Thank you for visiting my shop. My aim is to provide high quality teaching resources that reduce the
need for hours of planning and help learners to achieve their potential in English and English Literature.
Please feel free to email me at sdenglish18@gmail.com with any queries, requests or comments.
Thank you for visiting my shop. My aim is to provide high quality teaching resources that reduce the
need for hours of planning and help learners to achieve their potential in English and English Literature.
Please feel free to email me at sdenglish18@gmail.com with any queries, requests or comments.
This is a newly differentiated version of this resource:
https://www.tes.com/teaching-resource/macbeth-annotated-act-two-11875453
This lower ability version contains:
The full text of Act 2, translated (same as original)
Scene summaries for Scenes 1-4
Scene 2 (the immediate aftermath) full text with corresponding questions
5 Worksheets to be carried out alongside the reading of Act 2.
This unit contains fewer resources than the corresponding unit for Act 1, but this reflected in the price. It was created with the issue of time pressure in mind.
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.
This is the eleventh 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 (see cover image)
Feedback slide
An introduction to flashback as a device + what is a flashback?
Links to YouTube videos in which flashback is used in 3 different films. Learners watch the clips and then say at what point the flashback occurs
An introduction to flashback as a structural technique + the difference between language and structure
Different ways of incorporating a flashback (worksheet)
Feedback slides
Flashback writing task with basic and challenge success criteria
Peer assessment
Review
Estimated 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.
Five mind maps on different aspects of J&H:
The presentation of Jekyll
The presenetation of Hyde
The presentation of Lanyon
The presentation of Utterson
Women in the novel.
NB. This is an updated listing. If you have previously paid for this resource and need a copy, please email me using the address on my store front.
A handy summary mat that provides key points and guidance in relation to several forms of transactional writing.
UPDATED to include the original PPT slide.
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.
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).
An introduction to simple, compound and complex sentences with activities at the end. Suitable for KS2 or lower KS3 groups.
Update:
I have created an alternative to this lesson, found here:
https://www.tes.com/teaching-resource/lower-ability-ks3-sentence-types-12057647
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 110-slide PowerPoint that explores Act Three of ‘An Inspector Calls’. The PPT covers:
Revision of Act Two
Put quotations in order + identify quotes in relation to three different themes: a) Parents and children b) Responsibility
c) Capitalism versus socialism.
A range of differentiated sample paragraphs in response to the above tasks. Students identify the missing words.
Worksheets for the characters of Arthur, Sheila, Gerald and Sybil in terms of their attitude towards responsibility.
Quotations: ‘Who Said What?’ task + sample answers
Exploration task on how Act Two ends (differentiated).
Act Three:
Focus on Eric: Quotation Hunt followed by comparison task in relation to Eric and Eva’s relationship and Gerald and Daisy’s relationship.
Illegal Versus Immoral Behaviour task.
A 15-point quiz (essentially how capitalist/socialist are you?)
Group-work task on the contextual background of the Inspector’s speech: capitalism v socalism, communism, the rise of the USSR, communism in the USSR, the reasons for Priestley’s socialist views, British capitalists’ antipathy towards socalism, rising public interest in socialism, Conservative anti-socialist propaganda task (diff’d) + the Labour win of 1945 + its effects.
Analysis of the Inspector’s final speech task.
Drama activity.
Sample extended analysis of the Inspector’s final speech.
Exploring the aftermath of the Inspector’s departure + extended response task on theme of responsibility.
The significance of the end of the play in terms of the generational divide + time theories in ‘An Inspector Calls’, extended response
Act 3: 20 questions
A whole-play revision section.
This resource is suited to middle-upper-ability learners.
A 25-slide PPT that enables an exploration of Tennyson’s ‘The Charge of the Light Brigade’. It covers the contextual background and the concept of dactylic dimeter. A series of questions are provided to prompt annotation of the poem. Suggested answers to the questions are included for those that may be unfamiliar with the poem.
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