Hero image

Teaching Resources for Me Shop

Average Rating4.79
(based on 120 reviews)

Resources for GCSE English Language 9-1. I also publish resources for the BTEC Level 2 in IT course.

64Uploads

148k+Views

58k+Downloads

Resources for GCSE English Language 9-1. I also publish resources for the BTEC Level 2 in IT course.
GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercise
taliesyn30taliesyn30

GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercise

(1)
This is an editable resource but a PDF is included too. Ever tried to teach descriptive writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a descriptive writing task (Paper 1 Question 5) then students must be prepared for this eventuality. This is one way to encourage students to write good descriptive pieces. This set of prompts is designed to introduce students to descriptive writing in a number of ways… The resource is designed as a 60 minute section of any class and it focuses on a FULL RESPONSE for a description of a picture. If you want to use exercise books, there is an ‘instruction only’ set here too. Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are: Para 1 Start with a one word sentence, stating the time of day – or year. Then use a simple sentence to describe the sea. Para 2 Describe the setting. As a minimum, your paragraph should include… • a simile about the place e.g. the sun was like… The air was as… • Describe the sky – what can be seen? Use colours! • Write a compound sentence about the sun and/or sea. • Start the last sentence with “In the distance…” Add anything else you want about the setting ONLY. …and so on! The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. Your students should end up with a piece containing a minimum of 7 paragraphs of varying language with structural features and language devices used throughout. This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things. There is also a ‘five senses’ prompt on the lesson handout, to encourage students to use one or more of these in their writing. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
8 Perfect Paragraphs - Scaffolded Creative Writing Using Structure
taliesyn30taliesyn30

8 Perfect Paragraphs - Scaffolded Creative Writing Using Structure

(0)
GCSE English Paper 1 Question 5 is the creative writing questions where learners may be asked to write a description suggested by a picture. It is also intended to give the teaching of these skills some variety. This lesson teaches creative writing from a structural perspective. Students also need to understand the structure question in Section A and so this is a way to incorporate a variety of structural devices into a lesson without any danger of it becoming a “list lesson” with a “spot the device” focus. This lesson allows students to learn about structural devices through the creative process of writing a story/description. It follows the “theory” that if you plan for language, you get no structure; if you plan for structure then language somehow takes care of itself. The highly scaffolded nature of the piece of writing students will create during this lesson embeds the elements they must include in their terminal exam question, whether it is descriptive or narrative. As well as encouraging the use of various types of structural devices, the lesson outlines the importance of using paragraphs – and indeed sentences - for impact. The lesson also includes reminders to students to try and use a variety of language features and sophisticated vocabulary in their writing.
GCSE English Language - Scaffolded Descriptive Writing Bundle
taliesyn30taliesyn30

GCSE English Language - Scaffolded Descriptive Writing Bundle

5 Resources
This bundle incorporates all the scaffolded writing resources I have uploaded to TES. Together they create a continuous resource from the introduction of “bite size” openers to whole text creation. The aim, ultimately is to “self-scaffold” and that is what the last resource does. Once at that point students should be able to scaffold quickly with no assistance. Contents: 20 English scaffold openers (short, bite-size, lots of 'em!) Whole text excercise using scaffolding 2 whole text scaffolded exercises using the same picture to create different tone 3 self-scaffolded exercises where students create their own scaffold. This is enough to keep your students busy for quite a while. It is also an alternative approach to descriptive writing which may enliven teaching and learning. The aim, ultimately, is to significantly increase the marks awarded for Paper 1 Question 5 (descriptive writing) of GCSE English Language (AQA but these are editable and easily adaptable for any board). You can read about the process here: http://www.kuriositas.com/2018/10/on-scaffolded-descriptive-writing-for.html These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
6 Flashback Writing Exercises for GCSE English Language 9-1
taliesyn30taliesyn30

6 Flashback Writing Exercises for GCSE English Language 9-1

(0)
Flashbacks can be overlooked when teaching creative writing. Often the emphasis is on openings and closings, building a chronological narrative. Yet for GCSE English flashbacks are an important structural device which students should be able to use in their creative and descriptive writing. These can be used as starters, fillers or a whole lesson. This set of 6 flashback exercises gives students the first part of a story leading up to the point where a flashback could take place. It is then a case of ‘over to them’ where they use their imagination to create a flashback suitable for the particular scenario they have been presented with. You could almost call this a ‘semi-scaffolded’ lesson but a flashback is essentially a story within a story. These exercises could be used as short activities or as part of a whole lesson where each student attempts a few of the flashbacks (the lesson plan reflects the latter). Although the stimulus provided by the short starts may be enough for most students it could be an idea to open a short discussion about what could happen in the flashback. Here’s an example of one of the exercises - the students read them and then create their flashback: Hot, sticky, crowded; the subway in summertime is never pleasant. It’s made bearable by the fact everyone minds their own business. I long ago fell in to line, stopped making small-talk, smiling little greetings at strangers, helping people with large cases. Best to mind my own business. Read my news, message a few friends, scan through my email. The trill little slither of music tells me another one has come in. I read the name of the sender and my eyebrows swing upwards in some surprise, a smile starts to from on my face. Can it be, after such a long time? I read the email breathlessly, the carriage is now a vacuum – no air is needed with the sudden burst of adrenaline I am experiencing. I reach the end of an email. It’s short – a hello, a question, an invitation. My mind tumbles back through the years. I have included 2 formats for the exercises. The first is where the students write their response next to the picture. The second is where they have a larger example of the picture and they create their response in their exercise books. There is a ‘cheat sheet’ included to let students know what a flashback is! These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
2 GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercises
taliesyn30taliesyn30

2 GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercises

(1)
This is an editable resource but a PDF is included. A great way to encourage students to write good descriptive pieces. Contents 2 decriptive scaffolded writing tasks with space for student responses The same 2 tasks without lines (if this is being done in an exercise book) WAGOLL - What a good one looks like for both tasks Lesson Plan Cheat sheets at the back of instructions to help students with them. A great way to encourage students to write good descriptive pieces. This set of prompts is designed to introduce students to descriptive writing in a number of ways… The resource is designed as a 2 60 minute section of a class and it focuses on a FULL RESPONSE for a description of a picture. one set prompts students to write a happy piece and the second prompts them to write a sad one (SAME PICTURE). there is one lesson plan but you could easily diverge. A teacher might give half the class the happy task and the other half the sad task. I hope that these tasks will also promote discussion about how time, place, colours and smells can impact on a piece of writing, give it a certain mood. Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are: Para 1 Start with a one word sentence, stating the time of year – spring. Then use a simple sentence to describe the woman positively. Para 2 Shift and describe the setting (don’t worry that you can’t see it!). As a minimum, your paragraph should include… • a simile about the busy people walking happily by. • Describe the sky – what can be seen? Use bright colours! • Smells – is there a baker’s shop? A coffee shop? • Write a compound sentence about the passing traffic and the sound it makes. • Start the last sentence with “Around the old woman, life…” Add anything else you want about the setting ONLY. …and so on! The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. They should end up with a piece containing a minimum of 7 paragraphs of varying language with structural features and language devices used throughout. This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things. There is also a ‘five senses’ prompt on the lesson handout, to encourage students to use one or more of these in their writing. These exercises cover the following Assessment Objectives: AO5: AO6:
As Told By Teachers - An Anthology of Short Stories for GCSE English Language
taliesyn30taliesyn30

As Told By Teachers - An Anthology of Short Stories for GCSE English Language

(38)
Paper 1 Question 5 can be a challenge, particularly as it is 25% of the entire GCSE. As such it is vital that students do well on this question. Reading short stories from across the years does help in teaching creative writing but these were not written with assessment objectives and skills descriptors in mind. 43 teachers came together to produce this anthology of stories written with this exam in mind. The aim of this project was to help stretch and challenge learners by showing them what a good one looks like. It is hoped that by providing a set of exemplars specifically written for this qualification that learners will gain an insight in to the form of a great GCSE short story and how that may differ from their original expectations. This anthology provides students with a stimulus to improve their own responses, particularly in the context of the terminal examination. Your feedback is greatly appreciated! KAHOOT QUIZZES FOR THE ANTHOLOGY AVAILABLE HERE: https://www.tes.com/teaching-resource/2-kahoot-quizzes-for-as-told-by-teachers-11978295
GCSE English Grade 9 1: Examples of Student Story Writing for Paper 1 Question 5
taliesyn30taliesyn30

GCSE English Grade 9 1: Examples of Student Story Writing for Paper 1 Question 5

(8)
Students may be asked to write a story for AQA GCSE English Language Paper 1 Question 5. This is also known (mostly by teachers) as narrative writing. So how do you write a story in 45 minutes? This video shows you two examples of work done by real GCSE English students in exam conditions. It also has comments by a marker on the responses. The method the students have used represents just one way to approach this question.
10 Paintings with GCSE English Lang P1Q5 Cultural Capital Descriptive & Narrative Writing  Questions
taliesyn30taliesyn30

10 Paintings with GCSE English Lang P1Q5 Cultural Capital Descriptive & Narrative Writing Questions

(0)
This pack of picture questions is designed for AQA GCSE English Language 9-1. As the June 2019 exam included a painting for the first time, this set is aimed to increase the cultural capital of your English classes (CC being is the accumulation of knowledge, behaviours, and skills that a person can tap into to demonstrate one’s cultural competence and social status). The pack includes ten paintings – five by male and five by female artists. The pages are designed to be printed on two sides. On the first side, they simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response (although both tasks can be descriptive or narrative and this pack reflects that). The second side gives a small biography of the painter with information about the painting. Also included are prompts about what to write about as well as the skills the examiners are looking for in Content and Organisation as well as Technical Accuracy. I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess! The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of superb art in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus. Plus, if it’s easier for you - PDFs are also included of both files. They would probably also be very useful if you are covering a class - the skills that students develop with these questions are vital for success in GCSE English as this question alone represents 25% of the entire exam. All of the wonderful paintings have been ethically sourced and are available under a Creative Commons license which means you do not have to worry about copyright with them at all. Each originator is credited by use of a link to the original.
GCSE English Language 9-1 AQA: Paper 2 Question 1
taliesyn30taliesyn30

GCSE English Language 9-1 AQA: Paper 2 Question 1

(3)
GCSE English Language Paper 2 Question 1 can be overlooked in the rush to equip students with the technique to address the 'big hitter' questions. However, this question can be used as a traditional warmup activity or even something a little more exciting if you are Kahoot-savvy! These resources are designed to be used with this video: https://www.youtube.com/watch?v=4FUOpmMacY0 However, they can easily be used on their own too... This document contains: Each text with the questions to the right Both texts without the questions (if you want to play on Kahoot or do it some other way without revealing the questions straight away).
GCSE English: 10 Vocabulary Learning Homework Tasks & Tests (Low Stakes, No marking!)
taliesyn30taliesyn30

GCSE English: 10 Vocabulary Learning Homework Tasks & Tests (Low Stakes, No marking!)

2 Resources
I don’t know about you but a lot of my students don’t read – much, at all, ever (unless in the classroom and that sometimes takes some coercion!). That means that the development of their vocabulary is essentially restricted to what they hear rather than what they read. This is a worry, considering that both of the written texts that they have to produce in the GCSE English exams are marked on the use of sophisticated vocabulary (amongst many other things). However, my students do respond to a little gentle competition. I wanted to create a resource that would give them something to do for homework (the dreaded word!) but which wouldn’t take a huge amount of time. Not only that, I didn’t want to give the words VOCABULARY or SPELLING too much prominence either – the students would run for the hills (metaphorically at least). Finally I did not want to increase my workload (in terms of marking) in any way, shape or form. So I came up with WORD GYM. The idea is that each week ten words will be given out to students. This is called the warm up – where they have to go away and discover for themselves the definition and word class of the week’s chosen words (all KS4) plus write a sentence for each word. The follow up is the work out – the ten minute (or so) test in class where they are presented with a variety of questions. This resource consists of: 10 warm ups (this is the homework) containing ten words each 10** work outs** (this is the test for the classroom). The questions and answers for the 10 work outs. Rinse and repeat. However, work outs 2-10 have 15 questions, 10 from that week’s warmup and 5 about any of the words on previous work outs. The short tests work very well and it is hoped that you will start to see some of the words being used in other texts your students create. These resources are all editable so if you don’t want to use a word or two you can adapt them to suit yourself. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
20 GCSE English Language 9-1 Scaffolded Descriptive Writing Opening Exercises
taliesyn30taliesyn30

20 GCSE English Language 9-1 Scaffolded Descriptive Writing Opening Exercises

(0)
If you need short tasks to email out to students, look no further! Ever tried to teach descriptive writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a descriptive writing task (Paper 1 Question 5) then students must be prepared for this eventuality. This is one way to encourage students to write good descriptive pieces. This set of prompts is designed to introduce students to descriptive writing in a number of ways… The resource is designed as a 10-15 minute section of any class and it focuses on an opening paragraph for a description of a picture. Students can build their confidence here before then progressing to longer pieces. It could also be used as a ‘snap’ revision session, a cover class (where more than one is attempted) or as a prompt for a longer response which the students must do once they finish their first paragraph. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things. There is a selection of 20 pictures so you can choose which to give to specific students you think may engage with the picture. I have called them ‘picture challenges’ to try and encourage a little competition. Perhaps there could be something as a prize for the one judged the best by peers? The pictures are all used under a Creative Commons license which means that while the link to the original is included to credit the photographer(s) they are free to use and modify. There are a number of prompts on each handout. Here is an example. WRITE A DESCRIPTION SUGGESTED BY THIS PICTURE. Your description should be five to seven sentences in length. Start with a one-word sentence about time (e.g. season, time of day), location, event or emotion. Try to use the following words somewhere in your description: pungent, vengeful, applause (these change on each picture). You must use two or three linguistic devices of your choice. Remember to use Standard English! There is also a ‘five senses’ prompt on each of the pictures, to encourage students to use one or more of these in their writing. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
GCSE English Paper 1 Question 5 - Be the Marker, Be the Writer
taliesyn30taliesyn30

GCSE English Paper 1 Question 5 - Be the Marker, Be the Writer

(0)
This lesson introduces students to the skills descriptors for A05 and A06 (Content and Organisation together with Technical Accuracy) of the AQA GCSE English exam – in other words what they have to do in Paper 1 Question 5 to make the marker happy. This can bore students silly, so it is all about active engagement throughout. It is designed for learners at the beginning of their creative writing careers, with possibly just a few classes before this. They are not expected to mark a whole text (or award marks) – neither are they expected to write a whole one either. This lesson focuses on paragraphs so that they can focus on short extracts which also gives them the opportunity to add on it to later. Here is a precis of the class. The students are given the beginning of a short story and a picture to go with it. They are also given two attempts at the next paragraph, written by students. There are plenty of things to talk about in the examples given! Before they go on to mark these paragraphs, they are introduced to the skills descriptors in a mix-and-match scenario which will promote discussion in the classroom. They have to work out which explanation goes with each skill. This readies for them to return to the paragraphs written by the students and be able to make comments about how each student did well and how they could improve their work. I have always found that one of the things students love is being critical about the work of other learners. There is plenty of opportunity to do that here – although the focus should of course be on positive rather than negative criticism. The students must put this into action once this discussion is over – by rewriting the paragraphs (or parts of them) to show how they could have been improved. Moving on, the students must then write the next paragraph of the story. What they must do is explicitly stated so that they each have the opportunity to shift focus from the outside of a café (in this case) to the exterior. It will also enable them to have a bash at some expository writing about a busy street (which is something that could easily come up in this question in the exam). Finally, some students will be expected to read out their paragraphs with the rest of the class giving some positive feedback about what they have written. The class is designed for 60 minutes for top set learners but could easily be stretched out to 90 minutes. All the pages in the lesson are in a single Word document. The PDF version is also attached.
20 GCSE English Language Paper 1 Q5 Style Descriptive & Narrative Writing Questions with Pictures
taliesyn30taliesyn30

20 GCSE English Language Paper 1 Q5 Style Descriptive & Narrative Writing Questions with Pictures

(0)
This pack of picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response (although both tasks can be descriptive or narrative and this pack reflects that). I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess! The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus. They would probably also be very useful if you are covering a class - the skills that students develop with these questions are vital for success in GCSE English as this question alone represents 25% of the entire exam. All of the wonderful pictures have been ethically sourced and are available under a Creative Commons license which means you do not have to worry about copyright with them at all. Each originator is credited by use of a link to the original.
GCSE English Language 9-1: Structural Features Game (with Lesson Plan)
taliesyn30taliesyn30

GCSE English Language 9-1: Structural Features Game (with Lesson Plan)

(0)
This was created for learners doing GCSE English Language - the new Grade 9-1 Course. It can be used as a revision but more particularly as an introduction to structural features. Paper 1 Question 3 is the structure questions where learners must comment on structure (see example question below from the June 2018 examination). A student response can easily become muddled if they are not confident with the terminology used to do that. The game is designed to be naturally differentiated - the quality of the responses will depend on the ability of the students but all can participate. Learners are given individual structural features to investigate and must report back on it to the class, including an easy-to-understand definition and hopefully examples of where it is used in one of a variety of forms. If there are no opportunities to use internet enabled devices in class, this could be easily changed to be a homework activity. It is also perfect for a cover class! The game is an editable PowerPoint so you can also adapt it if you wish. Please do not redistribute afterwards in any format. Also included is a full lesson plan for this session - again it is editable if you wish to make changes (inevitable as your learner needs may be subtly or very different to those of my own). Assessment Objective: AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views The resource also works towards paper 1 question 5 (AQA board at least!) when learners must incorporate structural features in to their own creative writing, either descriptive or narrative.
30 Christmas GCSE English Language Paper 1 Q5 Style Descriptive & Narrative Writing Questions + Pics
taliesyn30taliesyn30

30 Christmas GCSE English Language Paper 1 Q5 Style Descriptive & Narrative Writing Questions + Pics

(0)
This pack of CHRISTMAS picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response (although both tasks can be descriptive or narrative and this pack reflects that). I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess! The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of Christmassy mages in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. There are also a few naughty suggestions… Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus. Plus if it’s easier for you - PDFs are also included of both files. They would probably also be very useful if you are covering a class - the skills that students develop with these questions are vital for success in GCSE English as this question alone represents 25% of the entire exam. All of the wonderful pictures have been ethically sourced and are available under a Creative Commons license which means you do not have to worry about copyright with them at all. Each originator is credited by use of a link to the original.
GCSE English Creative Writing: Hidden from History (Victorian Child Prisoners)
taliesyn30taliesyn30

GCSE English Creative Writing: Hidden from History (Victorian Child Prisoners)

(0)
This pack of picture questions is designed for (AQA) GCSE English Language 9-1. They simulate Paper 1 Question 5. Often this can become a little boring for the students as they are given picture after picture to write about. This tries to be a little different. In this case the pictures are of child prisoners from the Victorian era with a small bio of each (age, crime, punishment). Altogether, ten prisoners are pictured (all ten are 100% real-life cases) - five girls and five boys. There is also some background history about the kind of places underage Victorian lawbreakers ending up - altogether not very pleasant - with some discussion suggestions. It may well tie in with things that your students have studied in their history classes. I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess - and to bring these children who have been “hidden from history” back to life. The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to edit them. Plus if it’s easier for you - PDFs are also included of all files. They would probably also be very useful if you are covering a class - the skills that students develop with these questions are vital for success in GCSE English as this question alone represents 25% of the entire exam. All of the wonderful pictures have been ethically sourced and are available under a Creative Commons license which means you do not have to worry about copyright with them at all. Each originator is credited by use of a link to the original.
20 GCSE English Language Paper 1 Q5 Style Narrative Writing Questions with Pictures
taliesyn30taliesyn30

20 GCSE English Language Paper 1 Q5 Style Narrative Writing Questions with Pictures

(0)
This pack of picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response. This pack of questions covers narrative responses. There are 20 options (which look great laminated!) and each picture has at least two story suggestions on it. The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus. They would probably also be very useful if you are covering a class - the skills that students develop with these questions are vital for success in GCSE English as this question alone represents 25% of the entire exam. There is a tie in with the (FREE) As Told By Teachers anthology here, in as much as some of the story suggestions have the same title as some in the anthology. As such, you can use the ones in the anthology as exemplars, if you should so wish. They are: Lost (slide 2) Story on a winter’s evening (slide 7) Breakfast had been well and truly interrupted (slide 8) The girl who came back (slide 16) All of the wonderful pictures have been ethically sourced and are available under a Creative Commons license which means you do not have to worry about copyright with them at all. Each originator is credited by use of a link to the original.
GCSE English Language 9-1 Scaffolded Speech Writing - Whole Text Exercise (about Homework)
taliesyn30taliesyn30

GCSE English Language 9-1 Scaffolded Speech Writing - Whole Text Exercise (about Homework)

(0)
This is an editable resource (if you feel the need to tweak!) but a PDF is included too. Ever tried to teach speech writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a speech writing task (Paper 2 Question 5) then students must be prepared for this eventuality. This is one way to encourage students to write good speeches. This set of prompts is designed to introduce students to speech writing in a number of ways. It resource is designed as a 60 minute section of any class and it focuses on a FULL RESPONSE for a speech about whether or not students should be made to do homework. If you want to use exercise books, there is an ‘instruction only’ set here too. Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are: Para 1 Write a one word sentence using an exclamation mark. Then, ask a rhetorical question. Para 2 Overview Give a brief overview of the points you will make in your speech (use the ones you jotted down on the first page). Use a list to do this. Don’t make this too long! Para 3 Make your statement. This is your message – your side of the argument. Tell your audience what your message is. • Start with: “Personally, I believe…” or similar. • Use a compound sentence • Finish your last sentence with an ellipsis. …and so on! The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. Your students should end up with a piece containing a minimum of 9 paragraphs of varying language with structural features and language devices used throughout. This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
20 GCSE English Paper 1 Q5 Descriptive & Narrative Writing Questions (Sci-Fi/Fantasy Themed)
taliesyn30taliesyn30

20 GCSE English Paper 1 Q5 Descriptive & Narrative Writing Questions (Sci-Fi/Fantasy Themed)

(0)
This pack of picture questions is designed for AQA GCSE English Language 9-1, but focusing on images from the the sci-fi and fantasy genre. I created them “on demand” for my students who wanted some stimulus material that was a little more bloodthirsty than usual! Having said that, I think I have managed to keep them below what might scare your average Year 10 or 11 student. The responses you get may well make your hair stand on end, though, if “my lot” are anything to go by…! They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response. I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess. The pack is editable although I have included PDFs if you don’t need to… However, it looks lovely printed in colour and laminated (for use in multiple classes without them getting too battered!). The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. The pack is fairly diverse - however I am restricted to sourcing images that are modifiable and can be used for commercial purposes. There is a link to the creator of the image on each of them if you do want to check the Creative Commons license (and to give the creators the credit they deserve too, of course!).
GCSE English Language 9-1 Paper 1 "Past Paper" (with extensive MARK SCHEME)
taliesyn30taliesyn30

GCSE English Language 9-1 Paper 1 "Past Paper" (with extensive MARK SCHEME)

(1)
I created this “past paper” for my students who are doing the AQA board. The extract is from “Sons and Lovers” (1913) by DH Lawrence and is taken from Chapter 1. It focuses on Mrs Morel, unhappy with her situation in life, who reflects on her life and wonders, frankly, where it all went wrong! It works very well for this exam and is - as one might expect from Lawrence - beautifully and concisely written. Most ‘past papers’ written by teachers omit a mark scheme. However, I have also created an extensive mark scheme for this paper, which mirrors those released by AQA in its format. So, for each question I have written a response - the indicative content - for each level (1-4). As an extra, I have also included some of the other things that students may pick up on for each question (something that AQA does but in a ‘blink and you miss it’ kind of way. I would hesitate before saying these are exhaustive (who knows what our students’ minds may conjure!). However, I hope the responses and the additional suggestions will help you as teachers. I have uploaded the PDFs but also the original Word documents if you wish to tweak them in any way (hopefully no need!) Questions 1 List four things that are happening from this part of the source. 2 How does the writer use language here to describe Mrs Morel’s situation in life? 3 How has the writer structured the text to interest you as a reader? 4 A student, having read this section of the text said: “The writer shows us just how much Mrs Morel feels that her life is out of her control. She feels like she has been cheated, somehow.” To what extent do you agree? 5 Write a description suggested by this picture. or Write a story entitled “The disappointment”. The paper covers: AO1 -Identify and interpret explicit and implicit information and ideas AO2, Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views A04 - Evaluate texts critically and support this with appropriate textual references AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. There is no scheme for marking the creative writing - responses are too varied to make an exemplar either possible or warranted. Please refer to AQAs mark schemes for how to arrive at a mark for Section 2.