Dickens’ vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

LO: How do I develop an informed, personal interpretation supported by textual references? A complete lesson including starter, unseen poem, exam question, model responses, plenary that explores a Paper 2-style AQA English Literature unseen poetry question based on the following poem: Robert Frost: The Road Not Taken. These resources can be adapted for use with different poems and questions by other exam boards. Powerpoint: 13 slides. AQA English Lit Paper 2 Section C Unseen Poetry Purpose of unit of work: To master questions 27.1 and 27.2 Form: Exam paper responses Assessment Objectives: AO1 - Read, understand and respond to texts, maintaining a critical style and developing an informed personal response, using textual references including quotations to support and illustrate interpretations (12 marks). AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate (12 marks). AO2 - Comparison of AO2 (8 marks) STIMULATE AND GENERATE Focus on engagement, discussion and building cultural capital CAPTURE, SIFT AND SORT Sifting the outcomes from the first phase to fit where we are heading. What skills do pupils need to learn in order to be successful in the next phase? Focus on teaching, modelling and developing key skills and processes linked to success criteria CREATE, REFINE AND EVALUATE More independent application of skills learnt. This is the stage that needs most differentiation and allows/enables writers to work at different rates and pitches. Self, peer and teacher review happens throughout this phrase. Write extended responses to exam questions, provide feedback and refine work Starter: ‘two roads diverging’ Which road would you take? Why? How important is the choice you make? Key question: who is ‘in charge’ of the meaning of a poem? Unseen poem: Robert Frost: The Road Not Taken. Glossary Comprehension check: Show summary of meaning of the poem Interpretation check: Focus on the feelings and the overall message of the poem. What do you think the point being made might be? Exam question: In The Road Not Taken, how does the poet present ideas about making choices? Steps to understanding an unseen poem: AO1 4 steps. Task: Show 3 different interpretations of the poem. Which do you agree with most and why? Discuss: Are there any comments that you disagree with? Why? Do you have your own interpretation of the poem which is different? Plenary: Key question: who is ‘in charge’ of the meaning of a poem?

Dickens’ vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

Dickens’ vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

A Powerpoint with 15 Verb Tenses Starter activities for pupils to work on independently on their whiteboards as soon as they come into the lesson, while teacher is meeting and greeting, or taking the register. Great as a settler as each starter slide is really clear, with an explanation, an example and 3 exercises to complete. The activities could be written in exercise books too, but this series was designed as a manageable activity which pupils can write up easily on their whiteboards and hold up to show teacher once the register is taken. Each Starter slide is followed by an Answer slide, so even non-specialists/cover teachers can confidently feedback correct answers. Verb Tenses covered: simple present tense simple past tense simple future tense

A Powerpoint with 15 Verb Tenses Starter activities for pupils to work on independently on their whiteboards as soon as they come into the lesson, while teacher is meeting and greeting, or taking the register. Great as a settler as each starter slide is really clear, with an explanation, an example and 3 exercises to complete. The activities could be written in exercise books too, but this series was designed as a manageable activity which pupils can write up easily on their whiteboards and hold up to show teacher once the register is taken. Each Starter slide is followed by an Answer slide, so even non-specialists/cover teachers can confidently feedback correct answers. Verb Tenses covered: present continuous tense past continuous tense future continuous tense

A Powerpoint with 15 Homophone Starter activities for pupils to work on independently on their whiteboards as soon as they come into the lesson, while teacher is meeting and greeting, or taking the register. Great as a settler as each starter slide is really clear, with an explanation, an example and 3 exercises to complete. The activities could be written in exercise books too, but this series was designed as a manageable activity which pupils can write up easily on their whiteboards and hold up to show teacher once the register is taken. Each Starter slide is followed by an Answer slide, so even non-specialists/cover teachers can confidently feedback correct answers. Some examples of homophones covered: to/too/two there/their/they’re no/know buy/by/bye

Stevenson’s vocabulary can be difficult for some pupils (and, at times, teachers too!). This powerpoint lists all those words and phrases that would typically present difficulties and offers easy translations into modern English, or into language that teenagers would more readily understand. Just display on a projector during guided reading so that pupils can look up any words they don’t understand, or even take notes in their own books if they wish.

LO: How do I compare language, form and structure used by writers to create meanings and effects? A complete lesson including starter, unseen poems, exam question, model responses, plenary that explores a Paper 2-style AQA English Literature unseen poetry question based on the following poems: Grace Hazard Conkling: Cedars and Nicolaus Lenau: The Oak-Wood. Powerpoint: 15 slides. AQA English Lit Paper 2 Section C Unseen Poetry Purpose of unit of work: To master questions 27.1 and 27.2 Form: Exam paper responses Assessment Objectives: AO1 - Read, understand and respond to texts, maintaining a critical style and developing an informed personal response, using textual references including quotations to support and illustrate interpretations (12 marks). AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate (12 marks). AO2 - Comparison of AO2 (8 marks) STIMULATE AND GENERATE Focus on engagement, discussion and building cultural capital CAPTURE, SIFT AND SORT Sifting the outcomes from the first phase to fit where we are heading. What skills do pupils need to learn in order to be successful in the next phase? Focus on teaching, modelling and developing key skills and processes linked to success criteria CREATE, REFINE AND EVALUATE More independent application of skills learnt. This is the stage that needs most differentiation and allows/enables writers to work at different rates and pitches. Self, peer and teacher review happens throughout this phrase. Write extended responses to exam questions, provide feedback and refine work Starter: Which words make the forest sound MYSTERIOUS? Which words make the forest sound SACRED? Key question: What language form and structural techniques can I compare? Unseen poems: Read both poems: Grace Hazard Conkling: Cedars and Nicolaus Lenau: The Oak-Wood¬ – 7 steps to read and understand Exam question: In Cedars and The Oak-Wood the speakers describe the woods. What are the similarities and/or differences between the ways the woods are presented? How do I structure my poetry comparison essay?: 5 steps Task: Comparison table. The structure of a comparative paragraph: Go through points. I DO: Model comparative paragraph (first half). YOU DO: Use this model to help you write the second half of the comparative paragraph. SELF-ASSESSMENT: Check the model paragraph. Now write your own paragraph comparing form and structure. What makes this comparative paragraph successful? Use the example to help you write your own comparative paragraph about a DIFFERENT method and effect. Plenary: Peer Assessment - Read through your partner’s response. Highlight and annotate their response to show where they have demonstrated WHAT WHERE HOW WHY. Write a brief commentary below their work in which you explain the following: What went well (WWW). What do they need to do in order to improve? (EBI).

LO: How do I plan and write a response to 27.2? LO: Exam practice: Unseen poetry questions 27.1 and 27.2 AQA English Lit Paper 2 Section C Powerpoint: 23 slides. Lesson includes: starter activity, lesson objective, which methods to compare recap, AO1 and AO2 recap, two unseen poems, practice exam questions, 7 steps to responding to unseen poem, comparison table, structure of introduction, model introduction, struture of comparative response, model comparative paragraph, WHAT, WHERE, HOW, WHY analysis, exam practice tasks, plenary.

LO: How do I plan and write a response to 27.1? A complete lesson including starter, unseen poem, exam question, model responses, plenary that explores a Paper 2-style AQA English Literature unseen poetry question based on the following poem: Thomas Hardy: The Voice. Powerpoint: 19 slides. AQA English Lit Paper 2 Section C Unseen Poetry Purpose of unit of work: To master questions 27.1 and 27.2 Form: Exam paper responses Assessment Objectives: AO1 - Read, understand and respond to texts, maintaining a critical style and developing an informed personal response, using textual references including quotations to support and illustrate interpretations (12 marks). AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate (12 marks). AO2 - Comparison of AO2 (8 marks) STIMULATE AND GENERATE Focus on engagement, discussion and building cultural capital CAPTURE, SIFT AND SORT Sifting the outcomes from the first phase to fit where we are heading. What skills do pupils need to learn in order to be successful in the next phase? Focus on teaching, modelling and developing key skills and processes linked to success criteria CREATE, REFINE AND EVALUATE More independent application of skills learnt. This is the stage that needs most differentiation and allows/enables writers to work at different rates and pitches. Self, peer and teacher review happens throughout this phrase. Write extended responses to exam questions, provide feedback and refine work Starter: How do these images link? Blue dress and autumn leaves. Both blow in the wind. Key question: what language form and structural techniques can I analyse? Recap: AO1 and AO2 Exam question: In The Voice, how does the poet present the speaker’s feelings about loss? Unseen poem: Thomas Hardy: The Voice. Glossary. 7 steps to understanding an unseen poem AO1 and AO2. The Introduction: 3 sentence model. I DO: Model introduction YOU DO: Use this model to help you write an introduction focusing on The Voice. SELF-ASSESSMENT: Use this model to help you improve your own introduction. WE DO: How do I write an analytical language? Model paragraph analysing language. YOU DO: Use this model to help you write your own paragraph analysing language. Plenary: Peer Assessment - Read through your partner’s response. Highlight and annotate their response to show where they have demonstrated WHAT WHERE HOW WHY. Write a brief commentary below their work in which you explain the following: What went well (WWW). What do they need to do in order to improve? (EBI).

Writing Practice Homework: Sentence Demarcation - 6 Weeks 6 weeks’ worth of homework tasks including one page of learning and one page of related activities Easy and quick to self-assess in class . Tasks focus on the following: Homework 1 – What is a sentence? Types of sentences The parts of a sentence Complete the activities: Find the sentences Distinguish the clause elements Homework 2 – How simple and compound sentences are structured Simple sentence Compound sentence Complete the activities: Simple or compound? Compound out of simple Homework 3 – How complex sentences are structured Complex sentence Complex sentence with embedded clause Complete the activities: Simple, compound, or complex? Complex out of simple Homework 4 – Punctuation to demarcate sentences The full stop [ . ] The question mark [ ? ] The exclamation mark [ ! ] The semi-colon [ ; ] The colon [ : ] Speech marks [“ ”] Complete the activities: Add punctuation to demarcate the sentences Homework 5 – Comma Splice and Run-On Sentences Comma splice Run-on sentence How to correct comma splices and run-on sentences Complete the activities: Correct the punctuation Homework 6 – Colons and semi-colons The colon and its functions The semicolon and its functions Complete the activities: Put a colon in each of the following sentences Replace the commas with semicolons

5 weeks’ worth of homework tasks including one page of learning and one page of related activities as A4 Word editable and printable booklet. Easy and quick to self-assess in class . Tasks focus on the following: Homework 1 – Functional paragraphing Functional paragraphing examples TIP TOP Complete the activities: Insert the paragraphs Correct the paragraphs Homework 2 – Purposeful paragraphing Purposeful paragraphing examples Complete the activities: Insert the paragraphs Homework 3 – Paragraphing direct speech What is indirect speech? What is direct speech? The general rules of direct speech Complete the activities: Insert the paragraphs Homework 4 – Making paragraph choices Sustain or maintain the same style Develop Contrast Complete the activities: Develop Contrast Homework 5 – Organising a text Topic sentences Sentence expansion Complete the activities: Add the topic sentences and discourse markers Sentence expansion

6 weeks’ worth of homework tasks including one page of learning and one page of related activities as A4 Word editable and printable booklet. Easy and quick to self-assess in class. Tasks focus on the following: Homework 1 – What is a verb? What is a verb? Different types of verbs found in the verb phrase Complete the activities: Complete the clauses Distinguish the verbs Homework 2 – Verb tenses Different types of verb tenses Complete the activities: Which tense is being used? Turn present to past Homework 3 – Present tense What is the present tense? Present continuous Present perfect Present perfect continuous Complete the activities: Correct the tenses Homework 4 – Past tense What is the past tense? Past continuous Past perfect Past perfect continuous Complete the activities: Correct the tenses Homework 5 – Future tense What is the future tense? Modal auxiliary verbs Future continuous Future perfect Future perfect continuous Complete the activities: Correct the tenses Homework 6 – Completing an action The progressive aspect The perfective aspect Some special uses of aspect Complete the activities: Identify progressive and perfective Match time expressions

Unseen Poetry AQA English Literature Paper 2 Section C - 27.1 and 27.2 Powerpoint including over 100 slides split into 7 lessons and final exam style questions 27.1 and 27.2 Typically, lessons include: starter activity, lesson objective (linked to AOs), one unseen poem (or two for comparative lessons), glossary, practice exam questions, model responses, WHAT, WHERE, HOW, WHY analysis, pupil tasks, plenary. Lesson objectives: How do I develop an informed, personal interpretation supported by textual references? How do I read, understand and respond to an unseen poem? How do I analyse the form and structure used by a writer to create meanings and effects? How do analyse the language used by a writer to create meanings and effects using relevant subject terminology? How do I compare language, form and structure used by writers to create meanings and effects, using relevant subject terminology? How do I plan and write a response to 27.1? How do I plan and write a response to 27.2? Exam practice: Unseen poetry questions 27.1 and 27.2