaic vocabulary and provides the definitions - though this tails off towards the end as there is an assumption that the students become more confident in defining these archaic terms. Contextual allusions and Thematic Devices are identified too. There are comprehension questions for each of the chapters and developmental tasks that cover language and structure. In addition to this, I've started to include English Language style questions (I intend to teach Paper 1 the other side of this unit). I've included the worksheets as part of the pack. Each of the chapter specific power points takes about two hours to work through so there is scope for a lot more, but it depends on how quickly you read through the text. Lastly, I include some WORDLES which I use as starting points and are interesting little differentiation tools - one for each chapter covered (except chapter 10 for some reason - it's buried on a hard drive somewhere). I will add to this as I complete each batch of lessons.

PREMISE: You’ve been summoned to the gates of the Dark Forest – a haunted woodland, home to numerous fell creatures and twisted forms. The forest shifts and twists constantly, making it impossible to map. However, you and your adventuring kin will step into this shadowy land as the fate of Easter rests upon your shoulders. The Easter Bunny has been possessed! You’re job is to find him and drive out the demon. It’s a tough job, but someone has to do it… Ok, so I kind of got carried away the whole Dungeons and Dragons thing and went and made myself an Easter Mission Pack. Also, as I had such success using my Christmas one, it felt like the right thing to do. I include a lot of literary characters and locations in this one too.Here's the full list: Hagrid Aragog Voldemort Dracula Frankenstein's Monster Willow (from Buffy) Treebeard The Watcher in the Water (From Lord of The Rings) The Balrog The Wall (from Game of Thrones) The Ringwraiths It all seems to fit together. Also, I include in this pack a whole-class presentation so you can do a guided creative writing lesson with a class or a large group. Either way, I am really looking forward to teaching this. You will need to encourage all Dungeon Masters to be creative in how they manage the conflict situations. This, is going to be great fun to teach... PS - with the whole class presentation, clicking the main background image acts as the link to the next slide via the "secret paths" without flagging it up to students. PPS - I've also included the first lesson - available for free elsewhere - otherwise it gets a bit complicated.

These resources assume prior knowledge on the part of the students - they will have covered the greater majority of the texts before hand. The lessons go back and fill in the gaps. I try a few different things here in terms of approach. The "Mike and Sophia" extract guide is a guided annotation lesson; I'd be interested to see how classes respond to this.

One lesson that focuses on getting the students to use more technical vocabulary. Another lesson that tests their understanding and hits them with an exam question at the end. All material is based upon the AQA terminology guide (not included in this pack).

A complete unit of work including source poems, videos and mp3 versions of poets reading their poems. Differentiated for higher, middle and lower ability classes (each lesson back ground has a slightly different colour for an easy visual guide), this is a unit of work I designed with my Head of Key Stage 3 hat on at my last school - an entire year group was successfully taught this unit. A real success.

A series of lessons that can easily be expanded out to around 12-13 lessons that do the following: Establish an understanding of the plot over 4 lessons Gets the students to act out the plot via story whooshes (you will need a summary of the play to do this - I use a copy of the play with summaries of each page and get the kids to read certain key parts of the dialogue out loud) Explore language and structure as methods Build on the ability to analyse extracts Develop a contextual understanding Rather pleased with these to be honest. Hopefully you guys will feel the same too. PS - I've chucked in a load more stuff too. Extract Analysis 3 was a lesson where I received "GOOD" for my observation. There is also a Creative Writing Lesson that may prove useful too.

A unit of work I put together whilst working inside a secondary school's behavioural unit. The idea was that these lessons would develop the students ability to apply a vocabulary to emotions that they may struggle to recognise, feel, express or talk about in themselves and others. By helping them with this vocabulary, the theory was that they would be better able to reintegrate into the school environment and stay there. It had mixed results, some students showed improvements, others less so. Either way, someone out there will hopefully find this useful. The materials cover the following topics: Feeling Afraid Feeling Angry Feeling Ashamed Feeling Bored Feeling Happy Feeling Helpless Feeling Lonely Feeling Loved Feeling Sad Each "feeling" has an associated wordsearch and accompanying answer sheet. Most of these also have a whole lesson attached to them - there are some anomalies. You'll need a copy of the AQA Sunlight on the Grass anthology story "Compass and Torch" too. Some feedback would be useful folks. I've moved away from this type of work but would like to return to it - be nice to know if my ideas have worked elsewhere.