A lesson to introduce and analyse camera angles. The lesson aims to provide a format for pupils to analyse camera angles. Pupils will learn the basic camera angles and then independently identify a series of camera angles and analyse their effect. A fast-paced pupil-led lesson which will engage learners in the world of Media Studies.

A full lesson detailing to pupils how to identify the features of a leaflet (linguistic and format) and recreate these in a writing task, based on the Edexcel English Language exam. Suitable for KS3 classes and KS4. A recently observed Ofsted 'Outstanding' lesson, with a clear presentation. Suitable for all exam boards but designed for Edexcel English Language Specification (also attached) and grade boundaries from 3-6, which can be altered easily to accommodate HA or LA pupils. The lesson contains a think, pair, share starter. The main activity consists of a pupil led analysis of two leaflets (designed to cover a range of language and structural features) and finally the plenary consists of a peer assessment task (worksheet for this is attached). The entire lesson is very pupil-led, containing fast-paced, engaging tasks. Learning objectives. A05: LO1: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.   LO2: Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.

2 full lessons with worksheets and interactive activities detailing how to analyse persuasive writing, identify the features of a speech and create a well structured speech. Ideal for English Language paper 1 Suitable for HA KS3 classes and KS4. An Ofsted Outstanding lesson (put into practise recently). Edexcel English Language Specification (also attached) and grade boundaries from 3-7 (on presentation), which can be altered easily to accommodate HA or LA pupils. Objectives as per picture (fits some of AO2/AO4 criteria too). Visit my shop for more useful resources: https://www.tes.com/teaching-resources/shop/PhilippaBrooks

A lesson analysing the plot and characters' motives in Chapter 2.

This resource comprises 5 Entry Level Assessments. It contains extracts from 5 novels/novellas in which pupils have to identify and analyse the text according to Entry Level (Reading Paper) requirements. This gives pupils a taste of what may be to come at GCSE level without being intimidating. Each assessment tests the pupils on similar skills, therefore they can be used to attempt to build upon skills and show continual progress.

Romeo and Juliet AQA English Literature Paper 1 exam style questions, using lively and creative speaking and listening activities to scaffold learning. Unlike other resources, this includes indicative content for each AO for EVERY question Student-friendly AOs are provided so students can actually access assessment objectives, and a self-reflection sheet is included that allows students to meaningfully reflect on their work. The Shakesbook (mock facebook) can be added as a homework task.

A very succinct activity starting with simple research tasks, culminating in an extended question. The focus is drawn back to Act 1 Scene 2, investigating to what extent does the discussion between Capulet and Paris in Act 1 Scene 2 conform to Elizabethan ideas of marriage?

A full lesson outlining how to investigate the denotation and connotation of imagery and structure. The lesson involves a group starter task identifying the connotations of colours. They then complete a series of individual comprehension questions which aim to promote pupils' confidence and ability identifying the connotation or the writer's choice of words, before a peer assessment task.Pupils have GCSE 1-9 criteria to assess their work. There is also a homework task (or extension task) to encourage further development. A punchy, well paced lesson which gets pupils doing the work not you!

A fast paced and engaging full lesson providing GCSE 1-9 grades for pupils to self-assess their own work. The lesson begins with a recap of descriptive techniques with a worksheet which pupils can complete individually or in pairs. Pupils then assess exemplar pieces of writing according to the 1-9 framework. The main task pupils will produce their own piece of descriptive writing (describing a chocolate bar) using the example provided. The final task is a structured peer assessment task, where pupils provide feedback for their pairs.

A series of 5 lessons focusing on improving pupils descriptive writing. Lesson 1 focuses on increasing pupils use of adjectives. Lesson 2-3 focus on increasing pupils use of sensory imagery. Lesson 4 focuses on figurative language. Lesson 5 focuses on using effective punctuation and sentence structures. All lessons vary tasks and activities to create fun, engaging and well-paced lessons. All lessons use the 1-9 criteria and focus on A05 and A06.

Designed to fit the new AQA syllabus - this full lesson gives and introduction to the course and a lesson in the basic frameworks of textual analysis. All activities are fast paced, varied, pupil led and promote independent analysis. There is a lesson plan provided for ease and an accompanying worksheet.

Designed to fit the new AQA syllabus - this full lesson gives and introduction to the course and a lesson in one of the basic frameworks of textual analysis: the function of sentences. All activities are fast paced, varied, pupil led and promote independent analysis. There is a lesson plan provided for ease and an accompanying worksheet.

Lesson 1 in a series of lessons aimed to promote reading a writing skills (focusing on Non-Fiction and Media Texts). The presentation features a series of thought provoking images where pupils are guided to discuss their thoughts as a class (or in groups) to develop an understanding of the issues facing animal welfare. The final task is to create a speech to state whether the pupil is for or against battery hen farming to be banned in the U.K. This can then be peer assessed with the worksheet provided the material provided is not intended to influence pupils opinions rather develop confidence to voice their own.