3 lessons aimed at LA pupils to explore the presentation of characters. Included are: Birling Sheila Gerald Watch this space for resources on the other characters. Each ‘lesson’ consists of: true/false starter activity vocab match up task (adjectives used to describe the respective characters, to ensure understanding e.g: words like, ‘insightful’; ‘assertive’; 'responsible; ‘arrogant’ etc.) quotation wheel activity: a blank wheel with just the adjectives on (to print A3), with a list of quotations for pupils to cut up and stick in the correct segment of the wheel. Then to add notes to the quotations. What/How/Why template to put info from the wheel into paragraphs.

Worksheets created to analyse the poem ‘Remains’ by Simon Armitage. Focus is on meaning and understanding, as well as analysis of techniques. I have found that my classes would identify techniques in a poem but not say much about them! In these worksheets, the techniques have been given to them (which will help with their understanding of a range of techniques - not the same ones time and time again that they seem to go for!), with questions aimed at analysis why the writer has used said technique, as well as further questions exploring specific language choice. i.e. why ‘life’, why not ‘body’? etc. Also includes storyboard type images, to help with dual coding. If you like this resource, please check out my storyboard activities for this poem too: https://www.tes.com/teaching-resource/remains-storyboard-language-analysis-and-revision-tasks-12207507

AQA 2019 Language Paper 2 DIRT tasks, section A: Writer’s Viewpoints and Perspectives A series of lessons that reflect upon questions 2-4 of 2019 Paper 2, advising pupils where they may have missed marks and how to improve. AQA 2019 Lang Paper 2: ‘The Crossing’, an extract from James Cracknell and Ben Fogle’s autobiographical account of crossing the Atlantic and ‘Idle Days in Patagonia’, an extract from W H Hudson’s travel writing.

DIRT tasks for AQA Lang P2, Q2 & 3 - ‘Discoveries’ with model answers. Best used for after the class have attempted these questions for themselves. I set the questions as a mini in-class assessment and then used the following for DIRT. Included are example answers for Q2 &3 where pupils are to mark and annotate the examples, from a ‘expert’ checklist, and then use ideas from the examples to improve their own: ‘magpie’. PLEASE NOTE: cannot be credited as creating Q paper, but the model answers and the PP is my own)

This resource includes two articles on the topic of ‘Elephants’. The powerpoint guides pupils to: Consider what is meant by the terms ‘viewpoint’ and ‘perspective’ and begin identifying from the texts Scaffolded paragraph as a first attempt. Model answers for EACH level in the mark scheme, for pupils to read and sort next to the correct level descriptor. Tasks to identify the differences between the model answers, getting pupils to identify what is needed to get their responses into the next ‘level’ on the mark scheme. Finishing with another scaffolded paragraph (to monitor progress), and a peer assessment task to engage with others work, as well as the mark scheme. PLEASE NOTE: I cannot take credit for the extracts, and apologies I cannot remember where I sourced them from (please do contact me if they are yours!). ALSO: This powerpoint is not set out into specific lessons however, I have used this PP with my year 11s (first time through the paper) and it took a weeks worth of lessons, to give you a guide.

Included is a storyboard of the poem, with some instructions on how you could use for Yr 11 revision: pupils to put them in order, from memory see if they can write a quotation from the poem for each of the images, pupils then to check back with the actual poem and add any quotations where needed, then begin to identify and analyse language. I have also used the story board to teach first time round, especially with lower ability pupils to help them visualise the poem better. Also included, is a storyboard image sort & language identifying task which is an A3 sheet. It consists of a copy of the poem, with space for the images to be sorted and stuck in and a table which gets pupils to identify key language techniques in the poem. The table can easily be adapted to add more advanced level techniques for idenitification, but as it currently stands is suitable for low to mid ability.

A lesson introducing the context for Seamus Heaney’s ‘Storm on the Island’, one of the poems in the AQA Power and Conflict poetry anthology. This has been planned for use in a Yr 9 bottom set, but could be easily adapted. It includes a link to a 5 min video that explains ‘The Troubles’ as well as clear presentation slides that explains a (brief!) history of Ireland. The lesson was planned to be taught after the class had had an initial lesson or two, unpicking the key themes, ideas and imagery within the poem, with this lesson highlighting the importance and significance of context in shaping our understanding. In a nutshell, the lesson follows the lines of: what is context; here’s some context; apply the context to the poem; what’s our understanding now.

worksheet that gets pupils to filter words into their correct classes.

Romeo & Juliet - Post-reading differentiated writing tasks.

Booklet to accompany study of Of Mice and Men (OMAM), considering the differences between dialect, accent and standard English. Can be used as part of a SOW on the text, but has also been successfully set as cover work too.

Handout, outlining creative writing task, with paragraph structure suggested. Based on an image: fire.

Homophones starter activity: poor, pore, paw, pour. Set of questions for pupils to put the correct word in.

Very simply, yet clear. Have used before as basis for a display. Have also used in class, as basis for revision, for pupil’s to add everything they know or can remember about them and their role in the story.

Whole lesson on ‘Caged Bird’ by Maya Angelou with resources, exploring the imagery and extended metaphor. There’s also an element of looking beyond the initial ‘top layer’ meaning, and pupils are guided towards the extended metaphor. Can also be used with the focus of the role of context informing our responses, whereby pupils consider how understanding context of the poet enables pupils to identify the deeper meanings and the extended metaphor.

Worksheet for KS3/KS4 on word classes.

An array of tasks on a variety of literacy /SPaG.

A powerpoint introducing the Christmas Truce of WW1, exploring how the soldiers would have been feeling. This culminates in pupils writing a letter home, as a soldier, explaining what has happened and how they feel about it. Used in conjunction with studying WW1 poetry.

A literacy work booklet focussing on Comparatives and Superlatives. Could be used for general English lesson use but also for cover lessons or homework.

Info sheet to guide pupils on how to build strong metaphors.

A homework sheet for pupils to completed, locating quotations / lines that reflect themes. Used in a LA set.