A presentation in two formats including 'On the Beach at Fontana' by James Joyce, 'Nettles' by Vernon Scannell, 'Rough' by Stephen Spender, and 'The Evacuee' by R. S. Thomas. Poems are accompanied by written activities (or, alternatively, can be completed in discussion or group work), leading up to a final Reading assessment.

An activity where pupils identify types of words in a nonsense poem ('Jabberwocky'), then create their own dictionary of nonsense words in order to write their own poem about school.

Two study maps on the possible AS1 examination question theme of Rural Life or Work, relevant to the new CCEA English Literature Poetry 1900-Present specification (Frost and Heaney anthology).

A study map on the possible CCEA AS1 English Literature examination question theme of Nature, which can be used as a presentation on the board to guide discussion, or adapted as a revision resource to be annotated by pupils. The theme is considered in relation to the poems Postscript' by Seamus Heaney, and 'Gathering Leaves' and 'Going for Water' by Robert Frost.

Four handouts, prepared for KS5 study of Heaney's translation of Sophocles' Antigone, The Burial at Thebes, detailing Classical Theatre and Drama, as well as Greek gods and tyrants.

A sample comparing poems revision grid ('The Field of Waterloo' and 'Foxes among the Lambs'), a list of every past-paper question since 2012, and an exemplar essay on 'Attack' and 'In Westminster Abbey' with accompanying revision tasks.

Everything needed to teach Creative Writing at KS3: a whole unit in a presentation; a peer evaluation grid; a lesson on similes and metaphors; as well as numerous pupil examples of poetry and prose.

Three Role Play activities based upon curriculum texts (Of Mice and Men, An Inspector Calls, and Macbeth) and an exam-board approved Group Discussion activity, with a comprehensive set of pupils' research notes on the specified topic.

A detailed handout on the context of Martin Luther King's 'I Have a Dream' speech, for the study of language techniques and spoken language / inspirational speeches. Also included is a hexagon activity, which my GCSE pupils always love - in groups, pupils must debate and defend their reasoning behind matching up and making shapes with the hexagons, displaying different levels of Bloom's taxonomy with regard to which hexagons touch which others. Some shapes and text boxes might need adjusting in other versions of Word. Print out the hexagons and laminate, and enjoy pupils' presentations to the class of their final patterns!

A lesson series on motivational/inspirational speeches, comparing a sports speech and Bush's 9/11 address, including fully annotated pdfs and an assessment question.

Detailed context of Malala Yousafzai's UN Takeover inspirational/motivational speech, with fully annotated transcript for complete unit of study (I used this speech for GCSE Controlled Assessment in English Language).

Folowing my lesson using the Wordles, this is lesson one in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: be aware of the different potential purposes of speeches, and be able to identify the purpose of a variety of presentations. Three purposes examined are: persuasion, entertainment, and information. Includes videos of speeches to illustrate points.

Folowing the previous lesson on language, this is the final lesson in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to understand the meaning of key linguistic terms and identify these devices in a presentation, and their purpose. This provides a comprehensive review of language features, and practice analysis.

Folowing my lesson on engagement, this is lesson seven in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to understand the meaning of key linguistic terms and identify these devices in a presentation, and their purpose. Devices used in direct audience engagement that are examined include: imperatives, rhetorical questions, pronouns, alliteration, superlatives, and statistics. This may take more than one lesson, depending on the duration of periods.

Folowing my lesson on audience, this is lesson four in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: be able to identify techniques that are used to create an effective opening and ending to a presentation. Three elements are examined: introductions, conclusions, and sentence structure. Includes videos of speeches to illustrate points.

Folowing my lesson on tone, this is lesson six in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to identify techniques used by speakers to effectively engage their audience. Five techniques are examined: voice, accent, volume, pace, and pauses. Includes videos of speeches to illustrate points.

A differentiated starter on facts/opinion when introducing language techniques (persuasion). Use the polar bear questions first, and high achievers can move on to Shakespeare (or allow pupils the choice at the start). Also includes a handout on Rule of Three. I designed this for use at KS3, but then, teaching lower-ability classes at GCSE, it came in very useful as a resource for language study in all kinds of units: multi-modal/media texts; speaking and listening writing own speeches; the study of spoken language; reading non-fiction; and functional writing.

Two past-pupil GCSE creative writing exemplars and a detailed peer-evaluation grid. Can be used for GCSE, but I've also adapted for KS3 writing (just change the theme in the grid from 'change' to whatever applies to your unit!).

An introductory lesson (for short periods) or a lesson starter (for long periods), discussing the concept of dreams in relation to Shakespeare's A Midsummer Night's Dream.