Thank you for visiting my shop. My aim is to provide high quality teaching resources that reduce the
need for hours of planning and help learners to achieve their potential in English and English Literature.
Please feel free to email me at sdenglish18@gmail.com with any queries, requests or comments.
Thank you for visiting my shop. My aim is to provide high quality teaching resources that reduce the
need for hours of planning and help learners to achieve their potential in English and English Literature.
Please feel free to email me at sdenglish18@gmail.com with any queries, requests or comments.
A 63-slide PowerPoint that explores Act Two of ‘An Inspector Calls’. It covers:
Revision of some of the key ideas from Act One
Two separate keywords activities for Act Two (worksheets included)
A sequencing of Gerald’s affair task
Three differentiated questions to encourage analysis of Gerald’s affair: a) in terms of his relationship with Sheila; b) In terms of the patriarchal society of the Edwardian Era; c) In term of Marxist theory (worksheet + sample answers for B and C included)
Daisy’s Diary creative writing task
Notes on the contextual background of the Brumley Women’s Charity Organisation e.g. noblesse oblige and the deserving and undeserving poor
A quotation hunt based on some of the key ideas in early Act Two
The Literature Assessment Objectives and an example analysis paragraph based on a Sybil quotation
Inference-making activity based on a range of things Sybil says in Act Two
True or False statements relating to Eva Smith’s application for charity
A ‘why do you think’ series of statements relating to Eva Smith’s application for charity (suggested answers included)
A final extended-response question: How does Priestley present Sybil Birling in Act Two? (high level sample answer included)
A 20-question quiz on Act Two.
Review
This unit of work follows on from:
https://www.tes.com/teaching-resource/-an-inspector-calls-act-one-unit-of-work-11839609
It can exist independently but it assumes some pre-teaching of contextual ideas including Marxist Theory and capitalism v socialism.
A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for.
Source A is a Guardian article entitled ‘Filthy water poisons the people of Dhaka’s festering slums’ (Link provided on slide)
Source B is an extract from Henry Mayhew’s ‘A Visit to the Cholera Districts in Bermondsey’, published in 1849.
This PowerPoint covers Section A only but there are sample answers included for each question, 1-4.
If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses.
Appropriate for middle-upper ability learners.
A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for.
Source A is an extract from ‘The Seven Curses of London’ by James Greenwood. (19th Century Non-Fiction)
Source B is a Guardian article entitled ‘On the Streets of Binge Britain’. (Link provided on slide)
This PowerPoint covers Section A only but there are sample answers included for each question, 1-4.
If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses.
Appropriate for middle-upper ability learners.
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.
A 30-slide PowerPoint that provides a guide to the historical context of 'An Inspector Calls'.
Accompanying the presentation are 3 worksheets comprising of 26 short-answer comprehension questions that relate closely to the information presented.
It is potentially useful for revision sessions or as pre-reading of the play.
Suitable for middle-upper ability learners.
A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for.
Source A: An anonymous prison diary, published in the Victorian magazine ‘Household Words’ in the early 1850s. Source A is contained in ‘Rollercoasters: 19th-Century Fiction and Non-Fiction’, an anthology of 19th Century extracts available to purchase online (ISBN: 978-0198357407). Please be aware that in order to to access Source A, you will need to obtain a copy of the anthology. It is currently priced at around £9.75-£9.99 from major online booksellers.
Source B: An extract from ‘My Prison Diary’, by Jeffrey Archer, published in 2002.
A link to the extract is contained on Slide 9. The extract reads from, ‘I don’t know why I’m surprised to encounter a fresh-faced young GP…’ down to ‘After all, there’s nothing else to do’.
This PowerPoint covers Section A only but there are sample answers included for each question, 1-4.
If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses.
Appropriate for middle-upper ability learners.
A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for.
Source A is an extract from Nellie Bly's 'Ten Days in a Madhouse' (19th Century Non-Fiction)
Source B is a blog entry available on the Mind website: In Crisis, My Experience. (Link provided on slide)
This PowerPoint covers Section A only but there are sample answers included for each question, 1-4.
If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses.
Appropriate for middle-upper ability learners.
A 46-slide PowerPoint that provides a short course in narrative and descriptive writing for GCSE. It is aimed at middle-ability KS4 and is oriented towards AQA English Language 8700, Paper 1, Question 5.
The PowerPoint covers:
The writing AO’s, unpacked and turned into 7 ‘yes’ or ‘no’ questions
The structures of 8700 Papers 1 & 2
The difference between narrative and descriptive writing
Descriptive techniques organised into the acronym MRS VAN SOAPS
Descriptive writing success criteria
Sample descriptive writing tasks (students choose 1 of 2)
A teacher-written response (presented as an extract from a full response)
Peer assessment
Short story structure (Freytag’s Pyramid)
Exploring Freytag’s Pyramid in relation to ‘A Christmas Carol’
Sample narrative writing tasks with planning activity
Narrative writing success criteria
Showing and telling in fiction
4 showing tasks with sample responses
DIRT tasks
Narrative choice: 1st or 3rd person with picture prompt activity
Self-assessment
Final writing tasks (descriptive or narrative)
Peer assessment
Reflection opportunity.
This resource incorporates others that have previously been on sale in my shop, either in their current form or slightly tweaked. If you already have these but wish to purchase this unit of work, please contact me at and we’ll try to work something out.
Resources also sold separately:
https://www.tes.com/teaching-resource/descriptive-writing-techniques-match-up-activity-11749389
https://www.tes.com/teaching-resource/descriptive-writing-techniques-summary-mat-11747011
https://www.tes.com/teaching-resource/short-story-planning-flow-chart-11747165
These files were last saved in Office 2016.
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.
Four moderately differentiated homework booklets for the study of ‘Macbeth’. Each booklet includes:
A brief guide to the AQA 8700/8702 Language and Literature exams;
The 8702 assessment objectives, translated into simpler English.
A sample Macbeth question
11 extracts from the play, with similar activities for each (cover image gives an indication).
At the end of each booklet is a brief revision and consolidation section.
Booklet 5A is largely in font size 14 with line-spacing at 1.5.
In the first section, you may need to edit the information about the Literature exam if your group is not studying ‘A Christmas Carol’.
These booklets were last saved using Word 2016.
UPDATE: this resource is now being sold with the accompanying answer booklet for the extract-based questions.
The exemplar responses in this booklet are aimed at higher-achieving learners.
A 30-slide PowerPoint that aims to teach the concept of structure in fiction and how to respond to Paper 1, Question 3 (AQA 8700).
The PowerPoint covers:
An entry task based on a quotation from Stephen King
The meaning of structure in fiction texts
The difference between language and structure
Key structural devices including: dialogue, repetition, first sentence/last sentence/narrative standpoint, sequence of events, focus, foreshadowing, foregrounding, analepsis, prolepsis, motif, zoom in, zoom out, cyclical structure, cohesion, symbolism and internal/external contrast. Students cut up a grid of terms and match the terms to their explanations. Some of these are self-explanatory. This activity should be done in pairs, although students should have their own copies for revision purposes.
A sample response in relation to a Question 3 focusing on an extract from ‘The Hound of the Baskervilles’. Success criteria included.
Freytag’s Pyramid of Dramatic Structure. Students add detail to a relevant diagram.
Application of Freytag’s Pyramind in relation to the story of Little Red Riding Hood
Application of Freytag’s Pyramid in relation to Paper 1, Question 3
Sample questions for students to complete. Two extracts provided are from ‘A Christmas Carol’ and ‘Jekyll and Hyde’.
Sample responses to the Jekyll/Carol questions. Student read and judge against the success critera.
An opportunity for peer assessment of their own responses
Self-reflection.
Given the emphasis on clear explanation of structural features, students should be working at or towards level 3 on the relevantAQA mark scheme.
These files were last saved in Office 2016.
Buy a bundle of lessons on the following writing formats for GCSE English Language:
The text of a leaflet
Broadsheet articles
Discursive essays (PPT included is for higher ability)
Formal letters
The text of a speech
For PowerPoint 3 (Discursive essays), an alternative bundle is available.
All PowerPoints are accompanied by their corresponding paper resources and contain the necessary links to the required texts.
UPDATE: Updated broadsheet article writing lesson now included. The lesson was revised earlier this year and I forgot to update it on the bundle. My apologies!!
Aimed at middle-upper ability GCSE groups, this PowerPoint teaches the layout and language of a formal letter. It is oriented towards AQA 8700/2/Question 5 but could be adapted for other boards.
In order, the PowerPoint contents are:
A multiple-choice entry task
AQA advice on features of format
A sample AQA-style question. Students identify PAF and reflect on the importance of being mindful of PAF in relation to Question 5. Extension task included.
The layout of a formal letter, which students copy. Extension questions included.
Notes regarding the formal greeting and formal sign-off
A re-cap on the features of formal and informal language. Students cut the features out, organise them under two headings and stick them into their books.
An example response to the given question. Students read and identify different features (differentiated)
An opportunity for independent writing, with success criteria provided.
Peer assessment and self-reflection.
These files were last saved in Office 2010.
A two-page guide to writing a discursive essay. The topics covered are:
The purpose and content of the introduction
The role of topic sentences
Different forms of evidence
Concluding sentences
The use of counterargument
The content and purpose of the conclusion
This revision sheet is suitable for upper-ability learners at GCSE.
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 full lesson on GCSE discursive essay writing for lower ability learners. The PowerPoint covers:
The purpose of a discursive essay, with a sample question that learners are encouraged to ‘break down’. This includes an extension question.
Planning a response + extension question
Structuring a discursive essay
PEA paragraphs in a discursive essay
Counterargument
A sample response for annotation + extension activity
An opportunity for learners to produce their own responses
A peer assessment activity
Self-reflection
The lesson was produced with AQA 8700/2 in mind but could apply to other exam boards.
These files were last saved in Office 2016.
An extended lesson on writing a discursive essay, aimed at middle-upper-ability GCSE. It covers:
The assessment objectives for writing (learners should put these in their own words)
What is a discursive essay?
Planning in full and planning in the exam
A planning activity to carry out in pairs, followed by feedback
The structure of a discursive essay
Different ways to start a discursive essay
An example introduction, internal paragraph and conclusion
The importance of linking paragraphs
The importance of using evidence and different forms of evidence
A final writing task
Self-reflection
The whole powerpoint is likely to last over an hour. The sample paragraphs are also included on a separate sheet so learners can annotate them.
There is reference to AQA 8700/2/Question 5 but it could be adapted to other boards.
These files were last saved in Office 2016.
A PowerPoint that covers leaflet writing for GCSE. It is aimed at middle-ability learners working towards an extended response to a task such as ‘Write the text of a leaflet for…’
The lesson covers
the purpose and structure of a leaflet
Persuasive language features (FOREST)
Modal and imperative verbs.
Leaflets with a multi purpose.
There is an extended writing task at the end where learners have to work out the purpose and audience for themselves.
These files were last saved in Office 2016.
An alternative to this lesson is available here:
https://www.tes.com/teaching-resource/leaflet-writing-for-gcse-public-transport-safety-12002132
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.