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Miss Porter's KS3 English Resource Shop

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Before having children I was Head of KS3 English at a secondary school in Lincolnshire. I thoroughly enjoyed my time as a teacher and I loved planning lessons and creating exciting resources.

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Before having children I was Head of KS3 English at a secondary school in Lincolnshire. I thoroughly enjoyed my time as a teacher and I loved planning lessons and creating exciting resources.
KS2 KS3 Skellig - Home Schooling Debate - Cards For/Against Home Schooling - Speaking & Listening
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KS2 KS3 Skellig - Home Schooling Debate - Cards For/Against Home Schooling - Speaking & Listening

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Set up a debate with your class as a speaking & listening assessment/activity to run alongside the reading of David Almond's Skellig. This debate springs from the character Mina, who is home schooled. Having done this debate several times with classes, it usually elicits some passionate opinions. Divide your class as necessary into two teams - 'for home schooling' and 'against home schooling' and then issue the cards to the opposing teams. The cards will give students starting points to develop their arguments further. This is a flexible activity to manage and adapt however you wish to suit the abilities of your students.
KS3 ENGLISH Assessment Student Friendly Sub-level Descriptors - Reading/Writing/Speaking & Listening
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KS3 ENGLISH Assessment Student Friendly Sub-level Descriptors - Reading/Writing/Speaking & Listening

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Sheets for students to stick in their books or for teachers to display in their classrooms that describe requirements for levels and sub-levels in reading, writing and speaking and listening. An accessible resource that allows students to take responsibility for their own progress. It's also a helpful resource for teachers when setting targets. Students find their level on the sheet and they can then look to the next level where it says 'To get a level 5b, I need to...' Also included is a marking key sheet for students to stick in their books to enable teachers to state the particular markers they use to marks students' books. Also, a personal target sheet for students to self-assess their ability at the start of the year. Students may review this at different times of the year to assess their own progress. There's also a target record sheet for students to keep in the front of their exercise books to keep a record of their targets. The idea is that they start filling in their targets from the bottom of the sheet so they're effectively climbing "the ladder" and making progress. Students should regularly review the sheet with their teacher to assess whether they're meeting their targets and whether their NC level is improving over time.
KS3 English - Newspaper Journalism Writing Scheme of Work - Writing to Inform - 8 Lessons
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KS3 English - Newspaper Journalism Writing Scheme of Work - Writing to Inform - 8 Lessons

(7)
Before becoming an English teacher, I was a journalist. I used my skills and knowledge gained there to create a scheme of work to teach students about how language is used in news writing. The SOW proved very successful with Year 9 students of varying abilities. The SOW is 8-10 lessons long, depending on your students’ ability. It leads up to students writing their own news article using the skills gained in the SOW. The SOW uses the following learning objectives in its lessons: LESSON 1 To understand how newspapers use layout LESSON 2 To compare and contrast online and printed newspapers LESSON 3 To explore the power of images in newspapers LESSON 4: To understand more about the language of types of newspaper writing LESSON 5 To explore the way newspaper stories are structured LESSON 6 To identify and understand emotive language, and its effect on readers. LESSON 7 To understand how to write clearly, concisely and correctly. LESSON 8 To understand how to put a whole article together
KS3 English - Poetry - A Case of Murder by Vernon Scannell - Lesson - Analysis
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KS3 English - Poetry - A Case of Murder by Vernon Scannell - Lesson - Analysis

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This lesson takes students through Vernon Scannell's poem A Case of Murder. First, students are presented with the First Two Lines from their poem. Place these are students desks before they enter. They're to think about the poem and what it could be about. Next, present students with Gap-fill Poem where they are urged to fill in the gaps in the poem. This helps them to engage with the content and really think about the language of the poem. Feedback. Issue the complete poem. Discuss initial thoughts. Go through the activities in the PPT, which includes quick questions, in-depth question, discussion on themes, emotional response and then a contextual-based homework.
KS3 Inference and deduction -  Students working as detectives on Roald Dahl's Lamb to the Slaughter
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KS3 Inference and deduction - Students working as detectives on Roald Dahl's Lamb to the Slaughter

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Students work as detectives investigating a crime scene based on Roald Dahl's short story Lamb to the Slaughter. There are two lessons included with the learning objective 'To select, understand and describe evidence; To interpret information and develop explanations.' These lessons have proved hugely successful and fun for students. They absolutely love walking into the classroom to see a crime scene and it's amazing to see even the most disruptive of students get completely into character. There's a little preparation involved in these lessons, but you and your students will reap the benefits.
Michael Morpurgo War Horse Scheme of Work WW1 - KS2 OR KS3 Year 7 - 8 SOW - 14 Lessons
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Michael Morpurgo War Horse Scheme of Work WW1 - KS2 OR KS3 Year 7 - 8 SOW - 14 Lessons

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This SOW was created for Year 7 students of varying abilities. It contains 14 lessons with accompanying resources. The SOW has the following reading, writing and speaking & listening assessments: READING - Explore the relationship between one of the characters and the horse Joey. WRITING - Students are to describe a picture using the senses and one simile or metaphor. SPEAKING & LISTENING - Dramatic performance of a scene from War Horse. The SOW takes students through these learning objectives: LESSON 1 To be able to engage with the key theme of war in the novel To understand the main points about the historical context of the novel LESSON 2 To understand life on a farm in the early 1900s To develop inference skills LESSON 3 To be able to describe character To be able to make comparison To revise the use of connectives to compare LESSON 4 To understand the term ‘points of view’ To be able to compare points of view To be able to rewrite from an alternative point of view LESSON 5 To be able to analyse and describe a setting To develop descriptive writing skills LESSON 6 To develop inference skills LESSON 7 To be able to take different roles in speaking and listening tasks To develop drama skills LESSON 7.5 To be able to take different roles in speaking and listening tasks To develop drama skills LESSON 8 To be able to make links between objects, events and characters To be able to track themes and make logical links LESSON 9 To develop analysis skills To develop the ability to write about language To develop the ability to write about the words chosen by the writer LESSON 10 To be able to explain the relationships between characters LESSON 11 To be able to read independently To develop analysis skills LESSON 12 To assess students’ ability to make inferences about characters LESSON 13-14
AQA English Literature Paper 1 - Macbeth - Revision How to Respond to an Exam Question - 1 x Lesson
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AQA English Literature Paper 1 - Macbeth - Revision How to Respond to an Exam Question - 1 x Lesson

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This lesson takes students through how to respond to an exam question. The question is: Starting with this speech, explain how far you think Shakespeare presents Lady Macbeth as a powerful woman. Write about: • how Shakespeare presents Lady Macbeth in this speech • how Shakespeare presents Lady Macbeth in the play as a whole Students explore the play where Lady Macbeth is featured. They highlight/annotate the exam question and speech. They then read through other parts of the play and pick out important quotations for their 'quotations' bank. Students also complete a PEE-based essay plan throughout the lesson in preparation for writing a whole response. Students also consider the assessment objectives. On the PowerPoint there are 'notes' at the bottom of each slide for guidance on how to conduct the lesson.
KS3 English Newspaper Journalism - Analysing and Writing Topic Sentences Clearly and Concisely
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KS3 English Newspaper Journalism - Analysing and Writing Topic Sentences Clearly and Concisely

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The first sentence of an article (often printed in bold, or capitals, or a larger font) is called the topic sentence, as it introduces the main topic/subject of the article. It aims to give you the whole story in one go – who, what, where, why and when. Explain that it’s imperative that a writer is clear, concise and correct in their topic sentence. Issue Topic Sentences to pairs of students. Ask them to write down the five Ws and see how many their topic sentence answers. Students will see how concise the topic sentence is, and what questions have been left unanswered. After 5 minutes, ask students to swap their topic sentence with another pair and do the same. Discuss: How well were the topic sentences written? How could they have been improved? (PW) Display PowerPoint. Ask students to use the facts displayed to have a go at writing their own topic sentence. Show students the sentence written in the Daily Mail article (slide 3). Discuss how they’ve focused on the mother at the start of the sentence. Students to swap their topic sentences with a partner to see whether it answers the 5 Ws. This resource is taken from my KS3 English Newspaper/Journalism SOW which you can buy from my shop.
KS3 English - Reading - Urban Legends - Reading, Analysing and then Writing Urban Legends - FUN!
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KS3 English - Reading - Urban Legends - Reading, Analysing and then Writing Urban Legends - FUN!

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Play ‘Halloween’ music as students walk in. Display ‘Urban Legends’ PowerPoint. Show students the definitions of ‘urban’ and ‘legend’. Students are to attempt to work out what an urban legend is with reference to the definitions. Pair-share. Introduce L.O. Ask students to write date, title and L.O. in their exercise books. Look at the conventions of an Urban Legend. Explain Def. – conventions - a rule, method or feature of a particular piece of writing) Establish what an urban legend is. Show students the short video of ‘Diet Coke and Mentos’. Switch off the lights and use torch to read the urban legend 'Killer on the Back Seat'. Students will find it pretty creepy! Split the class into groups. Distribute the Urban Legends and ask one member from each group to read an urban legend aloud. After groups have read an urban legend, request whole-class feedback. Ask students to state the common features of an urban legend. Display ‘How to write your own Urban Legend’ slide. Discuss the conventions of an urban legend in preparation for students to write their own. Ask students, in pairs, to discuss their initial ideas for two minutes. Using slide 6, students are to start writing their own Urban Legend. It should be no longer than 4 paragaphs and should take no longer than 3-4 minutes to read. Students to finish for homework.
KS3 KS4 GCSE SOW - AQA English Lit Paper1 - Shakespeare Macbeth Play Scheme of Work -  - 13 Lessons
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KS3 KS4 GCSE SOW - AQA English Lit Paper1 - Shakespeare Macbeth Play Scheme of Work - - 13 Lessons

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This scheme of work contains 13 lessons with over 35 resources, taking students right through the play. It is a comprehensive scheme of work that was incredibly successful with Year 9 students of varying abilities. It includes a reading, writing and speaking & listening assessment. This SOW includes film clips and drama to really engage students with the play. Opportunities to differentiate tasks for higher or lower abilities are highlighted in green in the SOW. Whilst the scheme was put together by me, some resources are taken from the RSC Shakespeare Toolkit for Teachers. The SOW has the following reading, writing and speaking & listening assessments: READING - Starting with this speech (Macbeth’s soliloquy in Act 2, Scene 1), explain how far you think Shakespeare presents Macbeth as a tragic hero. WRITING - Letter from Macbeth to Lady Macbeth arguing for or against her ideas. SPEAKING & LISTENING - Dramatic performance of Act 3, Scene 4 (the banquet scene with the ghost of Banquo) The SOW takes students through the following learning objectives: LESSON 1 To understand the characteristics of a tragedy and to understand the battle described at the opening of Macbeth LESSON 2 To explore the meeting between Macbeth, Banquo and the Witches and how to make interpretive choices about the stage of the scene. LESSON 3 To develop an understanding of characters’ thoughts and motives LESSON 4 To understand the persuasive tactics that Lady Macbeth uses to influence Macbeth. LESSON 4.5 To construct a letter that has a clear purpose. LESSON 5 To understand how Macbeth makes the decision to kill Duncan LESSON 6 To understand the Macbeths’ reactions to their murder of Duncan LESSON 7 To understand the motivations of Macbeth and Banquo in the aftermath of the murder of King Duncan. LESSON 8 To understand how Act 3, Scene 4 works dramatically. LESSON 9 To recap the plot and to develop an understanding of how Shakespeare has presented Macbeth as a `tragic hero. LESSON 10 To understand the rise and fall of Macbeth / To identify dramatic devices and to start planning your essay LESSON 11 To structure an essay response to Macbeth which analyses language and dramatic devices. LESSON 12 To see a performance of Macbeth LESSON 13 To see a performance of Macbeth
Advert Analysis SOW Advertising Media  - Persuasive Writing - KS3 - Scheme of Work - 8 Lessons
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Advert Analysis SOW Advertising Media - Persuasive Writing - KS3 - Scheme of Work - 8 Lessons

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This SOW focuses on persuasive techniques, language techniques, non-language devices and presentational features used in advertising to have an effect on the reader. Students develop their analytical skills before creating their own advert with commentary for their assessment. Although this may sound dull, students had real fun with this scheme and found it genuinely interesting. They thoroughly enjoyed the 'speed dating' to learn about different advertising techniques. The SOW uses the following learning objectives in its lessons: LESSON 1 To understand how images are composed, and how to read figure signs. LESSON 2 To understand how images use colour, texture and viewpoint. LESSON 3 To understand how persuasive language techniques as used in adverts. LESSON 4: To describe the effect of persuasive (language) techniques used in adverts. LESSON 5 To analyse language techniques and presentational features in an advert. LESSON 6 To create own advert using knowledge and skills gained from analysis. LESSON 7 To create own advert using knowledge and skills gained from analysis. INDEPENDENT TASK TIME LESSON 8 To create own advert using knowledge and skills gained from analysis. INDEPENDENT TASK TIME
KS3 / GCSE / A-LEVEL - Interactive Starter Activity - Poetic Features Devices Dominoes - Key Terms
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KS3 / GCSE / A-LEVEL - Interactive Starter Activity - Poetic Features Devices Dominoes - Key Terms

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GREAT 10-MINUTE STARTER TO CEMENT THE FOLLOWING KEY TERMS AND THEIR DEFINITIONS: Alliteration Assonance Enjambment Content Emotive language Form/ Structure Imagery Metaphor Onomatopoeia End-stopped line Rhyme Simile Stanza Tone Voice Symbol Rhythm Personification Mood INSTRUCTIONS FOR ACTIVITY: Cut out these dominoes and laminate them (optional). Give individuals or pairs one domino, including you, the teacher. You begin by reading out the definition on the yellow side of your card. The student who has the term on the blue side of their card that matches with your definition then puts up their hand and says their term out loud. They then read aloud the definition on the yellow side of their card. All class members will have to listen carefully to see if their term matches with the definition they’ve just heard, and so the game continues until it goes full circle, every student has spoken, and you eventually hear the definition that matches with the term on the blue side of your card. Essentially, you’re playing a large game of dominoes, where students have to match key terms with definitions they hear. Depending on your group’s knowledge/ability, you may work altogether to match up the terms with definitions, or, alternatively, you may decide to play this as an actual dominoes game on the floor. This is a great 10-minute starter that really helps students to remember key terms and their definitions.
KS3 English - Poetry - Engaging With Poetry - Starter Activity - What is Poetry / Poems?
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KS3 English - Poetry - Engaging With Poetry - Starter Activity - What is Poetry / Poems?

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This is a collection of quotations about what poetry is. Place these around the room before students enter. Ask students to 'tour' the room and find the quotations. They're to write down what quotations most resonate with them. Ask students to explain what poetry is to them. If students 'hate poetry', may be suggest to them that musical lyrics also class as poetry and ask them to express what music means to them.
KS3 English - Poetry - Starter - FANTASTIC way to engage students who claim to HATE poetry
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KS3 English - Poetry - Starter - FANTASTIC way to engage students who claim to HATE poetry

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Issue 'Poem Analysis' and tell students that they're going to analyse a poem (cue students' inevitable groan). The 'poem' is really the lyrics from Eminem's and Rhianna's Love the Way you Lie, but DO NOT tell students this. Allow students to analyse the 'poem'. They're to: Underline the word/phrase you and your partner really like (you can do one each) What is this poem about? How do you know? What makes this a poem? Underline and label things that make this a poem. Discuss after students have had 10 minutes to analyse the poem and annotate it. Without saying anything, just play the beginning of Eminem's and Rhianna's song and watch students' faces. They'll be amazed and suddenly quite engaged with poetry which they thought they hated. Lead into a discussion about how musical lyrics are a form of poetry. As an extension task, you could ask students to bring in their favourite musical lyrics and analyse them like a 'poem'. A similar activity I've created is in my shop called: KS3 Poetry Starter - Engaging Students Who 'HATE' Shakespeare - Shakespeare or Singer QUIZ
Animal Farm SOW - KS3 Year 9 Scheme of Work - 14 Lessons
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Animal Farm SOW - KS3 Year 9 Scheme of Work - 14 Lessons

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The SOW takes students through the following learning objectives: Lesson 1 Obj: To be able to define ‘allegory’ and ‘satire’ Lesson 2 Obj: To be able to identify persuasive devices / To research the background and context of Animal Farm. Lesson 3 Obj: To be able to identify language used for characters in Animal Farm Lesson 4 Obj: To be able to identify differences between Snowball and Napoleon Lesson 5 Obj: To be able to use knowledge of the content of Chapter 4 to plan newspaper article. Lesson 6 Obj: To be able to identify improvements to be made through planning. Lesson 7 Obj: To be able to understand how power and language are interlinked. Lesson 8 Obj: To be able to understand how Animal Farm relates to Russian history. Lesson 9 Obj: To be able to analyse and interpret events in Chapters 8 and 9 Lesson 10 Obj: To be able to identify what makes an effective speaker and listener. Lesson 11 Obj: To be able to work effectively as a group and prepare a speech Lesson 12 Obj: To be able to present speech and peer-assess Lesson 13 Obj: To be able to analyse and discuss the film adaptation of Animal Farm Lesson 14 To be able to analyse and discuss the film adaptation of Animal Farm