The extract has prompting questions around it which encourage students to analyse Shakespeare’s use of language, imagery, form and structure. It is aimed at high ability students as encourages their application of subject terminology and detailed exploration of language and imagery. There is also a supporting PPT to guide students through the shared sonnet and the final slide is an exam question with a success criteria as an extension task.

Aimed to develop Language Reading C2 AO2 skill. Guided analysis questions around the side encourages students to engage with the language and persuasive techniques used in the speech. Recap of persuasive techniques task first to support.

Extract from ‘Night’, a prisoner’s account of his first night at Auschwitz with five questions assessing AO1, AO2 and AO4.

These resources are based on the characters from Shakespeare’s ‘The Tempest’ and focus on descriptive writing skills aimed at KS3 students. The images and sentence starters around the side aim to encourage students to zoom in and describe various aspects of each character’s appearance, considering their vocabulary choices and using similes and metaphors.

This planning sheet includes prompts to ensure students cover all aspects of the mark scheme. It has been successful in supporting my KS4 students from Y9-Y11.

To support and accompany teaching of AQA Power and Conflict poem ‘Exposure’ or Eduqas poem ‘Dulce et Decorum Est’. Basic comprehension questions designed for students to select and retrieve relevant information from contextual information about Wilfred Owen.

Grid for guided analysis of language, structure and form of the AQA Power and Conflict poem, ‘*Exposure’

Two resources: an analysis grid to help students to unpick the language and structure used in the first stanza; model responses commenting on Byron’s use of language and structure to create meanings and effects

Analysis grid to help students to navigate and explore the language and structure of the final stanza of the poem with links to context.

Full lesson to introduce KS3 students to pathetic fallacy. It begins with a starter of audio clips which students listen to and write down the feelings/mood they associate with each weather type. There are example sentences from literature which students read and identify how the technique has been used. Then there is an extract from ‘The Hobbit’ - differentiated as some parts are underlined to support less able. Finally, students demonstrate their understanding of pathetic fallacy by writing their own example. Peer-assessment sheets for plenary also included.

Starts with a human sentence activity which requires students to work together in groups to reveal the definitions of mood and atmosphere, behaviour detective cards also used, four short extracts and differentiated worksheets. Can be taught as a carousel activity or students could be given all four extracts at once to work through. Sentence starters included on less-able resource.

Print on A3 paper. Students can use as a revision resource or as a guide to support a thematic essay response. There is space for students to add their own comments. This was successful with my top set Y11.

This begins with a starter which prompts students to consider the connotations of Shakespeare’s language choices for Lady Macbeth. The extract from the scene has guiding questions around it which enables students to independently annotate and analyse the extract, with an implicitly balanced focus on AO1 and AO2. The PPT includes activities which could be used in a second lesson, or an extension activity which includes a creative task in which students apply persuasive features in their own piece of writing.

Three worksheets adapted for different abilities. It focuses on developing reading skills, specifically the analysis of language and literary techniques. Guiding questions encourage students to explore the writer’s choices and effect on the reader. Sentence starters also included to support students to write an extended response to the question: What impressions do you get of the hornhooves in the extract? This aims to develop responses to AO2 questions to prepare KS3 for the requirements of GCSE English Language.

Extract from Bear Grylls’ ‘Tracks of the Tiger’ with guiding questions around the side to support students with analysis of language, structure and literary techniques for effect. Aimed to develop AO2 reading skills, specifically thinking about writer’s intention and the effects on the reader. Action and adventure theme engages less enthusiastic readers. Full PPT also included, along with sentence starters and support to assist students in writing an independent extended response to ‘how’ AO2 questions. Analysis grid also included to support students with the PEA structure.

This starts with a focus on vocabulary choices and sensory imagery to make setting descriptions vivid and convincing. The focus then moves to creating convincing characters and events through adding detail. The final resources are based on narrative structure and how shows students how to take a simple and realistic idea and stretch it into a detailed narrative.

The resources are sufficient for one lesson. They aim to encourage students to consider ideas and themes conveyed through language choices. Could be used with KS3 or KS4.

This resource can be used to support students to plan an exam response to the single poem question; alternatively, can be used as a revision tool which students can capture all they remember about their chosen poem, then add additional notes in a different colour using their annotations/revision guides.

Extract from ‘The Hunger Games’ with guided analysis questions around the side in order to help students develop AO2 Language Reading skills and the final question offers a taster of AO4. Answers also included so students can self/peer mark.

Includes analysis prompts to encourage students to probe the language choices and consider the effect on the audience. I used this with set Y11 and they found it really useful to support their revision by enabling them how to track a theme across the whole play.

Extract from WWI novel ‘Birdsong’ with guiding questions around to prompt students to explore and analyse the writer’s use of language and techniques and consider the effects on the reader. Full PPT to guide students through the extract and skills, including screenshots from the Eduqas specification. Sentence starters and success criteria included to enable students to write an extended response to AO2 questions.