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English resources for KS3, 4 & 5
ENGLISH LANGUAGE PAPER 1 KS4 - 1 TO 2 LESSONS LOOKING AT DESCRIPTIVE WRITING TECHNIQUES
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ENGLISH LANGUAGE PAPER 1 KS4 - 1 TO 2 LESSONS LOOKING AT DESCRIPTIVE WRITING TECHNIQUES

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This lesson starts with an introduction to stock characters and a wide range of other descriptive writing techniques using a written description of a scene in a doctor's waiting room. Students answer a set of questions which ask them to identify the writer's techniques and explain the effects. Next, students plan their own descriptive writing using given planning sheets, a range of prompts and some images of a fairground.
KS3 VICTORIAN CONTEXT ENGLISH USING NOVEL EXTRACTS
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KS3 VICTORIAN CONTEXT ENGLISH USING NOVEL EXTRACTS

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Approximately 8 lessons using well known novel extracts, along with contextual information, to study characters, marriage, social class, education and crime & punishment in the setting of the victorian period. Authors include Charlotte Bronte, Charles Dickens, Jane Austen & Arthur Conan-Doyle.
KS3 VICTORIAN CONTEXT: CRIME, PUNISHMENT & THE POLICE. DICKENS' OLIVER TWIST & GREAT EXPECTATIONS.
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KS3 VICTORIAN CONTEXT: CRIME, PUNISHMENT & THE POLICE. DICKENS' OLIVER TWIST & GREAT EXPECTATIONS.

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This is a minimum of 2 whole lessons (of one hour), beginning with Sir Robert Peel. Students are given two slides of information about the first police force then quizzed. This is followed by a look at the fictional detective Sherlock Holmes, with some deduction tasks and a literacy correction exercise. Then on to hulk ships and writing a diary entry of someone on board serving a prison sentence for stealing onions. Links to clips re-enacting children sentenced to transportation for pickpocketing. Then, complete the outline using description of Magwitch’s character (escaped convict in Great Expectations), and some language analysis using an extract from this story. The final task uses information given in an extract from Oliver Twist to create a wanted poster for Artful Doder.
KS3 & 4 DESCRIBING CHARACTERS MIX OF READING AND WRITING TASKS TO DEVELOP DESCRIPTIVE TECHNIQUES
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KS3 & 4 DESCRIBING CHARACTERS MIX OF READING AND WRITING TASKS TO DEVELOP DESCRIPTIVE TECHNIQUES

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This booklet uses a variety of extracts (easily available on the internet) which, in some cases have been simplified e.g. the Dickens Great Expectations extract, and short structured comprehension and written tasks that are linked to the extracts. Each extract and set of tasks aim to focus on a particular technique including vocabulary choices, considering connotations, simile, pathetic fallacy, personification. There is also some focus on sentence variety including using lists and varying sentence openers. The final task asks pupils to try to use all the skills covered in the activities. Would suggest aimed at low ability for KS4 students. Easily adaptable.
TRAVEL WRITING MINI ENGLISH LANGUAGE PAPER 2 Q 2 SUMMARY KS3 & 4 INDEPENDENT TASKS
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TRAVEL WRITING MINI ENGLISH LANGUAGE PAPER 2 Q 2 SUMMARY KS3 & 4 INDEPENDENT TASKS

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There are 3 Q2 style summary questions (English Language Paper 2) that ask pupils to read two short sources linked by a theme and then answer the summary question that follows. The themes are: New York, Australia and UK holidaying and each source for all topics uses perspectives from different centuries. Suitable for upper KS3 and KS4. Please see other mini tasks available.
THE HAUNTED BEACH MARY ROBINSON KS3 REMOTE OR FACE TO FACE 2 LESSONS PLUS EXTRA TASK
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THE HAUNTED BEACH MARY ROBINSON KS3 REMOTE OR FACE TO FACE 2 LESSONS PLUS EXTRA TASK

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Two lessons on Mary Robinson’s Gothic Romantic poem about a murderous fisherman shipwrecked on an island. Use of images at the start to predict mood and plot, followed by vocabulary match ups, questions and information related to the first five stanzas, consolidatory activities at the end of each lesson (including writing a message in a bottle) and a bonus extra task.
RUPERT BROOKE THE DEAD 3 LESSONS REMOTE OR NOT KS3 ENGLISH
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RUPERT BROOKE THE DEAD 3 LESSONS REMOTE OR NOT KS3 ENGLISH

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THREE LESSONS TO HELP PUPILS UNDERSTAND THE POEM ‘THE DEAD’ AND THE RELEVANCE OF ASSOCIATED CONTEXT. LESSON 3 ALSO ALLUDES TO ‘PEACE’ ANOTHER OF BROOKE’S POEMS. FOCUS IS ON PATRIOTISM, IMAGERY, SONNET FORM AND GENERALLY HOW LANGUAGE CAN BE A POWERFUL TOOL. LEARNING CULMINATES IN A FINAL TASK TO WRITE A LETTER HOME FROM BROOKE TO HIS MOTHER THAT SHOWS HIS IDYLLIC VIEW OF THE WAR AND THE IDEA OF DYING DURING BATTLE. THESE LESSONS HAVE BEEN REMOTELY DELIVERED WITH Y8 BUT COULD WORK EQUALLY WELL FACE TO FACE. HOPE THEY SAVE YOU SOME WORK!
ENGLISH LANGUAGE Q 2 AND 3 STEP BY STEP LESSONS REBECCA DAPHNE DU MAURIER
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ENGLISH LANGUAGE Q 2 AND 3 STEP BY STEP LESSONS REBECCA DAPHNE DU MAURIER

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Two lessons: Q2: ‘How does the writer use language here to descibe Nature?’ Focus on Du Maurier’s choices of personification, adjectives and simile for this question. Plus a focus on subordinate clauses followed by students identifying these in the extract with a view to including an idea in their practise response. Q3: ‘How does the writer structure the text to interest the reader?’ Reminder of structural features, useable examiner tips on what to include / not to include in a Q3 response. Slides provide points of note-taking and discussion, leading up to students having a go responding to the question themselves.
Gothic Conventions mini unit for KS3 English Literature 6 to 7 hours of tasks
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Gothic Conventions mini unit for KS3 English Literature 6 to 7 hours of tasks

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This is a mini unit on Gothic conventions, based on extracts from Frankenstein, Dracula and Jane Eyre. Overall, there are between 6 and 7 hours worth of tasks to introduce students to the concept of Gothic Literature and the conventions within it. Includes Gothic bingo, introduction to conventions (including setting), short extracts for identifying conventions and later symbolism, independent tasks such as planning a Gothic description and identifying author’s word choices. Some creative tasks include drawing their own Gothic castle and their version of the Red Room in Jane Eyre. Link to vampire video with match-up activities and comprehension questions included too. This unit has been resourced from a combination of my Introduction to Literature Through the Ages scheme of work (also available) and additional tasks created separately. Fully resourced - slides at the end conveniently together for ease of printing.
AQA ENGLISH LANGUAGE PAPER 1 Q 2, 3 AND 4 SECTION A REVISION TASKS
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AQA ENGLISH LANGUAGE PAPER 1 Q 2, 3 AND 4 SECTION A REVISION TASKS

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3 x Q2, 2 x Q3 & 3 x Q4 resources. Each task could probably be one lesson worth of revision or you could combine tasks. Each one is a step by step approach to answering the question, with focus on what the question is asking, identifying the best evidence, mind mapping selected quotations and practising a response. Some tasks match against Level 3 of the mark scheme to ensure clarity and so that students can assess their own standard of work. This is exactly what I would need at this point in the year. . All lessons contain the section referred to in the tasks but, should you need anything further, they are readily available on the internet and AQA website.
SYMBOLISM IN MACBETH BY WILLIAM SHAKESPEARE
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SYMBOLISM IN MACBETH BY WILLIAM SHAKESPEARE

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SET OF IMAGES WHICH ENCOURAGE STUDENTS TO THINK WHAT IDEAS ARE SYMBOLISED BY THEM, IN THE PLAY. FOLLOWED BY A SCAFFOLDED ACTIVITY ABOUT LADY MACBETH, USING SYMBOLISM KNOWLEDGE. LASTLY, 10 QUIZ QUESTIONS TESTING LEARNING ON SYMBOLISM. USEFUL REVISION TASKS.
DRAMA LESSON FOR CREATING VICTORIAN ENGLISH TOWN - KS3 & 4 - CONTEXT FOR NOVEL
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DRAMA LESSON FOR CREATING VICTORIAN ENGLISH TOWN - KS3 & 4 - CONTEXT FOR NOVEL

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With step by step instructions, students will create a job role and character for themselves within a Victorian town of the class's own creation. This aims to further understanding of the working Victorians of the time and to be clear about the differences between the rich and poor. This can be taken further to develop characters and roles, and also used to facilitate descriptive or narrative writing.