An extended lesson on writing a discursive essay, aimed at middle-upper-ability GCSE. It covers: The assessment objectives for writing (learners should put these in their own words) What is a discursive essay? Planning in full and planning in the exam A planning activity to carry out in pairs, followed by feedback The structure of a discursive essay Different ways to start a discursive essay An example introduction, internal paragraph and conclusion The importance of linking paragraphs The importance of using evidence and different forms of evidence A final writing task Self-reflection The whole powerpoint is likely to last over an hour. The sample paragraphs are also included on a separate sheet so learners can annotate them. There is reference to AQA 8700/2/Question 5 but it could be adapted to other boards. These files were last saved in Office 2016.

This lesson is aimed at middle-upper ability learners and focuses on broadsheet article writing for AQA English Language 8700/2. The questions is: “Those who are obese have nobody to blame but themselves.” Write an article for a broadsheet newspaper in which you explain your point of view on this statement. The lesson includes: Do Now Task: learners use their general knowledge to match seven health-related terms to their definitions. Teacher answers provided. Extension task included. Feedback slide For the following slides, learners use a designated note-taking sheet to record information on: Key points about AQA Question 5, Paper 2 What an AQA Paper 2, Question 5 will look like The basic differences between broadsheets, tabloids and the middle-market dailies The difference between an article and a news report Broadsheet readers Layout features of an article (heading, strapline, lead photo, by-line and date + main body) Basic language requirements of a broadsheet article From this point on: Learners look at the question again and come up with arguments for and against the statement. Feedback slide They then consider what makes a good heading, with several made-up examples What is the strapline? (Example provided) The internal structure of an article e.g. introduction, main body with PEC (point, evidence and comment) paragraphs, counterargument and conclusion. Learners take notes on a designated sheet A WAGOLL The writing task is set for homework (basic planning sheet included) Review Initially, I wrote one WAGOLL and it turned out to be too long, so I shortened it! Both are included. The shortened version has been broken up into sections on PPT slides, which you can print out and use as a carousel and group work activity, if you wish.

This is a newly differentiated version of this resource: https://www.tes.com/teaching-resource/macbeth-annotated-act-two-11875453 This lower ability version contains: The full text of Act 2, translated (same as original) Scene summaries for Scenes 1-4 Scene 2 (the immediate aftermath) full text with corresponding questions 5 Worksheets to be carried out alongside the reading of Act 2. This unit contains fewer resources than the corresponding unit for Act 1, but this reflected in the price. It was created with the issue of time pressure in mind.

Five mind maps on different aspects of J&H: The presentation of Jekyll The presenetation of Hyde The presentation of Lanyon The presentation of Utterson Women in the novel. NB. This is an updated listing. If you have previously paid for this resource and need a copy, please email me using the address on my store front.

A full lesson on Heaney’s ‘Storm on the Island’. It incorporates: A brief scansion entry task Learners then read the poem and form initial impressions, giving reasons for their interpretations. There is then a vocabulary task relevant to the context of the poem. Learners read a sheet entitled 'Different Interpretations of ‘Storm on the Island’ which provides a brief introduction to the political situation in Northern Ireland. Learners use this information to respond to questions on a worksheet. Learners can then annotate the poem using a guidance sheet. The whole lesson is likely to take 1.5-2 hours approx. It is aimed at higher ability learners.

This PPT enables an exploration of ‘Exposure’ by Wilfred Owen, part of the AQA Power and Conflict Anthology. It is aimed at lower ability learners whose primary objective is understanding and basic comparisons. It includes: Starter: Infer the meaning of the word exposure by examining the three images (sun exposure, exposure to the elements, exposure to harmful gases in the air) Learners then look at an image of WW1 soldiers in the trenches and link it to their understanding of the word exposure. There is a context sheet which explains some of the background to the poem e.g. the Western Front and conditions for soldiers in the trenches. Learners then work through relevant tasks e.g. label the Western Front on a blank map of Europe. Poem synopsis with 4 comprehension questions. The poem translated into reasonably simply English + reduction task. Suggested annotations for lower ability learners. A comparison table for completion (presentation of effects of war with ‘Remains’. Review.

A lesson ‘Storm on the Island’ for lower ability learners. It includes: Do Now task: learners examine an image of storm in a coastal area, identifying how it represents power and conflict. Context sheet with corresponding tasks Quotation hunt Comparison with Exposure in terms of 1) power and 2) conflict Review

This lesson enables learners to explore ‘Kamikaze’ by Beatrice Garland. It includes: Lesson Starter (see cover image) An image of the sinking US Arizona with the question, ‘When do you think this photograph was taken’? Learners discuss and then feedback. A context sheet contained a simplified explanation of the Pearl Harbour attack and the rise of Kamikaze pilots. There is a corresponding worksheet for this. A link to a BBC interview with a surviving Kamikaze pilot with three questions to answer. A sheet of questions to prompt annotation of the poem. The lesson is aimed at lower ability learners whose primary goal is understanding.

This assessment tracker uses the 2023 grade boundaries for AQA 8702 Paper 1 and 2 (English Literature). It will generate a grade for individual sections, each paper and the overall course. Please email me using the address on my store front if you would like any adjustments made to your tracker, e.g. additional columns. A small charge may be incurred depending on how long the work will take. However, simply amendments will be made for free. Please do not send any pupil data when requesting adjustments.

A lesson on Browning's 'My Last Duchess' aimed at lower ability learners. It includes: Do Now Task: Learners read four context-related questions and say to what extent they agree and why. Feedback slide A conxtext sheet with accompanying true or false activity (answers included) A summary of the poem + storyboarding activity Link to YouTube video of the poem being performed The poem broken down into eleven slides with suggested translation and annotations Comparison with Ozymandias table to complete Learning Review

A PPT that enables an exploration of Blake’s ‘London’. It is aimed at lower ability learners whose primary focus is understanding with some analysis of language and contextual ideas. The starter/Do Now task is a multiple-choice, general knowledge quiz about London as a city. Learners then read a context sheet for the poem and respond to the associated tasks. They then read a translation of the poem and annotate their copies in their anthology. Suggested annotations included. After this, they compare ‘London’ with ‘Tissue’ in terms of the presentation of human power. The PPT concludes with a learning review. Estimated time required: 1.5 hours.

Translated mark schemes for AQA Language 8700, papers 1 and 2. They are intended to demonstrate the standard at each level (of the mark scheme) and provide more pupil-friendly criteria for self and peer assessment. The example responses are based on the following texts: Paper 1, Question 2: Jekyll and Hyde Paper 1, Question 3: The Black Cat (Poe) Paper 1, Question 4: The Black Cat (Poe) Paper 1, Question 5: Write the opening of a story entitled ‘The End’. Paper 2, Questions 1-4: https://www.tes.com/teaching-resource/aqa-8700-paper-2-homelessness-texts-11997752 Paper 2, Question 5: an article on the subject of social media.

This is a lesson on ‘Ozymandias’ in the Power and Conflict Anthology. It is aimed at lower ability learners and includes: Do Now Task: Learners look at a photo of an Egyptian pharaoh and respond to three questions Feedback slide Learners read a sheet detailing the poem’s contextual background and use it to complete a mind map Suggested annotations for lower ability learners An essay on how the poem reflects Shelley’s feelings about power Comparison with ‘The Prelude’ table to complete Review Estimated completion time: 1.5 hours

A 9-10 week unit of work aimed at upper ability Year 8 learners. The activities are based on a range of extracts that focus on popular female literary characters. Links are provided to the relevant extracts which are from: ‘Great Expectations’ (sample answer included) ‘The Hunger Games’ ‘Gone With the Wind’ (sample answer included) ‘Wuthering Heights’ There are also activities that focus on Roald Dahl’s Miss Trunchbull (from ‘Matilda’) and Mrs Pratchett (From ‘Boy’). Lastly, learners read and explore ‘The Lady of Shalott’ (Tennyson). The assessment tasks focus on two different extracts from ‘The Hunger Games’. This unit of work uses AQA 8700/1-style questions but could be adapted with other exam boards in mind.

This is the eleventh in the KS3 Creative Writing for lower ability learners. It follows on from this introduction to creative writing techniques: https://www.tes.com/teaching-resource/introduction-to-creative-writing-la-ks3-12065152 This lesson includes: Do Now Task (see cover image) Feedback slide An introduction to flashback as a device + what is a flashback? Links to YouTube videos in which flashback is used in 3 different films. Learners watch the clips and then say at what point the flashback occurs An introduction to flashback as a structural technique + the difference between language and structure Different ways of incorporating a flashback (worksheet) Feedback slides Flashback writing task with basic and challenge success criteria Peer assessment Review Estimated time 1:5 hours

I’ve endeavoured to create a mark scheme for the Power and Conflict poetry with indicative content, similar to the Language papers for AQA 8700/1 + 2. I’m not an examiner for this course so would be grateful for any constructive feedback.

A knowledge organiser for AQA Paper 1, Question 4 (the evaluation question). It is based on a past paper, so please take this into account if you are using it for a mock. The WAGOLLs on the reverse side demonstrate Levels 3, 5 and 7. Full colour and black and white copies included.

An introduction into Victorian morality. Useful in the pre-reading of Jekyll and Hyde and other 19th Century novels.