This unit is designed for GCSE, English Literature - Macbeth. It focuses on Act 1, Scene 2 and engages students who struggle with the content and language. There is a Macbeth, rap poem to summarise the plot, as well as a modern gangster version of the scene. The genre of a gangster scene has been successful in engaging reluctant students! After they read the modern version there are multiple choice quizzes to help students summarise the plot of the scene and understand the main characters. The second resource contains a key quotation, colouring activity to aid memory and the original version with comic book style illustrations. The second resources finishes with a comic strip of the Macbeth soliloquy. Students are required to write down what he said. Full of engaging images and content, the unit is an excellent way to engage SEN and ESL students and help them understand Act 2, Scene 1!

This unit is designed for GCSE, English Literature - Macbeth. It focuses on Act 1, Scene 2 and engages students who struggle with the content and language. There is a Macbeth, rap poem to summarise the plot, as well as a modern gangster version of the scene. The genre of a gangster scene has been successful in engaging reluctant students! After they read the modern version there are multiple choice quizzes to help students summarise the plot of the scene and understand the main characters. The second resource contains a key quotation, colouring activity to aid memory and the original version with comic book style illustrations. The second resources finishes with a comic strip of the sergeant approaching King Duncan. Students are required to write down what he said. Full of engaging images and content, the unit is an excellent way to engage SEN and ESL students and help them understand Act 1, Scene 2!

This GCSE, Vocabulary course focuses on the academic words needed to succeed in the GSCE, English Language course. It is suitable for GCSE students, often with a good verbal ability, who struggle to express their language using formal language. There is a section focused on targeted words from the Academic Word List. It contains speaking and listening activities, gap fill tasks and an explanation of the body language and facial expression linked with some of the words. This should aid narrative writing. It also contains graphic organisers to analyse key meanings and story examples to help learn key words. There is an assessment to help understand if students have grasped the key vocabulary. Also included are a reading and wordsearch activity and discussion questions. Finally, there are two units to explore how to write about vocabulary in a GCSE examination. I have also added a free vocabulary unit - Reading Response - Analysing Situations! This will provide you with a list of words to analyse situations. The course is excellent for English coordinators, SENCOs and TAs who want to run targeted groups for students who are verbally strong but struggle to use academic language. Since vocabulary is a key component of comprehension and writing, the course has proved successful in helping underachieving GCSE English Language students succeed!

This GCSE, English Literature Unit contains all the resources you need to teach An Inspector Calls! It contains writing frames, model essays, vocabulary activities, a play summary poem, comprehensions and much more! To help students who struggle to understand the play, there is a poem to summarise the plot along with a comprehension. There is a presentation on the relationship between Birling and The Inspector which contains key topic sentences, a model essay and an assessment. Another presentation explores the characters and contains a summary of their role in the play, along with key quotations and an example essay which is colour coded to highlight each stage. A suggested writing frame is provided along with an example of how to use this. The unit is particularly useful for SEN and ESL pupils who struggle to express their ideas, although it would also be invaluable for mainstream students. The unit offers excellent value and will provide you with a wide range of resources to teach the play!

This graded, GCSE, English Language unit uses a story and a picture as a way to help students understand some of the consequences of heavy traffic. The student uses these prompts to write a persuasive article about have a no car zone near school. There are also two model letters, one formal and one informal, to show students how they could structure a GCSE writing task. The resource is also useful for KS3 and KS2 English students.

Metaphors in Shakespeare’s texts can be difficult for students to understand. This unit explains some of the key metaphors used in Macbeth and prepares students for their GCSE, English Literature exam. The unit includes a booklet to explain the key metaphors in depth and provides context to the quotations. To help students with additional needs, vocabulary lists are provided. The student can use these to identify meaning, and learn how to read/spell them. There is a key quotation list provided separately. Students can use this to learn them by rote. Finally, there is an assessment section using a short extract that includes one of the metaphors. This is accompanied with a marking rubric and sample answer.

The GCSE, Reading Response, English Language Unit supports students in understanding how to write an extended response to a question on the Reading Section. Dyslexic GCSE, English students have commented that the structure helps them see what they need to do to succeed in this type of question. The texts focus on a difficult relationship between two explorers. It scaffolds students response by providing a Vocabulary Bank to help write the topic sentences, a model answer and a marking rubric for an independent activity. The model essay sentence openers are coloured in blue so students understand the way they need to begin their own sentences. The unit finishes with an independent, reading response unit with a marking rubric. The unit is effective in supporting students who struggle to structure a reading response answer!

The KS2 English Unit demonstrates how to use interesting sentence openers to write a successful narrative. It is also useful for KS3 and GCSE English students if they have not used the skills. For students with a Specific Learning Difficulty (SpLD), there is a reading and spelling activity based on key words in the text. Students use colours to aid memory. The reading section consists of model sentences beginning with a prepositional phrase, an ING verb and a ’ show not tell ’ opening. Finally, there is an assessment stage where students are required to use these sentence opener types. The unit has been used to successfuly support students who struggle to write narrative.

Based on the GCSE, English Language, AQA Paper 1, Questions 2, 3 and 5, this unit supports students through model answers and suggested responses. The key GCSE, English Language reading text is from the Sci-Fi genre and the writing questions also cover this text type. The unit is split into a reading and a writing section. The reading component contains a key reading text, a vocabulary task to aid understanding and suggested responses to questions 2 and 3. The second section contains a picture prompt question and a story writing task. A model response to each of these writing questions is also provided. There are two plans to help student structure their own writing responses. The unit helps students who struggle to understand the language they need to use for a reading response and for writing descriptively. It is ideal for teachers, SENDCOs and teaching assistants. The unit would also be ideal for a revision session for Paper 1.

With a FREE model, GCSE essay based on Macbeth, Act 2, Scene 1, this is an invaluable resource for GCSE English Literature students and the extract question, in particular. The section contains a cloze/gap-fill activity with the key missing words colour-coded for students with reading or spelling difficulties. The gap-fill also provides an opportunity to discuss various aspects of the model essay. At the end of each section there is an independent essay question related to the model answer. This provides a chance to assess the students’ understanding of how to construct an English Literature essay. This model essay will provide instruction in how to write a GCSE ,extract based response and ensure progress!

With six model, GCSE essays based on six scenes from Macbeth, Act 1, this is an invaluable resource for GCSE English Literature students and the extract question, in particular. Each section contains a cloze/gap-fill activity with the key missing words colour-coded for students with reading or spelling difficulties. The gap-fill also provides an opportunity to discuss various aspects of the model essay. At the end of each section there is an independent essay question related to the model answer. This provides a chance to assess the students’ understanding of how to construct an English Literature essay. Finally, there is a plan to help students structure their ideas. These six model essays will provide weeks of instruction in how to write a GCSE ,extract based response and ensure progress!

Based on the AQA (GCSE) Q5, Paper 1, the unit focuses on the ability to use a range of sentence openers and vocabulary to describe clothes. Writing in depth description of the clothes people wear is complicated. This unit uses model paragraphs, a vocabulary list, pictures, independent writing tasks and a marking rubric to guide GCSE, English Language students to improve their description of people. Although aimed at AQA, English Language students, the unit is useful for GCSE students who wish to improve their creative writing and descriptions. The unit has proved successful in raising the attainment of students who struggle with this skill.

This GCSE, English Language, writing unit is based on an persuasive task about why they should choose a charity fund raiser. It contains a model answer, a spelling activity, a speaking and listening task and a grammar component. The unit has been successfully used to raise the attainment of students who struggle to move into the Grade 4 and 5 bracket. Once the student has completed the tasks there are two independent writing activities to assess the understanding of the components of GCSE, persuasive writing. It is ideal for SENCOs, teachers and English language coordinators. It offers excellent value and the unit should provide three to four lessons of content.

This GCSE, English Language, writing unit is based on an argumentative task about whether it is better to live in the city or the countryside. It contains a model answer, a spelling activity, a speaking and listening task and a grammar component. The unit has been successfully used to raise the attainment of students who struggle to move into the Grade 4 and 5 bracket. Once the student has completed the tasks there are two independent writing activities to assess the understanding of the components of GCSE, argumentative writing. It is ideal for SENCOs, teachers and English language coordinators. It offers excellent value and the unit should provide three to four lessons of content.

The unit is based on the GCSE, English Language, AQA, Paper 1 - Question 5 response. It includes picture prompts, model answers, plans and spelling activities. Key words are taken from the text and colour coded to help learners with additional needs learn to read and spell them. The model responses showcase different sentence openers used in GCSE, descriptive writing. Coherent plans are provided to help students structure their writing in response to the colourful pictures. Along with the models, additional short stories based on the settings of the beach and the city are provided. These also demonstrate the use of show not tell and interesting sentence openers. The resource provides a structured way to teach GCSE English Language, imaginative and descriptive writing in an engaging way!. It is useful if your students struggle to use appropriate language to structure descriptive or imaginative writing.

This Year 3 persuasive writing resource includes a key word spelling activity, a questionnaire, a model essay and plan. It is ideal to use as part of a KS2 writing lesson. The model essay is a response to a persuasive task in which the reader has to persuade a head teacher about the importance of having junk food on the school menu. There is also an innovative spelling activity to help dyslexic students and a plan to help students write their own response. This resource is an excellent way to show students how to plan and write a persuasive essay!

This GCSE persuasive writing resource includes key word spelling activities, questionnaires, two model essays a plan . It is ideal to use as part of KS3 and GCSE English Language lessons. The model essays are a response to a persuasive task in which the reader has to persuade a headteacher about the inportance of contact sports and having junk food on the school menu. There are two model answers to answer each of the GCSE, writing questions. There is also an innovative spelling activity to help dyslexic students and a plan to help students write their own response. As well as all this, there are two lesson plans if you want to deliver the sessions in school. This resource is an excellent way to show students how to plan and write a GCSE persuasive essay!

Using vocabulary taken from the a key abstract noun list, the programme introduces language commonly used in reading texts from the SATs English, Reading and Writing papers. Research indicates that explicit teaching of vocabulary improves comprehension and writing. The 41 page course is suitable for a whole school approach to improve the comprehension and use of formal vocabulary across the curriculum. It is an ideal resource for SENCOs, English Language/Literacy Coordinators, English subject leads, teachers and leaders. It is useful for students who need to improve attainment and move into the SATs bands 5 and above. Each section of the main booklet includes picture prompts, speaking and listening activities and gap fills to familiarise students with the targeted words. There is a ‘Show not Tell’ section, which helps students with narrative writing and a story writing activity to show understanding of the key noun. For some words, there are model stories to read with the students. Also provided is a vocabulary graphic order, a vocabulary list and an assessment when the programme has been completed. The resource will improve comprehension and is an effective way to target struggling readers and writers for their SATsl.

This resource focuses on the GCSE (AQA), Reading Paper, Question 2 - Summary Writing. Based on the singer Rihanna, there are two texts which students need to summarise. To support dyslexic students, there is a key word list (colour coded) to support the reading and spelling of the key words. There is also a Venn Diagram, graphic organiser to help structure the response. At the end of the unit, there are two student responses to provide an idea of how to structure a response. The resource is beneficial for students who have reading difficulties, but need to prepare for the GCSE, reading paper.