A more independent approach to answering Q3 of Language Paper 2 in which students explore a 21st century text and explore the language features used for effect. Included modelled examples, optional write up frames/support and assessment checks.

An introductory lesson to the non-fiction paper for the new AQA specification GCSE English Language (Paper 2). Includes levelled outcomes using the mark scheme levels for levels 3-4. The lesson introduces the topic of non fiction texts, students complete a true or false activity based on a video clip before exploring what is meant by implicit and explicit meaning in texts. They then read a text and create their own true or false questions and peer assessment. The lesson is based around the theme of poverty/child slavery.

AQA new specification language paper 2 lesson with levelled outcomes using mark scheme levels. Based on the theme of poverty this lesson covers a questions 1 (true or false) recap before supporting students through Q2 which is the comparison/summary and synthesis question. Compares pre and post 19th century texts in line with the specification requirements. Includes model answer and self/peer assessment criteria. Lesson files include copies of the text both in the PowerPoint and word file.

Resource building up to students completing a question 4 response for language paper 2 (comparing perspectives and viewpoints/how they are conveyed). This is based on the theme of legal highs/effects of drugs. The lesson starts with students discussing the difference between viewpoint and perspective and defining these important key terms. The next tasks include exploring a pre 19th century text on opium use in the Victorian era and they practice their true/false skills with a quick Q1 task. They then explore the viewpoint conveyed in the text and how it is conveyed. Next students read an extract from a website on legal highs and practice summary skills by summarising the content of the text and the viewpoint it gives on the topic. There is then a table to support students comparison of how the viewpoints/perspectives are conveyed in the two texts and optional sentence starters and writing frames to support write up.

A lesson which begins with students exploring the effects of specific word choices and then encourages them to identify language features in a post 19th century non fiction text on the theme of poverty. Included levelled outcomes using mark scheme level criteria for level 3-4 (top two bands) as well as including model responses, write up support and peer/self assessment opportunities. All worksheets and sources needed to accompany the PowerPoint are in the word documents included.

A lesson to initially approach Q3 of the new AQA Language Paper 1. Encourages students to consider the way texts are structured, starting with an animated clip which enables them to draw out structural features, moving on to exploring the structure of an extract from Frankenstein. The lesson takes them through analysing structure in a very guided way with step by step analysis, questions to guide thinking, model answers and writing structure/frame. Peer assessment at the end of the lesson. Aimed towards Level 3-4 of the exam mark scheme/Grade 4-5 new GCSE.

Originally designed for KS3, this booklet contains 7 tasks designed around building up basic skills and themed on dystopian fiction. This contains the booklet as PDF and editable word document. The booklet includes an introduction to dystopican fiction in which students are given an overview of a range of dystopian novels from across the last century and explore the conventions/define the genre, extracts from The Hunger Games and Divergent in order to explore how characters are presented, how thoughts and feelings are presented (inference skills) and writer's use of language features to convey setting. There are literacy activities on spelling and developing vocab as well as a structured creative writing piece based on setting (writing from an image - which ties into the new GCSE English Language Paper 1 Question 5). The final task is around the marketing of dystopian novels and films and designing their own marketing in order to convey the key themes/ideas of their own writing or an existing novel through the connotations of colour/images etc... The booklet could be used in class as additional activities to support a study of dystopian fiction, as a homework booklet or for cover. Space in the booklet for all work to be completed if desired.

Two lessons worth of resources in which students discuss the topic of the environment and how it is affected by litter etc.. including microbeads and other everyday waste items. Students explore the effects these have, link to a YouTube video is included in the slides for students to gain further ideas from. The lessons then focus on developing detail within ideas, writing using a range of convincing and compelling language features and technical accuracy. The Powerpoint has step by step lessons including lesson outcomes and objectives based on AO5 and AO6. All resources are included: planning sheets, starter tasks, checklists and model paragraphs to annotate.

A mid unit look at chapters 5-10 including a recap of the symbolism of Piggy's glasses, reading chapter 5 and summary, watching chapters 7-10 with an A3 notes sheet to collate ideas whilst watching the film, extracts from Chapter 8 to explore Simon's interaction with the 'Lord of the Flies' and returns to the symbolism of Piggy's glasses after they are stolen. Focuses on AO1 of AQA new lit spec. 1-2 lessons worth.

A 20 page booklet which uses an extract on the 'Red Room' from Jane Eyre as the basis for preparation for the AQA GCSE English Language Paper 1 exam. The booklet starts with the extract and each of the four reading questions for students to complete: locate and retrieve, language, structure and critical evaluation. There is also an activity on unfamiliar vocab at the start. There is support provided to answer the questions (such as tips and writing frames) which decreases as the booklet progresses through the questions. The second half of the booklet is based on Q5 writing skills including sentence types, commas for separating clauses, colons and semi colons and proof reading. Students then complete a piece of extended writing based on an image using what they have learned through the various activities - combining all of the skills. Could be used as multiple lesson activities, a revision booklet, a couple of weeks of cover or a half term of homework. All work can be completed in the booklet.

This lesson is based on AO1 and AO4 of the new AQA literature specification. It starts with a sequencing/diamond nine activity in which students rank the boys' descent into savagery/move away from civilisation by ordering statements/events from the novel and justifying them. Students then make predictions for the ending before reading Chapter 12. I have included activities on exploring the captain's conversation with Ralph and the implications of what he says/links to historical context. The lesson ends with students initially thinking about what they think Golding's messages/ideas were within the novel before reading an information sheet on his life and influences and writing a renewed summary of the novel's ideas and messages based on this new information.

An assessment lesson based on Chapter 10 of Lord of the Flies assessing all AOs for new AQA GCSE literature specification. The lesson begins with a recap quiz entry task. This is followed by a full reading of chapter 11 and a quick Language Paper 1 style retrieval question to check understanding. The lesson then focusses on an assessment task 'How does Golding present Piggy's death and why is it significant?' giving guidance on how to respond, two different differentiated planning tables to support weaker students and the assessment criteria for levels 3-4 of the mark scheme.

In this lesson students explore Piggy's speech at the end of Chapter 2 . There is a worksheet with the extract and some questions to prompt thinking around what Piggy and the conch symbolise, Jack and Ralph's reaction to Piggy after the fire and what the little 'uns represent. This is then compared to a quotation from earlier in chapter 2 from Jack leading into a response in which students explore ideas of 'civilisation' raised in the text so far and link to historical context. Assesses AO1 and AO3 Literature and pitched at around level 3-4 of AQA lit mark scheme. The lesson ends with reading chapter 3 and a summary - could be set as homework.

An hour lesson: begins with a recap quiz on chapter 1, followed by reading the first half of Chapter 2. Students then explore the changing relationship between Jack and Ralph - worksheet included to gather evidence of the distant relationship in chapter 1 growing closer in chapter 2 and an opportunity for more able students to explore the potential future friction between the two being foreshadowed in chapter 2. Students are to write a summary of the changes in their relationships (cross over skills to Lang Paper 2) and there are some scaffolds/supports for writing up using PEEE method the inferences they have made about their relationship.

In this lesson (could possibly go over two lessons) students start with a 'thunk' on what life would be like without rules and complete some structured team discussion. Students then read extracts from chapter 1 and complete activities to make inferences about Ralph and Piggy in the first part of chapter 1. Includes a worksheet to collate student ideas about the characters and examples to encourage inference. The lesson ends with further reading of chapter 1, summarising the new characters met in the second half of the chapter and begins to touch on the leadership battle between Jack and Ralph. The lesson focusses on literature AO1 (AQA new spec) and is aimed at around level 3-4 of the mark scheme. It also incorporates some English Language Paper 1 skills with some retrieval exercises for practice.

A lesson geared around levels 3-4 of the new AQA GCSE English Literature specification mark scheme. This introductory lesson starts with a team building exercise using kagan structures around a desert island themed decision making task. Students then explore various covers of the novel and their connotations (worksheets provided) and then read the blurb before asking questions and making predictions about the novel (also opportunity to explore unfamiliar vocab). The main part of the lesson uses resource sheets (provided) for students to condense information on the historical context (WW2/the atom bomb) into memorable chunks of information before linking to possible themes and events of the novel discussed earlier. Good intro into the topic, could also be used with mid to high ability KS3.

Based around the new requirements and assessment criteria for the spoken language element of the English Language GCSE this lesson (would probably take 2 lessons) uses students understanding of characters and events from Chapter 1 of Lord of the Flies to write a speech in character persuading the other children to vote for them as chief. Ties in with Literature study. The lesson starts with a persuasive language features (very brief) recap and then encourages them to explore the reasons why various characters would make a good leader. There is then a planning sheet to encourage them to develop detail in their ideas and reasons. Students then explore the 'Yes we can' speech by Barack Obama for persuasive devices and their effects before writing their own. There is then a video clip of Obama delivering the speech to enable students to create a list of dos and don'ts for delivering speeches. Finally, they deliver the speeches in groups and I have included peer assessment sheets which I have adapted slightly into pupil speak based around the spoken language criteria for pass, merit and distinction. Students tick the statements, award a level, note down questions to ask and also give WWW/EBI feedback.

An introductory lesson to AQA GCSE English Language paper 1 in which students share prior knowledge of the story of Frankenstein, read an extract, explore unfamiliar/archaic vocabulary and then complete a Q1 locate and retrieve response with quick self assessment. AO1 of AQA GCSE English Language. Can be used as an introduction to Literature Frankenstein study. PowerPoint slides fully explaining stages of the lesson including outcomes (levels 3 and 4 of mark scheme) plus worksheet copy of an extract from Chapter 5 of Frankenstein and an optional research sheet for background information to Prometheus myth when exploring the full title of the novel.