This is full of sentence starters for the effect of language and structural features that students can keep for English analysis. It also has help for SEND students (for those who have challenges with recognising emotions connected with language devices).

Tally chart for students to be reflective and for you to understand how you could possibly adapt how you deliver content in your lesson(s). On introduction, you need to guide them through it and then they can use it over a series of lessons/weeks (I did it over one half term stuck in the back of their books at the end of each lesson) for you to assess how your students learn. (Example - I did more audio books rather than leaving students to read independently as the majority felt they needed to hear live reading to engage)

The resource uses images to initiate student thinking about the whole text. It is divided into the staves. Students can recall and tell the story through the stimulus images. They can associate the images with key quotes and/or themes. I hope it helps!

I have designed this resource to be used for any text. This applies to English Literature and Language. Insert your own Big Question that you would like to be answered: I recommend a GCSE-style question as this resource is encouraging critical thinking. It has been differentiated across abilities (high, middle, lower). It also has a blank grid (bonus!) for you to insert your own ideas. I’m also for saving paper so there’s two grids to one sheet. It can be used per group, as pairs or individual working as you see fit. With this Socratic questioning, of course, my aims are to: Creative an active classroom - encouraging students to participate Ignite students’ independent thinking Challenges misconceptions Deepen understanding Develop curiosity Encourage analysis

This resource is for the AQA Power and Conflict poetry anthology. I recommend its use as a revision resource. You can set students to work across columns as you see fit over the course of a series of lessons. However, it would be better for students to travel across rows of the activities to show progress. Students should aim to do an activity of each colour. This will show they have engaged with each stage of the learning. Therefore, it is self-differentiating according to how you set the activities. Please use as a launching pad for your own ideas as colours can be removed, etc.

A complete resource: Questions on side 1 Answers on side 2 The resource is given completed: The question/statement colours match with the answers) A copy that is totally uncoloured. Recommended Use: Give students the answers/statements with the questions uncoloured or Give as a colour matching exercise or Use selected boxes as opening statements for essay starters or As you see fit with some way that hasn’t occurred to me. I hope it helps!

As we know all of Shakespeares plays have essential elements like prophecies, angry families, allies, mistaken identities, thinking aloud to name a few. Here is a simple resource that students can use for any of his plays to revise. They insert the appropriate characters and/or events against the right ‘essential’. Students can fill in with examples from whatever play they are studying. Can fit from All’s Well that Ends Well to Winter’s Tale.

3 slides to let students explore context around the symbolism of the number three (3) in Shakespeare’s Macbeth. It provides information that will stimulate discussion and then relates it to examples in the play. It is specifically designed for GCSE level thinking and can be linked to AQA board (however, the 3 assessment objectives can be removed and replaced with other board assessment criteria).

Use Bloom’s Taxonomy to explore Mr Birling’s characterisation. Students or teacher can choose which verb in Bloom’s to explore. You can show progress as students solidify their learning.

Match the characters to quotes to themes. Adapted for recall, then understanding, then thoughtful. I hope it helps!

Poster or notecards for students Hope it helps someone!