This lesson is part of a broader curriculum that guides students in creating their own campaigns by first examining various types, such as political, social, and advertising campaigns.
In this particular lesson, the focus is on political campaigns, specifically the 2024 UK General Election. Students will analyse the election campaigns of the Labour and Conservative parties, paying close attention to their websites, social media presence, and campaign posters. They will explore how these different elements are utilised to create effective and persuasive campaigns.
In this lesson, students will think like a writer and learn to adapt their language to align with various intentions.
Lesson includes:
*Do Now Activity: Students work in pairs to analyse the intentions of writers in various articles related to a TikTok ban.
Understanding Writer’s Intention: Explanation of the concept of writer’s intention.
Question 5 Task on AI: Students engage with a Question 5 task related to artificial intelligence.
Class Planning: Collaborative planning session for a writing task.
Writing Tasks: Students practice identifying intentions in sample paragraphs and adapt model sentences to suit different intentions.
Practice paper and lessons for the reading section of AQA English Language Paper 1.
Lessons include:
Extract from The Handmaid’s Tale and exam-style questions (Q1-Q4)
Breakdown for each question
I do, We do, You do
Model paragraphs for Q2-24
Sentence stems to help students write their own analysis paragraphs
A lesson focusing on character development.
Students explore key techniques used by writers to shape convincing characters. Through analysis of a short animated film (GiveInToGiving) , students will construct a character profile for the protagonist and craft a descriptive piece of writing to bring the character to life.
The lesson also offers a writing model and success criteria to support students with their writing.
The lesson focuses on the theme of redemption through the character of Jacob Marley.
The lesson includes:
Do now activity: non-fiction article ‘Ghost stories: why the Victorians were so spookily good at them’ and questions.
Explanation of purgatory with links to Jacob Marley.
Breakdown of the AQA English Literature Paper 1 Section B
Extract analysis task
Instructions on how to write a thesis statement and model example
Model analysis paragraph and sentence starters to help students analyse theme of redemption in the extract.
A lesson focusing on how does Dickens uses setting to establish mood, character and themes.
Lesson includes:
Do now: retrieval practice (setting)
Slides focusing on the importance of setting and methods to create a vivid setting.
Quotation analysis task . Students collaborate in groups to analyse how Dickens uses the setting of Scrooge’s home to establish mood, character, and themes. Key quotations and guiding questions are provided to assist students in their analysis.
A lesson focusing on Dickens’ initial description of Scrooge.
Lesson includes:
Do Now inference task
Etymology of Scrooge’s name
Questions to help students analyse the opening description of Scrooge
Language analysis task
Independent writing task with sentence stems
AQA English Language Paper 1 Question 3 Practice.
Lesson includes:
Explanation of literary structure and techniques
Exploration and analysis tasks of a scene from the film ‘Encanto’.
Model example paragraph
Success criteria and sentence starters to help students’ written analysis of the scene
The second lesson in ‘A Christmas Carol’ SOW.
Big question: What are the typical conventions of a ghost story, and to what extent does ‘A Christmas Carol’ align with these genre expectations?
The lesson includes:
what is genre? Exploration of conventions suited to ghost stories.
questions to aid students’ analysis of the preface
read, re-read, read again the opening of the novella
analysis questions
big question revisited: indepedent writing task
First lesson for A Christmas Carol SOW.
Big Question: Who was Charles Dickens?
Lesson includes:
What is AO3? A brief exploration of AQA Assessment Objective 3
Fact sheet about Charles Dickens and questions
Activity focusing on students making connections between the novella and the context
What inspired Charles Dickens to write ‘A Christmas Carol’? Independent writing task with sentence prompts.
An introduction to ‘A Streetcar Named Desire’.
The lesson includes:
Big question- Who was Tennessee Williams? To what extent might the play ‘A Streetcar Named Desire’ be an expression of his identity?
Research into Tennessee Williams (questions provided)
Inference and prediction tasks using the ‘Poker Night’ painting by Thomas Benton and synopsis
Homework task (Tennessee Williams Interview with Mike Wallace in 1958)
A lesson exploring the character Sheila Birling. The lesson includes:
questions about Sheila Birling
character tracking activity.
class discussion question and sentence starters
Big question: What are the key features of a play? What do we learn about the Birling family though the stage directions?
Lesson includes:
Retrieval practice (J.B. Priestley brain dump)
Students explore the conventions of a play
Questions to help students’ analysis of the staging and opening stage directions
Revisit the big question. Series of sentence starters to help students answer the question
Big question: How does Priestley present Mr Birling?
Lesson is based on a cold reading of the play. Lesson includes:
Retrieval practice questions
Analysis of Mr Birling’s speech in Act 1
Topic sentence practice. Students have to write topic sentences for a series of analysis paragraphs
Return to the big question
The lesson involves students writing an analysis of an extract from chapter 5. They begin by exploring ideas about code-switching to gain a better of Starr and her feelings in the extract.
Students will then look at how to write an analytical response through I do, We Do, You do. They will also look at how to use metaphors to develop their interpretations (idea inspired by Chris Curtis’ How to Teach Like a Writer).
An introduction lesson for The Hate U Give. Students will begin by researching the contextual factors surrounding the novel (American school system, statistics of poverty and police brutality in the U.S). They will then read chapter 1 and use their knowledge of the context to make inferences about the text.
Activity exploring Langston Hughes’ poem Theme of English B. Students are given questions to help them analyse the poem. There are also discussion questions and an exam question too.
Lesson looking at The Red Room. Students focus on the use of first-person narration in the story.
The lesson includes:
-multiple choice comprehension questions
-Activities focusing on evaluating the advantages and disadvantages of using first-person narration in the text.
-Differentiated writing activities