An easy to use, step-by-step tutorial/introduction for KS3 students on how to produce an effective PEE Paragraph in preparation for any Reading Assessment Task. Particular focus on selected extracts from the novel ‘Holes’ by Louis Sachar (students do not need to be studying the novel itself). Includes Useful Vocabulary to Explain students’ responses and a sample PEE Paragraph.

A thought-provoking PowerPoint presentation based on the poem ‘Blessing’ by Imtiaz Dharker. Particular focus on how Third World Cultures suffer as a result of lack of water, the poet’s life experience, her intentions and inspirations when she wrote the poem and various appropriate and meaningful quotes and questions relating to the poem itself. This has proven to be a very successful introductory lesson to Different Cultures Poetry at both Key Stage 3 and 4 levels.

A great resource for both KS4 and KS5 students outlining various STRUCTURAL TECHNIQUES in POETRY. Includes a table of 15 STRUCTURAL TECHNIQUES together with easy-to-understand DEFINITIONS for each one and USEFUL LANGUAGE to describe their EFFECT.

Includes COMPREHENSION QUESTIONS and an easy to follow PEE WORKSHEET based on the novel ‘Stone Cold’ by Robert Swindells. Aimed at Lower Ability KS3 Classes with particular focus on Ginger and Link (Chapters 8 and 9) and their battle to survive on the streets as homeless people during the cold, winter months.

A series of COMPREHENSION QUESTIONS based on the poem ‘The Manhunt’. Useful to check students’ understanding after annotating the poem in class. Includes relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

Another easy-to-follow, fantastic Powerpoint Presentation based on TYPICAL FEATURES and LANGUAGE/STRUCTURAL TECHNIQUES used in Diary Writing. This was created for my lower ability Year 9 class. Includes an EXAMPLE of a DIARY ENTRY written by George (sharing his thoughts and feelings about Lennie after they ran away from Weed and arrived in Soledad) and students are given the opportunity to ANALYSE, IDENTIFY and SELECT the MAIN FEATURES and LANGUAGE TECHNIQUES used in Diary Writing. Students finally create their own IMAGINATIVE diary writing imagining they are Lennie using the FEATURES and TECHNIQUES they have learnt so far.

A series of COMPREHENSION QUESTIONS based on the poem ‘London’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Afternoons’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Dulce et Decorum Est’. Useful to check students’ understanding of the poem after annotation in class. Includes relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, THEMES, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Cozy Apologia’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Ozymandias’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

Particular focus on the question: ‘How does Shakespeare reveal the theme of Illusion vs Reality in Act 3, scene 2 of ‘A Midsummer Night’s Dream’? Includes BACKGROUND DETAIL/MEANING of the theme, a selected EXTRACT with the TRANSLATION, useful VOCABULARY, EXAMPLES of relevant LANGUAGE TECHNIQUES, a PLANNING SHEET, a model PEEZA Paragraph and a FINAL ESSAY PLAN. Suitable for KS3 students (high ability Year 9 groups).

Particular focus on the question: How does the author present the THEME of BRAVERY in the novel ‘I am David’? Includes an EXTRACT taken from chapter 4, a detailed POWERPOINT including a breakdown of what is PEEZR, a model PEEZR Paragraph, useful VOCABULARY, a PLANNING SHEET, useful QUOTES, ASSESSMENT OBJECTIVES and a FINAL ESSAY PLAN. Suitable for all Y7 Students or any KS3 class studying the novel and preparing for a READING ASSESSMENT.

NEW - A WRITING ASSESSMENT based on writing an INFORMAL LETTER from Matilda to a relative or close friend. Includes a suggested STRUCTURE of an INFORMAL LETTER, an OUTLINE of the TASK based on the character of Matilda and a related SPAG ACTIVITY based on using COMMAS, SEMI-COLONS, COLONS and DASHES correctly.

A PPT outlining the DAYS and TIMES of the MAIN EVENTS in the play. A great REVISION resource for KS3 and KS4 students to understand the SEQUENCE of the plot in a CHRONOLOGICAL time frame.

A series of COMPREHENSION QUESTIONS based on an Excerpt from ‘The Prelude’ (William Wordsworth): ‘And in the frosty season…’. Useful to check students’ understanding after annotating the poem in class. Includes the excerpt and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

An easy-to-follow LESSON/POWERPOINT based on the NEW GCSE Eduqas English Literature Syllabus (Poetry Anthology) Section B. Particular focus on the poem ‘Dulce et Decorum Est’ (Part A and B) and the relevant ASSESSMENT OBJECTIVES. Students review their partner’s FIRST DRAFTS based on Part A using a PEER ASSESSMENT TABLE and TARGETS are set accordingly in order to IMPROVE their partner’s current response. MODEL EXAMPLE QUESTIONS and RESPONSES for PART A and PART B are included based on ‘The Manhunt’ (Simon Armitage) compared to ‘Mametz Wood’ (Owen Shears). COMPARATIVE LANGUAGE, CONNECTIVES and POETIC/ LANGUAGE TECHNIQUES are included to aid a successful response to any given question.

A handy Powerpoint containing various slides to explain the EFFECT of key words, quotes and evidence from given texts. Also contains a table of ABSTRACT NOUNS to add to students' vocabulary banks and ways in which to structure and develop their responses to given texts in a more sophisticated, imaginative way. Great for describing ATMOSPHERE, FEELINGS and the SENSES.

Another useful PowerPoint Presentation/Lesson focusing on RECOGNISING and USING PERSONIFICATION in CREATIVE WRITING. Includes a SPAG TASK, an ACTIVITY based on creating sentences using PERSONIFICATION and finally selecting EXAMPLES and describing their EFFECT with reference to the poem ‘Cape Town Morning’ by Ingrid de Kok. Particular focus on the theme ‘Around the World’ at KS3 Level.

PRE-READING and FINAL READING ASSESSMENT TASKS based on CHAPTERS 13 and 38 of the novel ‘Holes’ by Louis Sachar. This includes COMPREHENSION QUESTIONS, copies of EXTRACTS from each chapter, USEFUL VOCABULARY, suggested LANGUAGE TECHNIQUES, a suitable PLAN to STRUCTURE students’ responses together with EXAMPLES of MODEL PEEZER Paragraphs for students to follow in response to relevant questions. Aimed at HIGHER ABILITY KS3 students but can be adapted to suit LOWER ABILITY students too.