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.

After an ‘A Christmas Carol’ exam, I realised my year 10s were including any quotations they could remember and trying to squeeze them into their answers rather than selecting the most relevant moments/phrases from the novella. I created this match-up activity for the themes and quotations in ‘A Christmas Carol’. This can be completed quickly by writing the beginning letter of each theme into the quotation box or they can colour code them. I chose colour coding so that it can become a useful revision resource. This can be adapted to add more quotations or this can be done by the students as an extension task. I also extended this task by asking the students what Stave it is from and getting them to explain why this quotation is significant to the theme.

A planning sheet to help students meet the assessment objectives for Literature Paper 2 Section A.

Key quotations to analyse for thh Last of the Three Spirits - a ghost often forgotten in essays on ‘A Christmas Carol’.

Activity to get students to structure their essay according to their introduction making sure their response fully supports their ideas. Students are to read the introduction, identify the points that need to be proven in their essay, add relevant examples from the text and organise their essay into a coherant argument e.g. chronologically through the text. A Christmas Carol and Poetry.

Exam Question Beginning of a level 6 response Activities to finish and self-assess essay using students- friendly success criteria

A 40/40 students creative writing piece used to get the students thinking about how to structure their narratives in interesting and engaging ways but also explain the effect of writer’s structural choices.

Practice question 4 from Language Paper 1. Not a past paper. Potential question. Encourages the students to give a personal response and group methods/ideas together.

A revision activity to get students to understand and show understanding that the writer is making deliberate choices (AO2).

A planning template for transactional writing. Particularly made to support students at GCSE level writing a newspaper article for Language Paper 2 section B.

A 36 question gap-fill quiz that checks students’ memories of the family poems in the ‘Love and Relationships’ cluster. Peer-assessed and answer sheet included.

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 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.

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.

BREAKTHROUGH LESSONS! 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. Poems explored: ‘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 contains two grade 9 essays in response to the question: How does Kelly present the relationship between Phil and Leah?

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.

Encourage students to think more critically about the character Lady Macbeth. Resource: This resource has statements from critics, sharing different viewpoints on the character Lady Macbeth. In groups, students will explore moments in the play to support or challenge the point of view. Each section has a challenge and an extension task extending student responses. Lesson: Recall questions which are open ended enabling for greater discussion and developed responses. A kinesthetic task to encourage more critical judgements. This visual aid will be returned to at the end. *All of my students had changed their view about Lady Macbeth by the end of the lesson understanding her to be a more complex character than first believed. * Group task. Each group feeds back their ideas and findings with the rest of the class. Other groups add to their resource to complete the table of different viewpoints and perspectives. Students then write a conceptualised, critical, exploratory introduction to an essay on Lady Macbeth. This can develop to an essay. 2-3 lessons

The beginning of a grade 9 response - a great example of the criteria being met and broadening students’ vocabulary. Can be completed with any ability. The following tasks can be completed in pairs, as a class or independently. I completed this task after reading A1 and A2 with my set 6 class. The next step would be writing the first paragraph as a class, then pairs, then independently. This will be achieved as we read more of the play.