The is a detailed lesson for the AQA November 2019 resit exam, Paper 2. I have created 3 different leveled responses for each of the questions ie Levels 2,3,4. All the appropriate marking criteria is included also. The reason is to allow students to understand the differences in each level and to improve their own work. Many tasks are included. One of tasks is for students to label each response and mark their peer’s work. This lesson can be used as a walk through or can be used in at least several different lessons, all resources can be adapted. I have used some transitions in the ppt therefore if you would rather not have them then simply click on transitions in the ribbon and click none for each. The power point should be viewed in a slideshow.

The is a detailed lesson for the AQA November 2019 resit exam, Paper 1. I have created 3 different leveled responses for each of the questions ie Levels 2,3,4. The reason is to allow students to understand the differences in each level and to improve their own work. Many tasks are included. One of tasks is for students to label each response and mark their peer’s work. This lesson can be used as a walk through or can be used in at least several different lessons, all resources can be adapted. I have used some transitions in the ppt therefore if you would rather not have them then simply click on transitions in the ribbon and click none for each. The power point should be viewed in a slideshow.

An in-depth and very detailed powerpoint with stu worksheets - activities and sample reponses for each level. This ppt with activities can be used as seven different lessons or shortened and used as a walk-through. I have shown the criteria/ marking descriptors for each of the questions -what stu need to understand. They have multiple activities for each ques; exploding quotes, labeling 3-4 levels of the alternate responses for each ques I have made according to the particular levels, peer mark their partners responses and improve their work from the knowledge and understanding they’ve gained. Ques 5/6 again has clear marking descriptors and activities. Once they’ve written their own responses, again peer marked approp level with an example response based on level 3, finally improve their work.

An in-depth and very detailed powerpoint with stu worksheets - activities. This ppt with activities can be used as seven different lessons or shortened and used as a walk-through. I have shown the criteria/ marking descriptors for each of the questions -what stu need to understand. They have multiple activities for each ques; exploding quotes, labeling 3-4 levels of the alternate responses I have made according to the particular levels, peer mark their partners responses and improve their work from the knowledge and understanding they’ve gained. Ques 5/6 again has clear marking descriptors and an activity once they’ve written their own responses, again peer marked and activity with an example description of a market, finally improve their work.

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.

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.

This double lesson uses 3 video clips as part of the lesson. It is an introductory lesson or to be used as a review for speaking and listening for the new AQA 8700 exam, which can be applied to Ks 3, 4, 16+ and adult learners. The final part of the lesson is for students to continue and do some research on their presentations. Various activities and worksheets included.

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.

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.

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.

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

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.

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.

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.

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.

This lesson is a complete 1 1/2 hrs. It contains ppt presentation to be viewed in slide show, resources for refresher activities and a complete detailed lp. The idea is for students not only to become more creative in their writing but also look outside of the box ie by looking at different angles in an image to visualize how what we first assumed is quite different from a closer - up angle . It was a fun lesson and students enjoyed very much. Can be adapted to any secondary group or 16+.

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.

This resource is a complete 4 part lesson ie ppt must be viewed through slide show for eliciting as well as a narrated video I have compiled can be used as a starter, (5min). Reviewing and eliciting knowledge on figurative language; literary devices and effects with various worksheets one of which is the opening of the story with boxes and arrows listing A-W for students to work in pairs or three's together to discuss and fill the chart with the device applied, the effects the techniques have through language in the text and the effect on tone and mood or atmosphere. Students can complete at home and bring back to the classroom as a flipped classroom to discuss, share and compare their ideas ie peer to peer assessment for improvement, followed by another lesson to write-up a summary of all the collected information into proper grammatical sentences using a word bank followed again by peer to peer assessment for improvement and finally handing in the final improved summaries a thesaurus can also be used. Can be adapted to various age groups.