This is another lesson that helps students create an effective piece of writing using the DADWAVERS structure, but also incorporating different elements of sentence structures such as embedded clauses and fronted adverbials. The lesson includes a timer on the spinning wheel slides, encouraging students wo work quickly. Suitable for writing portfolio lessons at KS2 and all the way to exam preparation at GCSE level.
This unit asks students to exercise their Literacy skills and plan a festival. They are required to write a letter to apply for the job, write a report, design logos and band profiles, design posters and respond to a complaint. This is an engaging collection of resources that would be ideal for Summer 2 or in a situation where students benefit from working on a 'real' task.
Simplified mark schemes based on the on-screen drag and drop comments on the AQA Examiner marking software. These much reduced mark schemes help teachers to understand exactly what the examiner is look for, can streamline marking and planning and can be modified to give feedback to students by simply highlighting their areas of competence. A valuable resource.
GCSE Language style paper for the fight scene of Of Mice and Men. This assessment is designed for all abilities, though it also supports KS3 or lower ability students to understand how to answer the new GCSE style questions. It could also be used a support document or walk-through, with students answering the questions without a guide in their books. Threshold levels are included on the first page.
Fed up of trying to get your head around the AQA mark scheme? Are you finding it impossible to convey the many features of a perfect response to your students? These marking grids will help you to understand the mark scheme and see it the different aspects of each question clearly, as well as enabling you to mark quickly and effectively.
Oftsed saw these grids in action in my school and loved them as they show clear pathways to progression
The teachers in my department love them as they are quick and easy to use
Students appreciate them as they can identify the root of underattainment.
Can be used to offer whole class or individual feedback.
All you have need is a highlighter - simply highlight along the boxes to indicate the skills achieved and the levels attained.
Marking GCSE repsonses will never be difficult again!
A sound understanding of the social and historical context of A Christmas Carol is essential to gaining higher grades at GCSE. The new specifications demand that students see the play as a 'construct' and thus need to understand the intended message of the text and the influences upon the author at the time. With this knowledge, students are then able to consider the authorial choices as they read the text. I would advise working through this presentation at the start of the unit and revisiting it after reading the entire text. The presentation can be spread over two lessons.
A sound understanding of social and historical context is essential for a Grade 4 and above in the current English Literature specifications. It is imperative that students learn the intended message of the playwright or author of the text and the influences upon them at the time of writing. Being able to explain these features in relation to the text will place students within the higher bands of the GCSE mark scheme.
This lesson directs children to consider the influences upon J B Priestley and the messages he intends to convey to his audience in An Inspector Calls. It can be taught at any point of the unit and is ideally repeated after reading the novel, as students will be able to link the images more readily to events and quotes in the play. The Powerpoint of statements are conclusions that the students will be coming to at the end of the lesson and can be displayed as starters in later lessons, asking students to brainstorm quotes and events which support the given point. The Powerpoint of images can also be used in a similar way, or as a display where students add quotes as they read the play.
1. Arrange the tables in the classroom as six workstations (six groups of tables). Print out the resources and place each set on a different table with the relevant heading. You might want to add a laptop that is set up to one of the websites on the links provided.
2. Arrange students in six groups of four or five and give each student an overview sheet. Point out that if they have not yet read the play they will not be able to fill in the quotes and events thought bubble, but can add to this later.
3. Allow students 5-6 minutes per workstation with the aim of completing the overview sheet.
4. At the end, ask each table to feedback about the subject covered at the table they are seated at.
5. Ask each student to write a message that Priestley was trying to convey on a Post-It and stick onto the wall. This will form the 'Student Comments' for later use.
With the ever-increasing need for personalised learning, the scheme of work that is written by the Head of Department and shared across the department in a dying breed. Instead, teachers must plan their own medium-term and short-term plans to meet the needs of the students in their classes, which, considering extensive national changes over the past year or so, can be a daunting task for teachers of all levels of experience.
This medium-term tracking grid supports teachers in their planning by:
•listing all the Assessment Objectives for Language and Literature on the first page to prompt coverage and also to provide a list for teachers to cut and paste from.
•beginning the planning with the completion of a progression matrix, effectively highlighting areas of under-performance and opportunities for support and challenge
•Space for bullet point ideas of each week’s lessons, with a corresponding column for assessment objectives covered
•Space for teachers to identify milestone or assessment tasks.
The planning grid also works well when combined with the tracking grids for reading and writing, allowing teachers to assess students’ abilities against each assessment objective or skill and plan accordingly.
This session explains what is required of students in the final section of AQA Literature Paper 2. It incorporates an activity advised at the AQA Hub Meeting, where students work in groups to produce a poster based on a poem displayed on the wall - however, only one student is allowed to visit the poem at a time. The student should then bring back key words, images, methods, etc., to add to the poster. The posters are then presented to the class, or if in a bigger group, to another group of students. This effectively conveys the message that all responses are appropriate and that everyone can access a poem in some way. This could be run in a Hall with multiple students, in a classroom or as small group intervention.
Th second part of the lesson covers the comparison question, making sure that students understand to only write about methods. It includes a writing frame and modelled examples using the AQA endorsed structure of ‘both, both, however’. This lesson could easily be repeated again and again with different poems.
Here is a lesson I created to explain the subjunctive form. The lesson requires students to make a poster at the end of the lesson, or you could have them creating a short drama using the subjunctive sentence starters displayed on the Powerpoint.
Fun assembly for Y6, KS3 and KS4 that promotes reading through a nostalgic visit to the books students enjoyed when they were younger. Simply print off the final three slides to use as Phone a Friend, Ask the Audience and 50/50 prompts and set up the data projector and you’re away!
I recommend surprising a fellow colleague by asking them to come up to the front during assembly and try to win a million pounds; the students will be itching to tell them the answers!
Sound is enabled.
This lesson teaches students about anaphora through identification in examples and exploration of the effect. The tasks are fully differentiated to bronze, silver and gold levels, with support and challenge sheets included.
I have used this resource to develop my own understanding of the mark scheme (even though I have been an examiner for over ten years), support my colleagues in understanding the mark scheme, and also to diagnose weaknesses within classes, enabling targeted intervention, differentiation within the classroom and targeted support. Once completed, it gives the teacher a full and clear understanding of what needs to be done to succeed in the exam.
Essentially, it is an audit of skills within a class, looking at either a whole mock paper, or full practice questions in books. Assess the work for each of elements for each question, writing the student initial in each box. This is a little clunky to begin with, but gets much easier after the first few pieces and is very valuable in both focusing your understanding of what is required for each question and knowing where students need attention. The statements have been taken from the mark scheme and also developed from the on-screen software used by examiners.
Your end result will clearly show where the average class strengths and weaknesses lie, which students need more help and in which areas and how you should direct your teachers. This would result in outstanding differentiation. I have completed a sample of three students (whereas usually it would be for a whole class), which shows that this very small group struggle with methods on Q4.
Whole cohorts could be analysed via cutting and pasting several sheets onto one, allowing HODs to oversee weaknesses across the department. These audits could also be used as a basis for conversations in progress meetings and as a monitoring tool.
This writing mat, which should be printed on A3 couble sided and laminated for future use, has all the methods listed in DAFOREST around the edge of the page with examples. These devices are coloured coded (bronze for easy, silver for more difficult and gold for higher ability.) Use them as a guide to encourage students to include persuasive devices in their own writing, or use to support the annotation of texts by other writers. There is a space in the middle of the mat for students to place paper or they could practice writing phrases on the mats with whiteboard pens if the sheets are laminated.
A handy planning grid is also provided, along with a writing to persuade lesson, ready made for you to trial your new resources.
A paper that looks at a Guardian report of a recent peaceful gathering of crowds to protest about pollution and a description of attending a hanging by Charles Dickens.
Very topical in light of yesterday’s march the People’s Vote and news footage could be viewed to give students some context and to engage the in an initial debate.
A lesson that identifies and explores foreshadowing, followed by an opportunity to read a class text and look for examples of foreshadowing. The final task is differentiated and links closely to the demands of the new GCSE spec, so would be useful for both KS3 and KS4. The lesson is concluded with a reflection activity.
This lesson is part of a 12 lesson bundle for sale on TES at https://www.tes.com/teaching-resource/class-reader-generic-lessons-x-12-bundle-set-1-analysing-the-author-s-craft-11347361
The current TES system won't allow thumbnails of the Powerpoints, but all of the lessons are of this standard.