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Time savers for English teachers

Experienced English teacher currently working at a 6th form college. My most popular resources provide enough lessons for 1/2 a term or more, in the form of a long PPT divided into lessons/several lesson numbered PPTs, with accompanying worksheets/displays/homeworks. I am currently working on a new series of resources - a text in 25 quotations. These involve close literary and linguistic analysis of key quotations that address all of the themes, motifs and characters in the text.

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Experienced English teacher currently working at a 6th form college. My most popular resources provide enough lessons for 1/2 a term or more, in the form of a long PPT divided into lessons/several lesson numbered PPTs, with accompanying worksheets/displays/homeworks. I am currently working on a new series of resources - a text in 25 quotations. These involve close literary and linguistic analysis of key quotations that address all of the themes, motifs and characters in the text.
INDEPENDENT REVISION WORKBOOK (9-1 GCSE ENGLISH LANGUAGE - WRITING)
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INDEPENDENT REVISION WORKBOOK (9-1 GCSE ENGLISH LANGUAGE - WRITING)

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**Do your students claim they ‘don’t know how to revise’ for the writing sections of their English exams? Do you have some students who have missed several lessons (for whatever reason) and need to be given some materials to work through independently to help prepare them for the GCSE English exam? Are you stuck on what work to assign over the holidays/study leave to help your classes revise? ** This is your answer - an extensive revision workbook designed to help GCSE English students independently prepare for the writing portion of their exams. 45 pages of activities designed to recap key skills and improve their standard of writing. Simply print it off, hand it out and let them work through it at their own pace. The booklet begins with a self-assessment where students are asked to rate their confidence in the skills covered, which might help them to select which sections of the workbook to prioritise. The reminder of the book is split into: 18 pages of exercises focusing on AO6 (writing with accurate spelling, punctuation and grammar, varying vocabulary and sentence structures) such as recognising and correcting homophones, avoiding comma splicing, using complex sentences and varying sentence moods. 25 pages of exercises focusing on AO5 (communicating clearly, effectively and imaginatively/ adapting tone, style and register for different forms, purposes and audiences/ organising information and ideas) such as developing characters, building a plotline, showing not telling and adding formality to your writing. This resource is suitable for ALL major exam boards and is also ideal for post-16 resitters (originally created for an FE environment). It is aimed at those working to achieve a grade 4/5 but includes some optional challenges/extension activities throughout to suit students aiming higher.
Close analysis - a Streetcar Named Desire in 20 quotations
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Close analysis - a Streetcar Named Desire in 20 quotations

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7 pages of close analysis, covering 20 of the most important quotations in Williams’ a Streetcar Named Desire. Quotations are chosen if they are pivotal to character or plot development, or if they introduce key themes or motifs. Close analysis for meaning and including A level linguistic and literary terminology. Ideal as a revision aide for your students, or for teachers about to begin teaching the play for the first time. Sample analysis below: #1 “The houses are mostly white frame, weathered grey, with rickety outside stairs and galleries and quaintly ornamented gables” p1 These opening stage directions introduce the New Orleans setting and demonstrate how the environment in which they live acts as a parallel for the characters’ lives. Immediately we can recognise the clash between past and present – pre-civil war grandeur in the “ornamented gables” is now fading, tarnished somewhat. The stairs are old enough to be “rickety” and the purity associated with the past in the play (“white frame”) now seems contaminated (“weathered grey”) by what happened since. Like Blanche, the former beauty of the houses seems to have decayed. We can also appreciate the clear geography of the setting in – evident from this architectural style characteristic of New Orleans. The town was a cultural melting pot that, for Williams, represented modernity and the future – at odds with Blanche’s antebellum world of plantation houses and strict social and racial segregation. We can also appreciate another theme in the way that the outside stairs and galleries create a sense of exposure – as if moments that should be private and domestic are made public for all to see, playing the audience as uncomfortable voyeurs to the action.
The Bloody Chamber in 25 quotations
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The Bloody Chamber in 25 quotations

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In-depth close literary and linguistic analysis of key quotations from Angela Carter’s The Bloody Chamber . Suitable for all A level students (A level literature or A level langlit) on any specification - or for teachers unfamiliar with the collection as pre-teaching prep. 25 quotations separated into key themes with page references and cross-referencing between stories in the analysis. At least one quote from every story in the collection. Sample below: The Lady in the House of Love P93 – “ she draws her long, sharp fingernail across the bars of the cage in which her pet lark sings, striking a plangent twang like that of the plucked heartstrings of a woman of metal. Her hair falls down like tears” The cage imagery here literalises the protagonist’s sense of entrapment – her pet is her familiar, her double, as she is also confined within the boundaries of her home. Several homes become traps and prisons in the collection, intimating that women become enclosed in their domestic space. Cacophonous sounds of despise and heartbreak are implied in the plosive noun phrase “plangent twang” and the grating image of a fingernail scraping metal bars. Images of sharpness (her nails) and coldness abound – she is somewhat dehumanised into a robotic. “woman of metal” but this does not necessarily limit our sympathy as it is juxtaposed with her hair “like tears”, an image of vulnerability. We could consider the semantic ambiguity of “tears”- does it refer to tears from her eyes, a parallel to the tears that fall at the end of The Tiger’s Bride, or the homograph tears, synonymous with rips, suggesting fragmentation and destruction? Like this? please take a look at my shop for more close analysis guides to other A level set
Close Analysis - Handmaid's Tale in 25 quotations
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Close Analysis - Handmaid's Tale in 25 quotations

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This guide provides a close reading of 25 key quotations from Margaret Atwood’s ‘The Handmaid’s Tale’. The quotations are divided by theme (e.g. ‘Selfhood, Bodies and Doubles’ ‘Power’, ‘Language and Speech’) to cover the most important recurring ideas in the text. Each quotation is then extensively analysed to cross-reference characters and motifs throughout the novel and to provide a linguistic close reading of the text. As a whole, this provides an effective summary of the novel. An essential revision resource for students - but also very useful for educators teaching The Handmaid’s Tale for the first time. Strongly recommended for A level literature or A level language and literature courses on any specification. See below for a sample of the close analysis provided: *THEME: THE PAST P13 – “dances would have been held there, the music lingered, a palimpsest of unheard sound” From the start of the novel, the past pulses through the present. This line from the first chapter powerfully demonstrates the residual echoes of the time before (as we are told in the very first line “we slept in what had once been the gymnasium” – a room defined by its past) that coexist alongside the room’s new incarnation as the Red Centre dormitory. A semantic field of desire runs through the opening, seen here in Offred’s reference to teenage courtship at school dances. This emphasises the stark contrast between life then and her situation now, stripped of all genuine love and connection. The soft, sibilant sounds in ‘lingered’ and ‘palimpsest’ also convey this sense of yearning to return to an unreachable past. ‘Palimpsest’ is an obscure noun, meaning a text overwritten upon an earlier text. This introduces themes of communication and language, as well as what is hidden and the gulf between appearance and reality. *
Handmaid's Tale revision activity- ring of fire game
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Handmaid's Tale revision activity- ring of fire game

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This activity will take 20 minutes or so to play with your class. Each student is given one of the slips of paper with both an answer and a question written on it. Distribute them at random in the class. The first person will read out the first question and then the student who thinks they have the correct answer to that question will read it aloud, they will then read their question and so on. There is one answer card which is the final card in the sequence. The aim is to ‘close the circle’ by all students correctly answering their cards.
The Handmaid's Tale (Atwood) guided reading log
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The Handmaid's Tale (Atwood) guided reading log

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This reading log ensures that students are thinking analytically and contemplating character/themes as they read the novel independently. It is divided into sections based on chapters with thinking questions for students to respond to as they read. The final page also includes some key themes, asking students to note down quotations linked to the themes as they progress through the novel. Very useful for KS5/A level students who will need to read the novel outside of class time
Dracula (Bram Stoker) Student guided reading log
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Dracula (Bram Stoker) Student guided reading log

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This reading log ensures that students are thinking analytically and contemplating character/themes as they read the novel independently. It is divided into chronologically sections based on chapters (e.g. the first page covers chapter 1-5 when Harker is in Transylvania) with thinking questions for students to respond to as they read. The final page also includes some key themes, asking students to note down quotations linked to the themes as they progress through the novel.
Revision Wallchart - A level (A2) English Langlit (AQA)
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Revision Wallchart - A level (A2) English Langlit (AQA)

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An A3 revision wallchart designed to be printed and given to each student for them to use to guide their revision - 20 tasks, delineated by time (from ‘if you have 10 minutes’ to ‘if you have 2 hours’). Both paper 1 and paper 2 accounted for with tasks ranging across assessment objectives.
Revision Wallchart - AS English Langlit (AQA)
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Revision Wallchart - AS English Langlit (AQA)

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An A3 revision wallchart designed to be printed and given to each student for them to use to guide their revision - 20 tasks, delineated by time (from ‘if you have 10 minutes’ to ‘if you have 2 hours’). Both paper 1 and paper 2 accounted for with tasks ranging across assessment objectives.
The Bloody Chamber - introductory PPT
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The Bloody Chamber - introductory PPT

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An introductory lesson/2 lessons on Carter's 'The Bloody Chamber and other stories' looking at the opening to 'The Tiger's Bride' and 'The Snow Child' along with some tasks about genre conventions. Useful if using Carter as an optional coursework text or for a mini module
AQA English Langlit - revision - list of 23 practice questions
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AQA English Langlit - revision - list of 23 practice questions

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A list of 23 practice questions created for students on the new specification AQA English language and literature where there are not many past papers! Questions on Dracula/John Donne/Paris Anthology/The Great Gatsby/A Streetcar Named Desire for students to attempt at home or in timed conditions with teacher.