A full lesson on Heaney’s ‘Storm on the Island’. It incorporates: A brief scansion entry task Learners then read the poem and form initial impressions, giving reasons for their interpretations. There is then a vocabulary task relevant to the context of the poem. Learners read a sheet entitled 'Different Interpretations of ‘Storm on the Island’ which provides a brief introduction to the political situation in Northern Ireland. Learners use this information to respond to questions on a worksheet. Learners can then annotate the poem using a guidance sheet. The whole lesson is likely to take 1.5-2 hours approx. It is aimed at higher ability learners.

A full lesson on the extract from ‘The Prelude’ in the AQA Power and Conflict Anthology. The entry task is a short multiple choice quiz entitled ‘How Romantic Are You?’. The aim of this is for students to identify how closely their own ideas tie-in with those of the Romantic poets. Students then use a detailed context sheet to create a mind map of contextual influences on the poet Wordsworth. This is followed by an annotated copy of the extract and two questions on the poem: one just on the extract itself and one comparison question. I have provided a WAGOLL for the question on the poem itself. Finally, students peer assess their responses using success criteria. The whole PPT is likely to take more than an hour - probably more like 2 - and it aimed at higher ability learners.

An hour lesson that provides an introduction to the plot of ‘Macbeth’. Learners examine a range of sources that provide an insight into what happens in the play and its socio-historical context. The sources cover: A 19th Century poster advertising a production of the play Shakespeare’s Twitter feed A diary entry by Lady Macbeth A diary entry by Macbeth A letter from Malcolm to Donalbain, from England. For additional challenge, learners can attempt to link their inferences about the play to a range of quotations illustrating key ideas. After feedback, learners write a summary of the plot. There are three levels of challenge here, with the ‘gold’ challenge encouraging the use of higher level discourse markers. The lesson culminates in a plenary in which learners write one thing they have learnt about the play on a post-it note. This lesson is aimed at middle-upper ability learners.

This 67-slide PPT and accompanying resources enables an exploration of Stave One. It is aimed at middle-ability learners and includes: A thorough exploration of the context of the novel Guided reading of the chapter with much of the difficult vocabulary explained A range of activities to promote understanding and analysis.

A PowerPoint that can be used to teach or revise AQA 8700 Language Paper 1, Question 2 - the 8 mark language question. The main question is based on an extract from George Orwell’s ‘1984’. If you purchase this resource, please be aware that you will need to source the extract for yourself. It is from the opening chapter of the novel, from ‘It was a bright, cold day in April’ down to, ‘Only the Thought Police mattered’. The entry task is based on a link to a YouTube video which outlines the plot of the novel. Learners listen out for the answers to 9 questions. After a short Q1-style task, the lesson then moves onto the main extract, which is accompanied by a sample exam question. Learners read and highlight the extract in relation to the question and then feedback. There are some key point on the language question to go through followed by a sample answer/WAGOLL. Learners then taken ten minutes to write their own responses and peer assess.

A straightforward lesson that follows on from: https://www.tes.com/teaching-resource/lower-ability-ks3-what-is-a-sentence-12053604 It includes: A starter in which learners identify the missing features of a range of sentences. These features are categorised as either ‘missing subject’, ‘missing verb’ or ‘missing verb or more’. There is also the option of ‘no errors’. Slides 1-2 contain the sentence ready for correction, so it would help to have access to an interactive board. An introduction to simple, compound and complex sentences. Learners read an example of each type and see if they can work out how they are different. A guide sheet that explains the nature of simple, compound and complex sentences. Learners then identify whether sentences A-J are either simple, compound or complex and have a go at writing their own complex sentences, choosing from a list of subordinating conjunctions. The lesson concludes with a game involving five different pictures. The impetus is on learners to come up with a sentence in relation to each picture, with a simple sentence being worth 1 point and a complex sentence being worth 3. The instruction is, ‘Look at the picture, think of a sentence, raise your hand.’ This lesson should take about an hour and is aimed at lower-middle ability learners. It could be used as a cover lesson.

A lesson for lower ability KS3. It covers: A short punctuation starter Paired discussion: what is the difference between a sentence and a group of words? What is a subject and a verb? Learners then read and identify ten statements and identify the sentences. Making simple sentences interesting using adverbs and adjectives. Learners use a table of words to create a range of sentences with suggested structures (increasing difficulty). Review Estimated time: 1 hour. NB: These lessons increase in demand through the series.

Following on from this introductory lesson: https://www.tes.com/teaching-resource/an-introduction-to-creative-writing-ks3-12065152 This lesson develops learners’ understanding of similes and metaphors. It draws slightly on material from this much older lesson: https://www.tes.com/teaching-resource/simile-metaphor-and-personification-11747189 This lesson provides: Anagram starter using devices from MRS SOAP (descriptive techniques) What is a simile? Learners identify which statements, 1-3, are similes. Simile challenge worksheet What is a metaphor? Check understanding with common metaphors from everyday language Learners then complete metaphors 1-8 using their own imagination. Review task. Target ability: Lower KS3 Lesson time: 1hr approx.

The sixth in the MRS SOAP creative writing series for lower ability KS3. It includes: Starter - write the opening of a story based on one of four given images. Each response should include one complex sentence and one specified descriptive technique. Feedback slide What is onomatopoeia? There are links to several YouTube videos so that learners can suggest onomatopoeic words. Learners fill in a table, suggesting onomatopoeic words appropriate to a range of environments. There is a table of 126 onomatopoeic words to help. Descriptive or poetic writing task with image prompts. Review This lesson can stand alone but assumes some knowledge of the following terms: complex sentence, simile, metaphor and personification.

The 7th in the MRS SOAP creative writing series for lower ability KS3. The starter asks learners to read an extract from a story and then write the next paragraph based on what they have read. Feedback slide What is repetition? To check understanding, there are three images representing three fairytales: Jack and the Beanstalk, Rapunzel and The Three Little Pigs. Ask learners if they can identify the fairytale from the image and if they know what key phrase is repeated in these stories. This is followed by a worksheet in which learners read four mini extracts and identify the repeated words/phrases. They then comment on the effect of the repetition. After this, learners write the opening of their own fairytale based on one of several image prompts. They then say what they would repeat and why and how they would continue the story. An example is provided. Review Estimated time: about 1.5 hours. Update: if you have recently purchased this lesson, please note that I have added a sheet detailing the features of the MRS SOAP acronym, as it is referred to in the Review. However, you may wish to adapt this review question if you have not bought the previous PPTs in the series.

Following on from the MRS SOAP Creative Writing Series, the main focus of this lesson is to describe a disused room in an abandoned hospital building. It is aimed at lower-middle ability KS3 and assumes some knowledge of the following concepts: Metaphor Repetition for effect Simile Sentence Structure (simple, compound and complex) Onomatopoeia Adverbs and adjectives Personification Structure of the Lesson: Do Now task based on photo prompt (see cover image) Feedback slide MRS SOAP techniques crossword (teacher answers included) A worksheet/planning sheet based on the main photo prompt WAGOLL Writing Time Peer Assessment Learning Review Lessons in the MRS SOAP Creative Writing Series can be found here: https://www.tes.com/teaching-resource/developing-skills-in-creative-writing-12079150

An extended lesson on writing the text of a persuasive speech, aimed at middle-upper ability GCSE groups. The lesson covers: The purpose of a speech AFOREST techniques inc. a cut-up, match and stick activity Links to example speeches (differentiated for ability) A speech-writing task (differentiated for ability) I would set aside about 2 hours for these activities in total, with approximately 45 minutes dedicated to independent writing. This lesson is not tailored towards any particular board but provides learners with an understanding of what is required when writing a persuasive speech. These files were last saved in Office 2016.

An introduction to formal letter writing, with different coloured tasks suited to different abilities. There are three example letters accompanying this powerpoint. Suitable for use with mid-upper KS3 groups.

A sample essay in response to an AQA 8700, Paper 2, Question 5-style task. There is a teacher copy and a student copy. The latter is littered with deliberate errors for learners to identify and correct. It is aimed at middle-upper ability groups and the question could be adapted to be relevant to other boards. It could be used as a homework activity or a lesson starter to draw attention to the need for checking for spelling, punctuation and grammar.

A series of seven tasks promoting revision of Act One of 'Macbeth'. It includes: 1) Place the following events from Act One in order, numbering them from 1-12 2) In relation to Act One, suggest the significance of the following images: a crown, a baby, a sun, a pig, a serpent and a bell. (images provided) 3) Match the quotation to the speaker and then its significance. 4) Read Lady Macbeth's soliloquy (Act 1, 5) and complete the following tasks - identify the missing words - explain what is meant by the phrases in bold - identify the techniques that Shakespeare has used in the words/phrases that have been underlined. Suggest why Shakespeare may have used them. What do they bring to the play? 5) By the end of Act One, identify 2-3 things we have learnt about: - Duncan -Lady Macbeth - Banquo - Lady Macbeth 6) Complete the following table in relation to the 3 Witches (students should identify the scenes in which they appear, what we learn about them and whether Shakespeare presents them as good, evil or both. 7) Read this extract from Act One, Scene 5. How does Shakespeare present the relationship between Macbeth and Lady Macbeth? There is an answer sheet included which could be presented on an interactive whiteboard so that sample answers can be annotated/scrutinised against the literature mark scheme (this is available on the AQA website). The exemplar responses are aimed at middle-upper attaining students. These tasks could be set as homework to promote revision of some of the key moments in Act One.

Translated mark schemes for AQA Language 8700, papers 1 and 2. They are intended to demonstrate the standard at each level (of the mark scheme) and provide more pupil-friendly criteria for self and peer assessment. The example responses are based on the following texts: Paper 1, Question 2: Jekyll and Hyde Paper 1, Question 3: The Black Cat (Poe) Paper 1, Question 4: The Black Cat (Poe) Paper 1, Question 5: Write the opening of a story entitled ‘The End’. Paper 2, Questions 1-4: https://www.tes.com/teaching-resource/aqa-8700-paper-2-homelessness-texts-11997752 Paper 2, Question 5: an article on the subject of social media.

This is the full text of Stave One, annotated as a PDF file. The annotations are not always as dense as you see in the cover image but I’ve aimed for a higher level of detail. This may benefit anyone with a top set group or a learner who may need to read the text independently of the rest of the class. The annotations include: analysis of writer’s methods analysis of relevant contextual ideas esp. the sub-textual Christian theology If you purchase this resource, ensure that you open it in a PDF reader. Opening it in a browser tends to distort the appearance. I also find that a magnification of over 150% makes viewing the comment boxes easier. I’d like to think there are no typos in the file but should you find one, please contact me using my shop’s email found on the store front. If you do come across a genuine error you can select another resource under the value of £5 for free. These files may be updated periodically, so please check the resource listing to ensure that you have the most up-to-date file.

A set of three differentiated lessons on speech writing for AQA English Language, Paper 2, Question 5. They are not lessons in series. You will download speech writing for higher, middle and lower ability learners. Higher Ability The higher ability lesson begins with a starter on the concept of foreign aid. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. The answers are provided. After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question. For the next activity, learners then consider the concept of rhetorical devices by watching a YouTube clip of Gary Oldman performing the ‘We’ll fight them on the beaches’ clip. They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of rhetorical devices. To follow, learners read a sheet in which key arguments for foreign aid are outlined. They are asked to make a summary of the ideas. The main speech task is set as HWK and the lesson ends in a review task. Middle Ability - Similar to Higher but with AFOREST The middle ability lesson begins with a starter on the concept of foreign aid. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. The answers are provided. After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question. For the next activity, learners then consider the concept of persuasive language by watching a YouTube clip of Leonardo DiCaprio delivering a speech on climate change for the 2014 UN Climate Summit. They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of AFOREST features. To follow, learners read a sheet in which key arguments for foreign aid are outlined (differentiate from the higher lesson). They are asked to make a summary of the ideas. The main speech task is set as HWK and the lesson ends in a review task. **Lower Ability ** The middle ability lesson begins with a starter on the concept of climate change. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. Suggested answers are provided. After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question. For the next activity, learners then consider the concept of persuasive language by watching a YouTube clip of Sir David Attenborough deliver a short speech on climate change. They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of AFOREST features (differentiated from middle ability task). To follow, learners read a summary sheet on the topic of climate change in which The main speech task is set as HWK and the lesson ends in a review task.

A 94-slide PowerPoint for the teachng and/or revision of Act One in ‘An Inspector Calls’. It covers: The contextual background: social class, gender inequality, the British economy in the Edwardian era, labour strikes and the Great Unrest Our first impressions of the Birlings and their situation (worksheets included) Sheila’s response to the engagement ring (sample answer included) Priestley’s use of dramatic irony and its effects An explanation of key terms capitalism and socialism A brief explanation of Marxist theory of economic class A summary of Britain between the wars Priestley’s background and British life in 1944 Focus on Arthur Birling and his capitalist speech A brief look at the Inspector Focus on Eva Smith and her contextual relevance Focus on Birling and Co. (worksheet provided) Essay question in relation to Birling and Eva (full extended response included) Focus on Sheila and the emotional and political reasons for her behaviour Focus on the relationship between Gerald and Sheila A brief section of revision: students will draw a flow chart summarising the events of A1 and a tension graph.