KS3/4 Poetry/Unseen Poetry bundle

KS3/4 Poetry/Unseen Poetry bundle

A range of lessons and resources focused toward the Eduqas exam board but this can be changed easily or verbally in class. Differentiated activities/A3 sheets/chunking of tasks and challenge tasks included. This has worked well for all ranges and abilities, for extra challenge I would include a written exam question on the board for the most able also.
ChristyJade1
KS3/KS4 An Inspector Calls lessons/worksheets

KS3/KS4 An Inspector Calls lessons/worksheets

An array of lessons and worksheets exploring class prejudice, Eric's involvement, comparisons between Sheila and other characters, socialism in the play. Also includes an observation lesson which was judged good overall. This was for a top set GCSE class, stimulating talking points are included and fun engaging activities e.g. Eric's Tinder profile. Lessons are also AO focused.
ChristyJade1
KS3/KS4 A Christmas Carol lessons/worksheets

KS3/KS4 A Christmas Carol lessons/worksheets

A mixed bag of lessons exploring The Ghost of Christmas Past, Scrooge's childhood, his relationship with Fezziwig, the relationship between Scrooge and Marley and language used within Stave 1/2. This was for a top set GSCE class. The range of activities worked extremely well. There is also a graded outstanding lesson included. A range of challenge and support is also included. I adapted these lessons for my lower sets, so differentiated worksheets are also included.
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GCSE Eduqas WJEC Unseen Poetry lesson KS3/KS4 Autumn Alan Bold

GCSE Eduqas WJEC Unseen Poetry lesson KS3/KS4 Autumn Alan Bold

Lesson on analysing unseen poetry using SMILE technique, focusing on the 'L' - language. A3 worksheet to help pupils analyse the language of the poem Autumn by Alan Bold (I don't own this poem). Objective: To investigate poetic devices in unseen poetry and explore the effects on the reader. Outcomes: To respond to a question about the language used within an unseen poem. Literacy objective: An apostrophe must be used to show who or what owns the object or idea (possession). Literacy objective starter task, and (this can be included if used with my previous GCSE Eduqas WJEC Intro to Poetry lesson) any extra time to complete the poetic device hunt. This slide can be removed, however. Starter: What could 'SMILE' be? Structure, meaning, images, language, effect on reader. Handout to support and stick in books to refer back to. Then pupils to read blind through the poem and think what is the poem about, share with partner and write their response around the poem. Repeated for the mood of the poem. Pupils to then match-up poetic devices within the poem (some are underlined for differentiation support). Then pupils must find more content points. Repeating think, partner, share to gather what might the effect be on the reader and if there is deeper meaning in any of the lines. Model response to an analysis of two lines of the poem with a model paragraph. Pupils are to then follow by example and pick any two lines and write about the language to answer the question 'How is nature presented in Autumn?' for independent 10/15 time. Plenary (post-its or in books): What have we learnt today/What would you like to improve on.
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Target audience (KS5 media CTECH)

Target audience (KS5 media CTECH)

This lesson goes over the target audience profiles in KS5 Media (CTECH level 3). Including demographics (physical) and psychographics (mental) audience profiles. I printed off magazine covers and film posters to engage the pupils at the start and to gauge what pupils already know about target audience. Then going over target audience categories. Progress - then going back to the notes made in the starter - this could be purple penned. Then it goes through two adverts (Tesco and Volkswagen) for pupils to decide which audience they are targeted at. Then pupils are given two products to research in groups and they will present to the class which audience profiles the products have and how they attract these. Homework: to find the 'user types' of psychographics.
ChristyJade1
A Monster Calls three weeks of scheme KS3

A Monster Calls three weeks of scheme KS3

Three full weeks of A Monster Calls study for Year 7/KS3. This goes up to 'destruction'. All lessons have outcomes/objectives/homework included and a range of engaging activities. This worked very well with year 7, but then I swapped novels halfway through the half term.
ChristyJade1
Gothic Horror conventions with Sleepy Hollow trailer clip

Gothic Horror conventions with Sleepy Hollow trailer clip

Half lesson starter: Teacher Standards: S1 Engage the pupils in the starter activity and use multimedia (YouTube) to consolidate knowledge learnt. S2 Construct and scaffold learning, consolidate knowledge regarding genre and develop this into a clearer understanding of Gothic Horror. S3 Breaking down ideas logically to support development of learner’s knowledge. Learning objective: To identify conventions of Gothic Horror genre. Learning outcome: To be able to pick out these conventions from a YouTube clip (Sleepy Hollow). Strategies: Ensure pupils understand the conventions of gothic horror literature e.g. setting – remote locations, haunted houses, gothic architecture, dungeons, hidden rooms, dark towers, crypts. Key concepts: Gothic horror conventions (characters, setting and themes). Questions: What other characters can we think of which may fit into these typical categories? – Perhaps think about books you have read or films you have watched. What can you spot in this setting? What is typical of the image on the board, what is the weather like? What time of year is this?
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Uses of Dialogue with extracts from Harry Potter

Uses of Dialogue with extracts from Harry Potter

Full lesson PowerPoint which goes through the reasons for using dialogue in your writing, the Golden Rules of dialogue. This leads on to the children reading the three extracts from Harry Potter (written out for you in the attached Word document) and a task sheet (again attached). The pupils must: Identify characteristics of dialogue in the three extracts (why the dialogue is used e.g. does it reveal character relationships, move the story forward or build tension), explain how Rowling has showed this characteristic, find a quote and explain why Rowling may have chose this use of dialogue in the extract, e.g. at what point of the story is this dialogue occurring? WAGOLL (what a good one looks like) is also included in the PowerPoint.
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Romeo and Juliet KS3 GCSE Who is to blame for tragedy? Carousel

Romeo and Juliet KS3 GCSE Who is to blame for tragedy? Carousel

Carousel activity with A3 sheets, posters for around the room and PPT all included with PDF and publisher files for ease of use and so you can adapt these. Speaking and listening activity for Y8, can be differentiated up or down. Objective: To explain who is to blame for the tragic events of Romeo and Juliet. Outcomes: To present my reasons to the class for a speaking and listening activity. Literacy objective: Doubling the consonant shortens the vowel sound. E.g. Bate – batting, Ripe - ripping Starter: Pupils write down phrases to do with Romeo and Juliet in a Venn diagram, this will help them with their speaking and listening paragraph later on in the lesson. At least 5 phrases for both Romeo and Juliet. Then pupils use their A3 sheets to go in pairs around the room and take notes and give a rating out of 10 to how much they feel the character is to blame for the death of Romeo and Juliet. 1) Romeo, 2) Juliet, 3) The Montagues, 4) The Capulets, 5) Friar Lawrence, 6) The Nurse, 7) Mercutio, 8) Tybalt. A3 sheet is included in PDF and publisher file. 4 minutes on each station. Pupils then write a paragraph (sentence starters included and challenge activity - ambitious vocabulary) explaining their reasons why they feel one character is the most to blame. Using A3 sheet to help. Carousel posters around the room give reasons and questions afterward to encourage pupils to think for themselves. Then pupils, in register order, must read out their paragraphs one by on for the speaking and listening activity. (Challenge - adopt a serious tone, like you are trying to convince a jury). Then class together says who they think is to blame, and two pupils help to create a tally chart on the board to present our final verdict on who is the most to blame. Plenary to put a post it describing their view of the play on the board, 1-10, 1 being 'tragic', 10 being 'exciting'. Then they can explain their verdict. This can be stretched over two lessons or one, depending on length of time pupils have in class and ability.
ChristyJade1
PSCHE lesson - British Values - tolerance

PSCHE lesson - British Values - tolerance

PSCHE lesson to promote fundamental British Values - tolerance. Literacy objective: Affect/effect Firstly, the pupils will sign a pledge which can be printed off and stuck into books. This is to listen to others opinion, respect each other etc. The pledge will start in this classroom and will be continued throughout their school education, fits within school ethos etc. This can also be used with a speaking stickball//pen/pencil etc. So, whomever has the stick has the floor. Discussions regarding what it means to be tolerant. Think, pair, share, square group tasks. Card sort activity for 'tolerant or intolerant' behaviour scenarios - card sort to cut up from PowerPoint slide 7 for slide 8's card sort mat. What should you do vs. What shouldn't you do? For when pupils come across intolerant behaviour in their lives. Plenary - what have we learnt today?
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KS3 Love's Philosophy Percy Shelley A3 worksheet

KS3 Love's Philosophy Percy Shelley A3 worksheet

KS3 year 8 low ability (can be adapted or used for any KS3 or KS4 class with differentiated questions). The worksheet allows ways into the poem e.g. list all of the verbs within the poem (doing words), challenge to find personification throughout the poem. Using collaborative work and individual work with think, pair, share activity boxes to chunk their way into the poem. Discussing structure and reflecting the way Shelley references pairs within the poem. Challenge to link to religion - coming from a short Shelley context discussion before the lesson. This worked very well with my low ability Y8's. Both publisher and pdf files for ease of use.
ChristyJade1
KS3 Mother, Any Distance Simon Armitage A3 worksheet and PPT

KS3 Mother, Any Distance Simon Armitage A3 worksheet and PPT

Whole lesson with accompanying A3 differentiated worksheet for a 'way into' the poem for low ability year 8. This could be used for all KS3 classes or low ability Y10/11 as well if this is in your anthology. Lesson uses a post it starter and image starter to engage and think about the metaphors in the poem, e.g. anchor, kite. What could these represent? Then pupils work around the A3 sheet both collaboratively with 'think, pair, share' signposted boxes and independently, with writing full sentences and justifying their responses. This worked well with my low ability Y8 class. After every box I used whole class feedback before moving on. After the A3 sheet, pupils write a letter (10 minute timer) from the perspective of the son, telling the mother the reasons he is moving out with success criteria. Glossary to go through with pupils with some of the more sophisticated vocabulary in the poem. I have included the publisher and PDF files of the A3 sheet for ease of use.
ChristyJade1
Romeo and Juliet comparing and contrasting Friar Lawrence and Nurse

Romeo and Juliet comparing and contrasting Friar Lawrence and Nurse

Objective: To investigate evidence which explores the characters of the Nurse and Friar Lawrence. Outcomes: To compare and contrast the attitudes of the Nurse and Friar Lawrence in Act 2. Literacy objective: When a word ends in ‘e’, you must always remove it when adding ‘-ing’. Starter: Task: Write a sentence to compare these two pictures using a comparative or contrasting conjunction. Use the word bank below to help you. Elephant and a mouse with comparative connectives to help. Comparing and orange and an apple. Going over the main plot of Friar Lawrence and the Nurse within Romeo and Juliet. Key terminology: Foreshadowing. Think pair share activity on an A3 sheet to help compare and contrast the attitudes of Friar Lawrence and the Nurse. Using comparative connectives. Venn diagram to compare and contrast different adjectives which might apply to FL or N. Main task: To compare and contrast the attitudes on an A3 sheet. Models with analysis for a response for Friar Lawrence and the Nurse. Evidence and then exploding the quote. Then comparing whether it is similar or different. AO3 context challenge. Assessment objectives to go over how they should respond. Task to compare and contrast by writing a paragraph - success criteria with AO1, AO2 and AO3 context challenge. Half way through their independent 10 - stop - and read the model response from the teacher to see if they can improve their answer. Post it plenary to put their post it on the 1-10 scale either 1 its tragic or 10 its exciting. Then discuss how they feel about the play so far.
ChristyJade1
GCSE AO3 'compare and contrast' two lessons with A3 extract sheet Q5/6

GCSE AO3 'compare and contrast' two lessons with A3 extract sheet Q5/6

Two full lessons with model responses within a table of comparison for two attitudes to nursing extracts, one modern, one historic, and model paragraph with sentence starters for comparison between Duchess of Cambridge and Queen Victoria's wedding. Latter lesson includes A3 extract sheet which 'chunks' down tasks to scaffold a response for their exam style response question at the end of the lesson. Confidence checks included within the lesson. Second lesson was an observation lesson, rated 'Good/Outstanding'. Lesson 1: Objective: To compare and contrast information from two texts. Outcomes: To respond to a comparison-style exam question. Literacy objective: When a word ends in ‘e’, you must always remove it when adding ‘-ing’. Recap of component 1 reading exam (30%) question 5/6. Starter: Compare/contrast using conjunction bank. Elephant/mouse, apple/orange. Helpful tips for AO3. Then looking at the exam question - comparison attitudes to nursing and how writers get their argument across. Modern article has model responses (differentiation - pupils can find their own examples to compare). Within this lesson, pupils read through the historic text (Florence Nightingale) to find success criteria, highlight and annotate, and then 'chop up' their ideas and write them into the comparison table. Recap of the question, then pupils write their response. Sentence starters for support and 10 minute timer added. Connective bank included to support writing. Self assessment. Post-it plenary to give one comparison they gave in their response. Lesson 2: Objective: To compare and contrast information from two texts. Outcomes: To respond to a comparison-style exam question. Recap of component 2 reading. Confidence check 1-10. Emojis to support their rating. Starter: spot the difference between the two images with connective bank. Secondary starter: Two clips, one of DoC's wedding and fictional portrayal of QV's wedding. Write on post it ambitious adjectives and comparisons. Read through the two A3 extracts about arrival of royal wedding. 'Chunking' tasks to scaffold their responses. Success criteria for pupils to look through and find. Model example on the sheet. Challenge task: find the mood and how it compares. Then response: comment on, what is said (ideas), how it is said (terminology). Question support with sentence starters and a model answer, and a paragraph response structure. Connective bank. Self assessment and final confidence check. This was my observation lesson, rating Good/Outstanding.
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GCSE AO4 'evaluate' lesson with extract and table to select and analyse evidence

GCSE AO4 'evaluate' lesson with extract and table to select and analyse evidence

Objective: To revise AO4 evaluation questions. Outcomes: To respond to AO4-style examination question using knowledge from today’s lesson. Literacy objective: Doubling the consonant shortens the vowel sound. Bate - Batting, Hope - hopping, Ripe – ripping. Starter: Images with questions. What attracts you, what puts you off, adjectives to describe. Secondary starter: Watch the advert, how does it persuade you to visit the city, has it changed your opinion? How to answer AO4 questions - impression and terminology/quotes. Breaking down the question 'what should I write' with model sentence starters. Small quote from the extract on the PPT, how does the class feel the writer feels about the city of Bradford? Seeing our AO4 question. Task 1: As I read through the ‘Bradford’ by Bill Bryson, annotate around the text what impression is created of the city. Challenge: Can you find some key vocabulary which helps create this impression? Task 2: Take a few minutes to write an adjective (describing word) to sum up what each paragraph says. Challenge: Key vocab again. Task 3: In pairs, complete the table by finding evidence (quotes) which give a view on Bradford, write your reaction and then explain the effect. (Model task 3 response included on the table to aid the students' responses. Then they respond to the question, keeping in mind the assessment criteria. Then self assess for a plenary, giving themselves a mark and WWW/EBI.
ChristyJade1
Romeo and Juliet KS3 GCSE Act 3 Scene 1 exploring tension Mercutio's death

Romeo and Juliet KS3 GCSE Act 3 Scene 1 exploring tension Mercutio's death

Objective: To investigate how Shakespeare builds tension using dramatic techniques. Outcomes: To evaluate the effect of the dramatic techniques in Act 3, Scene 1. Literacy objective: Doubling the consonant shortens the vowel sound. E.g. Bate – batting, Ripe - ripping This lesson included some PRT (pupil response time) at the start aka purple pen, so they could make some corrections - took 5/10 minutes off the lesson. Starter - pathetic fallacy key terminology - what kind of a mood do these images create. 6 images on the board. Challenge - what kind of a mood was Act 2, Scene 6 (marriage). Recap of the scene before watching the clip from the Baz Luhrmann DVD. After watching the clip (DVD - not included) then discussion to talk about the tension created within the scene and linking to pathetic fallacy. How, when Mercutio falls, the storm comes. Then pupils in groups or pairs, use a card sort activity (included) going through the quotes and plotting when the dialogue was said, and whether or not it increased or decreased tension. Time/Tension graph - linking to numeracy within the curriculum. Discussion when finished, plotting the time over tension graph on the board with key quotes. Then pupils for their independent 10 time choose a quote from the graph that is of high or low tension and they then explode this quote in their books. AO3 context challenge. Model explode-a-quote is included. Plenary for pupils to create a series of text messages between Benvolio, Mercutio, Tybalt and Romeo about the happenings of Act 3, Scene 1. For A3 tension over time graph, there is one illustrated on the PPT and I just drew this out onto A3 paper.
ChristyJade1
WJEC Eduqas poetry 'A Wife in London' Hardy with Boer War context and A3 extract sheet

WJEC Eduqas poetry 'A Wife in London' Hardy with Boer War context and A3 extract sheet

Two lessons in one PPT on 'A Wife in London' by Thomas Hardy with Boer War context in one lesson with a table of comparison and the other full lesson to analyse AWiL by utilising an A3 sheet to 'chunk' down the learning and ask questions. A3 sheet available in original publisher file and PDF for ease of use. PPT encourages independent learning with a more pupil-led analysis rather than 'copy this'. Comprehension and creative task at the end of the poems analysis for the pupils to describe a scene of a eerie, foggy London using as much vocabulary as they can from the poem. This worked very well. Observation: Good/Outstanding lesson. Lesson 1: Objective: To investigate the context (AO3) of A Wife in London by researching the Boer War. Outcomes: To engage with a clip and present this in a table. Starter: Questioning - could use a post-it, what do you think these three images on the board are telling you? (British flag, SA flag, gold). Verbalise and engage. Introduction to the Boer War, main facts and statistics for context. Task with clip: Split your page in two, one side British Army, one side The Boers. Note down any key contextual facts you hear E.g. statistics, soldiers, methods of fighting. Share your partner and pick a fact to share with the class. Telling pupils this is AO3 context - linking to GCSE exam criteria. Plenary: Name three facts you have learnt about the Boer War. Lesson 2: Objective: To analyse the language and structure of A Wife in London. Outcomes: To describe a scene of an eerie, foggy London evening in the 19th Century. Literacy objective task. Starter: Engage - how does this picture make you feel? 3 adjectives. Task: Closed question activity, filling in the blanks to recap from last lesson (answers on next slide). Then going through the A3 extract sheet. Teacher to read through the poem, pupils to write any devices they spot around the poem. Task: Pair work with questions on the board for stimulus - most questions links to a box on the sheet, or pupils can annotate around. Challenge boxes to differentiate up. Task: Describe an eerie, foggy 19th Century London. Plenary: Imagine Twitter was around in the 19th Century. Summarise the thoughts of the wife either after she has received the first message or her husband’s letter. Use emoji's to illustrate this. Lesson worked well with low set year 9 and year 10.
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GCSE AO2'How is tension built' 2 lessons with A3 extract sheet

GCSE AO2'How is tension built' 2 lessons with A3 extract sheet

Two lessons, second a continuation and with peer assessment. All activities included including literary bingo starter and original publisher and PDF version of extract to analyse how tension is built. Sheet 'chunks' devices/terminology for the pupil to find either individually or in a pair. Lesson 1: Objective: To revise how to answer an AO2 question using subject terminology. Outcomes: To respond to an exam style question analysing the effects of techniques. Literacy objective: Adding an ‘e’ to a word lengthens the vowel sound. E.g. hate, cape, ride, pane, kite, site, gripe, cute. Literacy starter task, whole school literacy. Then literary bingo starter, 22 individual tiles for the game. Teacher reads out 'bang!' etc, pupils tick 'onomatopoeia'. This worked great with the class. Then going over 'how' questions for their exam. E.g. ‘How is suspense and tension created throughout this extract?’ TEE acronym introduced: Technique device or method e.g. short sentences Evidence quotes Explain how tension is created and the effect on the reader. Then interactive element to the lesson, YouTube video embedded 'Annabelle' horror film. How does the director build tension? Mind map in books. Then pupils read through the extract on their A3 worksheet to see how the writer has created tension and what effect this creates. Then add to their mind map (4 minutes) - ambitious punctuation, cliff hangers, powerful verbs, etc. Then back to the A3 sheet, the boxes 'chunked' around the extract to allow pupils to select evidence. Pupils then answer a 5 mark question (Eduqas exam is usually 10 marks - first lesson on AO2) this can be bumped up to 10, more points/paragraphs etc. Success criteria with TEE acronym, connective bank to allow their writing to flow and emotion word bank so pupils don't write 'scared/sad' etc. Peer assessment plenary and post-it - write an aspect of AO2 you have practiced today, write an idea you wish to improve on. Lesson 2: Objective: To revise how to answer an AO2 question using subject terminology. Outcomes: To respond to an exam style question analysing the effects of techniques and self-assess this question. Another literacy starter, then definition match up, e.g. personification/metaphor. Recap of how questions and what causes tension. 10 more minutes to finish their A3 sheet - focusing on different success criteria: short sentences, powerful verbs, cliff hanger, changing perspectives, ambitious punctuation. Model responses on the board (three) and discussion with partner the best AO2 response to how tension is created. Extension - can you improve on the worst model? Further 5 points (splitting up 10 mark question). Peer assessment and plenary again.
ChristyJade1
KS3/GCSE Romeo and Juliet Act 1 Scene 5 Romeo's Soliloquy

KS3/GCSE Romeo and Juliet Act 1 Scene 5 Romeo's Soliloquy

Objective: To investigate the language used by Romeo in Act I, Scene 5. Outcomes: To respond to a question about the language used which reveals his feelings for Juliet. Shakespeare's Romeo and Juliet lesson - Act 1, Scene 5. This lesson explores Romeo's soliloquy in detail to explore the language Shakespeare uses, group work and assessment writing included with model response and key terminology (Eduqas WJEC exam board). All group work is included in the original publisher format and PDF format for ease of use. This was taught to very top set Year 8 - GCSE standard lesson and writing. Easily differentiated up and down with support and challenge cards included. Group work for support within the class. Literacy starter: Adding an ‘e’ to the end of a word changes the sound of the first vowel Starter: Images on the board of earrings, hands, dove, torches, stars. Key terminology introduced: Connotation. Pupils exploring what the images connote. Clip embedded of Romeo first spotting Juliet in the Baz Luhrmann version. Pupils to write down on post-it three adjectives to describe how Romeo reacts. Then showing the class the full soliloquy and reading through, asking if they can add anything to their post it. Key terminology: Soliloquy. Ten minute timer embedded for pupils to explore the language used in the soliloquy in groups. Challenge: Include AO3 context. I used different coloured pens to see which pupils have wrote what, to check progress. Example model of exploding a quote from Romeo and Juliet's exchange - discussing AO2 structure - sentence moods - exclamative, interrogative, imperative etc. AO1 feelings and AO3 context challenge. Simplifying the exam board marking scheme - pupils aiming for 3-4 grade band. Then pupils shown a model response with the different AO's highlighted in three different colours for clarification. Ten minute timer on the board for writing time, with success criteria and sentence starter. With AO3 challenge included too. Support station - Sentence support and challenge cards at the back of the classroom (included). (This next section can be adapted if the pupils are of a lower ability or lack of time) Then pupils swapped their sheets by sticking their annotated sheet on the board with blue tac and taking another partner's. Then pupils analyse and write a response with another groups annotations. Then self assessment to identify the different AO points they have used within their responses. They can add their EBI if they haven't included something e.g. embedded quotes for AO1, or AO3 context challenge. Plenary: To tweet Romeo's reaction to seeing Juliet. Pupils can use an emoji to illustrate his reaction. This lesson worked very well with top set year 8, currently on level 3/4 grade boundaries for GCSE level, so this would work well with any GCSE class.
ChristyJade1
Romeo and Juliet KS3 GCSE Act 2 Scene 2 Romeo's Soliloquy

Romeo and Juliet KS3 GCSE Act 2 Scene 2 Romeo's Soliloquy

Objective: To analyse how Shakespeare uses imagery to convey Romeo and Juliet’s relationship. Outcomes: To explain how Shakespeare uses language to create visual effects for the reader. Literacy objective: When a word ends in ‘e’, you must always remove it when adding ‘-ing’. Lesson starts with a literacy starter, using the -ing variation of a word. Hate and Love - bringing in the themes of the play. Starter: Label the images on the board from 1-6 with images you most associate with love at the top, least associated at the bottom. Extension to stretch and challenge. Pupils then watch Romeo's Soliloquy: https://www.youtube.com/watch?v=H3MiaSG1SMQ (BBC version) and record on their post it any words Romeo uses to describe Juliet. AO3 context challenge. Then go through Romeo's soliloquy and key words: Soliloquy and Imagery. Can anyone add to the post it as I read through - how does he describe Juliet - what does he compare her to? Then group work to analyse the imagery and language used by Shakespeare - soliloquy split into large A3 sheets for the pupils to annotate. Can use coloured pens to check progress of each pupil. AO3 context challenge. Completely annotated soliloquy for the pupils to add to their notes with class discussion to go through step-by-step. Then two model responses and pupils pick three differences - modelling. AO reminders before their response for the day. Response - How does Shakespeare use imagery to convey Romeo's love for Juliet? Success criteria AO1 and AO2 - with AO3 context challenge. Sentence starters for support. Self-assessment for the pupils to identify their own strengths and weaknesses. Plenary to pick an appropriate emoji to illustrate - pick top three.
ChristyJade1
GCSE/KS3 Unseen Poetry analysis A3 worksheet

GCSE/KS3 Unseen Poetry analysis A3 worksheet

GCSE Unseen Poetry comparison A3 scaffolded sheet, both original publisher file and PDF file for ease of printing. Poem: Autumn by Alan Bold (I don't own this poem). Very useful for the section A analysis of unseen poetry for Eduqas WJEC. Sheets scaffold the pupils to bullet pointing the meaning, mood of the poem. Then discussing the language/spotting devices, identifying structure and seeing if there is a deeper meaning, and the effect the poem has on the reader. Lovely resource and well scaffolded for the ability of my classes. Easily differentiated up or down, this worked with low set year 9 as well as GCSE.
ChristyJade1