A collection of media terminology complete with definitions to print and put on the walls of a media classroom. I have found the key words are the center of everything I do with me media class and they always forget them unfortunately, so I thought how can I change this? How can I make them more independent in finding out the information. I have placed this on a notice board and students now get up and go to the board to refresh their memories- It works really well.

This lesson enables students to think about mood and atmosphere when writing to describe. They are given the task to describe a journey and then they have to do this using the opposite mood/atmosphere. My students really responded to this lesson and can now identify mood and atmosphere differences in other texts.

This lesson explores how structure is used in the story looking at a particular extract. The lesson covers the structure techniques and effects used in the extract (extract and revision sheet of techniques attached). Students are directed through a pre-analysed section of the extract of how to analyse the use of structure and then given the full extract to do this independently. The end result supports students in answering the GCSE styled question "How does Palacio use structure to influence the reader?"

A lesson that spans over two hours- Originally created for a mixed ability year 7 group but easily adapted to different classes. The lesson includes: -Links to humour in everyday life -Key terminology discussion 'malapropism' -What makes Bottom such a funny character (discussion) -Differentiated support in answering the question "How is Bottom presented as being a humourous character?" -Peer assessment -Creative Writing

Would last two or three lessons: This lesson explores the poem Nothing's Changed by looking at questions surrounding different cultures. A task that helps to show your student's understanding as the topic progresses on poetic techniques. Context of the poem and the poet. An analysis of language and structure within the poem and two model answers that students can mark and feedback on which one is better and why. The final question is "How does the poet present his life in Nothing's changed?

A lesson that would take 2 hours- exploring the use of structure in Act 2 Scene 1 and Beatrice's views towards marriage and men. Set for a more able group but can be easily adapted to a lower ability group. Lesson also includes: A grid of structural techniques An extract for students to annotate A teacher example of analysis aimed at structure A differentiated set of tasks aimed at students completing the GCSE question "How is structure/language used to show Beatrice's views on marriage?" A model answer An ending discussion topic.

A lesson that lasts two-hours, taking students through the AQA exam (paper 2) which looks at writing for a purpose. This lesson reminds students of certain pointers and gives tips for the exam. The second hour allows students to have a go at writing/practicing.

A lesson that explores how Shelley uses sympathy for the monster in Frankenstein by exploring in close detail the use of language in a particular extract (attached). The lesson aims to help students to create their own monsters in a narrative but create the same sense of sympathy. Complete with YouTube links, links to modern life, peer assessment and supported sentence starters for lower ability students.

This lesson is aimed at a lower ability year 10 English class but can be differentiated to encompass more challenges or simplified for younger years. It has a quick quiz at the beginning with answers for students to embed key concepts around the play. Students are then provided with the reading of act 3 scene 2, a Youtube clip of the analysis of this scene and a breakdown of key quotations and their inferences. Students are then given a learning question to write.

This lesson is adaptable for those analysing Blessing with a KS3 group. This group was a mixed ability year 8 class and they were studying poems from different cultures. The lesson includes pre-learning tasks such as; a reading of the poem, analysis of the poem and steps to guide them in answering a learning question similar to a GCSE question.

A lesson that looks at the question 5 section B of language paper 1. Tips and strategies for answering the question are provided, how to plan their answer as well as looking at how they can include the highest ‘compelling’ boundary with time to consider ideas. This lesson was spread into two hours- moving through the powerpoint, allowing students to plan their answer and then write for 45-minutes.

This lessons explores the GCSE styled question "How does Palacio use allusion to create a sense of sympathy?" The lesson allows for the guided reading of certain pages, discussion questions based around the technique of allusion, identification of the difference between empathy and sympathy, analysis questions to support the annotations of the extract and a supported structure to help students answer the question. Differentiated and could be used over two lessons as peer assessment is included- students should come up with the criteria you are looking for.

A lesson created for a Travel Writing topic based on the extract by Rupert Brook- Niagara Falls. The lesson includes: - A glossary -The extract -YouTube link to Niagra Falls clip -The question "Is Rupert Brook's Niagara Falls an effective descriptive piece?" Where students can mark/assess against the school's criteria. -A second question GCSE styled question "How does Rupert Brook use language to help create an image of Niagara Falls?" -Peer assessment -Creative writing.

A lesson that should be used over two hours. An exploration of the poem Mametz Wood- Used at GCSE level in an observation that gained outstanding. Could be used at year 9 or a high ability year 8 with some alterations. The lesson explores the context of the poem, key quotations, comprehension questions designed to help students annotate the poem, supported essay structures to complete the GCSE question "How does the poet represent war through the use of imagery?" complete with a model answer - which is a weak model for students to add input on how to make it better and peer assessment.

A lesson that explores structure in Act 3 Scene 1 complete with a modern and original extract for students to annotate. Aimed at a high ability but could easily be adapted. The lesson also includes: A model answer Discussion tasks in pairs Progress checks of student's understanding The GCSE question: How is the extract structured to engage the audience?

A lesson that explores the use of structure in the poem 'Valentine' By Carol Ann Duffy. Originally taught to a middle set group of year 8 students but can be easily adapted. Lesson would last 2 hours but again can be shortened or extended. The lesson includes: - A structure technique matching worksheet - A help sheet for the GCSE styled question "How has the poet used structure to engage the reader? - A teacher analysis of where structure is used in the poem - Comprehension questions linked to YouTube links -A model answer -A slide including a helping hand task and a challenege task- well differentiated.

3 LESSONS- Analysing and understanding ACT 4: Plot line, characters and themes. Act 4 Scene 1- Students are asked to explain the change in relationship between Banquo and Macbeth as a starter activity. Includes reading act 4 scene 1- Speakers needed are outlined in the presentation. Discussion around what is an apparition? Summary of Act 4 scene 1 and then comprehension questions for students attached with a Youtube link. https://www.youtube.com/watch?v=bdoGqrizfdc The witches apparitions explained lesson- A more detailed analysis of what each apparition symbolises. Complete with an explanation slide of each apparition to spark discussion within class- allowing students to take notes. The final question is "Why did Shakespeare introduce the apparitions?" Act 4 Scene 2- Exploring the theme of violence. Lesson complete with: A whole re-cap of where violence is shown throughout the play, supported reading of Act 4 Scene 2, exploration of Lady Macduff as a minor character and the importance of this, highlighting Lady Macduff quotes and a supported structure to allow students to answer "How is the theme of violence shown in Act 4 Scene 2?"

Looking at the AQA Language paper 2- Greenwich Fair and Glastonbury extract. This lesson walks students through the AQA model examples and markschemes. All abilities catered for- a great preparation lesson when focusing on the Q2 Summary.

A lesson that can be taught over two hours that closely analyses the poem Farmer's Bride by Charlotte Mew. This lesson was originally created for a low ability year 10 class aiming for D/C grades but can be easily adapted with challenge tasks adding on. Complete with re-caps of key concepts in poetry such as; themes, language techniques, context of the poem and the poem itself. Students are encouraged to gain their own opinions on certain aspects of the poem, arranged marriages, male dominance etc...