This is a powerpoint with vairious literature feedback options. There is a detailed walk through of examiner feedback, example paragraphs at different levels and some literature feedback codes for marking. Hope this helps.

This was designed as a double lesson where students explore Scrooge’s treatment of others. It is mainly based on Student feedback as students are now working towards the exam and should have enough knowledge to contribute to the planning of the question. However, the lesson does have: Prompt pictures for context and noted ideas Guided questions for the extract Answers to these questions Model thesis statements Thanks and enjoy!

This is a few lessons of content designed to explore the key relationships in Macbeth. This lesson was planned for my second set but would work well for both high and lower ability with a little tweaking. It explores: Macbeth’s and Lady Macbeth’s relationship. Macbeth’s and Banquo’s relationship Macbeth’s relationship to others All answers are provided in the lessons and there is some model writing of thesis statements. all resources are also included. Thanks and enjoy!

Hi, These lessons were designed to help teach reading skills before the exam skills for Language Paper 1 are taught. The lessons use extracts from short stories - just like what you might get for AQA Language Paper 1. But the lessons focus on vocabulary teaching, comprehension, prediction and inference. Happy teaching! :)

Hi there! This is a lesson I designed for my year 9 class exploring WW1 poetry for Remembrance Day. As you know, WW1 poetry is explored at GCSE and beyond so this is a great way to explore it before then. I wanted my students to explore the female voice during WW1 and this lesson is designed for that. The lesson includes: Easy print outs of the poems needed. Fact and information about Jessie Pope with sources. Statements created about the poem to help student analyse independently to begin with. Annotated questions to guide you when analysing the poem with students. A writing extension task with model paragraph. A suggested home learning task. Enjoy!

Hey there, These are frames designed to help students generate poetry. Here is how I use them: Begin with the ‘making langauge frame.’ Introduce students to a form of poetry. I was using these with Haiku to begin with and then introduced them to more complex forms, such as sonnets and ballads. Have students cut out the box in the middle. Place the frame on a window and get students to focus on something outside. Using the guidance on the frame, students created lines for a poem. Once they have ideas, they can work on the order and how they would like the poem constructed. Once they have the hang of this, you can introduce the second frame ‘making imagery’ and help students become more aware of how to use devices to describe something. The 2 frames can be stuck together to help students focus narrowly on something and use language devices to describe what they have focused on. I hope these help!

Hey there, Here you will find a lesson created for the poem Half Past Two by U.A. Fanthorpe. Although the poem is long, it is fun and introducing students to language analysis in a gentle (easy to find) way. The poem can be analysed quite easily and is perfect if you want to teach neologisms. Please enjoy!

This lesson was created to give students a chance to explore on of the most prevalent black poets of the 20th Century - Langston Hughes. Specifically, the lesson focuses on exploring the poem ‘The Weary Blues’ and how Blues music originated from black slavery and oppression. Within the lesson: Facts about the poet. Some contextual information. A clip of Billie Holiday singing ‘Strange Fruit’ as a pre-thinking task before you explore the poem. Statements about the poem that the students use to analyse. A thought prvioking statment at the end to help students consider the importance of poetry and other artistic works within the black community. Warning: The song ‘Strange Fruit’ is very harrowing and you might need to really think about how you approach this with your class. If you feel students are not mature enough, a conversation beforehand might be needed. Hope this helps!

These lessons were designed to stretch and challenge my top set classes. You will find about 3 lessons worth of material (perhaps more with lower ability groups). Lesson includes Power Point presentation, an A3 sheet for students to use, an exemplar for the single analysis and an exemplar for the unseen comparison. Mark schemes are used within the Power Point also. What I do: Complete lesson 1 in class - let them discuss the poem for section C and begin getting ideas down. Ask them to write a response for homework. Next lesson with them ask them to grade their work/peer mark work. Get them to compare it to my model and then make improvements. Complete the unseen comparison for homework. Next lesson discuss comparison as a class, give them my model and repeat the same process as in the previous lesson. These poems are not used in any other lessons found online so if you are looking for new material, these will help. :)

Complete response to AQA May 2017 unseen poetry.

I have used a Japanese Ghost story and created tasks in the style of AQA Language Paper 1. The PPT is designed to stretch across a double lesson or multiple lessons. The story is not difficult and would suit most ages (11-16). The story is longer than what AQA would give an extract, but only by about double. These would work perfectly for a Halloween inspired lesson that still focuses on the important reading skills needed for Paper 1. Lesson includes: Extact Guided PPT Some example writing Questions to guide you through the extract. Writing frames. Enjoy!

Great Halloween creative writing lesson that can be used with students of all secondary school age. Comes with examples that can be removed or where you could add animations to make appear after.

This is designed as a double lesson or series of lessons where you give students the chance to explore the theme themselves first and then reveal lots of possible ideas that they may or may not have come up with. This is how I use these lessons: Give students the planning sheet at the beginning and students use this throughout to make their notes. This, along with the essay that they produce, becomes a revision resource. Lesson 1: Spend the first 5 minutes completing starter. Then 10 minutes exploring contextual factors that link to this theme. Students then spend 5 minutes writing their opening argument (this may need a full lesson of teaching beforehand. See my lesson on creating introductions/thesis statements). Allow students to spend 15/20 minutes planning for the question. This can be independent, pairs or groups. Share ideas at the end and have students use a different coloured pen to show where they have improved or added ideas. Lesson 2: Give students 5 minutes to reread plan from lesson. 20 minutes where you teach the ideas that they might have come up with or may not have. Students spend the rest of the lesson writing the essay. Give essay to finish as homework. Lesson 3: Feedback This lesson comes perhaps a week later.

This is designed as a double lesson or series of lessons where you give students the chance to explore the theme themselves first and then reveal lots of possible ideas that they may or may not have come up with. This is how I use these lessons: Give students the planning sheet at the beginning and students use this throughout to make their notes. This, along with the essay that they produce, becomes a revision resource. Lesson 1: Spend the first 5 minutes completing starter. Then 10 minutes exploring contextual factors that link to this theme. Students then spend 5 minutes writing their opening argument (this may need a full lesson of teaching beforehand. See my lesson on creating introductions/thesis statements). Allow students to spend 15/20 minutes planning for the question. This can be independent, pairs or groups. Share ideas at the end and have students use a different coloured pen to show where they have improved or added ideas. Lesson 2: Give students 5 minutes to reread plan from lesson. 20 minutes where you teach the ideas that they might have come up with or may not have. Students spend the rest of the lesson writing the essay. Give essay to finish as homework. Lesson 3: Feedback This lesson comes perhaps a week later. See feedback lesson created for this.

This is designed as a double lesson or series of lessons where you give students the chance to explore the theme themselves first and then reveal lots of possible ideas that they may or may not have come up with. **BONUS: This lesson includes an additional set of lessons exploring Gerald in detail! ** This is how I use these lessons: Give students the planning sheet at the beginning and students use this throughout to make their notes. This, along with the essay that they produce, becomes a revision resource. Lesson 1: Spend the first 5 minutes completing starter. Then 10 minutes exploring contextual factors that link to this theme. Students then spend 5 minutes writing their opening argument (this may need a full lesson of teaching beforehand. See my lesson on creating introductions/thesis statements). Allow students to spend 15/20 minutes planning for the question. This can be independent, pairs or groups. Share ideas at the end and have students use a different coloured pen to show where they have improved or added ideas. Lesson 2: Give students 5 minutes to reread plan from lesson. 20 minutes where you teach the ideas that they might have come up with or may not have. Students spend the rest of the lesson writing the essay. Give essay to finish as homework. Lesson 3: Feedback This lesson comes perhaps a week later. See feedback lesson created for this.

This is designed as a double lesson or series of lessons where you give students the chance to explore the theme themselves first and then reveal lots of possible ideas that they may or may not have come up with. This is how I use these lessons: Give students the planning sheet at the beginning and students use this throughout to make their notes. This, along with the essay that they produce, becomes a revision resource. Lesson 1: Spend the first 5 minutes completing starter. Then 10 minutes exploring contextual factors that link to this theme. Students then spend 5 minutes writing their opening argument (this may need a full lesson of teaching beforehand. See my lesson on creating introductions/thesis statements). Allow students to spend 15/20 minutes planning for the question. This can be independent, pairs or groups. Share ideas at the end and have students use a different coloured pen to show where they have improved or added ideas. Lesson 2: Give students 5 minutes to reread plan from lesson. 20 minutes where you teach the ideas that they might have come up with or may not have. Students spend the rest of the lesson writing the essay. Give essay to finish as homework. Lesson 3: Feedback This lesson comes perhaps a week later. See feedback lesson created for this.

This is designed as a double lesson or series of lessons where you give students the chance to explore the theme themselves first and then reveal lots of possible ideas that they may or may not have come up with. This is how I use these lessons: Give students the planning sheet at the beginning and students use this throughout to make their notes. This, along with the essay that they produce, becomes a revision resource. Lesson 1: Spend the first 5 minutes completing starter. Then 10 minutes exploring contextual factors that link to this theme. Students then spend 5 minutes writing their opening argument (this may need a full lesson of teaching beforehand. See my lesson on creating introductions/thesis statements). Allow students to spend 15/20 minutes planning for the question. This can be independent, pairs or groups. Share ideas at the end and have students use a different coloured pen to show where they have improved or added ideas. Lesson 2: Give students 5 minutes to reread plan from lesson. 20 minutes where you teach the ideas that they might have come up with or may not have. Students spend the rest of the lesson writing the essay. Give essay to finish as homework. Lesson 3: Feedback This lesson comes perhaps a week later. See feedback lesson created for this.

This is a lesson that I used following exploring the theme of deceit in the play. That lesson can also be in my shop and as a bundle if you want all the resources. The example writing is the most valuable as the lesson should be spend looking over what went well and areas to improve. In the writing completed by my students, you will see highlighted sections. These are sections that I believe showed hit the exam criteria well. I explored these for the first half of the lesson. I improved one of their paragraphs for the next 10 minutes. They then improved a paragraph of their own in the final portion of the lesson.

This is designed as a double lesson or series of lessons where you give students the chance to explore the theme themselves first and then reveal lots of possible ideas that they may or may not have come up with. This is how I use these lessons: Give students the planning sheet at the beginning and students use this throughout to make their notes. This, along with the essay that they produce, becomes a revision resource. Lesson 1: Spend the first 5 minutes completing starter. Then 10 minutes exploring contextual factors that link to this theme. Students then spend 5 minutes writing their opening argument (this may need a full lesson of teaching beforehand. See my lesson on creating introductions/thesis statements). Allow students to spend 15/20 minutes planning for the question. This can be independent, pairs or groups. Share ideas at the end and have students use a different coloured pen to show where they have improved or added ideas. Lesson 2: Give students 5 minutes to reread plan from lesson. 20 minutes where you teach the ideas that they might have come up with or may not have. Students spend the rest of the lesson writing the essay. Give essay to finish as homework. Lesson 3: Feedback This lesson comes perhaps a week later. See feedback lesson created for this.

List of quotations for Macbeth aimed at top sets. Can be used for: General revision Creating mind maps/concept maps Creating flashcards Aiding essay writing Aiding lessons