Two engaging and detailed lessons to teach students how to approach the narrative writing question in Language paper 2 of CIE 0500 English Language IGCSE. This resource contains a ready-to-teach powerpoint with printing and teaching instructions. The first lesson covers structure and the students are guided towards completing a planning sheet for their story which includes hook, characterisation, development, climax and the resolution. The second lesson asks students to consider how to write an engaging hook and then to complete their piece of narrative writing. LESSON ONE Learning Objective: Plan our narrative writing for Paper 2. Learning Outcomes: Students will understand what the narrative questions look like and what is assessed on the mark scheme. Students will be introduced to a recommended narrative structure and then will plan their own answer. Lesson Outline: Do it now: What is the difference between narrative and descriptive writing? Starter: Overview of Language Paper 2 and the mark scheme. Task one: A model plan for the five-part structure. Task two: Students plan their own narrative piece of writing using the five part structure. Peer assessment Plenary: What questions do you have about creating effective narrative writing? LESSON TWO Learning Objective: Write an engaging narrative for paper 2. Learning Outcomes: Students will recall and revise the success criteria for narrative writing from the previous lesson. Lesson Outline: Do it now: What is the difference between narrative and descriptive writing? Starter: Overview of Language Paper 2 and the mark scheme. Task one: A model plan for the five-part structure. Task two: Students plan their own narrative piece of writing using the five part structure. Peer assessment Plenary: What questions do you have about creating effective narrative writing? Freebies: A free lesson giving an overview of CIE 0500 Language Paper One here. A free lesson giving an overview of CIE 0500 Language Paper Two here. Free marking templates for CIE 0500 here. If you find this lesson helpful, have a look at my CIE 0500 Language Paper 1 bundle here or the Language Paper 2 bundle here. If you’re interested in both, there is a combined bundle here which is cheaper than buying them separately. Please leave a review as I value all the feedback I receive, and have a look at other resources available in my shop. **

In this lesson, students are guided through the court room scene in Act 4 Scene 1 of The Merchant of Venice. Students will consider the implications of justice and mercy and then consider how a Shakespearean audience would have viewed Shylock’s fate as compared to a modern one. Learning Objective: Compare and contrast how a Shakespearean audience and a modern audience would respond to the trial scene in Act 4. Learning Outcomes: Students will discuss the implications of justice and mercy in practice. Students will answer comprehension questions about Act 4 Scene 1. Students will compare the response of a Shakespearean audience with a modern audience to Shylock’s fate. Students will write a paragraph to address the question of to what extent do they feel pity for Shylock. Lesson Outline: Do it now: Students write their ideas on a post-it note examining a quote by the Duke about Shylock. Starter: Introduction to key vocabulary (justice and mercy) and discussion around them. Activity 1: Read and discuss a summary/extracts from Act 4 Scene 1. Questions are interspersed. Activity 2: Class discussion exercise. Students share their opinions on to the extent that feel sorry for Shylock followed by an outline of the contextual differences between a Shakespearean and a modern audience. Plenary: Students write a paragraph to answer this question: “Shylock is the true victim of The Merchant of Venice”. To what extent do you agree with this statement?” More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

Engaging and ready to teach one hour lesson to cover chapter ten of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson introduces students to STEAL analysis as a way of understanding a character. Students complete STEAL analysis of Shmuel and then make predictions on what they think will happen in the text. Learning Objective: Use STEAL analysis to understand Shmuel as a character. Learning Outcomes: Bronze: Find appropriate quotes from the text to analyse Shmuel. Silver: Infer details from the quotes. Gold: Make links between parts of the text. Lesson Outline: Do It Now: Make a prediction based on the chapter title. Starter: Reading focus – how is Shmuel described? Activity 1: Discussion of STEAL analysis Activity 2: STEAL analysis poster in pairs Peer assessment Plenary: Now that Shmuel and Bruno have met, what do you predict will happen? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

Detailed character profiles for five of the main characters in Macbeth: Macbeth, Lady Macbeth, Banquo, King Duncan and the three witches. These profiles contain a description of each character and some of their important quotes. They could be used for revision or for learning about the characters before reading the play. To purchase the accompanying lesson with the profiles included, please click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A fully-resourced one hour lesson to guide students through annotating an extract from Lady Macbeth’s soliloquy in act 1 scene 5 of Macbeth by Shakespeare. This resource includes: a full Powerpoint including all teacher instructions that is ready to download and teach straight away. a photo of an example annotation a printable version of the extract which includes a glossary for key words. For detailed character profiles, please click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A clear and ready-to-teach lesson on CIE 0500 Language Paper 1 Questions 1(a)-(e) which assess explicit and implicit meanings and comprehension skills. In this resource is an original exam script with Text A for questions 1(a)-(e) as well as answers with explanations adapted from the mark scheme. Text A and the questions are included as a pdf for easy printing or as a word doc in case you wish to amend the layout (although the layout is based on the exam). All the questions and answer scheme have been based on the Cambridge IGCSE First Language English 0500 syllabus and the questions have been worded so that they are similar/identical to the specification paper. Learning Objective: Understand how to approach Q1(a)-(e) of language paper 1. Learning Outcomes: Students will practise answering question 1. Through marking and discussing their answers, students will leave with a personalised goal of how to gain more marks for this section. Lesson Outline: Do it now: One minute challenge – how many reading skills can you name? Starter: Explanation of what Q1(a)-(e) is assessing. Main task: Students complete a practice assessment by reading Text A and completing questions 1(a)-(e) Consolidation: Teacher goes through answers and troubleshoots any issues that arise. Hints and tips for gaining marks are given throughout. Plenary: Class discussion – what have you learned about how to approach question 1(a)-(e). Students create a personalised target. Freebies: A free lesson giving an overview of CIE 0500 Language Paper One here. A free lesson giving an overview of CIE 0500 Language Paper Two here. Free marking templates for CIE 0500 here. If you find this lesson helpful, have a look at my CIE 0500 Language Paper 1 bundle here or the Language Paper 2 bundle here. If you’re interested in both, there is a combined bundle here which is cheaper than buying them separately. Please leave a review as I value all the feedback I receive, and have a look at other resources available in my shop. **

A detailed knowledge organiser about Curley’s wife accompanied with a revision activity whereby students make their own knowledge organiser about one of the characters in the text. The knowledge organiser includes the following sections: Key vocabulary How Curley’s wife links to the theme of dreams How she links to the theme of loneliness Historical context about treatment of women Overview Explanation of key quotes Leave a review and choose any other resource, of up to the same value, for free from the LikeAnExpert shop. I have a whole range of Of Mice and Men revision resources available in the shop and a range of revision videos on my YouTube channel (this is linked to in my shop).

Engaging and ready to teach one hour lesson to cover chapter nine of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson helps students to consider how the Nazis used propaganda in education to influence the population - and apply this to the character of Herr Liszt. Students then consider which subject they would add to the curriculum and propose their reasons in detail. Learning Objective: Analyse how school curriculums were used as propaganda during the Holocaust. Learning Outcomes: Bronze: Add a new subject to the curriculum and explain why in detail. Silver: Use persuasive techniques to convince your classmates. Gold: Predict the long-term effect of adding your subject to the curriculum. Lesson Outline: Do It Now: Look at anti-Semitic propaganda. How would people have reacted to it? Starter: Introduction to education in Nazi Germany Activity 1: Read chapter 9 and pay attention to how Herr Liszt is introduced. Activity 2: Design a new curriculum – students make a poster to propose that a new subject be added to the curriculum and give supporting reasons. Student carousel and feedback Plenary: What would the long term effect be of adding your subject to the school curriculum? In 5 years, 20 years, 100 years? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

A detailed 10 page revision guide focusing on how loneliness is presented in Of Mice and Men: this includes a step-by-step guide to writing a grade 9 essay on loneliness for students studying IGCSE English Literature. This contents of this revision guide are: What does the mark scheme say? Context: loneliness in 1930s America George and Lennie Candy Crooks Curly’s Wife Other symbols of loneliness Revision tips and tricks I have an Of Mice and Men resources bundle available here. . I have a whole range of Of Mice and Men revision resources available in the shop and a range of revision videos on my YouTube channel (this is linked to in my shop). Leave a review and choose any other resource, of up to the same value, for free from the LikeAnExpert shop.

A detailed knowledge organiser to support students studying ‘Macbeth’ by William Shakespeare. It includes the following: A brief section on William Shakespeare Key quotes and explanation of their importance Overview of all the important characters Important literary terms for studying the play This is suitable for any age group studying the play. It is an excellent resource to be used for setting homework, quizzing in classes or as a support mat. Leave a review and choose any other resource for free from the <a href="https://www.tes.com/teaching-resources/shop/LikeAnExpert ">LikeAnExpert</a> shop.

Engaging and ready to teach one hour lesson to cover chapter three of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson introduces the key word mondegreen (misheard words that are given a new meaning) and prompts students to analyse the effect of the Fuhrer being misheard as “The Fury” and Auschwitz being misheard as “Out-With”. Students are given scaffolding to write an analytical paragraph to consider the effect of this technique. Learning Objective: Analyse the effect of mondegreens as symbols in the text. Learning Outcomes: Bronze: Understand what a mondegreen is and give examples from the text. Silver: Explain clearly how these words are used as symbolds. Gold: Explain clearly what the effect is on the reader. **Lesson Outline: ** Do It Now: What do you notice about the chapter titles? Starter: Listen to ‘Message in a Bottle’ – what is a mondegreen? Activity one: Discussion and reading Activity two: PETER paragraph Peer assessment Plenary: Would all readers of this book be able to consider the mondegreens? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

Fully resourced 1 hour lesson in which students learn the difference in meaning between using commas, dashes and brackets and then apply what they have learned to their own writing. Easily adaptable for KS2, KS3 and KS4. This lesson includes: - Full explanation of commas, dashes and brackets. - Task where students decide which punctuation they will use - Writing task. Leave a review and choose any other resource for free from the LikeAnExpert shop.

Engaging and ready to teach one hour lesson to cover chapter four of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson begins with a reminder of key words and techniques in the book so far. It moves onto a silent debate about statements about the Holocaust - I have used this activity a number of times and it creates a very powerful atmosphere in the classroom. Students are then guided towards independently analysing an extract with guiding questions provided. Learning Objective: Independently analyse an extract from the text. Learning Outcomes: Bronze: Independently identify literary techniques in the novel. Silver: Explain in detail the effect on the reader. Gold: Consider how there might be different interpretations of the novel. Lesson Outline: Do It Now: Key words reminder - match the word to the definition Starter: Silent debate and gallery Activity 1: Class reading Activity 2: Independent analysis Discuss students’ answers as a class Plenary: What do you predict will happen next? Freebies: Two pre-reading lessons to introduce students to the context of The Boy in the Striped Pyjamas is available for free here. A lesson on chapter 1 of The Boy in the Striped Pyjamas is available for free here. A scheme of work for teaching the entire novel is available for free here. If you find this lesson useful, please consider purchasing this ‘The Boy in the Striped Pyjamas’ Bundle or have a look at other resources available in my shop. . Leave a review and choose any other resource of up to the same value for free from my shop.

A detailed and engaging one hour lesson to support students in their analysis of Christopher in The Curious Incident of the Dog in the Night-Time (play by Simon Stephens) for Edexcel English Literature IGCSE 4ET1. This lesson helps students to think about how Christopher is presented at the start of the play and how he changes as a character by the end of the play. This resource contains a ready-to-teach Powerpoint with all teacher instructions included. If you find this resource helpful, please leave a review and have a look at other resources available in my shop.

Fully resourced and differentiated 1 hour lesson in which students learn how to use a colon and a semi-colon and then apply it by completing a short piece of writing. This lesson is aimed at KS3, but it could easily be adapted to younger or older students. This lesson includes: - Full explanation of the rules for using colons and semi-colons. - Worksheet for students to practise using colons and semi-colons (including examples where either could be used correctly to prompt discussion about the different effects of using them). - Writing task for students to apply their knowledge of colons and semi-colons. Leave a review and choose any other resource for free from the LikeAnExpert shop.

Two engaging and detailed lessons to teach students how to approach the descriptive writing question in Language paper 2 of CIE 0500 English Language IGCSE. This resource contains a ready-to-teach powerpoint with printing and teaching instructions. LESSON ONE Learning Objective: Plan a structure for descriptive writing for Language Paper 2 Learning Outcomes: -Students will understand what the descriptive questions look like and what is assessed on the mark scheme. Students will be introduced to a recommended descriptive structure and then will plan their own answer. Lesson Outline: Do it now: Quick recall – what skills are needed for descriptive writing? Share as part of a class discussion. Starter: Overview of paper 2, descriptive writing and the mark scheme. Task one: Outline of structure and students plan their structure. Peer assessment Plenary: Look at your zoom section and where your partner has added a ‘?’ Write a simile or metaphor to describe this feature. LESSON TWO Learning Objective: Improve our descriptive writing for Language Paper 2 Learning Outcomes: Students will revise the recommended structure for descriptive writing. Students will practise improving extracts using the success criteria. Students will begin to write a piece of descriptive writing using their structure plan. Lesson Outline: Do it now: Quick recall on structure and length of exam Starter: Gap fill exercise for descriptive writing success criteria Task one: Improve three examples using the success criteria. Task three: Write piece of descriptive writing. Peer assessment Plenary: After today’s lesson, what do you think are the top three rules for success in descriptive writing? Freebies: A free lesson giving an overview of CIE 0500 Language Paper One here. A free lesson giving an overview of CIE 0500 Language Paper Two here. Free marking templates for CIE 0500 here. # If you find this lesson helpful, have a look at my CIE 0500 Language Paper 1 bundle here or the Language Paper 2 bundle here. If you’re interested in both, there is a combined bundle here which is cheaper than buying them separately. Please leave a review as I value all the feedback I receive, and have a look at other resources available in my shop.

A detailed and engaging one hour lesson to support students in their analysis of Christopher in The Curious Incident of the Dog in the Night-Time (play by Simon Stephens) for Edexcel English Literature IGCSE 4ET1. This lesson supports students to analyse the use of dramatic irony for dramatic effect. This resource contains a ready-to-teach Powerpoint with all teacher instructions included. If you find this resource helpful, please leave a review and have a look at other resources available in my shop.

A comprehensive and engaging one hour lesson to help students to improve their group discussion skills. This lesson looks at two short examples of discussions and asks students to explicitly label what techniques are being used and how the chairperson is moving the discussion forward. The lesson ends with students completing a short discussion on the topic of ‘which subject should be removed from the timetable?’ They then self-reflect upon this using the success criteria that they created earlier. This could be used with key stages 3 or 4 to introduce group discussion skills or to revise them. 11 slides in total plus a worksheet. Leave a review and choose any other resource for free from the <a href="https://www.tes.com/teaching-resources/shop/LikeAnExpert ">LikeAnExpert</a> shop.