An extended lesson on writing a discursive essay, aimed at middle-upper-ability GCSE. It covers: The assessment objectives for writing (learners should put these in their own words) What is a discursive essay? Planning in full and planning in the exam A planning activity to carry out in pairs, followed by feedback The structure of a discursive essay Different ways to start a discursive essay An example introduction, internal paragraph and conclusion The importance of linking paragraphs The importance of using evidence and different forms of evidence A final writing task Self-reflection The whole powerpoint is likely to last over an hour. The sample paragraphs are also included on a separate sheet so learners can annotate them. There is reference to AQA 8700/2/Question 5 but it could be adapted to other boards. These files were last saved in Office 2016.

A 9-10 week unit of work aimed at upper ability Year 8 learners. The activities are based on a range of extracts that focus on popular female literary characters. Links are provided to the relevant extracts which are from: ‘Great Expectations’ (sample answer included) ‘The Hunger Games’ ‘Gone With the Wind’ (sample answer included) ‘Wuthering Heights’ There are also activities that focus on Roald Dahl’s Miss Trunchbull (from ‘Matilda’) and Mrs Pratchett (From ‘Boy’). Lastly, learners read and explore ‘The Lady of Shalott’ (Tennyson). The assessment tasks focus on two different extracts from ‘The Hunger Games’. This unit of work uses AQA 8700/1-style questions but could be adapted with other exam boards in mind.

A mind map for AQA English Language Paper 2. Black and White version also included.

This lesson looks at the requirements of AQA Paper 2, Question 5 with a particular focus on leaflet-writing and the use of language to instruct and advise. It draws from my original PPT: https://www.tes.com/teaching-resource/leaflet-writing-for-gcse-11757705 and could be used as a follow on from the free Section A questions provided here: https://www.tes.com/teaching-resource/aqa-8700-paper-2-railway-accidents-11992280 However, this can act as a stand-alone lesson. It covers: Key points about AQA English Language, Paper 2, Question 5 The structure of a leaflet The different purposes of a leaflet (with task) A note on planning and identifying the purpose, audience and format (with quick task). The features of writing to instruct and advise (with handout) A WAGOLL for the given task After learners have written their own, they then use success criteria to peer assess and then rate their learning. The PPT is aimed at middle-upper ability learners and is likely to take about 2 hours, including independent writing time (45mins).

This is a lesson on ‘Ozymandias’ in the Power and Conflict Anthology. It is aimed at lower ability learners and includes: Do Now Task: Learners look at a photo of an Egyptian pharaoh and respond to three questions Feedback slide Learners read a sheet detailing the poem’s contextual background and use it to complete a mind map Suggested annotations for lower ability learners An essay on how the poem reflects Shelley’s feelings about power Comparison with ‘The Prelude’ table to complete Review Estimated completion time: 1.5 hours

A full lesson on GCSE discursive essay writing for lower ability learners. The PowerPoint covers: The purpose of a discursive essay, with a sample question that learners are encouraged to ‘break down’. This includes an extension question. Planning a response + extension question Structuring a discursive essay PEA paragraphs in a discursive essay Counterargument A sample response for annotation + extension activity An opportunity for learners to produce their own responses A peer assessment activity Self-reflection The lesson was produced with AQA 8700/2 in mind but could apply to other exam boards. These files were last saved in Office 2016.

A straightforward introduction to speech writing for lower-middle ability KS3. It covers: Starter task (see cover image) What is a speech and who makes a speech? AFOREST features used in a WAGOLL. Learners label the features used in the WAGOLL. There are two provided, one for lower ability and another providing some reading challenge. Learners then write their own persuasive statements based on the AFOREST features. Review. This lesson is likely to take around an hour.

Mark schemes for all sections of the AQA 8702 English Literature papers translated into more accessible English.

A 63-slide PowerPoint that explores Act Two of ‘An Inspector Calls’. It covers: Revision of some of the key ideas from Act One Two separate keywords activities for Act Two (worksheets included) A sequencing of Gerald’s affair task Three differentiated questions to encourage analysis of Gerald’s affair: a) in terms of his relationship with Sheila; b) In terms of the patriarchal society of the Edwardian Era; c) In term of Marxist theory (worksheet + sample answers for B and C included) Daisy’s Diary creative writing task Notes on the contextual background of the Brumley Women’s Charity Organisation e.g. noblesse oblige and the deserving and undeserving poor A quotation hunt based on some of the key ideas in early Act Two The Literature Assessment Objectives and an example analysis paragraph based on a Sybil quotation Inference-making activity based on a range of things Sybil says in Act Two True or False statements relating to Eva Smith’s application for charity A ‘why do you think’ series of statements relating to Eva Smith’s application for charity (suggested answers included) A final extended-response question: How does Priestley present Sybil Birling in Act Two? (high level sample answer included) A 20-question quiz on Act Two. Review This unit of work follows on from: https://www.tes.com/teaching-resource/-an-inspector-calls-act-one-unit-of-work-11839609 It can exist independently but it assumes some pre-teaching of contextual ideas including Marxist Theory and capitalism v socialism.

A fully-resourced unit of work for SEN students who need a general understanding of the play before approaching the original text in KS4. The unit includes an adapted script in modern English. The PPT is just over 140 slides long and is intended to provide 8-10 weeks’ worth of work for low ability and SEN students. It guides students through the adapted Acts 1-5 and provides a range of comprehension and vocab exercises. It culminates in an assessment that makes use of both short-answer questions and one long-answer question on Romeo as a tragic hero. Suitable for teachers and non-specialists with a low ability KS3 group. If you would prefer to buy the adapted script separately, it is available here: https://www.tes.com/teaching-resource/romeo-and-juliet-sen-script-11892212 NB. On slide 128, I’ve discovered that the multi-coloured text boxes look slightly out of place on different computers. If this is the case, it is simply a question of adjusting them slightly to put them back over the appropriate squares. UPDATE: Core PPT tweaked and 2 new starters added. Please email me with any queries.

A PowerPoint that can be used to teach or revise AQA 8700 Language Paper 1, Question 2 - the 8 mark language question. The main question is based on an extract from George Orwell’s ‘1984’. If you purchase this resource, please be aware that you will need to source the extract for yourself. It is from the opening chapter of the novel, from ‘It was a bright, cold day in April’ down to, ‘Only the Thought Police mattered’. The entry task is based on a link to a YouTube video which outlines the plot of the novel. Learners listen out for the answers to 9 questions. After a short Q1-style task, the lesson then moves onto the main extract, which is accompanied by a sample exam question. Learners read and highlight the extract in relation to the question and then feedback. There are some key point on the language question to go through followed by a sample answer/WAGOLL. Learners then taken ten minutes to write their own responses and peer assess.

This worksheet can be used at either KS3 or KS4 to enable students to plan a short story according to Freytag’s Pyramid. NB. I have used the term ‘initial situation’ instead of exposition. An alternative, older version of this worksheet should be available here: https://www.tes.com/teaching-resource/short-story-planning-flow-chart-11747165

The sixth in the MRS SOAP creative writing series for lower ability KS3. It includes: Starter - write the opening of a story based on one of four given images. Each response should include one complex sentence and one specified descriptive technique. Feedback slide What is onomatopoeia? There are links to several YouTube videos so that learners can suggest onomatopoeic words. Learners fill in a table, suggesting onomatopoeic words appropriate to a range of environments. There is a table of 126 onomatopoeic words to help. Descriptive or poetic writing task with image prompts. Review This lesson can stand alone but assumes some knowledge of the following terms: complex sentence, simile, metaphor and personification.

The 11th in the KS3 Basic Literacy Range. This lesson is aimed at middle ability learners. It includes: Do Now task based on previous lesson on inference-making. Learners examine a range of texts and images and say what conclusion can be drawn from them. Feedback slides Revision of the terms subject and verb Identifying the subject and verbs in a range of sentences (worksheet + answers) What does subject-verb agreement mean? An information sheet covering six of the rules relating to subject-verb agreement, each with its associated task. Teacher answers included. Feedback slides Learning Review

This is the tenth in the KS3 Creative Writing for lower ability learners. It follows on from this introduction to creative writing techniques: https://www.tes.com/teaching-resource/introduction-to-creative-writing-la-ks3-12065152 This lesson includes: Do Now task: learners identify the ‘typical’ sights and sounds on a street, with extension task Feedback slide MRS SOAP revision task Learners then go on to complete a worksheet that asks them to apply their knowledge of creative writing techniques to their own street. Teacher examples and challenge task included, Peer assessment Learning review

This is a straightforward lesson that follows on from prior teaching of broadsheet article writing. The question is styled in the form of AQA but could be adapted for other boards. After a true or false Do Now task, the question is introduced and discussed. This is followed by brief coverage of a suggested article structure (heading, introduction, main body and conclusion). Students then work through a series of questions in response to a sample answer/WAGOLL. This sheet could be printed on A3. Staff then take feedback from students. Students write their own responses. The lesson concludes with a learning review composed of five key questions.

A 100-slide PowerPoint that provides the full text of ‘Macbeth’, Act Three, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include: AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.) Analysis of writer’s methods Analysis of effects of structural devices There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken. With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision. NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist!

A 99-slide PowerPoint that provides the full text of ‘Macbeth’, Act Five, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include: AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.) Analysis of writer’s methods Analysis of effects of structural devices There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken. With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision. NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist!