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Curated Video
Analysing the poem ‘When We Two Parted’ by Lord Byron
Pupil outcome: I can explore how Byron uses language to show the speaker's multifaceted feelings about their illicit affair. Key learning points: - Byron uses an extended metaphor to compare the end of the affair to the loss of a loved...
Curated Video
Planning and writing website content
Pupil outcome: I can successfully plan and write copy for a website. Key learning points: - Planning is an important part of the writing process. - Single paragraph outlines should include hooks, topic sentences, supporting detail and...
Teaching Without Frills
How to Create an Outline for Kids - Planning Your Writing
In this video, you'll learn how to create an outline to plan your writing! We'll use a persuasive writing topic as an example to see how an outline can help you organize your ideas before writing.
Curated Video
Writing Strong Conclusions in Opinion Text
This video provides guidance and practice on how to write a strong conclusion for an opinion text. It explains the three main parts of a text (introduction, body, and conclusion) and emphasizes the importance of restating the opinion and...
Curated Video
Writing a Memorable Conclusion: Leaving Your Reader with a NIP
In this video, the teacher explains how to write a memorable conclusion for an essay by leaving the reader with a NIP (New Thinking, Implication, Plea). The teacher guides students through the process of re-reading their thesis...
Sophia Learning
Sophia: Conclusions
A video lesson explaining the purpose and structure of a conclusion to an essay. [4:39]
Imagine Learning Classroom
Learn Zillion: Write a Conclusion Referring to "Big Ideas"
In this lesson, you will learn how to conclude your response by referring to the prompt and the "big ideas" of your response. [4:55]
Imagine Learning Classroom
Learn Zillion: Strengthen a Concluding Paragraph by Reflecting on the Consequences of Inaction
In this lesson, you will learn how to strengthen your concluding paragraph by reflecting on the consequences of inaction. [4:28]