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English resources for KS3, 4 & 5
KS3 ENRICHMENT END OF TERM DESIGN YOUR OWN THEME PARK PERSUASIVE WRITING SKILLS PART 1

KS3 ENRICHMENT END OF TERM DESIGN YOUR OWN THEME PARK PERSUASIVE WRITING SKILLS PART 1

This is the first four lessons aimed at Y7 or 8 for working in pairs or groups to create their own theme park. Lessons 1 and 2 include some engaging activities to consider the idea of themes and look at examples of existing theme parks. They watch clips, name rides and create 3 rides for a blank dinosaur theme park. Lessons 3 and 4 are geared towards them creating their own theme park map after looking at Chessington World of Adventures’ example and answering some questions to illustrate the importance of a clear and informative park map.
mrsoskins
CHARGE OF THE LIGHT BRIGADE KS3 OR 4 STANZA ANALYSIS POWER & CONFLICT ANTHOLOGY GCSE

CHARGE OF THE LIGHT BRIGADE KS3 OR 4 STANZA ANALYSIS POWER & CONFLICT ANTHOLOGY GCSE

In this lesson, aimed at middle to high ability Y9 or KS4, the stanzas of the poem are divided up with prompts to be given out to pairs or groups of students. Once students have thought about their individual stanza, they can feed back to the class and everyone can complete the A3 copy of the poem (with spaces for notes) to provide themselves with revision notes. The accompanying ppt provides a structure for the teacher to use when facilitating feedback.
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POWER AND CONFLICT POETRY WRITING A RESPONSE ON REMAINS AND WAR PHOTOGRAPHER FOR KS3 & KS4

POWER AND CONFLICT POETRY WRITING A RESPONSE ON REMAINS AND WAR PHOTOGRAPHER FOR KS3 & KS4

This resource contains a lesson on using CLAPS (content, language, atmosphere, poetic devices, structure) as either a way of ordering an exam response or using it as a checklist. There is an example response on Remains to read and then several slides asking students to add a linking sentence to the example in order to answer the given essay title. Then groups can work on aspects of CLAPS to produce a response to a question on War Photographer to practice both the concept of CLAPS as a way of responding to a poem and the importance of linking ideas back to the question. An assessment on War Photographer (on conflict) is included, along with a Key Stage 3 marking and feedback sheet which could be used if desired. This feedback sheet contains prompts to help students to DIRT their answers.
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AQA KS4 ENGLISH LITERATURE POWER AND CONFLICT POEMS REVISION SUMMARY BOOKLET LA

AQA KS4 ENGLISH LITERATURE POWER AND CONFLICT POEMS REVISION SUMMARY BOOKLET LA

AIMED AT LOW TO MIDDLE ABILITY Y9, 10 AND 11, THIS RESOURCE CONTAINS A SHORT SUMMARY OF ALL POWER AND CONFLICT ANTHOLOGY POEMS, WITH KEY IDEAS. EACH SLIDE FOLLOWS THE SAME FORMAT AND IS DESIGNED TO BE AN UNCOMPLICATED REVISION TOOL FOR THE LESS ABLE GCSE ENGLISH LITERATURE STUDENT. USEFUL REVISION GUIDE FOR THE ENGLISH LITERATURE EXAM.
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KS3 ENGLISH LANGUAGE NARRATIVE STORY WRITING LESSONS, HOMEWORK AND ASSESSMENT

KS3 ENGLISH LANGUAGE NARRATIVE STORY WRITING LESSONS, HOMEWORK AND ASSESSMENT

LESSON 1 LOOKS AT TWO EXAMPLE STORIES AND ASKS PUPILS TO IDENTIFY WHAT IS EFFECTIVE AND WHAT REQUIRES IMPROVEMENT. INCLUDES A SIMPLIFIED MARK SCHEME TO ALLOW PUPILS TO ASSESS. TIPS ON PLANNING AND AN OPPORTUNITY TO PLAN IS BUILT IN. A TSUNAMI HOMEWORK IS PROVIDED AS HOMEWORK FOLLOWING THIS LESSON, PROVIDING A WRITING FRAME FOR PUPILS TO CREATE THEIR OWN STORY USING A GIVEN PICTURE. NARRATIVE WRITING LESSON 2 FOLLOWS UP ON THIS HOMEWORK, WITH A FURTHER EXAMPLE STORY TO LOOK AT. A NARRATIVE WRITING ASSESSMENT IS INCLUDED, FOR PUPILS TO APPLY SKILLS LEARNED. THIS COULD BE TEACHER OR PUPIL ASSESSED.
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WOMEN: MARRIAGE AND SOCIAL CLASS IN VICTORIAN ENGLAND KS3 CONTEXT AUSTEN, BRONTE, DICKENS

WOMEN: MARRIAGE AND SOCIAL CLASS IN VICTORIAN ENGLAND KS3 CONTEXT AUSTEN, BRONTE, DICKENS

Students are shown a short set of slides defining women and marriage in Victorian times, including part of a Tennyson poem and Mrs Beeton’s Book of Household Management. Kahoot quiz follows (link available). Then students should match up a range of Pride and Prejudice quotations about marriage with the modern translation to get an idea of how important marriage was to women at this time. They will then watch the clip where Mr Collins proposes to Lizzie to show that she was atypical of victorian women of the time. Then we look at noble women and the extract where Lady Catherine de Bourgh visits Lizzie Bennet to show her disapproval of her alleged marriage to Mr Darcy. Discussion of language choices to show her attitude to the middle classes. Radio clip of a rich girl relating a day in her life; this links to the idea of governesses which are looked at in connection with middle class women and their jobs. Students can use two extracts to compare the job of a governess (Jane Eyre) with an account of the duties of a lady’s maid. Leads on to lower class women and a clip of Downton Abbey where students have to be observant and answer a series of questions about the servants’ roles. Leads to women (Nancy) who cannot get respectable work - students look at an extract and then freeze frame the emotions described. Ends with creating a wordle about all that they have learned.
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VICTORIAN CONTEXT FOR KS3 ENGLISH LITERATURE RANGE OF ACTIVITIES

VICTORIAN CONTEXT FOR KS3 ENGLISH LITERATURE RANGE OF ACTIVITIES

Around 6 lessons in total, this series of resources covers Victorian education, crime, punishment and the law, as well as looking at three of Dickens’ most memorable characters in the context of the time. Range of activites from quizzes to cloze exercises, education clips, wanted poster, diary of a hulk ship prisoner, drama amongst other tasks.
mrsoskins
KS3 VICTORIAN CONTEXT: CRIME, PUNISHMENT & THE POLICE. DICKENS' OLIVER TWIST & GREAT EXPECTATIONS.

KS3 VICTORIAN CONTEXT: CRIME, PUNISHMENT & THE POLICE. DICKENS' OLIVER TWIST & GREAT EXPECTATIONS.

This is a minimum of 2 whole lessons (of one hour), beginning with Sir Robert Peel. Students are given two slides of information about the first police force then quizzed. This is followed by a look at the fictional detective Sherlock Holmes, with some deduction tasks and a literacy correction exercise. Then on to hulk ships and writing a diary entry of someone on board serving a prison sentence for stealing onions. Links to clips re-enacting children sentenced to transportation for pickpocketing. Then, complete the outline using description of Magwitch’s character (escaped convict in Great Expectations), and some language analysis using an extract from this story. The final task uses information given in an extract from Oliver Twist to create a wanted poster for Artful Doder.
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KS3 VICTORIAN SCHOOLING (CONTEXT) - JANE EYRE, NICHOLAS NICKLEBY, BRONTE, DICKENS, ENGLISH

KS3 VICTORIAN SCHOOLING (CONTEXT) - JANE EYRE, NICHOLAS NICKLEBY, BRONTE, DICKENS, ENGLISH

This is intended for KS3 English lessons looking at Victorian context in preparation for English Literature at GCSE. This resource is a minimum of 2 lessons. Includes extracts from Lowood school (Jane Eyre) followed by a kahoot quiz, an extract from Dickens’ Nicholas Nickleby with a cloze exercise to describe the dilapidated school room, followed by an inference exercise on the boys of Dotheboys Hall. Drama task to finish capturing Mr Brocklehurts’s reaction to a curly haired, red-headed pupil at his school.
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KS3 VICTORIAN CONTEXT ENGLISH USING NOVEL EXTRACTS

KS3 VICTORIAN CONTEXT ENGLISH USING NOVEL EXTRACTS

Approximately 8 lessons using well known novel extracts, along with contextual information, to study characters, marriage, social class, education and crime & punishment in the setting of the victorian period. Authors include Charlotte Bronte, Charles Dickens, Jane Austen & Arthur Conan-Doyle.
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KS3 CREATIVE READING SKILLS USING DICKENSIAN CHARACTERS GRADGRIND, SIKES & SCROOGE VICTORIAN CONTEXT

KS3 CREATIVE READING SKILLS USING DICKENSIAN CHARACTERS GRADGRIND, SIKES & SCROOGE VICTORIAN CONTEXT

Two lessons developing students’ reading skills in a (hopefully!) creative way. It begins by watching an author interview (Rosoff) discussing character and plot (few mins). Character 1 is Gradgrind; this section uses images, an extract and an online quiz, Character 2 is Bill Sikes; this section uses inference, a Q1 style task and a clip from Oliver Twist to form opinions about this character, Character 2 is Scrooge: this section uses music from BBC’s Dickensian to infer about the character, asks pupils to consider the definition of a ‘scrooge’ before sketching an impression of the character. Students are then shown a range of images and asked to think how each one shows the qualities of someone who is mean and miserly. Some analysis using textual extract and watching of Muppets Chrismas Carol clip. Finally, students decide which of the three characters should receive the ‘Good Character Award.’
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GLAUCUS AND SCYLLA - MYTHS AND LEGENDS - KS3 - AQA ENGLISH LANGUAGE PAPER 1 SKILLS KS4

GLAUCUS AND SCYLLA - MYTHS AND LEGENDS - KS3 - AQA ENGLISH LANGUAGE PAPER 1 SKILLS KS4

This is a fun and engaging couple of lessons on the story of Glaucus and Scylla (the one where gets Circe to change Scylla so that she loves him but actually changes her into a monster). Starter activities include a Greek Goddess memory game and a look at the symbols of some of the goddesses. Students then imagine what they would like to control, if they were a Greek god or goddess and design a symbol to represent their power. Following this, there are language activities looking at the writer's use of words and phrases and sentence forms (as in Language Paper 1) when introducing the character of Circe. Then an examination of the language techniques used to describe Scylla's transformation.
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The Seven Pomegranate Seeds - Myths and Legends - KS3 - AQA English Language Paper 1 Skills KS4

The Seven Pomegranate Seeds - Myths and Legends - KS3 - AQA English Language Paper 1 Skills KS4

Using Anthony Horowitz's re-telling of the story, these couple of lessons look at the relevance of the four seasons and ask pupils to consider how they affect people in everyday life. This starter activity helps them understand the ending of the story later in the lesson. Following more reading, there is a 'What do we learn about Hades' Q2 type task, with given answers for use with peer or self assessment. Then, students examine Demeter's feelings for her daughter by selecting evidence to support a number of given inferences. After discussion of the ending, pupils are asked to invent a fifth season and a god / goddess to control it.
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