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.
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.
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.
Full lesson on GCSE transactional writing (reports).
Objective: To identify the features of a report.
Outcomes: To produce a plan for a report using detailed content and the required structure.
Literacy objective: An apostrophe must be used to show you have missed out letters in a contracted word. E.g. Should'nt - should not. Literacy starter is a contraction wheel.
Lesson goes through what a report is, the purposes of a report, the audience and possible content. Starter allows the pupils to think for themselves what might be in a report (content), and a vocab-builder allows them to engage with formal vocabulary A06. The lesson then picks apart a report question, and allows pupils to investigate the purpose/audience/tone and format of the transactional writing question.
Pupils then complete a table of positives/negatives to do with a school facility, read through a model report (either alone or with classroom teacher) and then complete their aims/questions in their introductory paragraph and their data collection paragraph in independent 10 task time with success criteria and a grammar challenge. Plenary to assess their knowledge of the features of a report.
Objective: To identify the features of a tabloid news article.
Outcomes: To apply our understanding to write a lively and engaging tabloid article.
Homework: Read your tabloid article and analyse the features, purpose and tone, using the table on the right.
Literacy starter: Effect/Affect
Starter activity is a card sort between the features of a broadsheet newspaper and a tabloid newspaper. Then a spot the features article to find the AFORREST features and how the writer has engaged the audience.
Slides then move on to the main task, but first they go through example headlines to guess what the tabloid news article might be which we're writing about for an independent 10 task.
Pupils then plan their tabloid article with a list of success criteria e.g. a shocking headline.
Independent 10 task: Write an engaging article for a tabloid newspaper.
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.
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.
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.
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?
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.
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.
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.
Speaking and listening criteria for assessments at the end of term or half term. Key at the bottom of the pass/merit/dist criteria to easily highlight what pupils have done well WWW and their EBI in another highlighter.
Newspapers transactional writing bundle for KS3 Y9 - can be scaled up for GCSE grade as this is covered, but in less detail. Five lessons, including assessment lesson, worksheets/models included etc. Fun journalism headline count (cross-curricular with media and maths) for a plenary to some lessons.
Saving 35% compared to buying individually. Lessons come with all resources and homework included.
Objective: To identify the different features of broadsheet and tabloid newspapers.
Outcomes: To compare these features in a table.
This lesson goes through the differences between broadsheet and tabloid newspapers. Starter looks at two different front pages, one tabloid, one broadsheet. It then goes through the differences with the pupils. Sensational news and the public interest is also covered.
Main task is to read through a 'Broadsheet vs Tabloid' article. Then pupils will annotate these two articles e.g. language differences, differences in headline. They then fill out a table with Newspaper 1/Newspaper 2.
Plenary goes over headline count (how journalists count letters/numbers/symbols) and pupils can create a headline to match the count of 25.
Lesson could be differentiated up or down, with more or less complex stories.
Objective: To investigate how Shakespeare builds tension using dramatic techniques.
Outcomes: To evaluate the effect of the dramatic techniques in Act 3, Scene 1.
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.
A-Level revision of William Blake's 'London', the PowerPoint gives some detail to Blake's background, and then dives into detail regarding form and structure, lexis, syntax and context. It also gives the themes and imagery in the poem for the students to use in their revision. The slides are stanza by stanza, and some stanzas are split in two as there's a lot of information included.
(Full notes on the PowerPoint slides, you can edit this, use bullet points instead and talk the pupils through the poem, or leave it as it is. Clear explanations of terminology added.)
Half lesson starter:
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).
Ensure pupils understand the conventions of gothic horror literature e.g. setting – remote locations, haunted houses, gothic architecture, dungeons, hidden rooms, dark towers, crypts.
Gothic horror conventions (characters, setting and themes).
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?
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.
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.
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
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.
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.
To identify techniques used within the war poem Bayonet Charge.
To apply our knowledge to discuss the attitudes and realities of the soldier.
Lesson analysing the poem Bayonet Charge by Ted Hughes. Starter to engage using an image, then a word sort activity to identify the key themes in the poem.
Main task after analysing and discussing is to write an overview of the poem.