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Teach Lit & Lang

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(based on 8 reviews)

I have an MA in English Literature from the University of Surrey and want to use my love of Literature to help young people. I currently tutor English Literature & Language one-to-one. My shop provides resources for teaching GCSE students English Lit and Lang, in line with the Grade 9-1 grading system. Many GCSE resources are primarily AQA, but can be easily adapted for other examining boards too. Some resources are available for younger students too. All reviews greatly appreciated.

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I have an MA in English Literature from the University of Surrey and want to use my love of Literature to help young people. I currently tutor English Literature & Language one-to-one. My shop provides resources for teaching GCSE students English Lit and Lang, in line with the Grade 9-1 grading system. Many GCSE resources are primarily AQA, but can be easily adapted for other examining boards too. Some resources are available for younger students too. All reviews greatly appreciated.
Planning a Comparative Essay for GCSE Poetry Anthologies
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Planning a Comparative Essay for GCSE Poetry Anthologies

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This includes 2 planning grids with a step-by-step guide as to how to approach a comparative essay on GCSE Poetry Anthologies. This explains the step-by-step process whether a student is being taught to write in PEAL/PEEL or PETER paragraphs. Aimed at AQA, Edexcel and OCR GCSE students for Literature papers. All feedback welcome!
MITSL Poetry Analysis Method
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MITSL Poetry Analysis Method

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This is a poetry analysis methodology for GCSE English Literature students that aids the consideration of the primary elements of poetry: meaning, imagery, tone, structure, and language. The first item in this resource acts as an introduction to poetry analysis and, later, a study and revision aid to enable fluent analysis of poetry. It is ideal for Unseen Poetry (or poems from the associating poetry clusters usually included in English Literature Paper 2, but currently removed due to COVID). This guide breaks down poetry analysis into 5 primary areas of focus, highlighting some of the aspects to consider for each of these broad criteria. It introduces and aids revision of key poetic techniques, and encourages critical thinking and individual interpretation of how the poet employs these techniques. It also requires the student to think about how all of these devices and aspects of the poem contribute to the overall meaning of the poem, and how the poet uses these techniques to explore the themes pervading the text. The second item is a blank template for the student to note down ideas, devices, and aspects they notice in the poem they are working through during the lesson. This can then be repeated to cement poetry analysis skills, and used as revision or homework exercises to help hone students’ independent work. Although this is created with poetry analysis in mind, all of these areas of enquiry are relevant when analysing any literary text, so this provides students with the foundational skills necessary to approach both poetry and prose. It is also very useful to work through this prior to approaching Shakespeare. The skills covered in this resource are transportable and fundamental to both English Literature and Language GSCE.
Descriptive Piece (AQA Language Paper 1)
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Descriptive Piece (AQA Language Paper 1)

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This is a SAM AQA Language Paper 1 question for the Writing section of the paper, supported with an example descriptive piece I wrote myself for my students. The descriptive piece is designed to explore the 5 Phase planning structure, as laid out in the ‘AQA GCSE 9-1 English Language and Literature Revision and Exam Practice’, Scholastic, 2017. The lesson idea would be to look at the 5 Phase Planning Sheet (based on the AQA GCSE 9-1…’), discuss the purpose of these phases, read the SAM question, and then read the example descriptive piece to annotate. The student can then see how the writer can move seamlessly through these 5 phases, and also note the importance of figurative language (including metaphors, similes, personification, juxtaposition etc), which is needed to score the higher marks. The 5 Phase planning grid and the concept of these phases have been taken from the ‘AQA GCSE 9-1 English Language and Literature Revision and Exam Practice’, Scholastic, 2017’. However, the descriptive piece answer is entirely my own work. This can be easily adapted for other exam boards too. All feedback welcome, and I hope this is of some use for teachers, tutors and students alike!
Essay Question on 'Hard Frost' Unseen Poetry & PEAL Paragraph Process
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Essay Question on 'Hard Frost' Unseen Poetry & PEAL Paragraph Process

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This is a great lesson starter aimed at GCSE students to help with the Unseen Poetry section of their Literature exams. This resource offers up an essay question on the included poem, ‘Hard Frost’ by Andrew John Young, and walks the student through the PEAL paragraph process to address this question, including a planning grid. All feedback welcome!
How to write in PEEL Paragraphs
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How to write in PEEL Paragraphs

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This is a simple table outlining the aspects of a PEEL paragraph and what each step requires. Great to introduce the PEEL paragraph structure and also a good revision aid, this handout aids students to structure their writing to meet the GCSE English Language and Literature grading requirements. Helpful for lower ability groups too, and as a simple template for students to use to cement the PEEL paragraph writing technique. This can be adapted for PEAL paragraphs too, replacing the explanation step with analysis instead.
AQA English Language 2: Writing for Purpose
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AQA English Language 2: Writing for Purpose

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This is a great lesson plan discussing the purpose behind writing a non-fiction piece, such as which forms the Writing section of AQA Language Paper 2. A simple handout displays the key features of writing in the required form, i.e. a formal letter, magazine/newspaper article, speech, or text for a leaflet. There is then an explanatory handout discussing the differences between writing to persuade, instruct, advise or inform. This encourages the student to consider their choice of language and phrasing, depending on the purpose of their writing. The planning grid at the end encourages the student to consider the “GAP” (Genre, Purpose, Audience) before beginning the Writing task, and plan their key points and the key features needed, depending on what form they are writing in. An example Writing question is then included, which you can work through with your student to plan, before writing up in full. So many students tend to just “dive in” before planning their responses. As Benjamin Franklin said, “By failing to prepare, you are preparing to fail!” This lesson will stress the need for students to plan their writing and the purpose behind it, before beginning this task. Easily adaptable for other boards including Edexcel and OCR. All feedback welcome!
Appropriate Essay Vocab
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Appropriate Essay Vocab

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This is a handout designed for GCSE students to help with sentence starters, vocab and phrases when analysing Literature set texts and Poetry. Great for revision and for aiding essay technique! All feedback welcome!
Structural Devices Revision Mind Map
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Structural Devices Revision Mind Map

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This is a visual revision resource aimed at GCSE students for Language Paper 1 (AQA) Question 3 on structure. However, knowledge of these structural devices will also contribute to composing higher-level responses for Question 4, and enable students to use them in their own creative piece for Question 5. Designed with AQA in mind, this can be easily adapted and used for students sitting English Language for any exam board, including Edexcel and OCR. Created for revision purposes with students in mind who have already covered the definitions of these devices, and how they function within a text. It includes a colourful chart with some illustrations to engage the student’s mind and stand out visually! All feedback very welcome!
Using Quotations
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Using Quotations

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This is a useful handout that reminds the student of the PEEL/PEAL paragraph process and explains how to embed quotations in exam question responses. It highlights the difference between using a colon to introduce a quotation and embedding a quotation. This resource explains the purpose of using a quotation, lists some advice for using quotations, and explains how to begin embedding a quotation by using a ‘signal phrase’. At the end is a handy word bank to aid the fluid embedding of quotations. Designed with GCSE students in mind, this resource is fantastic for introducing how to use quotations, exploring the different ways these can be integrated in exam question responses, and as a revision tool to aid with structuring writing.
Planning and Writing a Narrative (AQA Language Paper 1)
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Planning and Writing a Narrative (AQA Language Paper 1)

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This is aimed at GCSE students preparing to sit the AQA Language Paper 1, but can easily be used for other exam boards too. This lesson starter explores the structuring of a narrative and then includes a planning grid so that students can plan the phases of their narrative piece for the Writing section (Question 5) of AQA Language Paper 1. All feedback welcome!
Word Types & 'Storm on the Island' by Seamus Heaney
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Word Types & 'Storm on the Island' by Seamus Heaney

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This is a great resource for younger students and GCSE students alike. Having explored the different word types already with a student, this activity asks the student to consider what certain word type category underlined or highlighted words fit into, given the sentence they are used in. This activity is based on Seamus Heaney’s poem, ‘Storm on the Island’, which is from the AQA GCSE ‘Power & Conflict’ poetry cluster. This activity gets the student to not only become more familiar and confident with their word types, but also engages the student in looking at some poetry too. It also teaches the student that certain words are not always considered to be the same word type, but change in accordance with how/in what context the word is used. The lesson could then progress into an analysis of the poem, or simply be used to cement learning word types. All feedback welcome!
AQA GCSE SAM Language Paper 1
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AQA GCSE SAM Language Paper 1

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This is a SAM GCSE AQA Language Paper 1. Mark scheme not included but easily taught by tutors/teachers working with the AQA GCSE 9-1 specification. All feedback welcome!
Word Types and Blake's 'A Poison Tree'
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Word Types and Blake's 'A Poison Tree'

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This is a great resource for younger students and GCSE students alike. Having explored the different word types already with a student, this activity asks the student to consider what certain word type category underlined or highlighted words fit into, given the sentence they are used in. This activity is based on Blake’s poem, ‘A Poison Tree’, which is included in the Edexcel GCSE ‘Conflict’ poetry cluster. This activity gets the student to not only become more familiar and confident with their word types, but also engages the student in looking at some poetry too. It also teaches the student that certain words are not always considered to be the same word type, but change in accordance with how/in what context the word is used. The lesson could then progress into an analysis of the poem, or simply be used to cement learning word types. All feedback welcome!
AQA GCSE SAM Language Paper 2
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AQA GCSE SAM Language Paper 2

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This is a SAM GCSE AQA Language Paper 2. Mark scheme not included, but any experienced teacher/tutor working to the new AQA 9-1 GCSE specification can easily guide their student/s through this practice assessment. All feedback welcome! Please leave a positive review if you have enjoyed this resource!