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.

Full lesson on Narrative Structure for KS3. Includes PowerPoint going through the four stages of narrative structure (exposition, complication, climax and resolution - uses a short story about Homer Simpson to illustrate this). Crip sheet is attached to stick in children's books for a clear guide, without the need to make too many notes in class (differentiated resource - not needed for top sets etc). The pupils are then asked to plan a story, or re-plan their end of term assessment story, and start to write it out in full. List of success criteria added on the story page. There is also a 'hot seat question' section included in the PowerPoint, and a challenge task. A range of stories for task 1 sourced, for children to identify the different narrative structures within the stories, and to complete the work sheet. Learning Objective: To identify the structure of a story, and use this to improve the stories we have written this term. Learning Outcome: To use the story we have been given to identify its narrative structure. To work in pairs to arrange a story into the correct order. To start to write a story using the techniques we have learnt so far.

Focus on introduction to poetry, with a poetry device hunt around the classroom or a carousel activity for pupils to revise poetic terminology. Poetic device sheets could also be used as a classroom display once printed. Support sheets included for differentiation. Objective: To identify different poetic devices and explore their effects. Outcomes: To present these devices in table. Literacy objective: An apostrophe must be used to show who or what owns the object or idea (possession). Lesson is an introduction to poetry, unit focus on unseen poetry. I have used this with year 9 in preparation for their GCSE poetry exams. Lesson runs through literacy objective with tasks and a challenge task on apostrophes. It then goes through the exam board specification and what the examiner is looking for, and the different assessment objectives (AO1/AO2) for unseen poetry. Starter: As many poetic devices as the pupils can think of. Challenge task to include a definition and an example. 5 minute timer included. Introduction: What is poetry? Spot the devices within poetry. Using examples from modern songs - Pocahontas/Justin Bieber. Main task: Poetry device hunt. Pupils to fill in A3 sheet (included publisher file and PDF) two minutes for each device. I used my phone as a timer. This kept pace high. Pupils to write definition and effect in their own words. This can take longer depending on the ability of the class/time for each lesson. Assessment: Whiteboard questioning to gauge progress with plenary for pupils to write on a post-it or in their book. These resources took me over 8 hours to prepare! Can be used again and again for GCSE/KS3 classes.

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.

GCSE Unseen Poetry comparison A3 scaffolded sheet, both original publisher file and PDF file for ease of printing. Poems: The Tiger in the Zoo and The Jaguar. I don't own these poems. 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 poems have 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.

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.

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.

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?

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.

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.

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.

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.

Two medium term plans for a short transactional writing section of the KS3/4 curriculum.

KS3 lesson writing short fiction. Taking inspiration from a local news story about Merseyside boxer, Tony Bellew, being cast for a Hollywood film, 'Creed', and changing this into a short fiction story. The worksheet gives pupils free reign to create a fictional story, either from the perspective of the boxer, or from the character inside the film, 'Creed', with YouTube clip for inspiration. Tasks to encourage literary device usage and narrative structure.

This lesson explores the different reactions of Macbeth and Lady Macbeth after the murder of Duncan (Act 2, Scene 2). It gives a quick re-cap of the implications of regicide in Shakespearean England, then re-caps the attitude of Macbeth and Lady Macbeth (key words for stimulus - differentiation). Then you'll read through Act 2, Scene 2 with your class (can't upload the copies I used for copyright reasons, my school uses Macbeth: GCP English for GCSE), [Act 2, Scene 2 is on pages 23-25]. The pupils then used the copies of Act 2, Scene 2 and highlighted the reactions of Macbeth and Lady Macbeth with different colours. The pupils then split these into similar reactions and different reactions (added points on PowerPoint for stimulus - differentiation), with an extension question at the bottom. Pupils can then pick one of their points and compare or contrast these (model paragraph included on PowerPoint).

Two lessons for literary device revision. Includes two differentiated lessons with different activities. For low ability, a literary device bingo with 9 bingo tiles and a card sort. Higher ability, 12 bingo tiles and no card sort game. Extract is differentiated, high ability will find the devices themselves, and low ability will annotate the devices which are already underlined in different colours (they can work out the key).

Starter activity to use with KS3/KS4 to practise the AFORREST technique. Publisher and pdf files for ease of use.

Objective: To analyse the language and structure of A Wife in London. Outcomes: To engage with the poem and write a letter to a friend describing the events from the perspective of the wife from A Wife in London. Full lesson after studying 'A Wife in London', to practise using literary techniques and to write a letter either after the wife has received the message her husband has died in the Boer War, or after she has received his posthumous letter.

Two medium term plans for three aspects of transactional writing - newspapers, reports and reviews. Resources are all in my shop for the accompanying lessons.