A detailed and engaging one hour lesson to support students in their analysis of Judy 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 annotate and analyse the flashback scene to understand who Judy is. This resource contains a ready-to-teach Powerpoint with all teacher and printing instructions included. If you find this resource helpful, please leave a review and have a look at other resources available in my shop.

An engaging hour-long lesson which introduces students to the relationship between Antonio and Bassanio in Act 1 Scene 1 of The Merchant of Venice. This is aimed at students in Key Stages 3 and 4. Learning Objective: Analyse the relationship between Antonio and Bassanio in Act 1 Scene 1. Learning Outcomes: Students will complete comprehension questions on Act 1 Scene 1. Students will practise ‘exploding’ a quote for deeper analysis. Students will write an analytical paragraph using the PETER framework. Lesson Outline: Do it now: Think – pair – share – students infer details about Antonio from quotes. Starter: Introduction to Antonio and Bassanio. Activity 1: Read up until line 68 and discuss questions. Activity 2: Read until the end of the scene and discuss questions. Activity 3: Teacher modelling of how to explode a quote. Students write an analytical PETER paragraph to examine a quote in detail. Plenary: How are the audience meant to feel at the end of the scene? 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.

A detailed knowledge organiser/revision mat that outlines punctuation and grammar techniques and writing styles. This could be used in English lessons or printed for desk placemats to develop literacy across the curriculum. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A detailed knowledge organiser to support students in taking CIE 0500 First Language English language paper 1. It includes the following: Key terms defined for reading skills (skimming, scanning, PAFT etc). An overview and suggested exam technique for questions 1, 2 and 3 adapted directly from the mark scheme. The resource is included as a pdf for easy printing and as a ppt in case you would prefer to edit it. This is suitable for any IGCSE students. It is an excellent resource to be used for setting homework, quizzing in classes or as a support mat. 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. **

Fully resourced and ready-to-teach 1 hour lesson which introduces students to poetry analysis of the poem ‘The Lesson’ by Roger McGough. This lesson is aimed at KS3 and would be suitable for an introduction to poetry unit - but it could easily be adapted to younger or older students. Students will need to know what personification, similes, alliteration and repetition are already. This lesson includes: Differentiated learning outcomes Copies of the poem with a glossary (in both word and pdf formats - for editing or printing). A scaffold to prompt students to consider the effect of poetic techniques (in word and pdf). An answer key for teachers to facilitate class discussion. Structured peer assessment. Leave a review and choose any other resource for free from the LikeAnExpert 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.

A fully-resourced one hour lesson to introduce students to the character of Jessica in act 2 scene 3 of The Merchant of Venice . Students will complete a guided annotation and then consider different ways of staging the scene to make Jessica appear more or less sympathetic. Learning Objective: Explore Jessica’s Character in Act 2. Learning Outcomes: Students will read a summary of act 2 scenes 1 and 2. Students will read act 2 scene 3 and be guided through annotation of the scene before participating in a class discussion. Students will consider different ways of staging the scene to make Jessica more or less sympathetic to the audience. Lesson Outline: Do it now: Summarise act 1 in five sentences and then five words. Starter: As a class, read a summary of Act 2 Scenes 1 & 2. Then as a class, read Act 2 Scene 3. Students then answer questions and share in a class discussion. Activity 1: Guided annotation of scene. Activity 2: Stage the scene with Jessica portraying different emotions to make her sympathetic to the audience. Plenary: Personal response – to what extent is Jessica a victim? 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.

An engaging and detailed quiz style Powerpoint containing 40 questions and answers that covers poetic forms and techniques as well as famous poets and lines of poetry. The questions are split into four rounds - each containing 10 questions. This resource would be ideal for use at the beginning or end of a poetry unit for key stage 3 or 4. This could be used as one whole lesson, or as a detailed starter across multiple lessons. 29 slides in total. 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.

Two fully resourced and differentiated 1 hour lessons in which students are guided to independently analysing ‘Anthem for Doomed Youth’ by Wilfred Owen which culminate in students writing a PETER paragraph on it using a scaffold (explanation of PETER paragraphs included). The second lesson was observed by two members of SLT in my school and rated ‘outstanding’. This two lesson unit would be suitable for a high ability KS3 class but is easily adaptable. This resource includes: *Full Powerpoint for two lessons (20 slides) - breakdown of each lesson is provided. * Copy of ‘Anthem for Doomed Youth’ including glossary of difficult vocabulary. * PETER paragraph scaffold with sentence starters. 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 seven of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson helps students to consider the changing identity of Pavel. Students are prompted to think about how Pavel is directly and indirectly characterised and then write a diary entry from Pavel’s perspective. Students will need to synthesise information for this task - adapting what they know from the text to their diary format. This lesson also promotes empathy by supporting students to think from Pavel’s perspective. Learning Objective: Write a personal response in character as Pavel. Learning Outcomes: Bronze: Write a diary entry as Pavel reflecting upon your life before and your life now. Silver: Explain clearly how your identity has changed. Gold: Creatively describe details from your life before ‘Out-With’ Lesson Overview: Do It Now: Students infer what they can work out about the man in the picture? Introduce the idea of appearances being deceptive. Starter: Read chapter 7 and create a mind-map about Pavel Activity 1: Think-pair-share discussion about a quote which shows Pavel’s changing identity. Activity 2: Students write diary entry (example sentence starters given). Peer assessment Plenary: Read and discuss diary entries 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.

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.

Engaging and ready to teach one hour lesson to cover chapter fifteen of ‘The Boy in the Striped Pyjamas’ by John Boyne. This lesson asks students to probe how they think Bruno would feel after betraying Shmuel to Lieutenant Kotler. They explore how to use figurative language and different sentence structures and then write a diary entry as Bruno. Learning Objective: Write a personal response as Bruno. Learning Outcomes: Bronze: Consider the complex emotions that Bruno feels in this chapter. Silver: Express these feelings using figurative language. Gold: Use a range of simple, compound and complex sentences. Lesson Outline: Do It Now: How would you describe the feeling of guilt using figurative language? Starter: Reading focus – how does Bruno feel? Students create a mind-map and use a thesaurus to build vocabulary. Activity 1: Hot-seating as Bruno, Shmuel and Lieutenant Kotler. Activity 2: Focus on simple, compound and complex sentences. Activity 3: Write a diary entry as Bruno Peer assessment Plenary: What thoughts and feelings do you think Shmuel would have experienced during this same time period? 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 fully-resourced and differentiated lesson to teach students what an infographic is and the purpose of one. I have used this lesson both in teaching English (looking at purposes of texts or for a way to present student research) or as part of teaching GCSE Media Studies. I have included it as one-lesson but it could easily be split into multiple lessons in which students research a chosen topic and then create a final version of their own infographic. 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 complete practice CIE 0500 Language Paper 2 paper based on the specification and past papers. This includes an insert with an original question and texts. This can be used for mocks or exam preparation.Rubric not included so mark according to the specification mark scheme. Paper 1 is available here. CIE 0500 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 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. **

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.

Fully resourced and differentiated 1 hour lesson in which students use inference to propose solutions to a crime scene based on the objects found in it, and then create their own crime scene. This is easily adaptable and includes opportunities for students to work independently and in groups. Oracy and writing activities are included as part of the lesson. This could be used as part of a detective fiction scheme of learning or to precede students writing a piece of crime writing. This resource includes: * The powerpoint (12 slides) * 1 inference worksheet * 1 crime scene creation worksheet Leave a review and choose any other resource for free from the LikeAnExpert shop.