This is a series of lessons that runs through Q2, 3 & 4 of Paper 1 from October 2022 (The Old Man and the Sea). I have designed the structures and written the responses with a particular aim of pushing my students securely into Level 3. Each lesson follows a simple structure: Show them a structure they can use to to answer the question. Go through the planning process together Give them the right amount of time to answer the question Give them a complete model response that follows the structures and uses a number of other strategies I’ve given them. They read the response and then follow instructions on a slide to help them to identify the strategies that are used in the model. They then read and highlight their own response, identifying their strengths and weaknesses.

This unit tracks through the novel ‘Wonder’ by R.J. Palacio, supporting students in tracking the development of plot, character and themes throughout the novel. Within the unit are opportunities to analyse Palacio’s writing methods as they explore the portrayal of characters and work towards a GCSE Literature exam style question. There are models of analytical writing that can be deconstructed with a view to students using them to scaffold their own analytical writing. Students will also engage in exploring issues like bullying that are raised by the novel as well as completing some of their own creative writing. The unit does reference the old National Curriculum Levels that were used at KS3.

Completed slides for one lesson that will take students through how to respond to Q4 on Language Paper 1. It includes a process to follow, ‘juicy quotes’ extracted from the text to annotate and explore as well as a model paragraph for students to unpick and discuss with their teacher before they move on to attempt a paragraph themselves. This Power Point could easily be used over two lessons. The extract from ‘The Bees’ is included.

This complete lesson provides students with a structure to follow to support them with answering a Question 4 on Paper 2. Please note that, as part of the lesson, the teacher will need to annotate the texts.

This complete lesson provides students with a structure for responding to Q3 on Paper 2. It follows on from my Paper 2 Question 3 lesson on ‘Trains’, providing less scaffolding for students but with opportunities for teacher-led analysis in the lesson. The teacher will need to create a model paragraph using the structure and sentence starters with students. Finally, students complete the final two paragraphs of the response on their own.

A complete scheme of work that covers both Section A and Section B of AQA English Language Paper 1. Originally created for Year 9 but would be suitable for Year 10. It includes structures to support students responding to each of the questions on Section A as well as model responses for them to deconstruct with a teacher. The scheme includes a range of extracts for students to analyse, all of which are included in the scheme. For Section B there is an original story and lessons that support students in following the process of writing, from sentence structure to language to methods to whole text structure.

This is a complete SOW for KS3 with PowerPoints and resources. It looks at a variety of poetry from World War One and, particularly in depth, at the poetry of Wilfred Owen. Later in the scheme, it looks at some more recent poetry, an extract from ‘The Book Thief’ and some articles linked to the theme of ‘war’. The SOW trains students to ask questions of the text in order to support them in their analysis. It provides models of analytical writing for students to deconstruct before they attempt their own analysis as well as guidance for making inferences and spotting and commenting on the impact of writers’ methods. There are also opportunities for creative writing built in. The Scheme builds towards students completing a GCSE Literature style assessment where they compare Dulce Et Decorum Est to another poem of their choice.

A full lesson that uses a short extract to provide students with a process for responding to the structure question. It introduces them to some structural features as well as provides them with a model to deconstruct with a teacher. There is an accompanying resource sheet with the text that they are analysing as well as some writing prompts.

A full lesson that uses an extract from Frankenstein to provide students with a process for responding to the structure question. It introduces them to some structural features as well as provides them with a model to deconstruct with a teacher. There is an accompanying resource sheet with the text that they are analysing.

This is a complete lesson for a first time through the poem ‘The Farmer’s Bride’. It includes key questions to focus their analysis as well as important contextual information and a blank copy of the poem to annotate together.

Completed slides for one lesson that will take students through how to respond to Q4 on Language Paper 1. It includes a process to follow, ‘juicy quotes’ extracted from the text to annotate and explore as well as a model paragraph for students to unpick and discuss with their teacher before they move on to attempt a paragraph themselves. This Power Point could easily be used over two lessons. The extract from ‘Black Jack’ is included.

This complete lesson provides students with a structure for responding to Q3 on Paper 2. It analyses the extract from the text in close detail before providing students with a model response that links back to earlier annotations. Finally, students complete the response on their own that has been started for them on the Power Point.

A lesson for first analysis of The Farmer’s Bride.

This lesson gives students ideas of how to compare Winter Swans with The Farmer’s Bride using ‘Desire’ as the question focus. It then gives them a structure for writing a comparison essay and a model to pick apart before completing their own paragraph analysis.

This is a complete knowledge unit to be used with Year 7 or 8. It provides students with some essential knowledge of a variety of myths that will prove useful for studying some of the GCSE Literature texts that they will encounter at Key Stage 4. Each myth has a set of 4-6 knowledge questions with multiple choice answers that students repeatedly return to and there is a final knowledge quiz at the end of the unit as well as a more lengthy written assessment. Whilst exploring the myths, students will cover a variety of essential skills: writing about language and structure; being able to summarise a text; evaluating a text; comparing texts. As well as this, they will complete some of their own descriptive writing. There is an independent research project that runs alongside the unit for students to complete as homework. All lessons are complete with powerpoints and the myths can be printed out into a separate booklet.

This is a lesson I planned for KS4 Year 10. It takes students through planning for and then writing a short description of a Christmas Pudding being brought to the table (A follow up lesson could be to look at the description of this happening in A Christmas Carol). There is some teaching on sentence structure, colons and semi colons in there as well. At the end of the lesson, there is a Language Question for them to plan a response to on their own description to get them thinking about how effectively they’ve used language.

A lesson, complete with handout and power point, aimed at a low ability group that explores Imperialism as a theme in Sign of Four.

This lesson takes students through the proess of planning a response to an extract question on ‘Danger and Suspense’ in an extract from Chapter 3. It includes a model introduction to the essay.