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English (Secondary Resources)
Q2: Language Analysis on The Flowers by Alice Walker
SerenaHardwickSerenaHardwick

Q2: Language Analysis on The Flowers by Alice Walker

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The question this lesson contains is: ‘How does the Alice Walker use language to describe the setting?’ Q2 Language Analysis. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q2: Language Analysis on Hemmingway: The Old Man & The Sea
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Q2: Language Analysis on Hemmingway: The Old Man & The Sea

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AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q2: Language Analysis on A Sound of Thunder
SerenaHardwickSerenaHardwick

Q2: Language Analysis on A Sound of Thunder

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AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q2: Language Analysis on Brighton Rock
SerenaHardwickSerenaHardwick

Q2: Language Analysis on Brighton Rock

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AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q2: Language Analysis on Jamaica Inn
SerenaHardwickSerenaHardwick

Q2: Language Analysis on Jamaica Inn

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AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q2: Language Analysis on 1984 George Orwell
SerenaHardwickSerenaHardwick

Q2: Language Analysis on 1984 George Orwell

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Important Note: this lesson’s exert isn’t from a past AQA Paper 1. The question this lesson contains is: ‘How does the writer use language to describe the moment Winston begins to write.’ Q2 Language Analysis. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Interleaving Starters: Power & Conflict Poetry
SerenaHardwickSerenaHardwick

Interleaving Starters: Power & Conflict Poetry

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Students fill-in the blanks. Challenge: Students label the back for author intent and key devices/effects. Enables Year 10/11 with revision cards to access key quotations and analysis. Helps memory retrieval. Hypothetically, flash cards could be made in advance for the department. Have students stick in an envelope, folder, or a clear plastic wallet at the back of their books. For longer poems, 2 slides could be made.
Q2: Language Analysis on Great Expectations
SerenaHardwickSerenaHardwick

Q2: Language Analysis on Great Expectations

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AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q2: Language Analysis on The Monkey's Paw
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Q2: Language Analysis on The Monkey's Paw

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AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW. We Do: teacher model on the last slide.
Q4: Language Paper 1 Revision: Great Expectations Charles Dickens
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Q4: Language Paper 1 Revision: Great Expectations Charles Dickens

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AQA Paper 1, Q4: Evaluate the writer’s methods. Note: Students will need to have completed Q2 & Q3 (or have spent time labelling the extract for Dickens’ use of language devices & structural features) in order to have a solid understanding of the lesson. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles how to answer Q4. SEND / dyslexia friendly. Teacher guidance on slide 1. Contains a top Q4 answer. PEER REVIEW.
Q3: Paper 1 The Sound of Thunder (Revision) Ray Bradbury
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Q3: Paper 1 The Sound of Thunder (Revision) Ray Bradbury

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Revision lesson on AQA Paper 1, Q3: How has the writer structured the text to interest the reader? For copyright reasons, I can’t share the extract but it can be easily found online. Starter activity on OFFICES and Freytag’s Pyramid. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles how to answer Q3. SEND / dyslexia friendly. Teacher guidance on slide 1. PEER REVIEW.
Simile or Metaphor Quiz!
SerenaHardwickSerenaHardwick

Simile or Metaphor Quiz!

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15 Questions. Easy and convienient. Can be used as a starter activity, or as a low-stakes quiz. Dyslexia friendly font (Calibri) with visuals. Challenge available for students to create their own.