‘Little Things’ by Raymond Carver.
The story of two arguing parents, demanding that they have the right to take the baby. It can be read in 10 minutes, even with lower ability groups.
The lesson asks the students to discuss the idea of blame, with a link to AQA Language Paper 1 Question 4 (Evaluative analysis).
In addition, there is a creative writing extension task/homework that asks the students to rewrite the story with a focus on verb choice.
GCSE Creative Writing.
This sheet outlines, and offers examples of, how to plan narrative and descriptive responses.
This is aimed at the higher ability students looking to use structural and linguistic features for effect. You will be able to buy the full scheme soon but this worksheet offers you the cheaper ‘backdoor’ route to more successful creative writing responses.
Our students outperform the national average on the creative writing section by 10% (we’re not a private school or a grammar school!).
Designed for GCSE students studying the Literature Paper 2 exam. The booklet is not exam board specific. Instead, it focuses on the underlying skills of essay planning and writing.
Roughly a term of homework/revision tasks.
There are questions for each of the sections and space to plan their responses (in prearranged, helpful layouts).
In addition, there are teacher-written example responses - some are complete and some are incomplete, ready for the student to continue the answer. There are extension tasks below these responses, posing similar questions that allow the student to mimic the teacher response.
I have used these as ongoing homeworks: each week, the student must hand in an essay plan and a half-written response. I do not deep mark these unless we are closing in on a mock exam but I check for quality and offer one target.
This mini-scheme focuses on the skill of language analysis. It aims at lower ability students but the methods that it teaches are just as valuable to higher ability students.
It works through two different methods - the ‘replacement’ method and the ‘surface-deeper’ method.
For students struggling to understand the value and meaning of language within a quotation. There are examples, followed my shorter brainstorming tasks that allow them to build the confidence and then tasks that stretch for more in-depth ideas.
I use this for intervention groups - those who are struggling with the skill of langauge analysis - the ones who shout out ‘but it’s just a ‘blue curtain’!’.