Thank you for visiting my shop. My aim is to provide high quality teaching resources that reduce the
need for hours of planning and help learners to achieve their potential in English and English Literature.
Please feel free to email me at sdenglish18@gmail.com with any queries, requests or comments.
Thank you for visiting my shop. My aim is to provide high quality teaching resources that reduce the
need for hours of planning and help learners to achieve their potential in English and English Literature.
Please feel free to email me at sdenglish18@gmail.com with any queries, requests or comments.
Three essays written for learners studying 'An Inspector Calls', ideal for those that would benefit from an insight into some of the play's background influences.
A 124-slide PowerPoint that provides the full text of ‘Macbeth’, Act One, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include:
AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.)
Analysis of writer’s methods
Analysis of effects of structural devices.
There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken.
With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision.
NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist!
UPDATE: Guide to Meter replaced with more straightforward explanation.
A 100-slide PowerPoint that provides the full text of ‘Macbeth’, Act Three, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include:
AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.)
Analysis of writer’s methods
Analysis of effects of structural devices
There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken.
With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision.
NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist!
A 99-slide PowerPoint that provides the full text of ‘Macbeth’, Act Five, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include:
AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.)
Analysis of writer’s methods
Analysis of effects of structural devices
There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken.
With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision.
NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist!
The 5 Acts of ‘Romeo and Juliet’, highly simplified and translated into modern English for SEN groups. Ideal to promote understanding of the play and some of the main ideas surrounding the characters. Written for a Year 9 nurture group.
This lesson provides an alternative to :
https://www.tes.com/teaching-resource/my-last-duchess-11887073
In this lesson:
Learners use a context notes sheet and its accompanying worksheet to generate a collection of ideas about the historical context of the poem.
There are links to two different video clips in which the poem is recited.
Learners then discuss their answers to a series of comprehension questions on the poem. Teacher answers provided.
Learners go on to annotate the poem using the context sheet and a prompt sheet. Learners will need their own copy of the poem.
Slide 7 provides a glossary of the more unfamiliar terms in the poem.
The final slide presents 4 different long-answer questions which can be explored in groups and used a basis for group presentations.
A PPT that teaches Owen’s ‘Exposure’. Aimed at middle-upper ability GCSE. There is a dictionary activity to begin with, followed by some contextual background and then an annotated copy of the poem. The PPT concludes with tasks for group work.
A full lesson on Heaney’s ‘Storm on the Island’. It incorporates:
A brief scansion entry task
Learners then read the poem and form initial impressions, giving reasons for their interpretations.
There is then a vocabulary task relevant to the context of the poem.
Learners read a sheet entitled 'Different Interpretations of ‘Storm on the Island’ which provides a brief introduction to the political situation in Northern Ireland. Learners use this information to respond to questions on a worksheet.
Learners can then annotate the poem using a guidance sheet.
The whole lesson is likely to take 1.5-2 hours approx. It is aimed at higher ability learners.
A crossword that tests learners’ awareness of the following terms:
foot
quatrain
enjambment
blank verse
tercet
refrain
sonnet
personification
iamb
trochee
stanza
sestet
A teacher copy with the answers is also provided. Could be used as a starter into an unseen poetry task.
This document was last saved in Word 2016.
A set of three differentiated lessons on discursive essay writing for AQA English Language, Paper 2, Question 5.
They are not lessons in series. You will download discursive essay writing for highler, middle and lower ability learners. Each PPT comes with a WAGOLL in response to a specimen task on whether eating meat is the right thing to do.
This resource incorporates some materials from older lessons:
https://www.tes.com/teaching-resource/discursive-essay-writing-for-gcse-higher-ability-11780567
https://www.tes.com/teaching-resource/discursive-essay-writing-for-gcse-lower-ability-11782723
As an illustration, the higher lesson is structured as follows:
An entry task (see cover image) with answers.
Key points about Paper 2, Question 5.
Sample Question in which learners identify the PAF.
A definition of a discursive essay with a brief focus on the language used in the definition.
Learners then examine the (suggested) structure of a discursive essay and reflect on how this could be represented pictorially. Suggestged teacher response included.
Learners then answer 4 questions on the different sections e.g. what is the function of the introduction?
They then ‘brainstorm’ ideas in response to the earlier specimen question.
They write their own paragraph according to the suggested structure. This is peer assessed.
The question is set for homework.
Before attempting the homework, learners read and label a WAGOLL according to 5 success criteria.
Traffic light style review.
NB. The homework tasks have been added to a 14 per page sticker template. Please note that you will need to supply your own sticker sheets.
A PPT that enables an exploration of ‘London’ by William Blake. The lesson includes:
A true or false entry task that provides some hints about the context of the poem.
A handout on the context of the poem with an accompanying worksheet.
A guidance sheet to prompt annotation of the poem.
3 differentiated extended response questions.
The lesson is aimed at upper-ability learners and should last 1.5-2 hours approximately.
This crossword is based on the extract from novel that begins, ‘It was a dreary night of November’ down to ‘…black and comfortless sky’. Suitable for middle-ability KS3.
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
A quick match-up activity that encourages learners to work with subject terminology relating to poetry and other texts. The full list of terms is here:
Allegory
Allusion
Ambiguity/Ambiguous
Analogy
Cliché
Connotation/Connote
Contrast
Denotation/Denote
Euphemism
Hyperbole
Irony
Metaphor
Oxymoron
Personification
Pun
Paradox
Simile
Lessons on all the Power and Conflict poems in one bundle.
There are three free lessons included in the package.
The remaining twelve are normally charged at £3 each.
The bundle cost of £30.50 saves you 15%
A set of three differentiated lessons on speech writing for AQA English Language, Paper 2, Question 5.
They are not lessons in series. You will download speech writing for higher, middle and lower ability learners.
Higher Ability
The higher ability lesson begins with a starter on the concept of foreign aid. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. The answers are provided.
After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question.
For the next activity, learners then consider the concept of rhetorical devices by watching a YouTube clip of Gary Oldman performing the ‘We’ll fight them on the beaches’ clip.
They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of rhetorical devices.
To follow, learners read a sheet in which key arguments for foreign aid are outlined. They are asked to make a summary of the ideas.
The main speech task is set as HWK and the lesson ends in a review task.
Middle Ability - Similar to Higher but with AFOREST
The middle ability lesson begins with a starter on the concept of foreign aid. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. The answers are provided.
After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question.
For the next activity, learners then consider the concept of persuasive language by watching a YouTube clip of Leonardo DiCaprio delivering a speech on climate change for the 2014 UN Climate Summit.
They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of AFOREST features.
To follow, learners read a sheet in which key arguments for foreign aid are outlined (differentiate from the higher lesson). They are asked to make a summary of the ideas.
The main speech task is set as HWK and the lesson ends in a review task.
**Lower Ability **
The middle ability lesson begins with a starter on the concept of climate change. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. Suggested answers are provided.
After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question.
For the next activity, learners then consider the concept of persuasive language by watching a YouTube clip of Sir David Attenborough deliver a short speech on climate change.
They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of AFOREST features (differentiated from middle ability task).
To follow, learners read a summary sheet on the topic of climate change in which
The main speech task is set as HWK and the lesson ends in a review task.
Following on from this introduction to unseen poetry:
https://www.tes.com/teaching-resource/unseen-poetry-lesson-1-12130945
This is the next lesson in the series. It covers:
Revision of aspects of the AQA 8702 English Literature GCSE (NB. references to ‘An Inspector Calls’ and ‘A Christmas Carol’).
Feedback slide
What is meant by ‘poetic methods’?
The Literature Assessment Objectives
4 tasks on worksheets in relation to poetic methods (teacher answers included). These are to be carried out in conjunction with the Methods Mat, which you may choose to print back-to-back and laminate.
Feedback slides
Learning Review
A 94-slide PowerPoint for the teachng and/or revision of Act One in ‘An Inspector Calls’. It covers:
The contextual background: social class, gender inequality, the British economy in the Edwardian era, labour strikes and the Great Unrest
Our first impressions of the Birlings and their situation (worksheets included)
Sheila’s response to the engagement ring (sample answer included)
Priestley’s use of dramatic irony and its effects
An explanation of key terms capitalism and socialism
A brief explanation of Marxist theory of economic class
A summary of Britain between the wars
Priestley’s background and British life in 1944
Focus on Arthur Birling and his capitalist speech
A brief look at the Inspector
Focus on Eva Smith and her contextual relevance
Focus on Birling and Co. (worksheet provided)
Essay question in relation to Birling and Eva (full extended response included)
Focus on Sheila and the emotional and political reasons for her behaviour
Focus on the relationship between Gerald and Sheila
A brief section of revision: students will draw a flow chart summarising the events of A1 and a tension graph.
A 527-slide PowerPoint bundle that provides the full text of Macbeth’, translated and annotated. The PPTs use layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include:
AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.)
Analysis of writer’s methods
Analysis of effects of structural devices
There are a series of comprehension and analysis activities to work through and the PPTs will indicate when these should be undertaken.
With the appropriate school licence, this bundle could be uploaded onto a network and accessed by students for revision.