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.
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.
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.
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 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.
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?
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.
Five full lessons with all extracts included and creative resources (A3 support scaffolding sheets) to allow 'chunked' analysis (AO2/AO3).
AO2 - How is tension built? (2 lessons)
AO3 - Compare and contrast (2 lessons)
AO4 - Evaluate (1 lesson)
Save 25% compared to buying individually.
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.
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.
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.
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?
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.
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.
This is a full lesson planned for Sci-Fi conventions and use of dialogue. The start of the lesson the PowerPoint shows a few film posters typical of the Sci-Fi genre and the children are asked to raise their hands if they know what we're talking about.
The PowerPoint then goes over the Golden Rules of dialogue and the Uses of Dialogue. Then the pupils can be paired and they work in pairs to create a mind map. I used colourful card and differentiated the planning task. Lower ability had two image stimulus of a human and an alien. Clear human and alien set for them, and their mind-map was already sectioned off to give some structure. Higher attainers were only given the question. Colourful pens can be handed out to the class too in order to ensure who has wrote what on the plan, to gauge progress.
The main task for the lesson is to write dialogue between a human and an alien. One of these characters is pleading for their lives. The class will then present this in a dramatic reading, using their dialogue tags as directions e.g. whimpered, shouted, bellowed. If you wanted, the pupils could freeze, and then teacher could point to pupils and say "which convention of Sci-Fi have partner A and B used?"
The class I delivered this lesson to loved it, very creative and it sparked imaginations.
This lesson goes over the features of informal letters (KS3) in preparation for the transactional writing part of the GCSE language exam. Stick-in sheet for pupils to make some notes on in their books included. The lesson also focuses on ambitious vocabulary and has a literacy homophone starter (where/were/we're). It goes over tone and style of informal letters, then 'spot the errors' in a small informal letter which is far too formal. Easily differentiated by editing the example. Main task is to write an informal letter to a friend: this includes a brief for the pupils to follow. Success and challenge criteria included. Peer assessment for AfL and plenary included at the end.
GCSE AO2 lesson for the Eduqas WJEC exam board. Scaffolded lesson which builds up to an exam-style question 'How does the writer create tension in the extract?' A3 sheet has a support scaffolding task for finding devices e.g. metaphor, for pupils to write and example and the effect is has on the reader.
Full PowerPoint, A3 extract sheet with a support scaffolding task and literary device bingo. A3 sheet comes with Microsoft Publisher file and PDF version.
Lesson starts with literary device bingo, all bingo cards are different.
Then YouTube video is embedded for ease of use, horror film clip which builds tension.
Pupils create a mind map describing how the director builds tension, then read the extract and add to the mind map the techniques the writer has used to build tension e.g. powerful verbs, ambitious punctuation, cliffhanger etc.
Then pupils go through the extract on the A3 sheet with the scaffolded literary device activity - find an example, write the effect on the reader.
Pupils are to answer an exam question. Success criteria, connective bank and emotion word bank also included.
Peer assessment with success criteria for WWW/EBI.
Plenary to finish.
This lesson worked well with lower ability year 10 group, but was challenging and would work well with any set.
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.