This lesson is for a Year 8 lower ability group for the ‘Redevelopment’ section. The lesson begins by asking students their prior knowledge of a HIC and LIC. There is a gap fill exercise, mind-map activity followed by a video where students extend their mind-mapping. Lesson plan included.

This PowerPoint is an exam revision PowerPoint for development. It goes through important definitions within development and also has some exercises for students.

This PowerPoint and remote learning instructions introduces Haikus in a simple way. It is for remote learning during the lockdown. The ‘Do Now’ exercise tests students’ prior knowledge on syllables as this is required. It then shows students an example of a Haiku, going through the structure and language. Students are then asked to watch a YouTube video for the process and then asked to create their own Haiku. The plenary is to create their own ‘Lockdown Haiku’ which can be emailed to you and the chosen winners will be on a format like Padlet.

This PowerPoint is structured with a ‘Do Now’ which recalls students prior knowledge from poetic devices and other questions. It then gives background to the poet before getting students to think about the title and context. The students are then asked to write what the main themes of the poem are. There is a hinge question which leads to a debate as all answers are similar but have minor differences to show what a dramatic monologue is.

This PowerPoint starts with a re-cap on context from Northern Ireland. It then gives students information on the many layers within the poem and also what Longley’s main message is. The students are then asked to answer questions on the poem-these are displayed within the PowerPoint and leads to discussion. Before moving to a diary entry, students are asked to choose a statement. This is to assess the students understanding of the poem before moving forward. The lesson finishes with a plenary to assess students learning. This is lesson two of Longley’s poem Wounds. The first is relating to context.

This lesson introduces George as a character in Of Mice and Men. Similar to the character of Lennie, we focus on how Steinbeck uses language to describe George. This is done through dual coding, reading and discussion throughout the lesson. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 4 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

In this PowerPoint we look at both characters within chapter one. Also to introduce students to foreshadowing in order for students to be aware of Steinbecks intentions within the novel. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 5 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

In this lesson we focus on the setting of the bunk house at the start of chapter 2. This focuses on how it is presented and what it means to those who are living within the bunk house for students to link to context. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 8 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

This lesson focuses on the key moment where both George and Lennie are in an ‘interview’ with The Boss. This is an important piece of dialogue as it gives us information about Lennie and George’s relationship. The students’ main task is to re-create this by writing their own dialogue and then presenting to class. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 9 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

In this lesson we focus on some of the key themes within the novel. This is also a close marking assessment preparation class whereby students go through different tasks to prepare for this. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 14 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

In this lesson we look at how influential minor characters such as Candy, Slim and Carlson are in Of Mice and Men. We look at how these men are examples of where they are victims of the American Dream also. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 16 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

This lesson focuses of foreshadowing by Steinbeck in relation to Candy’s Dog and what students foreshadow what will happen at the end of the novel. We look at Steinbeck’s use of language. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 13 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

This lesson focuses on the fight scene between Curley and Lennie in Of Mice and Men. The emphasis is on how Steinbeck uses language to describe both men and why this is an important moment in the text. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 17 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

In this lesson we look at both Lennie and Crooks in chapter 4 whereby Lennie has entered Crooks’ stable and why this is significant. We see a power struggle between both men where Steinbeck is questioning societal norms in relation to racism and those who were looked down on by society. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 20 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

This PowerPoint is a general introduction to AFOREST and how it can be used in Room 101. This lesson can be easily changed for remote learning as it has elements of both remote and classroom learning. The structure is based on a ‘Do Now’ followed by a ‘Think-Pair-Share’ activity. It then allows the teacher to teach AFOREST in the way they wish depending on the groups ability. The PowerPoint then has a quiz that can be altered adhering to the school and a sample paragraph where students are to highlight/underline AFOREST techniques. The lesson ends with an individual writing task, followed by a plenary.

This is a detailed scheme of work (over 40 pages) that I created as part of our new scheme of work for the upcoming academic year. The SOW places emphasis on the students’ prior learning before this unit and this is mentioned in detail at the start. Each of the 24 lessons have a similar structure and can be easily followed. The lessons for this scheme of work can also be found in my shop and are also part of a bundle.

This lesson focuses on the final chapter from Of Mice and Men. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 4 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

This is a detailed lesson plan for a KS3 class. This particular class is primarily focusing on AFOREST and how it can be used within a Room 101 presentation. This particular lesson plan was used for an interview lesson. The plan has a ‘Do Now’. guidelines on teacher input, assessment, individual practice and also a plenary with notes to the side. This lesson plan is just a guide, it does not include resources (PowerPoint, exercises) and it is a ‘Read Only’ document.