A quick pupil-friendly glossary (with examples) of new key terms for rhetorical devices for A Level English Language pupils. Handy to use when introducing new terms as you look at rhetoric and speeches or political speaking. We used them as a checklist for looking at interviews between Russell Brand and Ed Miliband, and one between Jonathan Ross and Keira Knightley and then discussed how these techniques can tie in with wider issues on the course: e.g. gender, power, class.

This is a resource designed to recap persuasive and letter features for pupils and give them a chance to improve a poorly written argument. You can easily differentiate by asking higher ability pupils to focus on register, style, vocabulary and adding in techniques, while asking lower ability pupils to find the problems and suggest simple improvements. The “voice” in the letter to improve is a teenage pyromaniac who goes off topic. Resource includes a technique recap and reminders of the key ingredients for persuasive letter writing and arguments. Could be set as a main activity, or a starter or plenary to recap prior or previous learning. Could also be set as a homework task or project. Perfect for revising or teaching the new GCSE AQA Paper 2 Writers’ viewpoints and perspectives Section B writing task. Discusses the need to be convincing and consider tone, style, register, form, audience and purpose.

Aimed at GCSE English Language students preparing for their non-fiction exam. Practice opinion article task with prompts and reminder of persuasive techniques. Cliparts to make it a bit brighter and more exciting! Differentiated - encourage higher ability pupils to ignore the scaffolding prompts and go straight to choosing their techniques and writing their answer.

This resource is an article about Electronic Dance Music (which many of my lower ability pupils like), with questions matched up to the new AQA Paper 2 English Language GCSE - a true/false task and a language analysis task at the end to brainstorm. There is a separate worksheet which requires you to cut up the sentences so pupils can do a card sort, focusing on PEEL paragraphs and being able to identify which sentence performs which function. It is aimed at a lower-middling ability class, but you can differentiate and ask higher ability pupils to focus on planning the language analysis task without the paragraph/PEEL sheet (which they could present to the class). Skills: analysis, synthesis, interpretation, close reading, paragraph writing, P E E, reading skills, language analysis, true or false

Lesson created for comprehension skills for KS3 and KS4. Fully differentiated resources - worksheet pack includes differentiated choice-based activity, which the three different levels of Word doc correspond to. Can be used to teach the curriculum skills of inferring / deducing / synthesising which are important to the new AQA GCSE. Uses the idea of the Norse God Thor (popularised by Marvel comics and films) to engage pupils, and they have to solve the riddles in a story from Norse Mythology (which I translated). Interactive, engaging, always a success!

This is a resource aimed at GCSE English Language pupils following the new AQA specification. It is designed to introduce them to the format of Paper 2 in a fun, independent manner and give them time to research and read about a topic they care about. There is an opportunity for peer marking here if you ask them to answer each others' papers, and you can also ask them to create model answers and can differentiate this task as appropriate. Will increase their familiarity with all the learning objectives and with the markscheme. Requires additional documents which can be found at the following links but which I do not own the copyright of: AQA assessment resources: http://www.aqa.org.uk/subjects/english/gcse/english-language-8700/assessment-resources AQA reading support booklets: http://www.aqa.org.uk/subjects/english/gcse/english-language-8700/teaching-resources Teachit practice paper: https://www.teachit.co.uk/resources/ks4/comparing-texts/reading/practice-questions-on-animal-baiting/27041