Designed for low ability groups as a substitute for PEACE paragraphs. T - technique being used? E - what evidence do you have? A - how can you look into this further? I laminated these and hand them out during an analytical activity. Students find them very helpful as they are forced to ask themselves more difficult questions about their quotation. These can be differentiated by adding further detail to them, however, they are already differentiated for the lower ability within groups.

This was built for a very low ability Y8 class, who had struggled to stay focussed in the past. They were asked to consider what they already know about monsters, as an introductory task before they began studying Frankenstein. There are a few starter activities, with a class discussion asking why we are scared of monsters. The final task is for the students to create their own monster, with a backstory etc. They were then given prompts to follow so that they could write an opening scene for their monster. Prompts: They have just woken up. What do they look like? What do they do first thing in the morning? They were then given a success criteria so that they could build an appropriate paragraph and ultimately peer assess one another's work.

I had a troublesome Y10 group that struggled to cope with an entire poem. I broke down a selection of activities, which all build up to them completing a written analysis of the poem. I gave each student a copy of the poem and then asked them to annotate them throughout the lesson using a variety of different colours and keys. It focuses on alliteration, pronouns, repetition etc. This particular group work in TEA paragraphs (technique, evidence, analysis) and really enjoyed the chunked activities as it gave them time to really take in what the poem was about.

This was created for one of my final lesson observations during my training year. The aim was for students to walk away understanding the various animals mentioned throughout the novella, and why they had been specifically chosen. Students were asked to first summarise the novel using the keywords in the grid. Students had to walk around the room, viewing quotations from the novel which discussed the relevant animals and other key themes: friendship, dreams, gender etc. Students were asked to feedback regarding their theme and why it was significant in relation to the novel. Students were then asked to work in pairs to identify the key characteristics of one specific animal (bear, horse, mouse or rabbit). They were asked to identify quotations to match this animal from the novel, consider how this is reflected in George and Lennie's relationship and as an extension were asked to identify techniques. Students were then asked to build a PEE paragraph based upon their classroom research.

Having read Alice in Wonderland, the class were asked to consider the lunacy present within the text. They have to consider what makes something 'abnormal' or 'extraordinary'. They were then asked to write a PEE paragraph detailing what they had learnt about Alice. The class loved this exercise, as they got to share their own personalities and stories, as well are working as groups to answer an analytical language question (Lang - Paper 1).

I used this with a low ability Y9 group (predominantly poor behaved). It's highly interactive. The web at the start is fantastic, and allows students to come up to the board and dictate where there are similarities. The group I was with became very competitive. You need to create A3 sheets with certain pictures and colours on them (this took me about 5mins). The groups then passed around the sheets or they could move about the classroom annotating. Allow time for feedback. Discuss Curley's wife and the term - foreshadowing. Finally accumulating in a PEE paragraph about Curley's wife and her representation in the novel. Extra activities inside...

This is a homework project that I created for my class instead of individual weekly tasks. It gives the students the added responsibility of monitoring their own timelines, and makes them work hard to ensure that the final project is due in on time. Each week ties in with a different part further along in the novel. This ensures that students are reading the book in class / for homework at the same time. Students thoroughly enjoyed it and commented how it made sure that they took responsibility for their own learning, and they produced some fantastic projects.

This was used with a difficult Y9 group who had just started their GCSE focusing on A Christmas Carol. It is a one page starter activity, asking them to focus on a particular chunk of text and then answering various questions about what they have read. The activity asks the students to focus on a variety of skills, techniques and different levels of analysis and was a great introduction to the opening presentation of Scrooge.

Should take approximately 3 lessons including detailed context and writing practise. Includes a variety of differentiated resources aimed to engage all types of learners.

Poems Included: War Photographer, Remains, Exposure and Bayonet Charge Helping lower ability students remember key quotes and analyse the war poems. Identifies key themes, key quotes and analysis skills.

All 15 power and conflict poems with a quick starter aiming to promote discussion about central themes and independent thinking/ideas. Maths link.

Skills practise using guidance provided by Ben Crystal (Shakespeare on Toast) Goes through Iambic Pentameter, Meter, Blank and RHyming Verse and what this means for characters throughout the play Consolidating questions after new skills are practised to embed learning Student Target Grade: 4-8

GCSE Power and Conflict Poetry Focus poems: Kamikaze, War Photographer and Poppies Revision tools for PPEs Includes; Poem, Comprehension, Exam Questions, Vocabulary and Extensions