In this lesson we focus on what the men in the bunk house say about Curley’s Wife-making students aware this automatically gives us a bad impression of Curley’s Wife without even meeting her yet! This focuses on Steinbeck’s intentions regarding rumours and also opening the discussion on gender inequality within the novel. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 10 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

This lesson focuses on the key moment where both George and Lennie are in an ‘interview’ with The Boss. This is an important piece of dialogue as it gives us information about Lennie and George’s relationship. The students’ main task is to re-create this by writing their own dialogue and then presenting to class. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 9 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

In this lesson we focus on the setting of the bunk house at the start of chapter 2. This focuses on how it is presented and what it means to those who are living within the bunk house for students to link to context. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 8 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

In this lesson we look at how sympathy is created for Lennie at the end of chapter 1. This is focusing on Lennie’s dialogue for George and also Steinbecks use of language. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 7 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

In this lesson we look at how ‘The American Dream’ impacts the characters after chapter one and how it relates to the context of the novel. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 6 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

In this PowerPoint we look at both characters within chapter one. Also to introduce students to foreshadowing in order for students to be aware of Steinbecks intentions within the novel. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 5 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

This lesson introduces George as a character in Of Mice and Men. Similar to the character of Lennie, we focus on how Steinbeck uses language to describe George. This is done through dual coding, reading and discussion throughout the lesson. The lesson is structured in such a way whereby students start with a ‘Do Now’ and have an opportunity to give their points across through classroom discussion and think-pair-share. There are also main tasks to consolidate the learning and ending with a plenary. This is lesson 4 from a 24 lesson scheme of work that I have created and is available as a bundle. Included is a 40 page SoW that goes through each lesson.

This Lesson focuses on students’ first impressions of Lennie within Of Mice and Men. It will be clear to students that appearances are deceiving with Steinbecks use of language and the reality of Lennie’s character. This is lesson 3 of 24 and is available as a bundle with a 40 page SoW that guides teachers through the unit.

This lesson focuses on Steinbeck’s use of language to create atmosphere at the start of the novel. Students start ‘Do Now’ in relation to connotations, followed by a think-pair-share to talk about other connotations. Students then read the start of the novel and answer questions before completing a main task. There is also a hinge question and plenary to check understanding. This is lesson 2 of 24 on this unit of Of Mice and Men which can be purchased as a bundle-a full 40 page SoW is included as a guide.

This is the first of 24 lessons on the scheme of work I have created. This gives students knowledge of the context by finding information on ‘The Great Depression’ and what life was like during this time. The lesson starts with a ‘Do Now’ for students to test their prior knowledge on words that will relate to context. The lesson then has a think-pair-share task before answering a series of questions from videos (links in PowerPoint). This is followed by a hinge question to check students understanding and then a plenary. This is lesson 1 from 24 lessons which can be purchased as a bundle with a 40 page SoW included.

This PowerPoint starts with a re-cap on context from Northern Ireland. It then gives students information on the many layers within the poem and also what Longley’s main message is. The students are then asked to answer questions on the poem-these are displayed within the PowerPoint and leads to discussion. Before moving to a diary entry, students are asked to choose a statement. This is to assess the students understanding of the poem before moving forward. The lesson finishes with a plenary to assess students learning. This is lesson two of Longley’s poem Wounds. The first is relating to context.

This PowerPoint introduces students to the context behind the poem wounds and also the poet. The students complete a ‘Do Now’ and then assess their prior knowledge of Northern Ireland which then leads into discussion. They are given a background to the poet before observing the poem after completing a mini task relating to the title. There is also a YouTube video relating to Bloody Sunday which gives students a visual before completing a task on their first impressions of the poem. This is the first lesson from two where the poem will be analysed in detail-language and structure. *NB: To make this more student friendly, the comment on the Pope was removed-this can be changed at your own discretion.

This PowerPoint is structured with a ‘Do Now’ which recalls students prior knowledge from poetic devices and other questions. It then gives background to the poet before getting students to think about the title and context. The students are then asked to write what the main themes of the poem are. There is a hinge question which leads to a debate as all answers are similar but have minor differences to show what a dramatic monologue is.

This PowerPoint and remote learning instructions introduces Haikus in a simple way. It is for remote learning during the lockdown. The ‘Do Now’ exercise tests students’ prior knowledge on syllables as this is required. It then shows students an example of a Haiku, going through the structure and language. Students are then asked to watch a YouTube video for the process and then asked to create their own Haiku. The plenary is to create their own ‘Lockdown Haiku’ which can be emailed to you and the chosen winners will be on a format like Padlet.

English Language Paper 2 Non Fiction Booklet which can be used for revision or for lessons. There are 6 articles with 20 questions and also a long question focusing on the writers’ opinions and perspectives. There is also an aswer booklet for the 120 questions. This is the second booklet with answers that I have created

A lesson on Esther Walker’s ‘Baby on Board’ article from the Evening Standard where she questions the use of the badge on the tube in London. I have used it with my Year 10’s for English Language and they were very engaged with points for and against Walker’s thoughts.

An English Language Paper 2 Non Fiction Booklet which can be used for revision or for lessons. There are 6 articles with 20 questions and also a long question focusing on the writers’ opinions and perspectives. There is also an aswer booklet for the 120 questions.

This lesson was an observation lesson for performance management to a group of Year 7 students who are studying Gothic Literature. This lesson can also be used within a creative writing unit. The lesson is structured in a way where students are given awareness of the impact of short and long sentences. There are also multiple hinge questions and plenaries to assess the learning before completing the final task which is then peer assessed.

Analysis of Elizabeth Bishop’s ‘First Death in Nova Scotia’ where it analyzes style, theme of life and death and also gives a background into Bishop’s other poetry in terms of content.

This is a revision lesson of Elizabeth Bishop’s ‘The Fish’ and ‘The Prodigal Son’. This analyzes the theme of nature, imagery and also other poetic techniques from both poems. It also gives a small background of Bishop.