<p>A walk-through lesson on questions 1 - 3 of Paper One of the new Pearson LIFT specification from June 2022.</p> <p>Model answers included.</p>

<p>An introduction to the skill of evaluation, using the existential question of whether ghosts exist. Two 19th century texts are included, one non-fiction, and one fiction (Wuthering Heights), along with an exam-style question with a scaffolded responses. Can be used as mini-SOW to introduce the concept of evaluation.</p>

<p>Retrieval practice on language techniques using Bingo as a teaching medium.</p>

<p>Using an opinion piece on the causes of the 2024 UK riots as a source, the focus of this lesson is on analysing how language is used to influence and communicate ideas. The lesson is structured so that it can be used to practice Language Paper 2 Question 3. Both model annotations and a model answer are included to support students in developing their language analysis skills. In addition, there are scaffolding options for lower-ability students.</p> <p>This lesson could also be used to teach students how to effectively use persuasive techniques when structuring P2 Q5 responses.</p>

<p>A list of key structural devices, plus an exercise on explaining the definitions of these techniques. Contains tips on how to approach and answer the structure question on AQA English Language Paper 1.</p> <p>Could also be used to introduce students to the concept of structure at KS3.</p>

<p>A mini-scheme of work of approximately four lessons that introduces students to analysing language in poetry in depth. Tasks include: carousel activities; poem annotations; circle analysis / quotation explosions; scaffolds for analytical paragraphs. Plenty of contextual information is provided too.</p>

<p>Containing four lessons, which build on, over the course of these lessons, the skills required to answer Paper 1, Question 4, Targeted at KS4, this resource can either be used as an introduction to the AQA evaluation question, or as revision practice.<br /> Equally, by removing the mark schemes, these lessons could be adapted to use as an introduction to evaluating skills for Year 9 students.<br /> The main evaluation text is an extract from the beginning of ‘Jaws’ by Peter Bentley; this is also included.</p>

<p>Dual-coded timeline of the plot of Macbeth</p>

<p>This lesson on The Ones Who Walk Away From Omelas is targeted for Year 9 students who are studying dystopian literature, and in particular, Animal Farm. It was also planned with World Book Day in mind.</p>

<p>Targeted at Year 9, this English quiz has been planned as an online learning resource: it is ideal to use as an audio PowerPoint for remote learning. Suitable to use as an end of year / term quiz.</p> <p>This quiz would also be suitable for Years 10 and 11.</p> <p>The quiz contains questions on a range of classic literature texts, modern novels, poetic devices and other English Language and Literature related subjects.</p>

<p>Summary of Acts One and Two using dual coding. Plot events and associated quotations are included.</p>

<p>A series of lessons focusing on how Jim changes during the novel up to Chapter 24, along with an emphasis on the adventure genre.</p>

<p>Opening lesson in a SOW on Treasure Island. This lesson focuses on identifying the conventions of adventure fiction by using blurbs from a range of both typical adventure texts and those that fall more under other genres.</p>

<p>Targeted at KS3, this lesson on <em>Windrush Child</em> by John Agard introduces the context of the Windrush generation, and is ideal for use as part of a scheme of work on poetry across different cultures. The emphasis in this lesson is on identifying the meaning, themes and ideas implicit in the poem, along with educating students on the cultural, social and political significance of the Windrush generation.</p> <p>This lesson is particularly idea for a higher ability Year 8 class, or mixed ability Year 9 students.</p> <p>The skills required for the main task are both creative and transaction writing related, so this lesson serves a multitude of purposes.</p>

<p>A set of ten plus lessons, which includes differentiated lessons for HA and MA students, introduces pupils to the genres of science and dystopian fiction. The SOW is based around extracts and clips from 1984, The Hunger Games and the Handmaid’s Tale; and it examines the conventions, themes and ideas prevalent in dystopian fiction. The SOW builds on this knowledge and the development of creative writing skills, with the final task being for students to write their own opening to a dystopian novel.</p> <p>Most of the early Powerpoints contain starters that check prior learning and introduce new key vocabulary found in the dystopian genre. As well as creative writing tasks, there are some activities that develop inference and analytical skills.</p>

<p>Based upon the concept of silent debating, the idea is that in groups, students are given a statement each to write an opinion for and against. They do this in silence. Then, after initialling their comments, clockwise, they pass their statement on to another student and take another. When all are completed, options could then be to select a couple of statements with which to have a class debate. Or, they could carry on in silence giving their opinions on other statements. Alternatively, they could debate their opinions about the statements in groups.</p>

<p>Targeted at KS4, either as revision for Year 11, or as a refresher on how to analyse language for Year 10. Plus, can be used as a introduction the Paper 2 language question.</p> <p>Topically relevant: effects of extreme use of social media upon both individuals and society.</p>

<p>Targeted at KS4, and especially for intervention purposes, this Grammar for Writing booklet interweaves exercises that address common grammatical and punctuation errors with tasks that then embed the learning and improve creative writing skills.</p> <p>The booklet was written with the Edexcel exam specification in mind, though it can equally be applied to the AQA one. It is also suitable for Year 9 students as an introduction to the creative writing specifications at GCSE.</p>

<p>Discussion-focused lesson ideal for Year 9, though also suitable for GCSE RS study. Topic is inequality in society, and how religion can both exacerbate inequality and promote it. Ideal for online and independent study lessons too.</p>

<p>Using Boris Johnson’s leaving speech as a source, the focus of this lesson is on analysing how language is used to influence and communicate true intentions. The lesson is structured so that it can be used to practice Language Paper 2 Question 3. Both model annotations and a model answer are included to support students in developing their language analysis skills.</p> <p>This lesson could also be used to teach students how to approach struturing P2 Q5 too.</p>

<p>Analysis of Romeo’s state of mind in Act 3 Scene 3. Model paragraph provided for a written response.</p>