Complete 1 hr lesson with all resources. Features in Gothic texts, use of lanuguage ie word choice and figurative language devices to achieve mood and atmosphere. Student skim and scan an intro to The Red Room by H G Wells to locate creative word choice and a variety of literary devices used to enhance the mood and atmosphere. Activity is for students to work collaboratively discuss, debate, provide peer to peer reviews and write an original climax in continuation of the excerpt: The Red Room. All instructions provided.

Lesson includes starter task , exemplar responses using PEE paragraph, analytical words ie not using; writer ‘shows’ as well as discourse markers connecting ideas. Ques 1 and 2 first part of lesson and ques 3 and 4 with example responses.

Texts; Charles Dickens life of a prisoner - Sketches by Boz and Michael Romero’s American prison experience. All questions have exemplar responses with ARRESTED techiniques starter.

Complete lesson or can be stretched to two lessons. PPt should be viewed in slide show format for the animations. It is compiled in this method for eliciting purposes. I found this a very interesting method of teaching through film, showing stu the visual text and how the various camera shots angles and movements are important in setting a scene and showing tension and suspense. Stu see the visual imagery and how foreshadowing is used at the start and the importance of that. Students have various examples of foreshadowing which writer's apply - subtle and direct examples, activities, finally stu write an opening using imagery and foreshadow to create tension and suspense from a starter.

I have once again introduced students to a film 'Shawshank' where I wanted to show them how a directors develops visual text. Following by various activities where the need to transpose the scene into a written text and use visual pictures in text. Secondly they then have to change the ending of the scene to change the mood. Finally there is peer feedback. Developing language skills and effects on the reader. How a writer's words can change the mood - imagery. Again must be seen through slide show. This lesson is for stu to understand how mood is changed and how important visual language is. I found that through using a fillm and writing stu will get a greater understanding of language and mood when answering Paper 1 Ao2 Ques 2.

How writers use elements of surprise - great example shown through Alfred Hitchcocks 'The Birds'. Hooking the audience, how suspence is created and how the mood is changed. The differences between tone mood and atmosphere through examples, explanations and a short film clip. Final activity looking at an extract from Jaws and how tension was created and applied.

This is I found a really interesting method of teaching creative writing through sound. I am selling it free because there are a lot of wonderful resources I have compiled through BFI. It includes a fun starter also. Please leave a comment.

General information on exam questions and identifying and comprehending the command words. Retrieving information from a text for comprehension.

Justifying your opinion by identifying specific information, using an extract from Border Crossing by Pat Barker, 1984 by George Orwell. Jamaica Inn has been applied for the reason that I wanted stu to practise writing their responses whilst checking with the level descriptors. Peer to peer feedback. Must be used in slide show for eliciting purposes.

Whole lesson using two film clips for extracting explicit and implicit information and to make inferences. Finally extracting the information from an extract called 'The Necklace' by Guy de Maupassant 1884. Needs to be viewed in slide show for eliciting and animations.

Creative writing, sequencing techniques. How language and structures are applied and writing from a film clip, 'Dirty Pretty Things' - may not be suitable for younger students.

I have compiled and adapted 2 separate and complete toolkits for GCSE students to be used both in and out of the classroom. One toolkit is for the reading paper; AO2; Ques 2,3 and AO4, consists of 36 pages. The second toolkit is specifically for Writing AO5 and AO6, consists of 39 pages. Both contain all the background information needed for all the questions in Paper 1 except for AO1, in extreme detail; structure, language - what that entails , the AQA criteria, examples, tasks, definitions, how to answer the questions appropriately as well as 7 exerpts from texts or short stories, command words, literary definitions, word banks; descriptive and action words, as well as 7 picture prompts. This paper is extremely useful for students to constantly use to look back onto during lessons as well as revision, as a reference and for practice. Great for increasing student recal. The paper is also useful for teachers who will have all the necessary information and examples all in one place. Excellent for student resits. Can be uploaded to your favourite platforms. Please look out for further toolkits for AQA 8700 Paper 2. Toolkits are in word format and contents page needs slight readjustment as more information has been added.

This is a complete 2 x 1hr 1/2 lessons with all the resources you will need to use in and out of class with an inclusive ppt, use in the animated slides version. I have added the toolkit also because many activities will use this toolkit. PPT contains proofreading and editing exercises all dealing with how to write to argue.

This is a complete 2 x 1hr 1/2 lessons with all the resources you will need to use in and out of class with an inclusive ppt, use in the animated slides version for effects . It contains a toolkit with resources of how to write and analyse an argumentative letter task, if students do not bring in an article on refugees then one is included for skimming and scanning exercise. It is a complete two lesson guide with activities and resources.