This was an observed outstanding lesson and resources used to improve students’ comments on the effect of writer’s methods.
Often, examiners and teachers report that students’ comments on the effect on the reader are too generic and do not demonstrate an understanding of writer’s methods. This lesson and resources helps students to identify the errors in responses, understand the purpose/effect of methods and practice writing developed and relevant explanations of the effects of writer’s methods. The final task also allows students to take on the role of the writer making language choices for a particular effect.
The starter focuses on recall of the mark scheme (with a help sheet for support) to identify errors in examples with an extension task to redraft responses making the suggested improvements. The improved answers appear visually to the students in green and is a great opportunity for teachers to address misconceptions e.g. the difference between empathy and sympathy.
The second task is a table (not an exhaustive list) of devices with examples (on a range of topics) where students practice writing the effect of writer’s methods, making sure they are relevant to the method and topic. There is an extension task to add devices to the list and come up with their own example with it’s purpose/effect. This is peer-assessed and an opportunity for AFL by asking students to raise their hand if they have 2 or more correct for example. If so, students can move to the next task.
The final task is a timed writing task where students practice using devices for effect. The challenge is a slow-writing task to ensure students are conscious of every sentence they write and encourage students who rush work to slow down. This is self-assessed through the labeling of devices. Students can create their own target and green pen this action next lesson or for homework.
In student voice, year 11s expressed that a weakness of theirs was analysis of key quotations for ‘A Christmas Carol’.
I put a quotation on the board that lent itself to analysis. We annotated this as a class really picking apart language and writer’s methods. The students were amazed at how much we could write about one quotation. We had great discussions about what questions we could use this quotation for, what other quotations we could link this to, Dickens’ intentions etc. We repeated this again with another key quotation with a more student-led approach.
A question that these two quotations had in common was: Scrooge’s attitude to money. Therefore, I wrote this on the board and asked students to turn one of their annotated quotations into an analytical paragraph. I did the same for the first key quotation.
Then, I shared my analytical paragraph and explained my structure and thought process. Students then made edits to their paragraphs but most were successful in achieving a developed analytical paragraph.
This resource is the model section of an essay with the key quotations analysed.
A full mark example of a persuasive speech relating to social media and key ideas in ‘Lord of the Flies’.
This example contains a range of persuasive devices, sentence structures and structural features for effect and punctuation. There is a clear awareness of form and audience.
Attached is a highlighted version of the techniques used which can be used as support for low ability students or visual aid.
You can use this example to demonstrate the mark scheme being executed or as inspiration for a debate/speech. Students can highlight and annotate what devices are being used and why they are effective. They can then use this example to help structure/guide their own writing.
All of the information (and more) students need to understand the context and plot of Animal Farm and the character Napoleon. The starter highlights the importance of context in Animal Farm and addresses some misconceptions and common exam mistakes.
This lesson covers:
Overthrow of the Tsar (revolution)
Use of the secret police
Five year plan
Purges and praises
These slides can be made into revision cards or notes. Students should make links between the context points and the novella.
This lesson is easy to follow and understand with two different poems that are alike in exploring the viewpoint of a child. This lesson was created to ensure students feel confident answering unseen and understand that their interpretation is just as relevant as everyone else’s as long as they can support their answers. This is the main barrier to overcome when teaching unseen poetry.
This lesson includes a memory quiz mainly focusing on subject terminology, the mark scheme broken down, how to approach an unseen and what to comment on, explorative questions to annotate each poem, two model paragraphs.
This covers 3 lessons.
‘Climbing My Grandfather’ by Andrew Waterhouse
‘The Chimney Sweeper’ by William Blake (songs of innocence)
This workbook contains a** range of activities** to ensure students revise the plot, characters, themes, quotations and practice exam-style questions.
There is a double-sided A4 worksheet on each scene in Macbeth (28).
This can be completed as homework, revision, as part of class reading, or as lockdown work!
I have used this with year 9-11 (GCSE) for both AQA and Edexcel exam boards.
This is an already differentiated resource that does not require teacher marking. This can be peer or self-assessed.
Students can complete the work in the workbook as there is space provided for answers, mind-maps, creative writing etc.
This resource makes a great homework or revision resource to get the students thinking about wider concepts explored in Shakespeare’s ‘Romeo and Juliet’. In addition to the reading is tasks and questions to complete to check students’ understanding.
This is a revision activity for animal farm which is topical and engaging for the students. It follows the latest television show ‘The Masked Singer’ where students are given hints which reveal the masked character such as key quotations, descriptions, allegorical links, Orwell’s views etc. Students can also ask for a hint which tells them a bit more about the character or their link to the text and context. The quotations and hints are more cryptic than the obvious to broaden students’ knowledge of the key characters and the text and thus allow them to make developed personal responses.
Answers and teacher guidance in the notes of each slide.
An activity for students to consolidate their learning of Act One - An Inspector Calls.
This a complete summary with embedded references of Act One with gaps to challenge students to recall key words, characters and events.
This resources is a complete exploration of the context, from, language and structure of the poem ‘Sonnet 29- ‘I think of thee!’ by Elizabeth Barrett Browning. This contains the key terminology and multiple interpretations and readings of the poems’ form, language and structure. This covers a couple of lessons and so has starter activities testing students’ recall. The final slides consist of the key quotations that students should remember for the AQA Literature Paper 2 exam.
This double-sided worksheet makes reference to the mark scheme for achieving higher grades and explains the skill of embedding evidence. The resource contains three activities: correcting answers, filling in the blanks, and skill practice answering questions. These tasks are clearly explained with supporting examples, challenges and extensions to meet all abilities. It is also differentiated by outcome and so can be used with all ages and abilities. This resource can be peer/self/teacher assessed.
This worksheet was used as feedback from a DNA essay to intervene and develop this skill of embedding references and using subject terminology to develop answers.
This workbook contains a range of activities on each scene in the play ‘Macbeth’ (28 scenes).
The activities range from plot sorts, summaries, quotations, cloze activities, mind-maps, creative writing tasks, annotating an extract, character tables and many more!!
This workbook once completed will be a revision resource covering plot, characters, themes, quotations and exam practice!
This resource is already differentiated to make it accessible for all sets and created for self or peer-assessment.
This resource can be used as a homework booklet, lockdown/self-isolation work, revision or class work.
This is a scanned copy ready to print!
This essay is a poetry comparison answering the question: Compare how poets present a sense of longing in ‘Love’s Philosophy’ and in one other poem from the ‘Love and Relationships’ [30 marks]
AQA Mark scheme Love and Relationships cluster- full marks.
This is a great revision resource for students or teachers to work through together, planning possible questions for DNA. This includes previous exam questions and possible questions relating to characters an themes.
A clear criteria which teachers/students can use to assess newspaper articles.
Ensures that all areas of the mark scheme are covered.
This resources encourages students to see more than one area they can improve on and encourages them to respond to feedback making revision resources and redrafting work.
Students solve the riddle to find a word in the dictionary and answer the question about it. The first section, students will find the answers in the dictionary, the second the thesaurus and the third in the classroom.
You can edit questions or add.
This took one lesson for my year 7s to solve. I had them working in pairs and gave the winning pair small easter eggs.
Students found it challenging but competitive and fun!
This is a lesson with additional lessons to continue the exploration of Percey Shelley’s ‘Love Philosophy’. The resource has annotated questions to allow the students to write their own annotations and interpretations but guided. This has the context, form, language and structure completely explored with the key information for students to recall highlighted.