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English resources for KS3, 4 & 5
SHAKESPEARE'S SPEECHES FOR KS3 - INTRODUCTORY SHORT SCHEME - MUCH ADO, MACBETH, TWELFTH NIGHT ETC
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SHAKESPEARE'S SPEECHES FOR KS3 - INTRODUCTORY SHORT SCHEME - MUCH ADO, MACBETH, TWELFTH NIGHT ETC

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Aimed at Y7 and 8, this short scheme aims to introduce KS3 pupils to 6 of Shakespeare’s famous characters/speeches. Ideal for introducing Shakespeare or one of his plays. Students are guided to act out conversations or deliver monologues. All resources included. Would probably take 3 1 x hour lessons in total. Could be extended. Includes Beatrice & Benedick, Malvolio, Lady Macbeth, Don John, Seven Ages of Man and Romeo and Juliet.
KS3 VICTORIAN SCHOOLING (CONTEXT) - JANE EYRE, NICHOLAS NICKLEBY, BRONTE, DICKENS, ENGLISH
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KS3 VICTORIAN SCHOOLING (CONTEXT) - JANE EYRE, NICHOLAS NICKLEBY, BRONTE, DICKENS, ENGLISH

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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.
THEME OF KINGSHIP IN MACBETH SHAKESPEARE KS3 KS4
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THEME OF KINGSHIP IN MACBETH SHAKESPEARE KS3 KS4

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2 x complete lessons analysing the character of Duncan in L1, followed by the character of Macbeth in L2. Both lessons look at whether each man can be considered a good king or not. A range of tasks are included such as note-taking, Kahoot quiz (you will need to log in), mind map, discussion, comprehension questions and challenges along the way. Resources at the end of the ppt to print off.
ROALD DAHL DESCRIPTIVE AND NARRATIVE WRITING BFG KS3 & KS4
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ROALD DAHL DESCRIPTIVE AND NARRATIVE WRITING BFG KS3 & KS4

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USING THE BFG BY ROALD DAHL AS INSPIRATION, STUDENTS WILL CONSIDER WHAT MAKES AN INTERESTING CHARACTER FOR A READER. THEY WILL ANALYSE DAHL'S DESCRIPTION OF FLESHLUMPEATER, WITH STEP BY STEP ANALYSIS, HELP AND SUPPORT & STRETCH AND CHALLENGE. NARRATIVE WRITING THEN FOLLOWS WITH THE OPPORTUNITY TO CREATE THEIR OWN GIANT AND PEER ASSESS USING GIVEN CRITERIA. A CREATIVE AND SKILLS BASED LESSON SUITABLE FOR BOTH KS3 & 4.
KS3 GOTHIC CONVENTIONS AND SETTINGS
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KS3 GOTHIC CONVENTIONS AND SETTINGS

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A complete lesson looking at Gothic conventions, with particular focus on conventions of setting. Pupils identify techniques used in a range of example gothic setting descriptive sentences linked to a given gothic setting image. Using lesson knowledge so far, pupils create their own description of a gothic setting using a choice or combination of given gothic setting images.
WHO WERE THE ROMANTICS? KS3 ENGLISH LITERATURE REMOTE OR FACE TO FACE
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WHO WERE THE ROMANTICS? KS3 ENGLISH LITERATURE REMOTE OR FACE TO FACE

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This lesson is a general introduction into the artists and poets of the Romantic movement. Starts with a look at paintings by Turner and Constable, then moving onto 6 key Romantic poets - Wordsworth, Shelley, Coleridge, Keats, Byron and Blake. Ends with task to illustrate final stanza of Frost at Midnight to focus on presentation of Nature by Coleridge.
THE SPECKLED BAND - THE ADVENTURES OF SHERLOCK HOLMES MINI UNIT KS3
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THE SPECKLED BAND - THE ADVENTURES OF SHERLOCK HOLMES MINI UNIT KS3

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FOUR LESSON MINI UNIT. Lessons assume pupils have cold read The Speckled Band first. Copy of story included in resources. Starter asks pupils to watch brief clip on using speech marks in writing and then apply them in the correct places to an example of Holmes’ speech from The Speckled Band. Re-read the extract where Holmes is visited by Helen Stoner. The next tasks asks students to find the clues by finding evidence that matches the given inferences, from the extract. Then, students use a set of clues about an invented character in order to form a set of inferences. They can then describe this visitor, using conversation to include accurate direct speech punctuation (writing frame on slide 7). This lesson focuses on the villainous character of Dr Roylott. Students given short extract and asked to list and explain the connotations of his description. Example given. Then students explode a quotation describing this character, using given prompts, followed by two individually exploded quotations. Then, students to stick a further extract in their books and match the given connotations to the evidence. Read the article on Victorian Women and, using slide 10 and the information from the article, students should explain Dr Roylott’s motive for wanting both step daughters out of the way. Plenary asks students to decide how far Roylott matches up to given set of villainous character traits. Starter asks students to describe Holmes’ living room using a variety of sentence forms (examples given). Introduced to concept of foreshadowing and asked to identify methods in given extract which foreshadows later violence in the story. Followed by a further more detailed extract (could be printed on A3) which students annotate using a series of prompts to think about the signifcance of setting. Plenary asks students to draw the section of Stoke Moran described in the final slide. This lesson focuses on the relevance of symbolism in creating atmosphere - of the gypsies, animals and India. Information posters provided for teachers to put up around the room so that students can collect facts and then interpret them to understand how the symbolism helps create an atmospheric setting in Stoke Moran. Final task is to write a description of the grounds of Stoke Moran, using ideas learned in lesson.
A CHRISTMAS CAROL IN 15 KEY QUOTATIONS REVISION AID DISPLAY EXAM ENGLISH LITERATURE
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A CHRISTMAS CAROL IN 15 KEY QUOTATIONS REVISION AID DISPLAY EXAM ENGLISH LITERATURE

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Wondering what quotations to suggest your students learn for their exam? Here are fifteen carefully chosen quotations. Some include the ‘obvious’ ones but others are chosen to show the examiner that your students can select more judiciously. They can be edited if you wish and printed out to be stuck on walls for revision or on classroom walls. Each slide comes with an explanation of the quote with key terminology to help students understand its relevance. There are also suggested exam questions which each quotation might be useful for answering. There are similar resources on An Inspector Calls, Macbeth and Blood Brothers available in my shop.
AQA ENGLISH LANGUAGE PAPER 1 REVISION QUESTION 4 USING LION, WITCH AND WARDROBE
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AQA ENGLISH LANGUAGE PAPER 1 REVISION QUESTION 4 USING LION, WITCH AND WARDROBE

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This lesson looks at how to approach English Language Paper 1 Q4, step by step, using an extract from the Lion, the Witch and the Wardrobe (where Lucy discovers Narnia for the first time). Students examine the wording of the question, work to find evidence to use in their response and discuss why the writer has used particular methods. Final task is to have a go at responding to the extract. Perfect for revision activities.
MYTHS AND LEGENDS FOR KS3 AND 4
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MYTHS AND LEGENDS FOR KS3 AND 4

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INCLUDES: THE GORGON’S HEAD STOLEN HAMMER OF THOR JUDGEMENT OF PARIS GLAUCUS AND SCYLLA THE SEVEN POMEGRANATE SEEDS PROVIDES ROUGHLY 10 - 12 LESSONS USES ANTHONY HOROWITZ’S RE-TELLINGS. NOT INCLUDED.
KS3 ENRICHMENT END OF TERM DESIGN YOUR OWN THEME PARK PERSUASIVE WRITING SKILLS PART 1
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KS3 ENRICHMENT END OF TERM DESIGN YOUR OWN THEME PARK PERSUASIVE WRITING SKILLS PART 1

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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.
PLANNING Q5 ENGLISH LANGUAGE GCSE PAPER 1 - KS4 - AQA
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PLANNING Q5 ENGLISH LANGUAGE GCSE PAPER 1 - KS4 - AQA

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This resource is 3 ppt slides which demonstrate key ideas to bear in mind when planning a response to Q5, the narrative / descriptive question of English Language Paper 1 (AQA). It contains some key advice from a recent AQA Language training session I attended, involving getting students to consider the ‘bigger ideas’ when presented with an image for stimulus.
ZOO ANIMAL FOOTPRINT TRAIL QUIZ ACTIVE LEARNING
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ZOO ANIMAL FOOTPRINT TRAIL QUIZ ACTIVE LEARNING

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This resource contains pictures of animal footprints to be put around the classroom. Students are required to match up the footprint with the animal they think it belongs to. Includes footprints to stick up, teacher answers PPT and student quiz sheet.
OF MICE AND MEN COLLECTIVE MEMORY POSTER
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OF MICE AND MEN COLLECTIVE MEMORY POSTER

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An introductory or revision task where small groups of pupils take it in turns to memorise the images and quotations on the poster. The aim is to reproduce it in their groups and use it as a talking point.