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Miss Porter's KS3 English Resource Shop

Welcome to my shop! I was Head of KS3 English at a secondary school in Lincolnshire. I left in 2014 to have my little boy Charlie. I really enjoyed teaching and I absolutely loved planning fun and exciting lessons and creating resources. I'd put so much time into them, too much time really, but I'd now like to share them with you all.

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Welcome to my shop! I was Head of KS3 English at a secondary school in Lincolnshire. I left in 2014 to have my little boy Charlie. I really enjoyed teaching and I absolutely loved planning fun and exciting lessons and creating resources. I'd put so much time into them, too much time really, but I'd now like to share them with you all.
Michael Morpurgo War Horse Scheme of Work WW1 - KS2 OR KS3 Year 7 - 8 SOW - 14 Lessons
Debzy87

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
KS3 English - Newspaper Journalism Writing Scheme of Work - Writing to Inform - 8 Lessons
Debzy87

KS3 English - Newspaper Journalism Writing Scheme of Work - Writing to Inform - 8 Lessons

(3)
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
FUN Starter - Visual Puns - Students decipher the message in the image - Reading
Debzy87

FUN Starter - Visual Puns - Students decipher the message in the image - Reading

(0)
This is a fantastic starter, guaranteed to engage the most disaffected students. Students look at images and decipher the message. For example, there is the letter 'X' made of cardboard boxes in one image, the message would be 'X-Box'. The practice image is 'hairspray'. The answers for each 'visual pun' are in the 'notes' box on PPT. This is a quick 5-10 minute starter that gets students thinking about more than what's at surface level. This activity could be a route into a lesson on looking for deeper meanings, inference and deduction.
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 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.
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 - Understanding How News Stories Are Structured
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KS3 English Newspaper Journalism - Understanding How News Stories Are Structured

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How to use resources: Ask students: What do you already know about the structure of newspaper stories? You may need to establish the term ‘structure’ – I find asking them how a Big Mac burger is structured helps (two bread buns, burger, relish etc.) Display PowerPoint. Discuss with students. Issue Article students. Read through and discuss the structure. Go to slide 2 on PowerPoint. Students are to answer the questions in their books. Issue the Card Sort to pairs of students. Display slide 3 on PowerPoint to assist students. Ask students to write a short paragraph in their books explaining how they approached the task. What did they find easy or difficult? What language clues helped them to unscramble the text? Remind students that they were presented with a pyramid diagram at the start of the lesson to illustrate a news story structure. Ask students to draw a new diagram in their books which will help them remember the structure of a news story. Compare with a partner. This resource is taken from my KS3 English Newspaper/Journalism SOW which you can buy from my shop.
KS3 POETRY - Shakespeare Sonnets - Iambic Pentameter - Two Whole Lessons - Interactive Activities
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KS3 POETRY - Shakespeare Sonnets - Iambic Pentameter - Two Whole Lessons - Interactive Activities

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Two lessons that teach students all about Shakespeare's sonnets, their structure, rhyme scheme and iambic pentameter. Packed with interactive activities, including lots of drumming with hands on the desk! The learning objectives are as follows: WALT: identify the structure and rhyme scheme of a sonnet. WALT: explore another of Shakespeare’s sonnets to take inspiration from to write my own. These two lessons lead students up to writing their own sonnet as a writing assessment.
KS3 / KS4 WW1 Poetry - Context Research
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KS3 / KS4 WW1 Poetry - Context Research

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This resource offers a fun way of researching WW1 context. Before the lesson print of the questions and put them into colour-coded piles. You'll need as many questions as you have groups of students. For example, if you have 6 groups, you must have 6 print-outs of the questions. You'll need 6 x yellow questions, 6 x green questions, 6 x blue questions etc. Put students in teams of 3-4 students. Students must have immediate access to a laptop or computer to be able to find the answers to the questions. You need to put the piles of questions on your desk. Issue Q1 to all groups and 1 piece of paper to all groups for them to write their answers on. Groups must find the answer to Q1, write it down on their answer sheet and then bring their answer sheet to you. If the answer is correct, you issue them with Q2, and so on until groups have found all the answers to all the questions. It is basically a race to the finish, but the answers must be of quality because you have to 'okay' them before they're issued with the next question. Students enjoy the competitive element of this task. You may wish to give the winning group a small prize as an added incentive. Discuss the contextual research once the task is over and discuss its links with the poems being studied.
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 - 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
KS3 English - History of English Language - Canterbury Tales - Translating Wife of Bath
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KS3 English - History of English Language - Canterbury Tales - Translating Wife of Bath

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Put students into 6 groups and issue each group one section of the Wife of Bath and one translation sheet. Students are spend 3 minutes with each section and write the modern translation on their translation sheet. IMPORTANT: Students must make sure they write their translation in the correctly numbered space on the sheet to ensure it's in order at the end of the task. They're to use the helpful hints to guide them. After students have had all 6 sections, they're to read out what they've translated. Discuss as a class.
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 Descriptive Writing - Writing to Describe Lesson - Creative, Fun Exercise
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KS3 Descriptive Writing - Writing to Describe Lesson - Creative, Fun Exercise

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Do ‘Starter Activity for Descriptive Writing’; this should put students in the right mind-set for descriptive writing. This activity should encourage students to tune into their senses, which is an essential skill for writing descriptively. Ideally, students should use mini whiteboards, but if these are not available, then exercise books are satisfactory. Hand-out ‘An Example of Writing to Describe’ sheet. Ask students, in pairs, to read it through and highlight – in different colours – the words and sentences that relate to the five senses. Recap the five senses – sight, sound, smell, touch, taste. Feedback. Ask students why description is important. Hand-out ‘Planning Sheet for Descriptive Writing’. Explain that, as it is a planning sheet, it does not matter if they alter or change their ideas throughout. They are to write about a place or event, perhaps building on the ideas they established in the starter activity. Students could write up their piece of descriptive writing as a writing assessment.
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
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