In this lesson students are asked to explore how a writer can write in vivid detail and create tension. It would ideal to use as part of a KS3 unit on autobiography. The lesson starts by asking students to write down what they know about Jessica Ennis. Other suggested starter tasks include listing synonyms for the word ‘victorious’. There is a slide with explains who Ennis is and why she is famous as well as a link to an online video narrated by her. There’s also a list of synonyms that they may wish to use later in the lesson. There is a group task for students to do after reading the extract from her autobiography where they are given 4 questions on the board and a challenge task. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. Students are then asked to colour code where in the article Jessica uses particular devices in order to create tension (emotive words, feelings, senses, metaphors). The extract has been pasted on some slides with the devices already shaded in for you so it’s quick and easy to go through with the class. There is some space around the text if you want to annotate it. The plenary asks students to write a paragraph describing their own victorious sporting achievement in an interesting way, using the key descriptive skills. There is a slide to set up a peer assessment. This lesson, as my other lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)

In this lesson students are asked to consider how Shakespeare exposes Macbeth’s loss of control. The lesson starts by asking students to identify where in the play so far the theme of the supernatural has been explored. Students are then asked to read the scene where Macbeth alone sees Banquo's ghost and reacts wildly in front of his guests (a link is provided to Patrick Stewart's performance). In groups they are then asked to consider key questions about how his behaviour builds tension and how it reflects his loss of control. The lesson ends with an opportunity to respond independently by writing an essay paragraph. All lessons in this series include: - Links to online videos (see 'notes' under powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

This lesson asks students to explore the character of Lady Macbeth across the play by commenting on the significance of quotes (A01,2, 3). It refers to the success criteria of the AQA English Literature GCSE but can be adapted for your course. The lesson starts by asking students to summarise her as a character using adjectives and then to respond to images portraying her actions in key scenes. They are then to narrow down her appearances into 5 'top' moments in order to remind them of the wider picture. Slides reminding them of these follow. Attached is a 'quote explosion' sheet of quotes that she says or that others say about her. Students can stick these across a page in their exercise book and annotate what they show about her as a character and pick out any imagery (symbolism, metaphor, antithesis, apostrophe etc). It could also be blown up to A3 size (great for displays!) A copy of this is on a slide in the Powerpoint for the teacher / students to also annotate on the board when the class gathers their ideas together. The lesson ends with a chance for students to write independent essay paragraphs with AQA's exam success criteria but this can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are 'Talk for Writing' activities and Challenge tasks for more able students. Please see my other lessons on Lady Macbeth which explain her role within key scenes in more detail - one of which has an exemplar essay which students can annotate to improve their performance in the exam.

These resources could be stretched across at least 3 lessons if you chose. Alternatively, a class might be split into 3 groups to discuss the suggested themes and then present to the class within one session. Attached is a powerpoint and a quote bank for the following themes: Power, Fate and Destiny and Good versus Evil in the play Macbeth. The quotes are taken from across the play and some themes share some quotes. In some cases the speaker is named but not always, so that it challenges students to remember them. I would suggest that the quote banks are copied onto A3 paper or at least as A4 sheets pasted across 2 pages in an exercise book so that students have the space to annotate them and link them. Students could colour code their ideas and identify the act, scene and speaker of the quotes as a form of revision for the Literature exam. These are also a good basis for a classroom display. The lesson ends with a chance for students to write essay paragraphs independently using provided sentence starters which come in 3 formats: a 'layers of meaning' approach, PEA or the 'reading ladder'. An opportunity to self assess essay writing follows this. The success criteria provided relates to the AQA GCSE standards for a grade 5 (a good pass) but can be adapted to suit your course.

In this lesson students are asked to explore what a reader expects from a villain and explain how one is portrayed in an extract (AO2, 3 + 4) I put this lesson together for a year 9 scheme of work which referred to the AQA English Language marking criteria but the success criteria can be adapted beyond a level 3 so that it's more demanding for a year 10/11 class. Students are asked to consider what a villain is and what conventions they usually follow with the gothic horror genre. As a challenge task they can consider whether they're always so complicated. After the starter, the class can can feedback and a list of 5 main features can be collated on the next slide. Next there is a slide which introduces Count Dracula which states some basic facts about him referring to the original novel by Bram Stoker and a link to a video clip. Next students can stick the attached extract into their books which describes Dracula's appearance and in pairs they could highlight key quotes and annotate it with their ideas. On this sheet there is a word box which defines any archaic language. The lesson ends with a chance for students to write independent essay paragraphs with the AQA English Language GCSE success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills.

An oldie but a goodie! This is still an interesting poem to explore with classes who you feel would benefit from studying the themes of conflict, prejudice and racism. This could be a lesson within a unit on conflict poetry in year 9 or may be used as a chance to explore an 'unseen' poetry which is not in your GCSE class's anthology of Literature exam poems. The poem, if you don't know it, describes a South African's feelings whilst walking through a familiar community that was devastated by the effects of the Apartheid in South Africa. The lesson begins by asking students to define the concept of segregation and then teases out any facts they may already know about the Apartheid regime. There are images and some facts for them to consider. They are then introduced to the 'WPSLOMP' method of analysing poetry as well as being asked to colour code devices the poet uses for effect (metaphor, simile, peaceful and violent imagery). The lesson ends with a chance for students to write independent essay paragraphs with a generic success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. Attached is; - A blank copy of the poem with a word box for tricky words - A handout of Apartheid images - Essay PEA styles sentence starters writing frames for weaker students - A worksheet with a range of tasks on it along with the poem (good cover work?) - A storyboard template - A powerpoint with the lesson clearly outlined

In this lesson students are asked to explore how Roald Dahl describes his childhood in chapter 3 of his autobiography, Boy. It would ideal to use as part of a KS3 unit. The lesson starts by asking students to discuss Dahl’s villains and what they have in common. There is a challenge task which asks students to think about the complexities of what a villain is. Students are then to read the last couple of pages of chapter 3 (extract attached here) about Mrs Pratchett who owned a sweet shop. Students are then asked to discuss a list of questions on the board within a group about the extract. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. The plenary asks students to write an essay paragraph about Mrs Pratchett, using the SQUID structure provided. There is a slide which demonstrates how students can peer assess each other’s writing. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks (a separate document is attached with GCSE style Language paper 1 style questions) Opportunities for pair and group talk within activities (‘Talk for Writing’)

This lesson asks students to explore the character of Macbeth across the play by commenting on the significance of quotes (A01,2, 3). It refers to the success criteria of the AQA English Literature GCSE but can be adapted for your course. The lesson starts by asking students to summarize him as a character using adjectives and then to narrow down his appearances into 5 'top' moments in order to remind them of the wider picture. Slides reminding them of these follow as well as a list of links to online videos of some of these key scenes. Since there's not always time in lessons, perhaps they can be given to students to watch as homework. Attached is a 'quote explosion' sheet of quotes that he says or that others say about him. Students can stick these across a page in their exercise book and annotate what they show about him as a character and pick out any imagery (symbolism, metaphor, antithesis, apostrophe etc). It could also be blown up to A3 size (great for displays!) A copy of this is on a slide in the Powerpoint for the teacher / students to also annotate on the board when the class gathers their ideas together. Next there is a list of 'challenge/extension' tasks which explore Macbeth as a tragic hero. A list of qualities expected in tragic protagonists is listed and students can discuss how Shakespeare used this formula to enrich the plot. The lesson ends with a chance for students to write independent essay paragraphs with AQA's exam success criteria but this can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills. As with all my lessons, there are 'Talk for Writing' activities and Challenge tasks for more able students. Please see my other lessons on Macbeth which explain his state of mind in more detail.

In this lesson students are asked to analyse and explain how a writer constructs an effective story opening (AO2 + 4). I put this lesson together for a year 9 scheme of work which referred to the AQA English Language marking criteria but the success criteria can be adapted beyond a level 3 so that it's more demanding for a year 10/11 class. Students are asked to consider what a narrator and a narrative voice is and then how many ways a story can be told. There are a series of slides which explain 1st, 2nd and 3rd person narrative including any complicated options within those. Attached is an thriller / horror style extract they can then stick in and in pairs they can decide which narrative it uses. The next step is to consider how the writer interests the reader generally and students are asked to colour code the following devices: emotive vocab, similes, metaphors and effective punctuation. As an extension there are question boxes around the extract asking students further questions which in some cases refer to structure and how the story is developed. The answers for this activity are revealed in the next few slides when students can feedback their ideas to the rest of the class. The lesson ends with a chance for students to write independent essay paragraphs with the AQA English Language GCSE success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills.

In this lesson students are asked to explore how Roald Dahl describes his childhood in chapter 3 of his autobiography, Boy. It would ideal to use as part of a KS3 unit. The lesson starts by asking students to discuss their favourite sweets with a partner and they are then to read the chapter. There is a handout attached which is a template of a sweet jar which they can stick in their books and label with the quotes they find about Dahl’s favourite sweets mentioned in the text. The plenary asks students to write a descriptive paragraph about their favourite sweets using key skills, using Dahl’s writing as inspiration. The key skills which are mention fit into the ‘MASSIVEOP’ acrostic. There is a handout for this also attached. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Differentiated tasks (challenge tasks in red) Opportunities for pair and group talk within activities (‘Talk for Writing’)

This is a lesson introducing students to the idea of the narrative hook, in other words how to write a killer first line or so to 'hook' the reader in. I put this lesson together for a year 9 scheme of work which referred to the AQA English Language marking criteria (A05+6) but the success criteria can be adapted beyond a level 3 so that it's more demanding for a year 10/11 class. The lesson starts with asking students what a narrative hook is and then to brainstorm in pairs different approaches that can be used to draw readers into a story. There are 3 'taster' first lines to show on the board where students can note questions that they have to illustrate the point. Then there is a handout of quotes which they can match to hooks in trios/groups/pairs and discuss. These can be lined up on their desks or pasted straight in. Of course, the 'answers' are provided on a separate teacher copy and the powerpoint itself (a few debatable ones are thrown in the exercise to encourage students to justify choices). Students are then given 2 scenarios to write about (gothic/horror genre based) demonstrating the use of a chosen narrative hook. A chance to self/peer assess follows to end the lesson where there is a success criteria box to refer to.

In this lesson students are asked to explore how Roald Dahl describes his childhood in chapter 4 of his autobiography, Boy. It would ideal to use as part of a KS3 unit. The lesson starts by asking students to ‘think, pair, share’ about when they may have been surreptitious. They are then to read chapter 4. There is a group task for students to do after reading the chapter where they are given 4 questions on the board and a challenge task. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. There are slides with the text on for teachers to annotate on a smart board. The plenary asks students to write an essay paragraph using the SQUID structure provided. There is a slide which demonstrates how students can self assess their essay writing skills. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)

This is a popular speaking and listening game which can also be used in other subjects other than English. How to play: One student stands in front of the board whilst each slide is projected (these show images and the ‘taboo’ words). They cannot turn around and look at what’s behind them. The rest of the class have to raise their hands and describe what’s behind them WITHOUT using any of the words listed. Their aim is to get the standing student to say the word at the top of the board. This game is based on the novel ‘The Strange Case of Dr Jekyll and Mr Hyde’. It’s a great way to revise the novel once you’ve finished it - many of the slides refer to key themes and moments in the story. There are 38 slides which can be adapted to suit your class’s ability. All images are taken from openclipart.org.

In this lesson students are asked to explore how authors promote their autobiographies by writing engaging blurbs. It would ideal to use as part of a KS3 unit on autobiography. The lesson starts by asking students to think about the difference between autobiographies and biographies as well as the meaning of root words - auto, bio, graphy. There is a slide to reveal the answers. There is a group task for students to do after reading a selection of blurbs where they are given 4 questions on the board. Thes extracts are from the autobiographies of Colleen Rooney, Michelle Obama and A Street Cat Named Bob. All questions are linked to the GCSE reading skills AO1, 2, 3 where they have to think about language, structure and the readers’ reactions. There are slides with the text on for teachers to annotate on a smart board. The plenary asks students to write a mini blurb introduce themselves and their lives using the key descriptive skills to engage a reader. There is a slide suggesting a peer assessment, referring to a success criteria. This lesson, as my other Literature lessons do, includes: Starter tasks which introduce the main idea of the lesson Handouts of extracts/text Differentiated tasks Opportunities for pair and group talk within activities (‘Talk for Writing’)

This is perfect as an end of term treat! This is a powerpoint containing 42 challenging questions about the play as a whole as well as the answers to them which are to be found at the end of the presentation. I have asked the class to get into groups/houses and then asked them to write their answers on a piece of paper. They can swap their answers with another group and at the end, the answers are revealed question by question so you can see which areas they struggled with. This is ideal for a higher set because there are some sneakier questions but this can easily be adapted. It should take up the best part of an hour's lesson.

Attached are quote banks from across the novel on the following characters: - Ralph - Jack - Piggy - Roger The quotes listed are either taken from the narration or from dialogue and the page each comes from is referred to so that they're easy to find (based on the Faber and Faber edition with the red cover: https://www.amazon.co.uk/Lord-Flies-William-Golding/dp/B00IIAU0EK). At the top of each page is an easy to read bullet point list which summarises the main ideas about that character. These sheets are useful for revision for the English Literature GCSE. Students could add the quotes to revision cards or stick these across a double page in their exercise book and annotate them as a class exercise.

This lesson asks students to analyse how Macbeth explores his conscience before he decides to murder Duncan. Initially students are asked to imagine and list Macbeth's thoughts and feelings at this stage of the play. After watching a video of Macbeth and Lady Macbeth discussing the crime students are asked to speculate their attitudes before tackling the text in detail. After reading the scene, pertinent questions are posed for groups to consider and then there is an optional task where imagery can be identified and commented on. All lessons in this series include: - Links to online videos (see 'Notes' under Powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

In this lesson students are asked to explore how Macbeth is portrayed as a tyrant by his enemies. The lesson starts by presenting students with a list of traditional kingly qualities and asking them to rank how Macbeth has met these so far in the play. Students are then asked to read the scene where Malcolm tests Macduff so that he may have confidence in him as an ally against Macbeth. In groups they are to then consider key questions about the effect of Macduff learning of his family's assassination on stage and how this will then effect the plot moving forward. The lesson ends with an opportunity to respond independently by writing an essay paragraph. All lessons in this series include: - Links to online videos (see 'notes' under Powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of scenes or a selection of quotes from scenes studied - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme for Paper 1, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

Use of the Apostrophe - a grid sheet

Online activities to stretch English Skills