Language devices to use when writing to argue and persuade, put helpfully into the mneumonic 'A RED FOREST'. When I was teaching students to write to argue, I display the language devices around the room to encourage students to look for them and use them.

11 examples of written reports for Year 9 English students. There are examples of reports for students making 'limited', 'adequate', 'good' and 'excellent' progress. Reports include targets for improvement.

This is a list of 'symptoms' of Asperger's syndrome. Display these around the classroom before students enter. As a starter activity, ask students to tour the room, find the 'symptoms' and jot them down in their books. This opens up a discussion about Asperger's Syndrome. Video also attached which offers a very intriguing insight into autism and Asperger's Syndrome. This resource is taken from my KS3 The Curious Incident of the Dog in the Night-time SOW which you can buy from my shop.

Go through the PowerPoint slide showing statements about Shakespeare. Students move to the left or right of the room depending on whether they think the statement is true or false. Once students have made their decision, click the mouse and show the answer. Use the Teacher's Notes to give students a little bit more information about the fact. This is an interactive starter activity that students really engage with.

Students learn what a kenning is and how it originated. They then look at some examples, guessing what the title of the kenning is. They then have a go at writing their own. This is a fun activity which engages students with Anglo-Saxon and Norse poetry.

This resource offers a comprehensive list of techniques used by the media to influence consumers. This list can be used in a variety of ways. Students could use it to identify techniques used in adverts or they could use it to create their own advert. There are 15 different techniques listed: Association Bandwagon Beautiful People Bribery Celebrities Experts Explicit Claims Fear Humour Intensity Maybe Plain Folks Repetition Testimonials Warm & Fuzzy

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.

Powerpoint offering definitions of tragedy, tragic flaw, tragic hero to aid discussion of the play and its title character. This resource is taken from my KS3 Macbeth SOW which you can buy from my shop.

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

This exam question PEE plan is applicable to all questions on AQA's English Literature Paper 1. It allows a space for the question, and then separates it off into the two bullet points, then allowing students space to plan their PEE paragaphs. Students find this plan very clear and simple to use. It allows them to organise their thoughts and plan a coherent exam response.

Students I've taught struggle to remember key quotations. I wracked my brains to try and find a way to help them remember without just learning by rote and repetition. This activity was particularly successful with my students. Print the carefully selected quotations with their short explanation and issue to students. You may wish to print 2-3 times to give students 3 quotations each. Ask each student on a sticky note to illustrate the quotation. Albeit simple, this activity really helps students to recall quotations as they remember the illustration they do. Allow students to use colour as it makes the activity for memorable. An alternative activity may be to give each student one quotation each and an A4 piece of paper. Ask them to illustrate the quotation on a larger scale, using colour, and then make a class display which the whole class can refer to.

Ask your students to graph the build-up of tension in each act. Differentiation would include asking students to add quotes to their graph or illustrate pictures to help their understanding.

This short activity tests students' ability to follow instructions. It is a fun starter and shows students the importance of reading ALL the instructions before starting a task.

This is a fun, engaging starter which gets students excited about writing. Firstly, they watch the McCain Wedges advert before completing a guided writing activity where students write from the perspective of an inanimate object with question prompts. This often has hilarious results. The final activity offers student complete creative freedom, but please note, googly eyes are required.

The Laboratory by Robert Browning - Annotated Poem on PowerPoint

Here's a fun plurals starter with a competitive element - bound to engage the boys! In 'Who Wants to be a Millionaire?' style, this activity asks students to pluralise different words. As the monetary amount increases, the words get more and more difficult. For example, the £100 word is 'face', the £16,000 is 'goose', the £125,000 word is 'quiz' and the £1,000,000 is 'ox'. There are two versions of the game to play on two separate occasions; the second round takes students from 'house' (£100) to 'stimulus' (£1,000,000). This is a fun, competitive starter that engages students in plurals - incredible!

As part of students' study of Anne Fine's play Flour Babies, they can adopt an egg to look after during the holidays. You will need as many hard boiled eggs as you have students in the class to do this activity. Students are talked through the adoption process before signing an official adoption certificate. Students are required to complete a 'baby book' to record their experiences. This obviously emulates what the characters have to do with a bag of flour in the play.

This is a comprehensive literacy starter activity covering several homophones. This resource contains an informative PPT followed by three engaging and challenging activities. This activity should last about 20-25 minutes.

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.

Students get into pairs. One partner must face the board, the other partner must face the back wall. The partner facing the board must try to describe the poetic device without actually saying what it is. The partner must guess what that poetic device is before their facing partner can move onto the next word. Students then swap places to swap roles. This starter activity lasts approximately 10 minutes. Students, especially boys, enjoy the competitive element. I've also enclosed a poetic device glossary which you may wish to hand out to students before or after the activity, depending on your group's ability, to recap some of the poetic devices.