Two worksheets which encourage students to reflect on the plot and main characters. Useful for revision, recapping or making connections throughout the study of a class novel/play. I have included both PDF versions of the worksheets as well as word documents that can be altered with ease. Suitable for KS4 support groups or KS3 learners.

Students write a response to the question: ‘How does Shakespeare present the theme of guilt in this extract, and elsewhere in the play?’ Using the powerpoint, encourage students to consider key quotations from this scene. Students then highlight on the worksheet where the model paragraph has met AO1, AO2 and AO3 before continuing the response and writing an additional two paragraphs. Finally, students re-read their work and use the self-assessment checklist.

By the end of the lesson, students should be able to identify different parts of the human body. Activity 1: Competitive game. Students are shown vocabulary with missing letters and in teams have to write out the correct word on the mini whiteboard to gain points for their superhero team. Activity 2: Students design their own superhero and label the body parts on the back. Worksheets: Crossword, writing body parts in the correct box (face/body) and gap fill&superhero colouring sheets. I have included both WordDoc and PDF copies of the work sheets so that they can be amended/printed with ease.

This was originally taught to Korean Middle School EFL students for a fun art and craft/cooking camp however it is written entirely in English. The aim of this summer camp is for the students to have fun and to learn about different countries and cultures around the world. Each day will focus on a different country and we will learn some facts, look at famous places, food and do an art and craft activity associated with the country. At the start of each day students will guess the country. When I reveal the flag they must copy it onto their ‘passport’ sheet. If students behave well or win a task they receive a sticker on their passport. The student with the most stickers at the end of the camp will win a prize. Day 1: Introduce the summer camp and different monuments and buildings around the world. Today focuses on lots of games and team building activities so that everyone gets to know each other.  Activity 1: Icebreaker Students are given a ‘passport worksheet where they write their name, age, favorite food, favorite place in Korea and three places they would like to visit in the future. They should complete this quite quickly 5-10 minutes. When everyone has finished I pass the ball and when they catch it the student must say something about themselves and introduce themselves to the rest of the class.  Team game (1): Guess where it is from Students look at the famous buildings/monuments from around the world. In teams they must guess which country they think it is from. The team with the most correct will win travel stickers in their passport.  Team game (2): Build a tower In teams students have 30minutes to build a monument/tower using only dried spaghetti, peppero sticks and marshmallows. They have to work together as a team and at the end they can win points based on how tall, how wide and how unique their building is. The winning team gains stickers for their passport.  Lunch Students are given cooked sausage, cucumbers, crackers and cube cheese. Individually on their plate they have to cut slices and try to build the tallest tower. The person with the tallest ‘tower’ wins a sticker for their passport. They can then eat these and the snacks from earlier for lunch.  Team game (3): Jenga race In teams students take it in turns to race forwards and take a block out of the jenga tower. They must then run back to their team and try to build another structure. The team with the tallest structure at the end (whose original building hasn’t fallen over!) are the winners and gain stickers for their passports.  Art and Crafts Using clay, students must make a small keyring or magnet in the shape of a famous building or monument from the lesson. Seoul Tower, Eiffel Tower, Pyramid, Big Ben etc.

Introduce the grammar and phrases that use ‘have’ and ‘has’. Students practice using the phrases through a guessing game. They look at the close up of the object and must race to say the target phrase " Have you got a pen?", “Have you eaten a kiwi fruit?” etc. Show example phrases (gap fill activity) and students need to apply their knowledge and say whether it should be ‘have’ or ‘has’. Card game- Players ask each other set questions on their question sheets. For example “Have you been to Scotland?” and they choose someone to address the question to. If the player has the matching card they must answer “Yes I have” and the first player can tick it off their sheet. If they don’t have the card they respond “No I haven’t.” and the player’s turn is over. Full instructions for the card game are included in the ppt- the task requires some cutting preparation but with a guillotine it will not take too long at all. There are 96 colourful cards in total and I found that groups of 4-6 players worked best. I have included the lesson powerpoint, a PDF printable version of the game cards and also the powerpoint with the card templates so that you can ammend and change the playing cards to suit your needs.

Students will learn transport vocabulary in order to design and describe their own futuristic mode of transport. Key expressions and vocabulary: land, sea, sky, airplane, bicycle, car, helicopter, limousine, bus, hoverboard, Segway, jet pack, rocket ship, motorbike, speedboat, hyper loop, submarine, train, wheel, seat, window, door, wing, helmet, handlebars, propeller, seat belt, railway tracks, periscope, porthole window, rocket exhaust, How many……?, Do you need a….?,

Power and Conflict Poetry Comparison Worksheet (AQA) Students read the model example paragraph and highlight the Assessment Objectives. They are then encouraged to continue the essay and compare how power is presented in the poems 'My Last Duches’s and ‘Ozymandias’ using the scaffolded support. Peer Assessment checklist included.

A whole lesson and worksheet (suitable for KS3 and KS4) which encourages students to consider how an author can use symbolism in Gothic Fiction. Students are first given a definition of symbolism and are asked to consider a variety of symbols and what they represent. Students read a short extract. Using the sentence starters provided, they then make inferences based on the imagery of a ticking clock, a hospital bed, and a woman’s hand compared to ‘pale marble’ to explore how it could symbolise illness or death. In pairs students complete the worksheet and consider what certain Gothic features could represent. They then come up with two of their own and share with the rest of the class. Finally, students are given a choice of two images. They must write a piece of descriptive writing based on the image of their choice and must try to include symbolism. This could also work as a Halloween themed lesson or as part of a Creative Writing scheme of work. I often taught this lesson together with my Gothic Horror writing lesson available here: https://www.tes.com/teaching-resource/gothic-horror-creative-writing-lesson-11235636

Created for KS3 students as a final working from home project after they had finished studying ‘The Merchant of Venice’. Using the worksheets, students craft their own character and create a thorough backstory for their villain. Finally, after writing a short script for a key scene, students then craft and perform a soliloquy as their character. I have included PDF files of the worskeets for ease of printing, in addition to word the document format which allows you to edit and adapt to suit your classes. There is also a brief powerpoint which includes some examples.

Includes: A worksheet with significant quotes from ‘Macbeth’. (My students stuck this in their books and revised it for homework in preparation for the lesson. It also has a colour-code key, so students can highlight the quotations in relation to each of the key themes of the play.) A powerpoint quiz with 25 questions students have to fill in the gaps, write who said the quotation or which Act/Scene it is from. Suitable for KS3 and KS4 revision.

How to Cut a Pomegranate by Imtiaz Dharker A poem which explores identity and childhood. This is a fully resourced lesson with a language analysis activity worksheet, guided questions and a creative homework task. Aims: Students will focus on AO2 and language analysis, considering the effect and connotations of particular word choices and imagery. Activity 1: In pairs students must complete a DART activity worksheet- circling the word they believe is the correct choice. Then as a class, dicuss their decisions before comparing what the poet actually wrote. Students analyse the poem and comment on the imagery- answering questions worth 8 stars. Homework: students write their own nostalgic poem anout a significant object in the style of Imtiaz Dharker.

A clearly explained and fully resourced lesson which explores similies and metaphors. Could be used as a stand alone lesson or as part of a poetry scheme of work. Learning Question: Can I understand how similes and metaphors are used in poetry and comment on the effect? Students are not only encouraged to identify the technique correctly, but also to explore the intended effect and what the poet hoped to achieve/emphasise through the comparison. This resource includes a powerpoint and five worksheets. I used it during lockdown with a year 7 class studying poetry. It would also be suitable for a cover lesson. Lesson outline: After looking at some examples and discussing them, students then analyse Walter De la Mare’s poem ‘The Fly’ and explore how the similes/metaphors used to describe everyday objects successfully convey their size. For homework (or in class) students then write their own poem from this unique perspective and must incorporate their own similes and metaphors. Finally, I have also included a reflection task so that students can consider the choices they made and what they hoped to exaggerate or emphasise through their own imagery.

Four creative writing lessons and planning worksheets on the theme of ‘Adventure’. Suitable for KS2 and KS3 students. I used these series of lessons to help students prepare for an extended piece of imaginative writing. Each lesson follows the same format: Show an image and ask students to jot down their initial impressions and what they can see. Pair and Share their ideas. 2 Individually, students choose a number between 1-10. Each number corresponds to a character they must write as. 3 Then students choose a second number between 1-5. Each number corresponds to what they must write about. 4 Students are given a planning sheet and must spend time deciding key components of their writing- plot/character/setting 5 For the rest of the lesson (or as a homework task) they must complete an extended piece of adventure writing. 6 Peer assessment- students swap and read another piece of work. They must comment on the things that went well and the specific marking criteria.

Students select three key quotations for each poem and use the worksheet to compile information for each of the fifteen poems. The worksheet could also be highlighted/ colour-coded by students, in order to create a visual representation of the related themes of the poems. The worksheet can be printed on A3- I have also included it as a powerpoint file and word-doc (so that it can be ammended with ease or modelled on the board with a class.)

Suitable for KS3 or a support group Worksheet plus ppt with instructions & additional tasks/answers Tasks: 1: Cut and stick each quotation with the correct corresponding image. 2: Identify which character said each of the quotations. 3: Find another example of Shakespeare’s imagery. Draw your own picture and label it with the quotation in your workbook. Challenge : ‘Love is too powerful to be described through a metaphor.’ Do you think Shakespeare has managed to convey this emotion well, or not? Explain your opinion. Please leave a review if you found this resource helpful :) I am currently working on the rest of the lessons in the series. Act 1, Scene 1 is available to purchase here: https://www.tes.com/teaching-resource/romeo-and-juliet-opening-analysis-act-1-scene-1-whole-lesson-and-worksheet-ks4-11525718 Act 1, Scene 2 is available to purchase here: https://www.tes.com/teaching-resource/romeo-and-juliet-act-1-scene-2-capulet-and-paris-whole-lesson-and-worksheet-ks3-ks4-11625209 Act 1, Scene 3 is available to purchase here: https://www.tes.com/teaching-resource/romeo-and-juliet-act-1-scene-3-lady-capulet-and-the-nurse-ks4-11976732 Or alternatively browse my online shop for Shakespeare and Creative Writing resources: https://www.tes.com/teaching-resources/shop/NovelTeachingUK

A visually-engaging resource which encourages year 11 students to revise key aspects of the characters in Lord of the Flies. Includes: Fun starter- a class guessing game with 15 example questions A3 Characters worksheet Essay question on how Ralph and Piggy are presented in Chapter 1 Model answer This was successful with my mixed ability class. My EAL students commented that they found the images helpful. Please leave a review if you found this helpful :) or browse my online store: https://www.tes.com/teaching-resources/shop/NovelTeachingUK

A whole lesson on figurative language techniques- metaphor, simile, adjectives, personification, pathetic fallacy, onomatopoeia and sensory description. This resource includes a clear and colourful 30 slide Powerpoint, ready to print worksheets, a quiz and a class game. After a brief introduction, students are encouraged to identify the techniques used in a short extract and comment on the effect. There is also a worksheet with an examples/definitions matching activity and students write their own examples using the devices studied in the lesson. Finally there is an interactive class game, where students work in a pair or a team. After looking at an image prompt, students then take it in turns to craft a description using one of the techniques for a certain amount of points. Suitable for KS3 creative writing lessons or as an introduction to AQA Paper 1 Q5 descriptive writing for KS4.

A 40 page word document booklet with activities for ‘A Christmas Carol’ by Charles Dickens. Suitable for KS3 or LA KS4 A range of comprehension questions, practice essays and creative writing activities. 20 lessons worth of resources.

A fully-resourced lesson with a powerpoint and worksheets included. Suitable for AQA Language Paper 2 practice. **Main focus: Analysing two non-fiction articles on waste and over-indulgence during the festive period. ** Article 1- Plastic found in Christmas jumpers and the impact of ‘fast fashion’ on the environment. Article 2- How much money Millenials spend on their pets. Lesson Outline: Starter task- students write one sentence arguing whether pets should be bought presents (challenge- use a persuasive feature). Students read the articles and complete the True/False statements based on what they have read. Compare the articles and explore the attitudes/viewpoints of the writers. Q5 practice- A teacher was overheard saying:.‘There is far too much waste at Christmas. Young people should stop buying things they don’t need.’ Write a persuasive speech for your school assembly arguing your point of view regarding this statement.

PowerPoint and resources for students to complete a creative writing/non fiction letter informing someone that they shall be taking part in the deadly 'Hunger Games’. Students must write a letter.... Explaining that the person has been chosen to take part in the competition, Informing them about what the Hunger Games are, Describing what it will be like, Advising them on how to survive. Includes: *Engaging discussion starter question *Blurb for the novel *4 pages from the text and comprehension questions * Explanation of the difference between inform/explain/describe and scenario *Engaging discussion question * Clear explanation of the task *Extensive model example *Checklist planning worksheet *Peer assessment plenary