A compilation of worksheets (some of which are taken from various sources on the internet, fellow TES users, workbooks etc.) and a guided PowerPoint with clear learning intentions.
Two options for assessment at the end.
I use this for middle/low ability Y9 classes
To be used in conjunction with the 2017+ CCEA Specification for GCSE English Language.
Unit 4: Comparing Literary Texts
Resource 1: Use the extract from I am Number Four to encourage students to think about writers’ craft and language techniques; sentence structuring and punctuation.
Resource 2: Comparative Sample Question which could be used as a class tracker to prepare students for their Paper 2 Exam. Stimulus used: Harry Potter and the Chamber of Secrets and The Lion, the Witch and the Wardrobe
Resource 3: Annotated extract from I am Number Four for either teachers or for students who require more scaffolding.
Resource 4: Annotated The Lie Tree extract which should be compared with I am Number Four
Resource 5: Sample comparison essay of ‘The Lie Tree’ and ‘I am Number Four’
Please feel free to adapt and amend to suit the needs of your students.
CCEA GCSE ENGLISH LANGUAGE: Paper 2, Section B (Unit 4): Comparison of Literary Texts.
The first resource is an extract from Eragon and an extract from Sabriel which are both fantasy books aimed at a similar aged readership. Students should work through both extracts, annotating them in class (possibly in small groups) and then should complete the compare/contrast grid included. This should be discussed in class so that students can add to their lists before completing the sample question.
The second resource is an extract from The New Recruit and an extract from The Long Way Home which are war/thriller excerpts.
This is to be used as either a class test or a homework to check student understanding of what they have learnt so far about comparing literary texts.
The third resource is an extract from The Hobbit and an extract from Eragon which both contain encounters with dragons. It would be good to use this as a class discussion or mock piece as both dragons are very different. Despite the potential danger of Sapphira she is still young and clumsy, but Smaug is evil and sticks to the traditional dragon lore.
The fourth resource is a sample analysis of The Hobbit and Eragon. I would usually give students something like this and ask them to use Triple Impact Marking e.g. Colour in all quotations yellow; write TS beside the topic sentences; Look for words and phrases which show awareness of authorial intention e.g. ‘Tolkien presents’; Write QT in the margin every time the question terms are used; Highlight all techniques in pink e.g. tone, narrative P.O.V., simile, metaphor, verb choices, dialogue, punctuation, structure etc.; Highlight all explanations in green; double underline any references to intended impact on the audience.
Anything that isn’t there but should be, the students have to add in as they annotate the piece as if they are the examiners.
5th resource is a fake PPQ on Hunger Games and Great Gatsby, comparing district 12 to how the Valley of ashes is presented.
6th: sense of a run down place
7th: Building tension and threat
Log on to YouTube and let the students watch the clip of the song.
Then use the worksheet to encourage them to create their own Christmas similes and metaphors to describe the Grinch!
Works well with KS2/KS3 Students
The ReVision GCSE: Paper 1: Tasks 2 and 3: Reading to Access Non-Fiction
Three mock papers focusing on tasks 2 and 3 of the new CCEA GCSE ENGLISH LANGUAGE specification ‘The ReVision’.
These are to be used for paper 1 for the non-fiction section.
I have used these as trackers / mocks for students, but they could easily be used as a class activity where the students have to present their findings, or perhaps ‘be the examiner’ and create a mark scheme after being shown the kinds of things said for the SAM markscheme and Bryson stimulus.
Hope you find this useful.
A compilation of all of the 'identity' anthology poems, with space provided for students to research and add their own contextual information. There are also sample questions, a compare/contrast essay grid, a mark scheme from the CCEA SAM and some useful poetic terms.
For use with the CCEA GCSE ENGLISH LANGUAGE: PAPER 1 SECTION B: READING TO ACCESS NON FICTION TEXTS unit.
Students would read through the articles and pick up on why certain techniques are being used to engage.
Two variations of a poetic terms worksheet to help students with poetry. (Low ability and higher ability class)
Students read the description and try to match the definition to the correct poetic term.
To be used in conjunction with CCEA GCSE ENGLISH LANGUAGE: Reading To Access Non-Fiction Texts.
This is a sample Jeremy Clarkson activity in the style of the new exam and could be used as a mock.
Hope this is useful for you.
Task 1: Students identify the type of non-fiction text / where it would be likely to be found, the purpose and audience
Task 2: Students identify the Purpose of each text
Task 3: Students come up with one more example of a type of non-fiction text that achieves the given purpose.
Hopefully you find this useful in your teaching of Non Fiction texts.
A collection of sample questions you may want to use with your GCSE students for the CCEA GCSE English Language: Writing for Purpose and Audience Unit.
Some of these are old Functional Writing questions, from the new SAM and some of my own ideas.
Hopefully you find this useful.
A resource designed for the CCEA GCSE ENGLISH LANGUAGE exam for Paper 1 Section B: Reading to Access Media Texts.
This activity focuses on students analysing the presentational devices used on the poster for Fortnite with the aim to preparing them to answer Task 5.
Used with a low ability group.
1// A fake past paper question and student response for the new GCSE English Literature paper from CCEA.
Hopefully this is of use to you!
I do a lot of ‘be the examiner’ exercises where the students have to decide which mark they would give it and why.
2// Response to The Red Room by H G Wells - extract found in the fabulous free pack by Shimna Integrated.