Worksheet that teaches students to identify the subject in sentences with unconventional word order (questions, imperatives and inverted sentences); concludes with an exercise to give them practice. This helps them to better understand sentence structure and to maintain subject-verb agreement when writing.

Fully resourced grammar-for-writing lesson that teaches students about prepositions and prepositional phrases, then uses sentence combining exercises to provide practice in placing prepositional phrases at different points in the sentence. Very useful in helping students to achieve sentence variety on Section B of Paper 1 and Paper 2. The powerpoint includes a starter, an explanation of prepositions and prepositional phrases (with examples), instructions for the worksheet (with an example), a list of possible answers and a plenary. It also provides examples of misplaced phrases/modifiers to help students to recognise when they have not placed prepositional phrases in a sentence correctly.

Two lessons on Seamus Heaney’s ‘Digging’ (day 1 - reading and analysing, day 2 - discussing student findings), designed for students studying the Poetic Voices portion of the AQA A-level Language and Literature Combined course. Also includes a slideshow explaining the format and mark scheme for the *Poetic Voices *assessment (Paper 1, Section C)

This is a series of straightforward planning guides for responses to extract questions focused on: - audience response to the extract - the impression we get of a relationship from the extract - mood (the feeling created by charaters and events) or atmosphere (the feeling created by objects and surroundings) in an extract. I have found these to be very useful with students who struggle to structure a response to the extract question. Before using any of these resources, I first ask students to draw lines dividing the extract into three sections (there are usually 2 or 3 shifts in an extract: from one event to another, one character to another, etc. Getting students to identify and focus on different sections of the extract helps them to structure their answer and to ensure that they're writing about the extract in its entirety).

This is a grid for planning a response to an extract question focused on a character (as opposed to audience response, a relationship, etc.). I used the general label 'THE CHARACTER' throughout when designing this; whenever I use it with a text I go back and do a 'Find and Replace' search, inserting the actual name of the character in place of the general label 'THE CHARACTER'. This way I've been able to use it with a variety of texts and characters. I've found this scaffold very useful in helping students who have struggled with the extract question to plan and structure their response.

A series of worksheets that provide students with extracts from the text depicting characters' words and actions. For each extract, students must record their impressions in the corresponding box. A straightforward but useful exercise in helping students to move from text to sub-text.

A straightforward guide for helping students to structure a response to a literature paper question. Students answer 6 prescribed questions to craft a body paragraph that contains the elements they need for success. A sample paragraph based on Act I, Scene 3 of Romeo and Juliet is included as an exemplar.

Fully resourced lesson - students use their knowledge of sentence structure to replace the missing full stops in an article taken from the BBC Wales website. Students start by circling the subject of each sentence and underlining the predicate (the verb and all the words that work with the verb to say something about the subject); they then add full stops and capital letters to separate the sentences from one another.

Straightforward planning guide for a response to two unseen poems. Students read the poems and answer the questions in the boxes provided. This should give them everything they need for a satisfactory response.