A lesson that explores the themes, context and characters of the scene from Romeo and Juliet. Students are provided with a clear learning journey that is linked to blooms skills and the assessment objectives from the new spec AQA. The lesson follows a clear structure where students are introduced to the main idea, the theme/character analysis is developed and students then have the opportunity to apply their own skills independently. Learning objectives and activities are clearly differentiated using RAG and stretch and challenge opportunities are in the form of 'Shakespeare Challenge' questions to help encourage students to extend their ideas. This lesson is aimed at KS4 but could be adapted for use with KS3 students. Planned as a double (2 hour lesson) but could easily be split into two separate 1 hour lessons.

These lessons are aimed at year 10 students who are studying for AQA Paper 1. They can also be used/adapted to suit other year groups to develop creative writing skills. This is a full module of lessons that lead up to the students completing a mock AQA paper. The lessons explore and develop the skills students learned in Section A and begin to apply these techniques in their own descriptive/narrative writing piece. The lessons are based on the skills required as detailed in the AQA mark scheme. The lessons have a mixture of individual, paired and group work tasks. Model answers are included in multiple lessons so that students can clearly see what they are expected to be able to write by the end of the module. Differentiated extracts are also used so you can adapt the activities to suit your group’s ability. Most lessons are planned for a double session (2 hours) so can be split to create separate lessons if required. Lesson 1: Introduction to the module and a focus on developing ambitious vocabulary. Lesson 2: Setting- Crafting figurative language devices to zoom in on detail. Lesson 3: Sentence Structure- Reviewing the different types of sentences and applying them artfully to create effects. Lesson 4: Structure- Exploring how to create a narrative journey in a text. Lesson 5: Creating Tone/Atmosphere- Exploration of how subtly changing vocabulary choices can create specific tone/atmosphere in descriptive writing. Lesson 6: Narrative Structure- Explore the structure of a narrative looking at ‘story mountain’ and how it can be applied to writing. Lesson 7: Opening- Identify techniques in a range of extracts and consider what makes an effective opening to a narrative and how to hook the reader. Lesson 8: Tense- Group work tasks where students look at model answers and then experiment with changing tenses in their own work. Most lessons were planned as double lessons (2 hours) so can easily be split to form two 1 hour lessons. Additional information for some tasks and challenge questions are written in the notes section of the PPTs. Please note that some images and extracts have been removed due to copyright. Where possible I have tried to list what these items were either on the slide or in the notes section to enable you to try and locate if desired.

This booklet is a collection of articles and texts to support the critical and wider reading of the A Level set text: The Great Gatsby. This booklet is to accompany the starter tasks in my The Great Gatsby SOW. I have collected these over a number of years of teaching both A Level Literature & A Level Language & Literature. These have not been created by me- they are simply texts that are available online that I have collated into a booklet for teaching purposes.

This scheme is intended to accompany a class reading of the novel and develop skills needed for the new specification AQA Literature examination. Some lessons focus on a more detailed exploration of the chapter which encourages students to perform detailed analysis of character, plot and theme. Other lessons are tailored to giving students the time to read the novel either as a class or as individuals with accompanying activities for students to complete as they read. The scheme has a focus on the presentation of conflict within the novel and contains two formative assessment points and a final summative assessment. There are links in the notes section of the PPTs to an audiobook of the novel that is available on youtube and has specific times for each chapter listed in the comments section: https://www.youtube.com/watch?v=qY-X3PU1WFs.

A full scheme of work aimed at KS3 middle ability students. The lessons focus on chapters from the novel as well as including a summative assessment. The scheme also includes articles that link to the context of the novel. Each lesson has clear learning objectives using the must, should, could process. The aim of the module is to build reading and analytical skills required for GCSE study.

A scheme of work focusing on chapters 1-11 of the novel Goodnight Mister Tom. Aimed at 11-14 year olds but can be adapted to suit younger students. This scheme is aimed at middle ability students but does use challenge questions (sub-titled on the slides) to enable you to stretch and challenge your most able. The scheme aims to build reading skills to prepare students for the new specification examinations. The skills that they develop during this module are linked to their ability to differentiate between explicit and implicit information and infer meaning and the writer's message. Students will also be able to develop their contextual knowledge and learn how to apply this to their reading to aid understanding. Each powerpoint should complement the reading of each chapter. Each lesson has a mini starter linked to the text. There is then a SPAG/Literacy starter to compliment the lesson. Most lessons are focused on the reading of a chapter, this is then followed by an activity based on the students' reading and then a developmental activity to consolidate their learning. There is also a Scheme of Learning Document (see FJO shop) available that may be useful if the scheme is being used for a whole department. This clearly details the overall learning journey of the module and clearly shows the differentiation strategy.

An Introductory double lesson for the study of the A Level paper Paper 1 Language, The Individual and Society, Section A- Textual Variations and Representations. New Specification 2017 Aimed at Year 12 students but could be adapted for other year groups. Using Jamie Oliver as a stimulus, students begin to consider how they investigate a text. This lesson is aimed to spark their interest and begin to develop their inquiry skills before the later lessons which begin to introduce more detailed terminology and the language levels for closer and more detailed analysis. Brief overview of topics covered in this double (21 slides): What the exam question looks like/number of marks Jamie Oliver's school dinners transcript for students to analyse Mini activities on synonyms, antonyms, euphemism, hyponymy, dysphemism Jamie Oliver sugar tax Facebook post for students to analyse Discussion on the role of media/social media in creating meaning and representation Additional guidance for some of the activities has been written in the notes sections of the PPT slides. More lessons on each of the language levels will be available.

A lesson to introduce the poem and encourage an independent approach to analysis. The poem is from the New Spec AQA English Literature Anthology- Love and Relationships Cluster.

A full lesson on the poem to encourage students' independent analysis and annotation of the poem. AQA Literature Moon on The Tides Anthology- Conflict.

A full lesson on the poem to encourage students' independent analysis and annotation of the poem. AQA Literature Moon on The Tides Anthology- Conflict.

An overview of the six language levels for A Level Language study: Lexis and Semantics Grammar Phonetics, phonology and prosodics Graphology Pragmatics Discourse Can be used for any exam board. These can be used as displays or for revision prompts/notes in student folders. Each language level has: a definition, a list of key questions to ask about a text and a list of key terminology. The terminology is listed and can either be used in conjunction with each exam board's glossary or, as I do with my students, a list for them to use to research each definition with an aim to creating their own glossary.

A lesson that introduces the new specification AQA English language Paper 1. The lesson focuses on an extract from The Return of Sherlock Holmes. Students consider what AQA means by critical opinion and then begin to apply their knowledge to the text. The lesson is structured so that students annotate the text as they work and begin to plan a response. They build on their knowledge from Q2 & Q3 and begin to pull all of their ideas together to create a response using a planning grid. A model answer is included for students to consider as well as guidance on how to form the paragraphs for the 20 mark response.

A lesson that explores the poem Kamikaze by Beatrice Garland. The learning journey is linked to the AQA assessment objectives and develops students’ analytical skills. The lesson comprises of: Starter activity linked to the idea of viewpoints A letter from a Kamikaze pilot Links to video clips to enhance understanding A first impression grid for students to use Modelled annotations with questions to scaffold annotation Contextual information A paper plane activity for kinaesthetic learners A sample essay question with success criteria linked to AO’s This lesson is planned for a year 10 middle/high ability group and can be easily differentiated to suit the personalised needs of your students. Yellow lightbulbs on slides mark out stretch and challenge questions that have been included. 21 slides. All additional resources are embedded within the PPT.

A SOW aimed at middle to higher ability students to introduce and analyse Shakespeare's Romeo and Juliet in preparation for the 2017 examinations. The lessons focus on specific scenes from the play and aim to build students' analytical skills. The lessons aim to address all of the assessment objectives and explore: Shakespeare's use of language to convey meaning/messages; information about context relevant to specific scenes; staging/dramatic effects and audience reactions. Where worksheets are required I have designed these to be part of the powerpoint so please check the separate section at the end of each PPT for printable resources. There are also clear differentiation strategies used throughout with a RAG learning journey for each lesson, RAG tiered questions and 'Shakespeare Challenge' questions in each lesson to encourage deeper learning. There are two assessment points built in and I have tried to mock up a 'sample paper' for each assessment so students are aware of what the exam paper will look like. This also avoids using the AQA sample papers as at present there are only two available. Please note that not all scenes are covered, the scenes included are listed below: Act 1 Scene 1 Act 1 Scene 2 Act 1 Scene 3 Act 1 Scene 5 Act 2 Scene 2 Act 2 Scene 6 Act 3 Scene 1 Act 3 Scene 2 Act 3 Scene 3 Formative Assessment on Act 3 Scene 3 Act 4 Scene 3 Act 4 Scene 5 Act 5 Scene 1 Act 5 Scene 2 Act 5 Scene 3 Summative Assessment on Act 5 Scene 3 I have also had to remove images from the film/stage versions of the play due to copyright so these may be worthwhile to add back in to illuminate the staging effects to students. Additional Note: My students are using the Sparknotes No Fear Shakespeare editions of the text which are very helpful for their understanding and revision and enable a more independent approach for student lead activities.

This is a Scheme of Work that has been created for AQA A Level Language & Literature. Paper 2 Exploring Conflict. It could be easily used/adapted to suit A Level Literature. The scheme is focused on analysing the choices Fitzgerald has made as a writer and exploration of the different perspectives in the text. It covers: Characterisation Setting Language levels & their effects Relevant Narrative Theory Recast Tasks Critical Reading/Wider Reading tasks *(please note- these are available as a separate free booklet in my shop as they are a collection of texts from years of teaching Gatsby so you will need to download separately). * An lesson on introducing commentary writing *(please note- the model referred to will need to be downloaded from AQA website as it is a marked AQA *response,) Schemes for this specification seem to be few and far between so I hope this is useful as a resource to build your lessons around.

A lesson to introduce the poem and encourage an independent approach to analysis. The poem is from the New Spec AQA English Literature Anthology- Conflict & Power Cluster.

This resource introduces students to the AQA English Language Paper 1 (Explorations in Creative Reading). This pack provides individual lessons that are tailored to each question. The text used is ‘The Return of Sherlock Holmes’. Each lesson is planned for a middle ability group and is easily adaptable to challenge the more able or to support the less able. Each lesson takes students through the assessment objectives required and breaks them down into chunks so make them more accessible to students (stepping stones to success). This is the first set in a series of lessons that will explore a range of different texts from across the century. 50+ slides Please note that some images and extracts have been removed due to copyright. Where possible I have tried to list what these items were either on the slide or in the notes section to enable you to try and locate if desired.

A KS3 plan of how to teach, plan and track literacy across the key stage. Each plan tracks the language and grammar skills that students will need for the new English Language and Literature specifications GCSE examinations from 2015. Each document depicts a language, a punctuation and a sentence skill that students will focus on each half term. It also has a clear rationale of how each skills links to the assessment objectives from the exam. It is intended to help staff to target specific skills each half term. There is also a section that details suggested reading activities to be used with class novels. Each activity is linked to Bloom’s taxonomy as well as the AO’s and are different for each key stage. The year 9 document also suggests how questions can be phrased to link to the new English Language (unseen literature) paper 1. The scheme is intended to be used by a department to aid building literacy into existing schemes of work or to help structure stand alone library/literacy lessons.

A lesson that explores the themes, context and characters of the scene from Romeo and Juliet. Students are provided with a clear learning journey that is linked to blooms skills and the assessment objectives from the new spec AQA. The lesson follows a clear structure where students are introduced to the main idea, the theme/character analysis is developed and students then have the opportunity to apply their own skills independently. Learning objectives and activities are clearly differentiated using RAG and stretch and challenge opportunities are in the form of 'Shakespeare Challenge' questions to help encourage students to extend their ideas. This lesson is aimed at KS4 but could be adapted for use with KS3 students. Planned as a double (2 hour lesson) but could easily be split into two separate 1 hour lessons.

Designed for the initial teaching of the 2015 poems from the AQA Poems Past and Present Anthology- Conflict & Power cluster. There is PowerPoint for each poem in the cluster and each lesson contains: -a starter activity -context/biographical overview of the poet -and an introduction/initial impressions activity. These lessons serve as an introduction and overview to each poem and an opportunity for students to begin to annotate the poems based on their first impressions. The focus of these lessons are for students to understand the meaning of each poem so they are able to return to each later in the term to annotate in more detail. The aim of these lessons is for students to begin to understand and annotate the poems in their anthologies. Each lesson also includes a poetry SMILE analysis mat for students to use to scaffold their independent analysis and a PEEL writing frame to reflect on their understanding. The PEEL activity is generic so can be adapted to suit your group and the focus of your particular lesson.