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.
An extended lesson that follows on from this introduction to speech writing for KS3:
https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010
This lesson can stand alone but assumes some pre-teaching of AFOREST.
A starter tasks invites learners to examine a range of images relating to plastic waste (see cover image).
They then examine a list of keywords and attempt to match them to the correct definition. This is accompanied by a challenge task for more able learners, in which learners attempt to make connections between the keywords. The answers to the definitions tasks are provided.
After this, learners discuss in pairs whether there is a need to ban plastics in the UK. A YouTube video link on the ‘plastic problem’ is also provided but optional.
Learners then read the arguments for and against a plastic ban and transform these onto a summary sheet of six boxes. The aim is for each box to contain one point, one relevant image and one piece of evidence.
They go on to thinking about how they could apply their knowledge of AFOREST to this debate.
There is a sample GCSE question (AQA style) with a WAGOLL for annotation according to 5 success criteria.
Learners then write their own speech in relation to the plastics debate.
The lesson ends with learners peer assessing each other’s work.
The material is aimed at middle-ability KS3 but could be used with KS4 with some tailoring.
A lesson that follows on from this introduction to speech writing for KS3:
https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010
This is a speech-writing lesson based on the issue of gender equality. It includes:
Starter - learners say to what extent they agree with a series of statements relating to men and women.
Feedback slide
Key Facts about Gender Equality sheet
Links to Emma Watson’s HeForShe speech
Planning sheet task
Sample GCSE question (AQA-style)
Writing time
Peer assessment and review
This lesson is aimed at lower-middle ability learners and should take about two hours.
**UPDATE: WAGOLL now included and Slide 9 question corrected. **
A straightforward introduction to speech writing for lower-middle ability KS3. It covers:
Starter task (see cover image)
What is a speech and who makes a speech?
AFOREST features used in a WAGOLL. Learners label the features used in the WAGOLL. There are two provided, one for lower ability and another providing some reading challenge.
Learners then write their own persuasive statements based on the AFOREST features.
Review.
This lesson is likely to take around an hour.
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
A lesson that follows on from this introduction to speech writing for KS3:
https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010
This is a speech-writing lesson based on the issue of homework. It includes:
Starter - learners say to what extent they agree with a series of statements relating to homework
Feedback slide
Keywords for the lesson + extension task
A link to a relevant article for research and a YouTube link
An exploration of the main arguments for and against homework
Sample GCSE question (AQA-style)
WAGOLL
Writing time
Peer assessment and review
This lesson is aimed at lower-middle ability learners and should take about two hours.
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
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.
This is a ‘crash course’ that teaches the main events in Act 3. Could be used as revision or to promote understanding in lower ability learners.
There are three scene summary files:
Scenes 1 and 2
Scenes 3 and 4
Scenes 5 and 6
These should be read before undertaking the activities:
Activity 1 = storyboard (learners describe what is happening in each square based on the image and the quotes)
Activity 2 = extended storyboard (some missing descriptions, some missing quotes)
Activity 3: Focus on Lennox’s speech.
This is a ‘crash course’ in Act Five aimed at lower ability learners who need to get through the text quite quickly. It includes:
An overview of Act 5 (see cover image) with tasks.
Scene summaries for Scenes 1, 5 and 8.
A storyboard for learners to fill in for Scenes 1 and 8. On a basic level, they can use the scene summaries to create captions for each scene, although you can increase the challenge by removing the quotations as well.
An activity which encourages learners to contrast the presentation of Lady Macbeth in Acts 1-3 with the sleepwalking scene.
A focus on Macbeth’s ‘Tomorrow and tomorrow and tomorrow’ speech. Learners number the images according to when they appear in the speech.
These resources were created for low-ability learners who only had a limited amount of time in which to approach Act 5. However, you could use these as starters or revision tasks for more able learners.
A PPT that teaches Owen’s ‘Exposure’. Aimed at middle-upper ability GCSE. There is a dictionary activity to begin with, followed by some contextual background and then an annotated copy of the poem. The PPT concludes with tasks for group work.
A 12-slide powerpoint that guides an exploration of ‘Kamikaze’ by Beatrice Garland in the AQA P&C anthology.
After thinking about the meaning of the word ‘Kamikaze’, learners explore the historical context of the poem using a context notes sheet and accompanying worksheet. Learners explore the poem using a range of questions for each stanza. This could be done in pairs, groups or individually.
The exploration of the poem is followed by a GCSE-style question that encourages learners to think about how ‘Kamikaze’ compares with ‘Remains’ in terms of the impact of conflict. There is a comparison table for learners to fill in (teacher answers provided) and then learners undertake the question. The lesson concludes with peer assessment using a mark scheme with indicative content for each lesson.
The whole session should take approximately 2 hours.
The lesson is aimed at middle-upper ability learners.
If you choose to purchase this resource, please also ensure that you also download my free Power and Conflict Mark Scheme that is based on the AQA original:
https://www.tes.com/teaching-resource/power-and-conflict-mark-scheme-11931715
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 article entitled ‘London’s Pauper Children’ in which Charles Dickens describes his visit to the Norwood Pauper School in the summer of 1850.
Source B is a ‘Guardian’ article about Ian Mikardo School in London’s east end, published in 2014. 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.
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 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 Paula Hawkins’ ‘The Girl on the Train’. If you purchase this resource, please be aware that you will need to source the extract for yourself. It is the opening chapter of the novel, from ‘There is a pile of clothing…’ down to ‘…not a drop left’.
The entry task is based on an extract from an 1888 article about Jack the Ripper. Learners examine the extract and think about how the writer has portrayed the subject of the article. This extract is then presented on slides 3-4 so it can be annotated.
Two short excerpt from sample responses are then provided for comparison. Learners should identify which response would be likely to score more highly and suggest reasons why.
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 short unit of work that helps to prepare learners for AQA GCSE English Language Paper 2 (8700/2).
Source A is an extract from ‘White Slavery in London’, published in 1888.
Source B is an article published in 2013 about working conditions in an Amazon warehouse. A link to this is text is provided.
The powerpoint contains questions 1-4, each with its own sample answer. If you can obtain a copy of the Paper 1 mark scheme, you may wish to ask learners to mark the sample answers provided.
These files were last saved in Office 2016.
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.
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.
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.
This lesson looks at the requirements of AQA Paper 2, Question 5 with a particular focus on leaflet-writing and the use of language to instruct and advise.
It draws from my original PPT:
https://www.tes.com/teaching-resource/leaflet-writing-for-gcse-11757705
and could be used as a follow on from the free Section A questions provided here:
https://www.tes.com/teaching-resource/aqa-8700-paper-2-railway-accidents-11992280
However, this can act as a stand-alone lesson. It covers:
Key points about AQA English Language, Paper 2, Question 5
The structure of a leaflet
The different purposes of a leaflet (with task)
A note on planning and identifying the purpose, audience and format (with quick task).
The features of writing to instruct and advise (with handout)
A WAGOLL for the given task
After learners have written their own, they then use success criteria to peer assess and then rate their learning.
The PPT is aimed at middle-upper ability learners and is likely to take about 2 hours, including independent writing time (45mins).
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.