This mock is for Paper 1: Explorations in creative reading and writing and covers the prologue to Dennis Lehane's 'Shutter Island'. The text has been altered slightly but not significantly and includes both Section A (Reading) questions and a Section B (Writing) question.

Can be used as a starter, plenary or general learning/revision task. Students are split into pairs and share the pack (as big as the teacher wants) between them. Student 1 reads out the example at the top followed by the three language devices. Student 2 has to guess the correct language device (located at the bottom of the card). Student 2 wins the card if they get it right.<br /> <br /> The resource can be easily adapted for any year (school or college) and competence. I have had students create their own sets of cards to use against each other, higher level learners only being given the example - no multiple choice.<br /> <br /> The theme on the back is a picture from Breaking Bad but this can be easily changed as well to suit your learners.

The pack consists of enough material for three lessons. Moving through two texts and an A3 worksheet (inspired by a recent visit to Sandwich Technology School). This pack includes the following:<br /> <br /> x1 PowerPoint<br /> x2 Reading extracts<br /> x1 A3 worksheet<br /> x1 P2Q4 example answer that forms the 'Task 8 Handout' for the A3 worksheet (cut up each phrase and get students to arrange it into the correct order).<br /> <br /> Students explore and practise reading and writing skills for Paper 1: Explorations in creative reading and writing and Paper 2: Writer's Viewpoints and Perspectives. The lesson examines two alternative perspectives on the Kray twins (disclaimer: the extracts are fictional, I wrote them for the lesson) and expands students understanding London in the 1960s.<br /> <br /> I've used this set to kick-start the current academic year with my GCSE students and it has received much enthusiasm and interest.

This lesson was used for an Ofsted observation in an FE College where lessons run for two hours. This pack includes the following:<br /> <br /> PowerPoint<br /> x2 Reading extracts<br /> Lesson plan<br /> <br /> Students explore and practise reading and writing skills for Paper 2: Writer's Viewpoints and Perspectives. The lesson looks at current views on zombies and gives students a chance to develop their own Survivor's Guide leaflet for a zombie apocalypse. They then look at Victorian views on vampires before working towards comparing how monsters and horror emerge in society.

The booklet is used as a diagnostic assessment of students reading and writing skills in preparation for their GCSE English retake. The resources can be easily amended to suit your own establishment is you so wish. The booklet works especially well for Further Education as you are judging the levelling and capability of the student relating specifically to their previous school. The reading extracts were written by myself and are not based on real life events.<br /> <br /> Includes:<br /> <br /> Learning Styles Booklet;<br /> x2 Optional reading questions<br /> x1 Writing question<br /> x1 Language devices test<br /> x1 Personal details document<br /> <br /> x2 Reading extracts<br /> <br /> x1 Feedback sheet

This lesson introduces Paper 1: Q3 (Structure) with the help of a few superheroes and covers two lessons (one reading, one writing).<br /> <br /> This pack includes the following:<br /> <br /> PowerPoint (videos embedded in pictures on slides)<br /> x1 Work book<br /> <br /> Students explore and practise reading and writing skills related to structure for Paper 1. The lesson explores how students can approach structure and conclusively breaks down the opening scene of 'Batman v Superman' and answering an example question on it.<br /> <br /> The writing element engages with 'picture analysis' and explores viewpoint and perspective within a fight scene of Wonder Woman and connects back to the opening scene of BvS.

<p>This unit was created to scaffold women’s power poetry for EAL students who are A/B on the Bell Foundation scale (new to English). I would recommend using the sentence starters for Shallow for the other poems. However, if you find that your students (EAL or low ability) find the later writing frames easier to use, use those.</p> <p>The poems are on the presentation itself but can be found easily online. Alternatively, I printed the slide with the poems out so that students had the pictures in the same places. It made discussion much easier.</p> <p>The unit could also be used for low ability classes.</p>

<p>I used this presentation to deliver CPD to my last school. It stems from outstanding teaching from a range of subjects and research conducted in the field of EAL studies in secondary schools. The first half covers the theory of EAL language acquisition and teaching, the second half includes modelled examples of strategies that can be used in a range of classrooms and contexts.</p>

<p>These bilingual instruction maps can be provided for students new to the school and English as an additional language. The pack includes an empty tempalte and the following languages: template, Arabic, Bengali, Cantonese, Dari, Pashto, Ukrainian, Uzbek.</p>

<p>This unit was planned for an EAL English class A/B on the Bell Foundation scale (new to English). The unit can also be used for low ability classes.</p> <p>It focuses on non-fiction travel writing skills but includes some moments for reading. All resources are on the presentation.</p>

<p>This non-fiction unit was planned for EAL students at key stage 3 who are A/B on the Bell Foundation scale (new to English).</p> <p>There are opportunities to focus on writing skills, subject terminology, and reading skills.</p> <p>The unit could also be used for low ability groups.</p>

<p>This is an adapted scheme for EAL students who are bands A and B (new to English) on the Bell Foundation.</p> <p>The scaffolded approach can also be used for low ability English classes.</p>

<p>These lessons are focused around using flashbacks/contrasting writing as a way of ensuring students descriptive writing remains fresh and interesting. They frequently stop writing or just write the same material over and over again. Using these methods hit A05&amp;6 in interesting, engaging ways and can be used from years 7 - 11 with any set.</p>

Paper 2 revision booklet that breaks down all five questions with the following:<br /> <br /> Writing frameworks<br /> Example answers<br /> Scaffolding answering the questions<br /> Question terminology hand outs<br /> The entire paper broken down onto a two-page hand out<br /> Resources and additional advice

The pack consists of enough material for two - potentially more lessons. It mainly focuses on exploring question 4 of paper 1 with the 'Not quite my tempo' scene from Whiplash and the introduction of Jim Hopper from Stranger Things ('Coffee and Contemplation'). This pack includes the following:<br /> <br /> x1 PowerPoint<br /> x2 Script hand outs<br /> <br /> WARNING: Whiplash contains a lot of verbal and physical abuse. I introduce the clip so students aren't too shocked by Fletcher's attitude. However, with the recent release of Stranger Things 2, both activities have gone down particularly well and generated not only discussions about the clips, but what it means to be a good teacher, good student and a manager of people.

This 27 resource pack is chiefly aimed at the new AQA A Level English Literature &amp; Language course but can easily be adapted and differentiated to suit students' levels and needs. It progresses through each scene of the play, pausing to emphasise the importance of particular contextual factors, discuss pivotal moments of the play and to introduce new language devices/theory. All page references are made to Penguin Modern Classics (2009).<br /> <br /> You will receive:<br /> x10 PowerPoints for S1 - 11<br /> Additional PowerPoints on genre conventions and language theory<br /> A variety of additionally handouts to explore language theory<br /> Language devices glossary<br /> Summary of language theories introduced in the unit

Paper 1 revision booklet that breaks down all five questions with the following:<br /> <br /> Writing frameworks<br /> Example answers<br /> Scaffolding answering the questions<br /> Question terminology hand outs<br /> The entire paper broken down onto a two-page hand out<br /> Resources and additional advice

This mock is for Paper 1: Explorations in creative reading and writing and covers chapter 1 to Scott Westerfield's dystopian novel 'Uglies'. The story revolves around teenagers at the age of 16 being forced under the knife to undergo plastic surgery with the aim of making them 'beautiful'. The text has been altered slightly but not significantly and includes both Section A (Reading) questions and a Section B (Writing) question.

This lesson focuses on introducing pathetic fallacy and semantic fields, with the help of some classics. It covers two lessons (one reading, one writing).<br /> <br /> This pack includes the following:<br /> <br /> x1 PowerPoint (videos embedded in pictures on slides)<br /> x1 Work book<br /> x1 Wheels of Feeling<br /> <br /> Students explore the futuristic, eerie beach of The Time Machine and the opening of Wuthering Heights to develop their knowledge of key language techniques for Paper 1, Question 2.<br /> <br /> In the writing lesson, students re-examine how environments can change with time and how a pivotal scene from Jurassic Park can generate some great pieces of writing.

Two hour lesson pack consisting of:<br /> <br /> PowerPoint<br /> Lyrics to Kygo (ft. Maty Noyes) 'Stay'<br /> Extracts from John Steinbeck's 'Of Mice and Men'<br /> <br /> The lesson introduces Paper 1 and specifically focuses on question 1 and analytical skills for question 2. AVOIDS language devices, but they can easily be added if needed. Activities explore implicit language through sarcasm, Of Mice and Men and the song 'Stay'.

<p>A recent resource that has worked very well in laying out the key components of the Analysis/Explain of the PEA/PEE paragraph. It has worked well to scaffold low level learners and challenge higher level learners who are expected to craft a well-written paragraph with a clear start, middle and end.</p> <p>This can work for anything and I have included an example filled out version that I used with a group of year 9s.</p>