An engaging and detailed lesson to teach students how to approach the directed writing question in paper 2 for the CIE 0500 English First Language specification. This resource contains: A ready-to-teach powerpoint with printing and teaching instructions. An original example directed writing question with two insert texts provided. A revision handout so that students can can revise how to approach this question. Learning Objective: Understand how to approach the paper 2 directed writing task Learning Outcomes: Students will understand what the directed writing task looks like and what is assessed on the mark scheme. -Students will be introduced to a five step writing guide for this question. Lesson Outline: Do it now: What is directed writing? Discuss with your partner? Starter: What does the question look like and what is the mark scheme? Main task: Five step guided directed writing. Discussion Plenary: What questions or concerns do you still have about directed writing? Freebies: A free lesson giving an overview of CIE 0500 Language Paper One here. A free lesson giving an overview of CIE 0500 Language Paper Two here. Free marking templates for CIE 0500 here. If you find this lesson helpful, have a look at my CIE 0500 Language Paper 1 bundle here or the Language Paper 2 bundle here. If you’re interested in both, there is a combined bundle here which is cheaper than buying them separately. Please leave a review as I value all the feedback I receive, and have a look at other resources available in my shop. **

A clear, detailed and ready-to-teach lesson on CIE 0500 Language Paper 1 Question 3 which assesses how students can find implicit meanings in a text and synthesise these into the writing of a creative response. In this resource is an original exam script with Text C as well as answers with explanations adapted from the mark scheme. Learning Objective: Write an effective creative response for question 3 of Language Paper 1. Learning Outcomes: -Students will understand the assessment objectives and the mark scheme for Q3. Students will be guided through a three-step approach of how to answer this question. -Students will write an independent answer and self-assess their work against the mark scheme. Lesson Outline: Do it now: Think – Pair – Share: If an old lady was writing a letter to a friend, what tone/register would she use? Starter: Overview of question requirements and mark scheme. Task one: Modelling of how to approach the question with exam hints and a model answer. Task two: Students independently write the end of the answer. Plenary: Students self-assess their work against the mark scheme and write themselves a target for next time. Freebies: A free lesson giving an overview of CIE 0500 Language Paper One here. A free lesson giving an overview of CIE 0500 Language Paper Two here. Free marking templates for CIE 0500 here. If you find this lesson helpful, have a look at my CIE 0500 Language Paper 1 bundle here or the Language Paper 2 bundle here. If you’re interested in both, there is a combined bundle here which is cheaper than buying them separately. Please leave a review as I value all the feedback I receive, and have a look at other resources available in my shop. **

A complete practice CIE 0500 Language Paper 2 paper based on the specification and past papers. This includes an insert with an original question and texts. This can be used for mocks or exam preparation.Rubric not included so mark according to the specification mark scheme. Paper 1 is available here. CIE 0500 Freebies: A free lesson giving an overview of CIE 0500 Language Paper One here. A free lesson giving an overview of CIE 0500 Language Paper Two here. Free marking templates for CIE 0500 here. If you find this helpful, have a look at my CIE 0500 Language Paper 1 bundle here or the Language Paper 2 bundle here. If you’re interested in both, there is a combined bundle here which is cheaper than buying them separately. Please leave a review as I value all the feedback I receive, and have a look at other resources available in my shop. **

Engaging and ready to teach one hour lesson to cover chapter sixteen of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson teaches students the features of an obituary and then requires them to write an obituary about Grandmother. Learning Objective: Write an obituary for Grandmother. Learning Outcomes: Bronze: List the features of an obituary. Silver: Apply these features in writing an obituary. Gold: Creatively infer details about Grandmother. Lesson Outline: Do It Now: What is an obituary? What are the steps for writing an effective one? Starter: Reading focus on Grandmother. Activity 1: What are the features of an obituary? Paired work. Activity 2: Planning and writing an obituary. Peer assessment Plenary: How do you think Father feels about the death of his Mother? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

Detailed character profiles for five of the main characters in Macbeth: Macbeth, Lady Macbeth, Banquo, King Duncan and the three witches. These profiles contain a description of each character and some of their important quotes. They could be used for revision or for learning about the characters before reading the play. To purchase the accompanying lesson with the profiles included, please click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A detailed PowerPoint with accompanying printable worksheets for students to explore the context of Shakespeare’s Macbeth before embarking on their reading of the play. This lesson prompts students to dive deep into the historical and cultural backdrop of the play while honing critical skills like summarising, analysis, and collaboration. The lesson includes a thorough exploration of Macbeth’s context, including the reign of King James I, the Gunpowder Plot, witchcraft and the supernatural, family life, and gender roles. Through teacher modelling, students learn effective summary writing techniques, equipping them with the tools to distill complex information into concise and impactful summaries. They then put this into practice by using one of the worksheets to summarise information on their given topic. Students then engage in a carousel activity, where they delve into each of the context topics, learning from their peers, and collaboratively constructing their understanding. Learning Objective: Summarise contextual information about British society in the Jacobean period. Learning Outcomes: Students will read and comprehend new information and life in Jacobean times. Students will summarise this information in their own words. Students will clearly articulate what they have learned to your classmates. Lesson Outline: Do it now: Students think – pair – share about the importance of understanding a text’s context. Starter: Walkthrough of how to write an effective summary using an example text about James I. Activity 1: Students write their own summary of one of the contextual topics (King James I and the Gunpowder plot, Witchcraft, Family Life and Gender – these are differentiated by ability as shown by notes on PPT slide). Students spend 15 minutes creating their summary and then self-assess. Activity 2: Summary carousel – students move around the classroom sharing their summaries and taking notes on the various topics. Plenary: Mini whiteboard questions on the topic from this lesson. Leave a review and choose any other resource, of up to the same value, for free from the LikeAnExpert shop.

Engaging and ready to teach one hour lesson to cover chapter fifteen of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson asks students to probe how they think Bruno would feel after betraying Shmuel to Lieutenant Kotler. They explore how to use figurative language and different sentence structures and then write a diary entry as Bruno. Learning Objective: Write a personal response as Bruno. Learning Outcomes: Bronze: Consider the complex emotions that Bruno feels in this chapter. Silver: Express these feelings using figurative language. Gold: Use a range of simple, compound and complex sentences. Lesson Outline: Do It Now: How would you describe the feeling of guilt using figurative language? Starter: Reading focus – how does Bruno feel? Students create a mind-map and use a thesaurus to build vocabulary. Activity 1: Hot-seating as Bruno, Shmuel and Lieutenant Kotler. Activity 2: Focus on simple, compound and complex sentences. Activity 3: Write a diary entry as Bruno Peer assessment Plenary: What thoughts and feelings do you think Shmuel would have experienced during this same time period? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

Fully resourced 1 hour lesson in which students learn a history of slam poetry, discuss an example and then plan their own. Easily adaptable for KS3 and KS4. This lesson includes: - Detailed instructions on how to write a slam poem - Graphic organiser for students to plan their poems - List of Youtube links to recommended slam poems as extension work Leave a review and choose any other resource for free from the LikeAnExpert shop.

A clear and ready-to-teach lesson on CIE 0500 Language Paper 1 Questions 1(a)-(e) which assess explicit and implicit meanings and comprehension skills. In this resource is an original exam script with Text A for questions 1(a)-(e) as well as answers with explanations adapted from the mark scheme. Text A and the questions are included as a pdf for easy printing or as a word doc in case you wish to amend the layout (although the layout is based on the exam). All the questions and answer scheme have been based on the Cambridge IGCSE First Language English 0500 syllabus and the questions have been worded so that they are similar/identical to the specification paper. Learning Objective: Understand how to approach Q1(a)-(e) of language paper 1. Learning Outcomes: Students will practise answering question 1. Through marking and discussing their answers, students will leave with a personalised goal of how to gain more marks for this section. Lesson Outline: Do it now: One minute challenge – how many reading skills can you name? Starter: Explanation of what Q1(a)-(e) is assessing. Main task: Students complete a practice assessment by reading Text A and completing questions 1(a)-(e) Consolidation: Teacher goes through answers and troubleshoots any issues that arise. Hints and tips for gaining marks are given throughout. Plenary: Class discussion – what have you learned about how to approach question 1(a)-(e). Students create a personalised target. Freebies: A free lesson giving an overview of CIE 0500 Language Paper One here. A free lesson giving an overview of CIE 0500 Language Paper Two here. Free marking templates for CIE 0500 here. If you find this lesson helpful, have a look at my CIE 0500 Language Paper 1 bundle here or the Language Paper 2 bundle here. If you’re interested in both, there is a combined bundle here which is cheaper than buying them separately. Please leave a review as I value all the feedback I receive, and have a look at other resources available in my shop. **

Engaging and ready to teach one hour lesson to cover chapter fourteen of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson requires students to practise STEAL analysis of Gretel and then write a personal response as her to explore who she is as a character. **Learning Objective: **Use STEAL analysis to explore Gretel’s character. Learning Outcomes: Bronze: Find appropriate quotes from the text for effective analysis. Silver: Infer details from the quotes. Gold: Synthesise what you know about Gretel with your knowledge of context to write a personal response as Gretel. Lesson Outline: Do It Now: How would you describe Gretel? Vocabulary builder. Starter: Reading focus – find quotes that describe Gretel. Activity 1: STEAL analysis of Gretel followed by whole-class feedback. Activity 2: Students choose a task to develop their understanding of Gretel. Students share work Plenary: How do you think that Gretel will change as a character as she continues to live at Auschwitz away from her friends? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

A detailed knowledge organiser to support students studying ‘Of Mice and Men’ by John Steinbeck. It includes the following: Important quotes Descriptions of the key characters (George, Lennie, Crooks, Curley, Curley’s Wife, Slim and Candy) Important key words for studying the novel. Literary terms found in the novel. This can be used for setting homework, quizzing in classes or as a support mat. Leave a review and choose any other resource, of up to the same value, for free from the LikeAnExpert shop. I have a whole range of Of Mice and Men revision resources available in the shop and a range of revision videos on my YouTube channel (this is linked to in my shop).

Engaging and ready to teach one hour lesson to cover chapter eleven of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson provides information about Eva Braun and her relationship with Adolf Hitler. Students synthesise information from the novel with the information provided about the couple to write a diary entry as Eva Braun. This could be used as a creative writing assessment. Learning Objective: Synthesise information from the novel with knowledge about context to write a diary entry as Eva Braun. Learning Outcomes: Bronze: Incorporate details about Eva Braun into a diary entry. Silver: Infer details about her from the text. Gold: Add thoughtful and creative details to explore who Eva Braun was. Lesson Outline: Do It Now: Picture of Hitler with Eva Braun. How does this affect your opinion of Hitler? Starter: Pre-reading discussion and questions followed by reading of chapter 11. Activity 1: Mind map to plan for writing. Activity 2: Diary writing task Peer assessment Plenary: Think-Pair-Share - Why has John Boyne included Eva Braun as a character? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

An engaging and detailed PowerPoint containing 40 questions and answers to introduce students to the weird and wonderful life of William Shakespeare. **The questions are split into four rounds, each containing 10 questions: ** Shakespeare’s life and family Shakespeare’s character Shakespeare’s writing The Globe theatre This could be used across a one hour or 90 minute lesson, or as a detailed starter across multiple lessons. It is aimed at key stages 3 and 4. After each round, students are prompted to mind-map what they have learned about Shakespeare. 30 slides in total. I really value all the feedback I receive. Leave a review and choose any other resource of up to the same value for free from my shop.

A detailed knowledge organiser/revision mat that outlines punctuation and grammar techniques and writing styles. This could be used in English lessons or printed for desk placemats to develop literacy across the curriculum. Leave a review and choose any other resource for free from the LikeAnExpert shop.

Two fully resourced and differentiated 1 hour lessons in which students are guided to independently analysing ‘Anthem for Doomed Youth’ by Wilfred Owen which culminate in students writing a PETER paragraph on it using a scaffold (explanation of PETER paragraphs included). The second lesson was observed by two members of SLT in my school and rated ‘outstanding’. This two lesson unit would be suitable for a high ability KS3 class but is easily adaptable. This resource includes: *Full Powerpoint for two lessons (20 slides) - breakdown of each lesson is provided. * Copy of ‘Anthem for Doomed Youth’ including glossary of difficult vocabulary. * PETER paragraph scaffold with sentence starters. Leave a review and choose any other resource for free from the LikeAnExpert shop.

This Valentine’s Day English Lesson is aimed at key stage 3 and key stage 4. In the lesson, students will learn about the history of Valentine’s Day, consider Shakespeare’s sonnets and iambic pentameter, and then write their own Shakespearean sonnet. Learning Questions: What are the origins of Valentine’s Day? How did Shakespeare write about love using the sonnet form? How can I write my own sonnet (love poem)? This works really well as a one-off English lesson to celebrate Valentine’s Day, whilst also keeping students focused on English-specific skills and knowledge. Lesson Overview: Do It Now: What would be the worst ever Valentine’s day gift someone could get? Starter: Brief history of Valentine’s Day followed by think-pair-share and discussion. Main task 1: Explanation of Shakespearean sonnet followed by students reading out lines of iambic pentameter. Main task 2: Students look at an example sonnet and then write their own sonnet. Share and celebrate student sonnets. Plenary: Students choose five words to summarise what they’ve learned about the origins of Valentine’s Day. I really hope you and your students enjoy this! Leave a review and choose any other resource, of up to the same value, for free from the LikeAnExpert shop.

Fully resourced and differentiated 1 hour lesson in which students learn how to use a colon and a semi-colon and then apply it by completing a short piece of writing. This lesson is aimed at KS3, but it could easily be adapted to younger or older students. This lesson includes: - Full explanation of the rules for using colons and semi-colons. - Worksheet for students to practise using colons and semi-colons (including examples where either could be used correctly to prompt discussion about the different effects of using them). - Writing task for students to apply their knowledge of colons and semi-colons. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A detailed and engaging one hour lesson to support students in their analysis of Judy in The Curious Incident of the Dog in the Night-Time (play by Simon Stephens) for Edexcel English Literature IGCSE 4ET1. This lesson supports students in analysing Judy’s letters to Christopher and considering the relationship between Judy and Christopher. This resource contains a ready-to-teach Powerpoint with all teacher and printing instructions included. If you find this resource helpful, please leave a review and have a look at other resources available in my shop.

Fully resourced and ready-to-teach 1 hour lesson which introduces students to poetry analysis of the poem ‘The Lesson’ by Roger McGough. This lesson is aimed at KS3 and would be suitable for an introduction to poetry unit - but it could easily be adapted to younger or older students. Students will need to know what personification, similes, alliteration and repetition are already. This lesson includes: Differentiated learning outcomes Copies of the poem with a glossary (in both word and pdf formats - for editing or printing). A scaffold to prompt students to consider the effect of poetic techniques (in word and pdf). An answer key for teachers to facilitate class discussion. Structured peer assessment. Leave a review and choose any other resource for free from the LikeAnExpert shop.

Fully resourced and ready-to-teach 1 hour lesson which pushes students to be more creative with writing similes and metaphors. This lesson is aimed at KS3 and would be suitable for an introduction to poetry unit - but it could easily be adapted to younger or older students. It is best suited to students who already know what similes and metaphors are but need to learn to experiment creatively with them for effect. This lesson includes: Full explanantion of similes and metaphors Differentiated learning outcomes Practice activities to write exciting similes and metaphors (with modelled examples) A chance for students to apply their knowledge by analysing the figurative language in ‘Dreams’ by Langston Hughes Leave a review and choose any other resource for free from the LikeAnExpert shop.