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.

Objective: To identify the features of a broadsheet comment article. Outcome: To apply our understanding to write a short comment piece, using the required features. Literacy objective: Effect/Affect This lesson starts with a discussion to whether the opinions of the journalist should ever influence their writing - issues of bias. Then this leads onto comment articles (opinion writing). It then discusses the features of opinion writing and what it must include e.g. the news peg and a leading statement which shocks the audience. Main body of the text - writers opinion, quotes and main issues. Conclusion - summary and driving-home the most powerful point. Main task is to read though a comment piece to identify the features. Then pupils are given four briefs with provocative statements on with issues, quotes, statistics etc. Task: Your job as a journalist is to write a comment (opinion) article about one statement. There are news facts, quotes and statistics included in your brief to help you, and the structure to follow. Plenary to calculate the headline count for different headlines, then create their own.

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.

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.

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).

Poetic device posters for around the classroom or to use within poetry classes for KS3/KS4.

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).

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.

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.

Tabloid Article (Transactional writing GCSE for KS3 Y9) assessment lesson. Pupils are to write a lively and engaging tabloid article (full of puns, alliteration etc) for their assessed piece of work. Objective: To identify the features of a tabloid news article. Outcomes: To apply our understanding to plan a lively and engaging tabloid article, and write this for our assessment. Literacy objective: An apostrophe must be used to show you have missed out letters in contracted words. Lesson uses whiteboards to help pupils plan their tabloid written assessed piece (30 minutes), going over varied sentence starters, ambitious punctuation and vocabulary etc. Pupils can also use the planning sheet with quotes on to help with their assessed piece of writing (Attached). Pupils have a list of success criteria to allow them to write freely for 30 minutes. Plenary to assess what features we have practiced today in our assessment.

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.

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.

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.

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.

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.

Starter activity for pupils to learn how to calculate the headline count of different articles. Handouts for the headline counts can be created, but this is also on the PowerPoint. Pupils are then given scenarios and they should create the best headline they can within their count e.g. full of alliteration, puns, shocking vocabulary etc.

Romeo and Juliet KS3/GCSE carousel activity for pupils. This resource doesn't include the full lesson. Available altogether in my shop in another resource. Includes all 8 posters describing the roles in the deaths of Romeo and Juliet, and A3 sheet for pupils to write reasons and give a rating out of 10. Both PDF and original publisher files included for ease of use.

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.

Two full lessons on review writing for Y9 taken from GCSE specification. Homophone starter 'Your/You're' Lesson 1 Objective: To identify the different features of film reviews. Outcome: To plan a film review using the required features. Lesson 2 Objective: To investigate the different features of film reviews. Outcome: To apply our knowledge and write a film review, using the required features. First whole lesson, complete with a small section of film reviews to analyse takes pupils through different features of reviews, and the purposes of them (inform, describe, persuade and advise). A starter activity is to go through different kinds of reviews (book/film/restaurant) and who is the possible audience. Then the pupils (in pairs) go through a short review and try and spot the features. Then they can mind-map these features in their books or together on the board at the front of the classroom. Then the pupils watch an embedded clip (trailer for Pirates of the Caribbean) and then can plan to create a review. Extension tasks are added for the most able pupils. In the second lesson, pupils (on their whiteboards/in books) go through a recap (what is a review, purpose, audience), rewrite a paragraph of a film review using ambitious punctuation, read a WAGOLL (what a good one looks like) to look for AFORREST persuasive features, then read a bad example of a film review. Class then write an WWW/EBI for the reviews. Go over the structure of a review, then write their film review for an independent 15 task. I have also included success criteria checklists to print off for your classes.