This contains: A beautiful handout on how to correctly paragraph :) A paragraphing activity/worksheet on page 2. A poster on paragraphing, using the acronym TiP ToP

Creative Writing: A fun worksheet for KS3 where they need to design their own villain/antagonist!

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.

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.

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.

A fun worksheet for students to design their own monsters!

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.

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.

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.

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.

This resources comprises: A list of 285 adjectives to describe a face. An example of AQA’s Paper 1 Question 5. The plenary asks students to write down their favourite words to describe each aspect of the face.

A fun and engaging lesson on sibilance! Lesson includes: A starter activity. A plenary. Analysing poetry slide activities. A Creative writing activity. An extra activity just in case!

Creative Writing: A fun worksheet for KS3 where they need to design their own Greek hero or heroine!

Save time on making your own tutor board with this PowerPoint slide! Easy to edit. Neatly organised. Easy on cognitive load. *Fun graphics and ideas.

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.

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.

3 pages of clear, summaried CPD on ‘How to motivate reluctant writers in the classroom.’ Focuses on low self-efficacy. 12 Practical solutions and tips for classroom practitioners.

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.

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.

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.