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I am an experienced teacher based in the South East who has taught English and Media Studies.

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I am an experienced teacher based in the South East who has taught English and Media Studies.
Prayer Before Birth by Louis Macneice
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Prayer Before Birth by Louis Macneice

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This is an English lesson on the poem ‘Prayer Before Birth’ by Louis Macneice.The speaker of the poem is an unborn child asking for assistance in a cruel world which it will soon be born into. It discusses the themes of cruelty, injustice and freedom which can be linked to other poems taught within a unit. The lesson begins by asking students to decide what advice they would give to a younger sibling about life, based on their own life experiences. This can then open an interesting class discussion. Students are then introduced to the ‘WPSLOMP’ method of analysing poetry which they can then apply in pairs before colour coding quotes which are examples of positive and negative imagery as well as some more challenging features such as simile, metaphor and repetition. The ideas they pull together for this can then be explored as a class and the slides can be annotated by the teacher on the board and there are also some quotes colour coded as the answers. Three slides follow this which have pulled individual quotes from the first three stanzas which the class can brainstorm one at a time. The lesson ends with a chance for students to write independent essay paragraphs with an adaptable success criteria but this can be adapted for your course. Here I have used SQUID (Statement, Quote, Infer, Device/Develop which is similar to PEA). 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. Attached is: -A powerpoint with the lesson clearly outlined An alternative word search style starter using images to allow student to guess the meanings of harder words -The poem with a word bank on it (2 can be printed to an A4 page or 1 to a page) -Link to online videos (see ‘Notes’ under slides). -An extension task: write a poem giving advice to another about life, using this poem as inspiration. All images are from Openclipart.org.
Gothic Horror Villains: Count Dracula
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Gothic Horror Villains: Count Dracula

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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.
'Checking out Me History' by John Agard
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'Checking out Me History' by John Agard

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In this lessons students will be able to explain how a poet explores particular contexts within a poem and discuss useful quotes in order to prove their ideas (A01, 2, 3). The poem is part of AQA's anthology of Literature exam poems. The poem, if you don't know it, illustrates Agard's anger at the inadequacy of teaching of black history taught in schools and how certain figures are still unknown by many. It is a conflict poem which explores the themes of prejudice and ignorance which can be linked to other poems taught within a unit. It's particularly useful to compare to 'The Émigrée' by Carol Rumens and 'Tissue' by Imtiaz Dharker. The lesson starts with asking students what context is. The next few slides introduce them to key words relating to colonialism as well as some facts about the British / European occupation of Agard's homeland, Guyana. There are also some facts about the famous black people he lists: Toussaint L’Ouverture, Nanny of the Maroons, Shaka the Zulu, etc. This background information will help them contextualize his feelings which are presented in the poem. In pairs, they're asked to use the WPSLOMP acrostic to annotate the poem and there is a slide with it on to be presented on the board. 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. Attached is; - A powerpoint with the lesson clearly outlined - Essay PEA styles sentence starters writing frames for weaker students. - Links to online videos/readings (see 'Notes' under slides).
Act 3, sc 1: Macbeth orders an assassination
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Act 3, sc 1: Macbeth orders an assassination

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In this lesson students are asked to explain how Macbeth’s personality and his use of language has changed since he’s been King . The lesson starts by asking students to consider the security of Macbeth's position and make predictions based on what they know already. Students are then asked to read Macbeth's soliloquy (a link is provided to Patrick Stewart's performance) and consider what his treatment of the assassins shows about him. 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.
The Night Before Duncan's Murder, Act 2, scene 1
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The Night Before Duncan's Murder, Act 2, scene 1

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In this lesson students are asked to explain how Shakespeare uses language in order to explore Macbeth’s state of mind before he kills Duncan. The lesson starts by asking students why Shakespeare's use of 'apostrophe' is an effective dramatic device and leads to asking how Banquo feels about the evening's atmosphere as he roams Macbeth's battlements. Students are then asked to identify quotes in Macbeth soliloquy (a link is provided to Patrick Stewart's performance) where he feels nervous and confused. 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.
Macbeth Kills Duncan, Act 2, scene 2
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Macbeth Kills Duncan, Act 2, scene 2

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In this lesson students are asked to explain how Shakespeare builds tension on stage when we hear of Duncan’s murder. Initially the concept of tension is explored, then students are asked to identify where it is built in pairs. The questions posed in the central group work task centre around Shakespeare's stage craft and how news of his death is revealed to the crowd. Key dramatic devices such as elision and stichomythia are introduced and there is an opportunity for students 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.
Act 5, sc 3 + 5: Macbeth loses the battle against Macduff
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Act 5, sc 3 + 5: Macbeth loses the battle against Macduff

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Here I chose to read Act 5 quite quickly with my class and this is how we did it. Feel free to adapt this into 2 or more lessons. In this lesson students are asked to comment on how Macbeth’s attitude to losing the throne highlights how he’s changed as a character. At the start of the lesson,students are presented with a list of qualities expected within a tragic hero and consider how Macbeth is clearly one himself. Students are then asked to read act 5 scene 3 and consider how his attitude towards his position has changed since the start of the play. For the study of scene 5, students are given selected quotes and asked to explore these ideas further, including his use of imagery for effect. There are film clips of his famous 'Tomorrow' soliloquy from both the Patrick Stewart and Fassbender film. To end the lesson students are then asked to consider whether Macbeth was a hateful or sympathetic character and present their ideas on a continuum. 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.
Macbeth Wants More, Act 1, scene 4
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Macbeth Wants More, Act 1, scene 4

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This lesson asks students to identify how Shakespeare establishes Macbeth as a cunning character and builds tension within a scene. This powerpoint offers pertinent questions for students to consider about the dramatic irony which underlies the scene where Macbeth plays host to King Duncan. There is a tick sheet where students are to identify how key quotes refer to key themes and a chance to 'explode' a key quote as part of the plenary. 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.
We Meet Lady Macbeth, Act 1, scene 5
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We Meet Lady Macbeth, Act 1, scene 5

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In this powerpoint students are introduced to the character Lady Macbeth initially via portraits of her and a video clip where they are to infer how she behaves towards her husband who's returned from battle before tackling the script. Questions are offered to students to consider within groups and then a colour code is proposed where students identify where Lady Macbeth is being evil or controlling. All lessons in this series include: - Links to online videos (see 'Notes' under the 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.
Rumours of Battle in Macbeth - Act 1, scene 2
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Rumours of Battle in Macbeth - Act 1, scene 2

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Attached is a powerpoint introducing students the scene where we hear about Macbeth before we meet him. He is successful in defending Scotland and Shakespeare sets him up as the hero of the battlefield. The powerpoint starts by informing students about medieval warfare and then explains the context of the battle which rages at the start of the story. It then offers questions for students to consider in groups and then asks students to identify imagery and comment on its effect. 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.
Quote banks on key characters in 'The Strange Case of Dr Jekyll and Mr Hyde'
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Quote banks on key characters in 'The Strange Case of Dr Jekyll and Mr Hyde'

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Attached are 3 quote banks that are either 1 side of A4 or 2. All quotes are from across the novel. As a form of revision of the novel you could ask students to stick them across a double page in their exercise book and ask them to annotate them explaining what they show about those characters. They focus on Dr Jekyll, Mr Utterson and Mr Hyde only. They also contain word boxes which define any archaic language that would be useful for EAL students particularly. On some of these there are challenging questions which students can consider in groups or pairs.
Jekyll and Hyde: Linking Themes to the Context of the novel
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Jekyll and Hyde: Linking Themes to the Context of the novel

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In this lesson students are asked to connect the themes discussed in the novel as a whole with the background and social history in which is was set. The lesson starts by asking students what the words THEME and CONTEXT mean and then there are some prompts for a pair/class discussion on particular themes which arise in the story line. There are 3 slides with easy to follow facts on: crime, poverty and science within the Victorian period, some of which are easy to relate to moments or characters within the novel. Students are then asked in pairs or groups to read a sheet of 13 quotes from across the novel and connect to them to what they've learned about the novel's context. They can annotate and highlight them and they can then be annotated on the board when the class can feedback their ideas. 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 refers to the AQA English Literature course but can be adapted to suit your course. 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 extracts/quotes from the novel - 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, 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.
Exploring use of imagery in  'The Strange Case of Jekyll and Hyde'
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Exploring use of imagery in 'The Strange Case of Jekyll and Hyde'

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In this lesson students are asked to explore how Stevenson uses patterns of imagery within the novel. The lesson starts by asking students to define descriptive devices that are used throughout the novel. Students are then offered a sheet of quotes from the novel which are examples of those devices. They can stick them in their books, annotate and highlight them in pairs and then the teacher can annotate them on the board where the class can feedback their ideas. Students are encouraged to think about the following questions: - What device is used and why? - Do these quotes links to others elsewhere? - How is the modern/Victorian reader supposed to react? - How does this imagery create an atmosphere? 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 or peer assess their essay writing follows this. The success criteria provided refers to the AQA English Literature course but can be adapted to suit your course. 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 - Handouts of extracts from the novel - Differentiated tasks (the starter task has a 'challenge' and a word box appears by the quotes for weaker students) - Opportunities for pair and group talk within activities ('Talk for Writing') - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the text - References to the AQA English Literature mark scheme, 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.
'Cousin Kate' by Christina Rossetti
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'Cousin Kate' by Christina Rossetti

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Even covers Iambic Tetrameter and Trimeter! This poem is featured in some GCSE English Literature syllabuses and explores themes such as loss, jealousy and courtly love which allows it to be useful to compare to other poems or texts. Attached is a bundle of resources: - A copy of the poem with a suggested colour code for students to identify key devices - A copy of the poem with annotations and detailed explanations of the poem's structure - (optional) a grid sheet asing how provided quotes reveal a loss of innocence - A powerpoint presentation of the lesson detailed below. The lesson starts by asking students to consider typical themes in poems about love and gives contextual details about Rossetti for a challenge task aimed at higher ability students. In pairs, students are then asked to read the poem and construct a flow chart of what is described and there is an optional task to match imagery to quotes. There is also a colour activity where students are to identify devices and they are welcome to annotate the effect of these since this is on an A3 page. 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 is very generic for all exam boards/ages and can be adapted to suit your course.
Arthur Birling in 'An Inspector Calls'
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Arthur Birling in 'An Inspector Calls'

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This lesson asks students to analyse what Mr Birling’s dialogue shows about him as a character and consider how the audience is meant to react. The lesson starts by asking students to consider what his attitudes expose about attitudes in 1912 and what he symbolizes as a 'challenge' task. 2 extracts from the play follow this which students can think about in pairs and they can then be annotated on the board by students/the teacher. There is a handout to use with this task attached which has a word box to explain some of his political comments. Also attached is a list of quotes from across the whole play which illustrate a range of ideas about Arthur (either what he says or what others say about him). Students can annotate these in their books or they can be blown up to A3 size to write on. The lesson ends with a chance for students to write independent essay paragraphs with the AQA English Literature 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.
Steinbeck's introduction of Crooks in 'Of Mice and Men'
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Steinbeck's introduction of Crooks in 'Of Mice and Men'

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Attached is a lesson which asks students to analyse how Steinbeck introduces Crooks in chapter 4 and interests the reader in him. The lesson starts by asking students to list what they know about the context of 1930's America and black people lives then. The second slide gives some facts about the end of slavery, lynching and the Jim Crow laws. Students are then asked in pairs or groups to read the quotes from chapter 4 (either before of after reading it in full) which are on the hand out sheet and consider what they show about him as a person. On the powerpoint there are some suggestions including references to any techniques that Steinbeck uses for effect. 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. 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.
Expanding Vocabulary - Dictionary exercise Lessons x 5
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Expanding Vocabulary - Dictionary exercise Lessons x 5

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Attached are materials for 5 -6 lessons where students are given a list of ambitious words. Using either a computer or dictionary, working alone or in groups, they are to look up those words and attempt to use them within sentences. They are to write their findings on the attached sheet which encourages them to guess their meaning before hand and also investigate the origins of the word before looking it up. The lessons ends with a peer assessment of the sentences that they've made with them and extension task (instructions on how to make a word cloud online). The lists of words can be edited to include easier or harder words. These lessons would be useful for stronger KS3 / 4 sets or as lessons used in GAMA/G+T withdrawal or general learning support.
The Slavery Abolitionist, Frederick Douglass - a Poem
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The Slavery Abolitionist, Frederick Douglass - a Poem

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This is an English lesson on the poem ‘Frederick Douglass’ by Robert Hayden which explores the legacy of the escaped slave who became an Abolitionist campaigner. It discusses the themes of prejudice and freedom which can be linked to other poems taught within a unit. The lesson begins by asking students to consider their emotional reaction to images portraying Afro-Americans in the 1830s. There is then a slide which introduces them to Frederick Douglass and offers facts about his life as well as providing a video link. Students are then introduced to the ‘WPSLOMP’ method of analysing poetry which they can then apply in pairs before colour coding quotes which are examples of repetition and positive and negative ideas / imagery, as well as some more challenging features. The ideas they pull together for this can then be explored as a class and the slides can be annotated by the teacher on the board and there are also some quotes colour coded as the answers. Students are then asked to think about structure and there is a slide which asks them to consider why the poet broke the rules of a sonnet in this poem. The lesson ends with a chance for students to write independent essay paragraphs with an adaptable success criteria but this can be adapted for your course. Here I have used SQUID (Statement, Quote, Infer, Device/Develop which is similar to PEA). 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. Attached is: A powerpoint with the lesson clearly outlined The poem with a word bank on it Links to online videos/readings (see ‘Notes’ under slides). An extension task: write a poem about your chosen hero using this poem as inspiration. All images are from Openclipart.org or Wiki Commons.
Button Jar Creative Writing
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Button Jar Creative Writing

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This is a lesson inspired by the idea published by the National Poetry Society. It invites students to plan and write a piece of creative writing based on a physical object - here a button from an item of clothing. All you need is a jar of assorted buttons to inspire your students! This works really well with students of all year groups and abilities. The resources attached take students through the various stages of planning, writing and reflection time. As with all my lessons, there are ‘Talk for Writing’ activities and Challenge tasks for more able students. Attached is; A powerpoint with the lesson clearly outlined (it could of course be broken down into different lessons) A Word document planning grid which you can edit if needed.
The Great Gatsby, Comparing Tom and Jay
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The Great Gatsby, Comparing Tom and Jay

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In this lesson students are asked to compare two major characters in Fitzgerald's novel, leading to an essay response. This powerpoint and attached extract provides AS students with ideas to build an essay exploring characterisation and encourages them to make links across the novel or at least the first few chapters if that's all they've read. This lesson has a reminder of AQA's AS level course structure (English Literature A -7711/2) and how students are marked in the Prose Paper 2 'Love through the Ages' which is also referred to in the essay success criteria. There is a simplified mark scheme and an essay checklist attached for students to use when they peer assess each others' essays. The checklist has 3 columns for assessment - self, peer, teacher and a box for teacher feedback - there are 2 versions of this attached so you have the choice of editing this to your needs.