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An Inspector Calls revision notes

An Inspector Calls revision notes

This is a revision resource of An Inspector Calls packed with notes on characters, themes and main motifs, with each quotes heavily analysed, as well as being linked to the context. I collected notes from videos, revision guides and other places and put them all together, as well as including my own ideas. This is very useful for GCSE students as I had made this for my own exams (the new 9-1 GCSE’s). With these notes I was able to receive grade 9’s on my exams.
rrosexx
Introduction to Literary Lenses Using Cinderella

Introduction to Literary Lenses Using Cinderella

Lesson and materials designed for introducing students to different critical ways of reading a text. Introduces students to a range of critical lenses, and separates them into small groups. The overall aim being to allow students to apply these lenses whilst studying any work of literature. Q5 bridges to a specific Theory of Knowledge moment. Instructions Watch the video of Cinderella attached. Having watched the video, read the version of Cinderella attached, by the Brothers Grimm. Having done so, choose one of the literary lens documents to work on with a partner. Apply what you can in terms of knowledge and understanding to the short story. Share your findings with the class. What did using your literary lens reveal about Cinderella as a text? Is there a lens that is most appropriate for analysing the story? If so, what? Why? To what extent can we truly understand a text through solely one perspective? How can we reapply what we have learned about literary lenses with Cinderella to text…
jcw29
AQA English Lang & Lit - long term yearly plans for Year 9 to Year 11

AQA English Lang & Lit - long term yearly plans for Year 9 to Year 11

This resource provides you with the long term plan for teaching the new 2015 AQA English Language and English Literature Specs. This is a good starting point for new HOD or experienced ones looking for a new learning plan for the transition from Year 9 into KS4. Each plan provides teachers with a schedule of what to study each term and includes language and literature ideas. All that is need is are the SOW. I hope they help!
chirpyandcheerful
Trailblazers: World War One's Inspirational Women PowerPoint

Trailblazers: World War One's Inspirational Women PowerPoint

One hundred years since women gained the right to vote we launched Trailblazers: World War One’s Inspirational Women – a nationwide project about inspirational women from the First World War and their impact on the societies around them. Trailblazers encourages young people to explore the incredible lives of women from the First World War, to discover Trailblazing women in your locality, and to develop as future Trailblazers. Teachers that would like to use this should email trailblazers@big-ideas.org to receive the free associated resource pack or to apply for small scale funding to cover costs of materials, speakers, or events. This PowerPoint can be used with the Trailblazers Lesson Plan and homework task as part of the Trailblazers project, to help students understand the historical context of women’s roles during World War One, to identify past and present trailblazers, and to practice public speaking skills. This connects to English and History curriculum for ages 11 - 16. For more information about Big Ideas projects go to www.big-ideas.org
trailblazers2
Trailblazers: World War One's Inspirational Women Homework Task

Trailblazers: World War One's Inspirational Women Homework Task

One hundred years since women gained the right to vote we launched Trailblazers: World War One’s Inspirational Women – a nationwide project about inspirational women from the First World War and their impact on the societies around them. Trailblazers encourages young people to explore the incredible lives of women from the First World War, to discover Trailblazing women in your locality, and to develop as future Trailblazers. Teachers that would like to use this should email trailblazers@big-ideas.org to receive the free associated resource pack, to take part in the Trailblazers exhibition, or to apply for small scale funding to cover costs of materials, speakers, or events. This homework task should be used in conjunction with the free lesson plan to help students understand the historical context of women’s roles during World War One, to identify past and present trailblazers, and to practice public speaking skills. This lesson plan connects to English and History curriculum for ages 11 - 16. For more information about Big Ideas projects go to www.big-ideas.org
trailblazers2
Trailblazers: World War One's Inspirational Women Lesson Plan Age 11-16

Trailblazers: World War One's Inspirational Women Lesson Plan Age 11-16

One hundred years since women gained the right to vote we launched Trailblazers: World War One’s Inspirational Women – a nationwide project about inspirational women from the First World War and their impact on the societies around them. Trailblazers encourages young people to explore the incredible lives of women from the First World War, to discover Trailblazing women in your locality, and to develop as future Trailblazers. Teachers that would like to use this lesson should email trailblazers@big-ideas.org to receive the free associated resource pack, to take part in the Trailblazers exhibition, or to apply for small scale funding to cover costs of materials, speakers, or events. This lesson can be used as part of the Trailblazers project, to help students understand the historical context of women’s roles during World War One, to identify past and present trailblazers, and to practice public speaking skills. This lesson plan connects to English and History curriculum for ages 11 - 16. For more information about Big Ideas projects go to www.big-ideas.org
trailblazers2
An Inspector Calls and A Christmas Carol: Model Answers - Bundle 1

An Inspector Calls and A Christmas Carol: Model Answers - Bundle 1

A detailed set of 5 model answer on Charles Dickens’ ‘A Christmas Carol’ and J B Priestley’s ‘An Inspector Calls’. The answers included in this bundle are: A Christmas Carol: Happiness The most powerful spirit Working life Attitudes to Christmas The importance of family An Inspector Calls: Conflict between generations Gender Priestley’s intentions The importance of Eva The importance of the Inspector This allows students to understand how to structure their arguments to achieve full marks. At the end of the essay is the mark as well as a detailed comment analysing the student’s strengths and weaknesses. This enables students to understand what parts of the essay have been so successful. This resource has been written for AQA, but will be useful to all students studying ‘A Christmas Carol’ and ‘An Inspector Calls’. This is bundle 1 and offers excellent value for money. Included in this set are 10 answers. Check out the rest of the series and other great resources in my Tes Shop. Any Enquires: Instagram - @thomasd0resources Twitter - @thomasd01resou1 Email - thomasd01@yahoo.com
thomasd0
An Inspector Calls - Model Answers: Bundle 1

An Inspector Calls - Model Answers: Bundle 1

A detailed set of 5 model answer on J B Priestley’s ‘An Inspector Calls’. The answers included in this bundle are: Conflict between generations Gender Priestley’s intentions The importance of Eva The importance of the Inspector This allows students to understand how to structure their arguments to achieve full marks. At the end of the essay is the mark as well as a detailed comment analysing the student’s strengths and weaknesses. This enables students to understand what parts of the essay have been so successful. This resource has been written for AQA, but will be useful to all students studying ‘An Inspector Calls’. This is bundle 1 and offers excellent value for money. Check out the rest of the series and other great resources in my Tes Shop. Any Enquires: Instagram - @thomasd0resources Twitter - @thomasd01resou1 Email - thomasd01@yahoo.com
thomasd0
Model Answer: Gender in 'An Inspector Calls'

Model Answer: Gender in 'An Inspector Calls'

A detailed model answer discussing Priestley’s presentation of gender in ‘An Inspector Calls’. This allows students to understand how to structure their arguments to achieve full marks. At the end of the essay is the mark as well as a detailed comment analysing the student’s strengths and weaknesses. This enables students to understand what parts of the essay have been so successful. This resource has been written for AQA, but will be useful to all students studying ‘An Inspector Calls’. Check out the rest of the series and other great resources in my Tes Shop. Any Enquires: Instagram - @thomasd0resources Twitter - @thomasd01resou1 Email - thomasd01@yahoo.com
thomasd0
An Inspector Calls - Sheila Birling

An Inspector Calls - Sheila Birling

We look at three key quotes from Sheila Birling, one of the most important characters from An Inspector Calls by JB Priestley, and look at how and why she changes throughout the three acts of the play.
Lead_Practitioner
An Inspector Calls - Mr Birling

An Inspector Calls - Mr Birling

We look at three key quotes from the pivotal character of Arthur Birling from JB Priestley’s An Inspector Calls. Helpful revision for GCSE and KS3 students analysing this classic play.
Lead_Practitioner
An Inspector Calls - Mrs Birling

An Inspector Calls - Mrs Birling

I’m an experienced English teacher and I run through some key quotes from Mrs Birling, analysing her language used and the type of character she is presented as. A key character from An Inspector Calls and a fascinating character to analyse.
Lead_Practitioner
Model Answer: Priestley's Intentions in 'An Inspector Calls'

Model Answer: Priestley's Intentions in 'An Inspector Calls'

A detailed model answer discussing how far Priestley’s fulfills his intentions in ‘An Inspector Calls’. This allows students to understand how to structure their arguments to achieve full marks. At the end of the essay is the mark as well as a detailed comment analysing the student’s strengths and weaknesses. This enables students to understand what parts of the essay have been so successful. This resource has been written for AQA, but will be useful to all students studying ‘An Inspector Calls’. Check out the rest of the series and other great resources in my Tes Shop. Any Enquires: Instagram - @thomasd0resources Twitter - @thomasd01resou1 Email - thomasd01@yahoo.com
thomasd0
An Inspector Calls - Key Quotes

An Inspector Calls - Key Quotes

I’m an experienced English teacher that loves discussing interpretations of texts. In this video I choose three key scenes from each major character in JB Priestley’s An Inspector Calls and analyse the use of language in each one.
Lead_Practitioner
Model Answer: The Importance of Eva Smith in 'An Inspector Calls'

Model Answer: The Importance of Eva Smith in 'An Inspector Calls'

detailed model answer discussing how Priestley presents the importance of Eva Smith in ‘An Inspector Calls’. This allows students to understand how to structure their arguments to achieve full marks. At the end of the essay is the mark as well as a detailed comment analysing the student’s strengths and weaknesses. This enables students to understand what parts of the essay have been so successful. This resource has been written for AQA, but will be useful to all students studying ‘An Inspector Calls’. Check out the rest of the series and other great resources in my Tes Shop. Any Enquires: Instagram - @thomasd0resources Twitter - @thomasd01resou1 Email - thomasd01@yahoo.com
thomasd0
Who's for the Game? - Assessment and Follow-up

Who's for the Game? - Assessment and Follow-up

Four lessons preparing students for an assessment on Jessie Pope’s ‘Who’s for the Game?’ Model analysis and model answers included to help students prepare for an assessment focusing on context and language analysis. Follow-up lesson encourages students to reflect on and improve their work. Suitable for higher ability KS3 or mid- to lower-ability KS4.
louisegill21
Romeo and Juliet Scheme of work

Romeo and Juliet Scheme of work

Full scheme of work introducing students tp ‘Romeo and Juliet’. Suitable for higher ability KS3 or mid-ability KS4. Scheme of work focuses on introducing characters, context, key scenes and language analysis skills. Five weeks contains 22 lessons including assessments based on previous AQA GCSE English Literature questions. Ideas for homework also included along with a booklet, which when printed, accompanies each lesson with scenes and model answers etc.
louisegill21
Never Let Me Go - Characterisation of Tommy!

Never Let Me Go - Characterisation of Tommy!

This engaging and informative lesson enables students to make clear, detailed and well-informed interpretations of Tommy’s characterisation in ‘Never Let Me Go.’ In particular, students develop their understanding of how his character is introduced and developed, drawing on a varied range of textual evidence from across the novel, before demonstrating their understanding of how the character reflects Ishiguro’s intentions. The lesson follows a step-by-step learning journey, in which children learn through: Reading an extract detailing Tommy’s introduction in the novel and answering comprehension questions about the initial portrayal of his character; Reading around quotations in order to track how Tommy’s characterisation is developed over the course of the novel; Understanding how Tommy reflects Ishiguro’s key meanings and ideas; Using their deep understanding of Tommy’s character to write a diary entry from his viewpoint; Peer assessing each other’s learning attempts. Included is: Whole lesson PowerPoint - colourful and comprehensive; Quote Interpretation worksheet; Selected extract (from chapter 1); Diary writing succcess criteria; Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.
TandLGuru
GCSE AQA Literature paper 1 'Romeo and Juliet' bundle

GCSE AQA Literature paper 1 'Romeo and Juliet' bundle

A bundle of PowerPoints and resources for teaching Shakespeare’s ‘Romeo and Juliet’ to a GCSE class. Lessons for the entire play included with high quality exemplar responses and revision resources. Bundle also includes booklet of academic non fiction to help develop students’ understanding of the play and its context.
Aimsnapfall
Dickens 'A Christmas Carol' GCSE AQA English Literature bundle

Dickens 'A Christmas Carol' GCSE AQA English Literature bundle

A bundle of PowerPoints and resources for teaching ‘A Christmas Carol’ by Charles Dickens at GCSE. Lessons and resources specifically created for AQA exam. Booklet of academic non fiction to accompany teaching of this fictional text and knowledge organiser with all relevant contextual information to help students understanding of text, and to be used as revision tool.
Aimsnapfall
Kensuke's Kingdom KS2 Comprehension Activities Booklet!

Kensuke's Kingdom KS2 Comprehension Activities Booklet!

This resource booklet contains a wide range of age-appropriate, engaging, and meaningful comprehension activities for use throughout the reading of Michael Morpugo’s Kensuke’s Kingdom.’ Teachers have found them particularly useful in comprehension or guided reading sessions. They are perfect for aiding the progress of children towards meeting the upper KS2 expectations within the new National Curriculum framework. Children love learning from these resources, whilst they are also of great use to teachers, as there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that children gain a deep understanding of the text. Activities within the booklet include: ‘An Interview with Michael’s Parents’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Morpugo’s Description’ - to enable students to demonstrate that they can: ‘Explain meanings of words that they know and ask the meaning of new words. Link the meaning of new words to words that they already know;’ ‘Michael’ and ‘Kensuke!’ - to enable students to demonstrate that they can: ‘Understand what is read by drawing on information from more than one paragraph, identifying key details that support the main ideas, and using quotations for illustration;’ ‘Figurative Language in Kensuke’s Kingdom’ - to enable students to demonstrate that they can: ‘Discuss and evaluate how authors use language, including figurative language, to create an impact on the reader.’ Plus many, many more activities (the booklet is over 20 pages in length!) I’ve also added it as a PDF in case the formatting differs on your computer. All images are licensed for commercial use, and are cited on a separate document (included).
TandLGuru
KS 3 Romeo and Juliet. Unit of Work.

KS 3 Romeo and Juliet. Unit of Work.

Entire Unit of Work on Romeo and Juliet for Key Stage Three English. To understand some of the contexts for Shakespeare’s plays. To fill in the notes page during the lesson and answer all of the questions correctly. To be able to comment in detail on some of the play’s main characters & their situation. To understand the ways in Shakespeare’s use of language & form suggest certain interpretations of the play and its ideas. To analyse the language used and how it directs the plot at this pivotal point in the play. To complete a piece of writing to reinforce student understanding of the plot & characters. To complete Shakespeare Assessment Part One on ‘Romeo & Juliet’. Scheme included for delivery. All resources and and assessment folders included.
Yomama1234
Never Let Me Go - Ishiguro's Use of Language!

Never Let Me Go - Ishiguro's Use of Language!

This engaging and informative enables students to make precise and detailed interpretations of Kazuo Ishiguro’s language choices throughout Never Let Me Go. In particular, students identify and analyse the effect of Ishiguro’s language in his description in the novel of the boat on the marsh, using their understanding of various language devices, before applying these concepts to their own descriptive writing attempts. The lesson follows a step-by-step learning journey, in which children learn through: Defining and exemplifying the descriptive writing techniques, through a fun and interactive activity; Identifying the language techniques that Ishiguro uses in his description of the boat on the marsh in the novel;’ Analysing the effectiveness of Ishiguro’s descriptive writing; Creating their own descriptions of settings, using Ishiguro’s model example, a structure strip, and the techniques that they have gathered over the course of the lesson; Peer assessing each other’s learning attempts; Included is: Whole lesson PowerPoint - colourful and comprehensive; Card sorting cards Selected extract (from chapter 19); Descriptive Writing Structure Strip; Descritpive Writing Helpsheet; Comprehensive Lesson Plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.
TandLGuru
KNQ Graphic Organizer: Know, New, Question

KNQ Graphic Organizer: Know, New, Question

As an alternative to the KWL Chart (What do you KNOW, What do you WANT to know, What have you LEARNED), the KNQ Graphic Organizer (What do you KNOW about the subject, What is NEW about the SUBJECT, What QUESTIONS do you have) requires students to organize their information in a different way. Some student don’t know what they WANT to know, so having them ask QUESTIONS at the end of the lesson can help them reflect of what they’ve learned and what may have been left out. Instead of what a student has LEARNED about the subject, they can examine what is NEW information they have acquired through the lesson. Finally, establishing what students KNOW is always good pedagogical practice as a diagnostic assessment. The KNQ practice can be used to assess student reading comprehension, lesson engagement and understanding or thematic content in a unit. As a lesson assessment, this tool can help gage next steps and gaps in learning.
mzmorse
Forming Evidence Based Claims

Forming Evidence Based Claims

This poster is for the secondary classroom. It best helps support student understanding of the parts of an argument. Finding details, connecting the details, and finally, making a claim. This flow chart can be discussed forwards or backwards as a way to achieve the creation of an argumentative position and the support of it.
mzmorse
Republic of Ireland context/history quiz

Republic of Ireland context/history quiz

This quiz was designed to be used in an English lesson to reinforce student knowledge of Irish history in relation to Brian Friel’s play “Translations”. However, it could of course also be used by history teachers! The quiz could be done traditionally, whereby students revise in advance and then sit the quiz on their own. However, I used it as a team game, whereby at around Easter time, the slips were cut up and hidden around the classroom treasure hunt-style. Students had to work in teams to find the slips and fill in the answers where they thought they went on the answer sheet. The first team to get a full sheet of correct answers - or the highest number of correct answers - by the end of the given time - won an Easter egg (I appreciate that edible prizes and/or the religious aspect won’t work in all schools so obviously feel free to substitute this with a reward of your choosing if needed). Ground rules worth setting include: no hoarding of slips in your team (they should be put back where you have found them so other teams can also find them…) and no using chairs/tables etc as weaponry to guard the slips you have found (yes, really!!).
Angelil
'Frankenstein' GCSE ENTIRE SOW (12+ weeks) Ready to Teach Lesson by Lesson Ppts. TOP GRADES.

'Frankenstein' GCSE ENTIRE SOW (12+ weeks) Ready to Teach Lesson by Lesson Ppts. TOP GRADES.

You can teach straight from these PowerPoints with no amending required! Gain top levels for your students - includes many tasks to stretch skills in thinking, analysis, debate and evaluation READY TO TEACH LESSON BY LESSON Powerpoint go from setting up the novel with context/gothic concepts through each chapter, theme and character as they occur. Very thorough, detailed lessons with all research done for you! Includes language analysis lessons to ensure top exam grades. Previously taught to 3 different year 10 classes where grades were raised from Grade 4 up to Grade 8+ by the end of the unit. Originally designed for higher ability but can be adapted for lower by simply removing some of the higher level contextual material available to stretch students. Lessons take students through Shelley’s Frankenstein step-by-step including activities to teach and engage students on a deep level with context, intertextuality/allusion, close language analysis and includes regular assessments, debates and thinking tasks as well as guided reading with questions for each chapter covered. All worksheets included too. Video clip links are found in the ‘notes’ section of the relevant slide. Also adaptable for A Level due to high level of stretch provided.*
hpfenglish
Poster-How to Make a Claim

Poster-How to Make a Claim

This poster is for the secondary classroom. It is a simple flow chart of establishing a claim and supporting it with evidence.
mzmorse
Fact sheet: IRA (Irish Republican Army)

Fact sheet: IRA (Irish Republican Army)

This is a fact sheet about the IRA designed to be distributed to students, or for teachers to use to give them some background knowledge. It has been adapted/created based on Wikipedia so naturally is basic/has limitations, but is suitable for student use and for teachers who are not history specialists. It can be useful for English teachers who are teaching plays or novels where this history is relevant, such as Brian Friel’s “Translations” or Joan Lingard’s “Across The Barricades”.
Angelil
Annotation Slides

Annotation Slides

Annotation is a supremely useful skill and reading strategy to use in order to better understand and discuss what you have read. Students require repetition of academic behaviors that will aid in their improved classroom performance. Annotation is a skill that can be used across subjects and should be modified for personal use as students become more comfortable. Common symbolsare identified.
mzmorse
Literature Circles: Student Reading Groups

Literature Circles: Student Reading Groups

Literature Circle praxis is meant to aid students in reading comprehension. This can take many forms. Student groups should remain 3-4 in size, depending on the regularity of attendance. Student should be able to work in an environment that affords active listening, active reading (including annotation), and writing reflection. Literature Circles can take one lesson or several days, depending on level and length of reading. The desired outcome can be to engage the reading as a group member with a particular ROLE or to use that ROLE to process a specific aspect of the text. Roles include: Discussion Director Vocabulary Enricher Literary Luminary Checker (for task/role objectives) Summarizer Artful Artist Character Captain Passage Picker Reporter Bridge Builder Any combination of the above roles can be assigned by the teacher. It is up to their discretion which roles should be used and in what groupings. Some roles overlap in responsibilities. Those that overlap are also differentiated for various learners.
mzmorse
WJEC/EDUQAS NON-FICTION PAPER :  SECTION A & B

WJEC/EDUQAS NON-FICTION PAPER : SECTION A & B

This paper is ideal for mock examination purposes for your year 10 or 11 classes. The paper is written in the exact same format as WJEC/EDUQAS to prepare the pupils for their GCSE and focuses on 19th century and 21st century texts. The paper has Section A - Two Extract and 6 Questions as well as Section B - Two Transactional Writing Questions
jessomalley
Romeo & Juliet - investigating Mercutio's death - Whole lesson

Romeo & Juliet - investigating Mercutio's death - Whole lesson

Whole lesson including resources, ppt and lesson plan. Only thing needed is a clip of Mercutio’s death - your choice which version you would like to use - any works with the lesson. Pushes students to think outside of the box exploring the impact of the death of Mercutio on the play. Used with high ability Year 9, but also works well with KS4.
hayleydraper
The Alhambra WebQuest

The Alhambra WebQuest

Students will complete a general knowledge quiz prior to investigating the Alhambra. The idea behind the quiz is not to demonstrate a lack of student knowledge, but rather to show how varied the history of a particular monument, building or site can really be. The quiz in section 1 along with the questions in section 2 will help build a general overview of the Alhambra and aid them in their choice for their presentation. These sections will hopefully highlight curiosities rather than just the basic facts about the Alhambra, which may be helpful in the presentation phase. In the presentation phase students should be encouraged to present minimal written text on their slides. They are taking the role of a tour guide and should try to develop a presentation to reflect this. They should be reminded that the best tour guides weave a story rather than presenting just the basic facts. They should draw on sections 1 & 2 for ideas of the type of curiosities which might appeal to tourists. The strictness of the presentation guidelines can be decided by the individual teacher, taking into consideration the ability and knowledge of their students. Note though this is primarily designed for students who are older and have a good command of ‘English’ it can be modified for native speakers as well as those students who are learning about Spain and who are studying Spanish. Student should be encouraged to cite sources and provide a bibliography. The video is for information only and does not form any direct content
markthomashardy