This lesson begins to explore the context, plot and key ideas in the poem ‘My Last Duchess’?

A descriptive writing lesson which focuses on using a variety of sentence types for clarity, purpose and effect. This resource uses the Horror/Gothic genre as stimulus to encourage students to think about the intentional effects of different sentences, including sentence fragments. Lesson was designed for Year 7, but perhaps suitable for L/A Year 8.

TBQ: After exploring the role of artificial intelligence in society, can I create a persuasive poster or newspaper article? Designed for a higher ability Y9 group and encourages a debate/discussion on whether AI is a positive contribution to society. There is the option of a creative task (poster) or a written task (newspaper article).

Designed for top set Y10 and was taught over a period of two lessons. Students explore the question: Can I compare the similarities and differences in the poets’ presentation of choice in two unseen poems? The poems used to compare are ‘The Road Not Taken’ and ‘Invictus’ (this lesson builds on my previous resource which solely explores The Road Not Taken). The lesson includes various discussions relating to Invictus surrounding free will and fate, an activity exploring comparative terminology, a worksheet grid where students map ideas for comparison of the two poems, an exemplar paragraph, and peer assessment activity.

‘Am I able to continue exploring Chapter 8 and comment on the most significant moments?’ This lesson was created for Y11 top set, but can easily be differentiated. Lesson includes memory recall starter and discussion points that can be addressed as the class read the chapter. There is also a quotation explosion task where they choose a quotation from the chapter to analyse and explore (could be used as a homework task). Lesson plan included, and a link to quizziz (quiz questions also included in the lesson plan document).

‘Am I able to explore Chapter 12 and comment on the most significant moments?’ Designed for a Y11 top set reading lesson and includes a ‘significant moments’ grid which can be used to reflect on and analyse key moments in the chapter. Students can record their own thoughts and add the feedback of other students in a different colour. The plenary enables students to reflect on the ending and why it might be significant. Lesson plan and grid included.

TBQ: Can I explore and analyse Dickens’ presentation of the poor in an extract from A Christmas Carol? Designed for top set Y10. Lesson includes quotation analysis task and an exemplar response. Students prepare to write their own response to an exemplar exam question.

A slide I’ll be using to reset classroom expectations at the start of a new term. I will fill this in with contributions made by students.

’With my partner, can I begin to write a short script from an extra scene to prepare for my Speaking and Listening Assessment?' This was delivered over two lessons to a mixed ability Y8 class, the first part focusing on preparing students for their speaking and listening assessment, and the second part where they practice and deliver their scripts. Includes help sheet resources to prompt and aid students if needed, a script check list, and also my ‘What Went Well’ and ‘Even Better If’ feedback sheets. The lesson also includes some drama techniques which students absolutely loved (vocal warm ups, show me don’t tell me tasks, facial expressions etc.).

TBQ: Can I draw a map of the island and label it with significant moments to visually represent events in the novel so far? Task 1: Students draw a map of the island, including significant locations (checklist included). Task 2: On their island map, students plot the events that they think are most important to the storyline so far, including a small summary of the event (stretch and challenge task included as well as support for L/A). This was designed as an independent **revision/homework task **for top set Y11. Students got really creative with this and produced some amazing work!

A lesson delivered to a Year 10 class that explores how John Agard presents ideas about power and conflict in ‘Checking Out Me History’. This was delivered before going on to analyse and annotate the poem. Includes: a key word and definition mix and match a video a research task (and grid) where students find out who the key black historical figures are in order to understand the context of the poem an extension task where students identify lines in the poem that correspond to the images

TBQ: Using my knowledge of Victorian Society, can I analyse an extract from a nineteenth century text? Designed for a top set Y9 class and delivered over 2 lessons. Includes: introduction to context/galvanism/Mary Shelley Extract and youtube videos to support comprehension Quotation explosion task Model paragraph response to the question ‘How does Mary Shelley present the theme of evil in the extract from ‘Frankenstein’?’ Sentence starters to support students’ own response to question Peer assessment plenary

Some generic plenary questions as well as questions for GCSE Literature students. Students roll a dice (the one I have is 1-8) and answer the question corresponding to the number they roll.

This is a handy resource if you are a supply teacher and need an efficient way to leave feedback for the class teacher.

TBQ: When exploring War Photographer, can we analyse the language used to describe the effects of war? Designed for a weaker ability Y10 group. Explore images and what a war photographer and darkroom is. Youtube video included. Students use the worksheet to explore their given stanza. These are differentiated and students are given prompt questions to help their analysis. They then feed this back to the class and I used a visualiser to annotate the poem with the class feedback.

TBQ: As I watch the film version of A Midsummer Night’s Dream, am I able to capture ideas about the characters in relation to the plot? Students are given a capture sheet to record notes about the characters and their relationships as they watch the BBC’s version of the play.

TBQ: Am I able to identify power and conflict in Jane Weir’s ‘Poppies’, and analyse the methods used to convey it? Mix and Match key terms to their definitions Introduces the poem using images Explores Jane Weir’s motivations for writing the poem Students are assigned a stanza and given guidance on what to pick out before sharing their ideas with the class (visualiser used to annotate the poem with the class) Plenary activities

TBQ: Can I explore the context of the poem ‘Remains’ to help me understand the plot and create a storyboard? Lesson created for weaker ability Y10 class to enable them to understand the plot. Lesson includes an exploration of context (youtube video) and PTSD. Differentiated storyboard included.