This bundle includes: Language Features Wall Display Discourse Markers Bunting Boring Words Are Banned Punctuation Wall Display Structural Features and Story Arc Brick Wall Buying as a bundle rather than individually saves you £2 (40%)! I would love to know how you’ve been able to use this resource and I always welcome suggestions so please don’t forget to leave feedback!
This is a lesson plan that I carried out recently. It was successful and delivered to Functional English Entry Level 3, Level 1 & Level 2 students. These resources and the lesson plan can be adapted to suit different levels. I have included the lesson plan and all of the required resources. The learning objectives I set are as follows: Entry Level 3: LO1: Understand the main points of texts. LO2: Obtain specific information through detailed reading. Level 1: LO1: Identify the main points and ideas and how they are presented in a variety of texts. LO2: Read and understand texts in detail. Level 2: LO1: Select and use different types of texts to obtain and utilise relevant information. LO2: Identify the purposes of texts and comment on how meaning is conveyed.
Language features documents that can be used as small posters. Language features include: ⦁ 5 Senses ⦁ Alliteration ⦁ Assonance ⦁ Direct Address ⦁ Emotive language ⦁ Hyperbole ⦁ Imagery ⦁ Metaphor ⦁ Onomatopoeia ⦁ Oxymoron ⦁ Personification ⦁ Rhetorical question ⦁ Sibilance ⦁ Symbolism ⦁ Triplet I would love to know how you’ve been able to use this resource and I always welcome suggestions so please don’t forget to leave feedback!
This resource is made up of bricks that have structural features and features of the story arc written on them. This can be used to create a brick wall display. Blank bricks have also been included. I would love to know how you’ve been able to use this resource and I always welcome suggestions so please don’t forget to leave feedback!
This document will allow you to print off bunting that can be displayed in your classroom. Each flag has 3-4 discourse markers on them. Fold along the dotted line and attach to string/ribbon. I have displayed this beneath my board for students to look at for inspiration when being encouraged to incorporate discourse markers into their work. I would love to know how you’ve been able to use this resource and I always welcome suggestions so please don’t forget to leave feedback!
Word types documents that can be used as small posters. Word types include: •Abstract noun •Adjective •Adverb •Collective noun •Common noun •Noun •Pronoun •Proper Noun •Verb I would love to know how you’ve been able to use this resource and I always welcome suggestions so please don’t forget to leave feedback!
This tracker is designed to support teaching staff in collating assessment results and measuring progress of students. This will support teachers when they are required to predict their GCSE grades at the end of the academic year. This tracker is based on the AQA GCSE English Language qualification however it can be easily adapted in order to suit your requirements. The tracker allows teachers to record the following information: Space to record basic student details (name, preferred name) Additional learning requirements, thus allowing the teacher to see the learning requirements for each class at a quick glance Prior relevant qualifications, allowing teachers to measure progression Initial assessment results Exam attendance for Paper 1 and Paper 2 (automatic colouring) Formative assessment results for Paper 1 Summative assessment results for Paper 1 Formative assessment results for Paper 2 Summative assessment results for Paper 2 Predicted grade I hope you find this tracker helpful. If you feel it could be improved in any way, please let me know & don’t forget to leave feedback!
Punctuation documents that can be used as small posters. The punctuation included is: ⦁ Apostrophe ⦁ Capital letter ⦁ Colon ⦁ Comma ⦁ Exclamation mark ⦁ Full stop ⦁ Question mark ⦁ Quotation marks ⦁ Speech marks I would love to know how you’ve been able to use this resource and I always welcome suggestions so please don’t forget to leave feedback!
Learning Objectives: Demonstrate knowledge of Paper 2 requirements. Complete a Paper 2, Question 2 and a Paper 2, Question 3 response. This is a lesson that I have carried out recently with much success. Slides have space for you to add in your department’s logo, should you wish to do so. Students are required to recap the requirements of each question in Paper 2, along with the marks that are available. This is revisited again as part of the plenary. Following this, students are required to gradually build a response to a typical Paper 2, Question 2 using two resources. They are then given a timed assessment on this. The resources detail a 21st Century experience of London and a 19th Century experience of London. For their last activity, students are required to gradually build a response to a typical Paper 2, Question 3 using another resource. Again, they are given a timed assessment. There is extension work available (peer assessment using a marking scheme). The resource provided details a 19th Century experience of London in the snow.
I used this for a group of apprentices who attended intensive Functional Skills English classes. They required revision and this was quite successful, with the majority of them passing their exams. In order to carry out the revision sessions, you will need to download sample papers from the examining body's website. The learning objectives are based on the City and Guilds Functional Skills English specification so, depending on which examining body you are with, you may need to alter them.
This document consists of 24 different writing prompts. Most prompts require students to use a selection of language features and they are encourage to broaden their vocabulary through a list of ‘banned words’. Furthermore, students are encouraged to use the five senses in their descriptive writing. All activities come with a photograph for inspiration. Activities include: Writing a description of surroundings Fiction writing Descriptive writing Non-fiction writing This document can be edited to allow teachers to adapt the specific requirements for each prompt e.g. altering the list of language features if necessary. I would love to know how you’ve been able to use this resource and I always welcome suggestions so please don’t forget to leave feedback! Image licence for all images used throughout this resource: CC0 Creative Commons Free for commercial use No attribution required
Additional requirements: Scissors Glue/Sellotape This lesson has an active starter to engage students from the moment they enter the room. Students will be required to randomly select a character and a setting to write a descriptive piece of writing. They are then required to carry out a PEE activity, using peer assessment. There is additional information in the notes selection of the PowerPoint Presentation that can be used to partially populate your school’s/college’s lesson plan.
These cards help to ensure nervous or shy students can ask for help without having to step too far outside of their comfort zone, or perhaps not asking for support at all. I have laminated these cards and attached them using a treasury tag. When students are working, they choose to display the appropriate card at the corner of their desk alerting the tutor that they are fine, have a question, or are stuck (have come to a standstill). The card that displays the key will be stuck to each of the desks so students are aware of the most appropriate card to display I would love to know how you’ve been able to use this resource and I always welcome suggestions so please don’t forget to leave feedback!
Introducing students to language skills in preparation for Paper 2, Question 3. Students will be required to take part in activities that allow assessment through flipped learning, Q&A, class discussions, mini-whiteboard activities and written work. Stretch and challenge activities included. Included is a lesson plan document so you can drop information into your chosen choice of lesson plan template. Lesson Outcomes Explain the meaning of a variety of language features, presenting your information to peers. Select a range of language features used within two different texts and establish the effects of them. Awarding Organisation Criteria A02: Expain, comment on and analyse how writers use language to achieve effect and influence readers, using relevant subject terminology to support their views. I would love to know how you’ve been able to use this resource and I always welcome suggestions so please don’t forget to leave feedback!
Students are assessed in different ways (class discussions, verbal and written answers, peer assessment and self-assessment). Students are tasked with identifying the importance of planning and then they cover a technique that can be used to plan a response to Paper 1, Question 5. They are given the opportunity to implement this technique before carrying out peer assessment/self-assessment using a marking scheme. Stretch and challenge tasks are included. Information that can be placed into your own lesson plan has also been included. Learing Outcomes Explain the importance of planning a response to Question 5. Use a mind map to plan and construct and answer to Question 5. Awarding Organisation Criteria A05: Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.
These two lessons are designed for the final week before students break up for the Christmas break. They do involve friendly competitive games but they also require students to use skills required throughout Paper 1. Activities include using language features in relation to the ideal Christmas/other religious celebration, analysing Christmas adverts and making crackers. These activities are separated by fun, competitive tasks for students to take part in. Stretch and challenge activities are included. Included is a document which details information that can be placed into your own lesson plan template. Awarding Organisation Criteria A02: Explain, comment on and analyse how writers use language to achieve effects and influence readers, using relevant terminology to support their views. A04: Evaluate texts critically and support this with appropriate textual references. A05: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audience. I would love to know how you’ve been able to use this resource and I always welcome suggestions so please don’t forget to leave feedback!
This is a selection of ‘boring’ words which are frequently used in students’ writing. Attached are a range of synonyms that can be used in place of the boring word. With my students, I have laminated them, cut them up and placed them into cups. Students will then be able to choose a synonym at random to use in their writing. A poster has also been included which can be displayed near to where you choose to store your synonyms. The boring words are: ⦁ Bad ⦁ Big ⦁ Good ⦁ Little ⦁ Sad ⦁ Said ⦁ Went I would love to know how you’ve been able to use this resource and I always welcome suggestions so please don’t forget to leave feedback!
Learning Objectives: Compare different sample answers to Paper 2, Question 4. Using the Paper 2, Question 4 marking scheme, deconstruct a sample answer in order to make an accurate assessment decision. Implementing knowledge of the Paper 2, Question 4 criteria, rewrite a sample answer as as to improve the amount of marks it can achieve. Note: this resource does not contain sample answers. This lesson contains a PowerPoint Presentation, two AQA source documents and a marking scheme extract that is relevant to Paper, Question 4. The only thing you will need to provide is a small selection of sample answers for Paper 2, Question 4. Ideally this should be anonymous answers from your students however this can be previous years’ answers or a different class’s answers. It is important that they have no marking on them. Students take part in a fun relay race starter activity before focusing on the criteria for Paper 2, Question 4. Students are required to carry out an assessment exercise and a peer assessment activity. As all organisations have different lesson plan templates, all of the information with regards to timings of activities and tutor notes have been entered into the comments section of the PowerPoint Presentation. This is to enabled teachers to complete their lesson plan template with little effort.
This activity has been designed as part of a carousel activity where students spend 15 minutes at each station. The timings on the instruction sheet of this activity can be altered to suit your needs. Students are required to read part of an extract and then complete an article for a Broadsheet newspaper that argues their opinion of the treatment of prisoners. Students are then asked to carry out a peer assessment activity, using a score sheet. This has been designed to support students with AQA's Paper 2 Question 5.