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 hour lesson that provides an introduction to the plot of ‘Macbeth’. Learners examine a range of sources that provide an insight into what happens in the play and its socio-historical context. The sources cover:
A 19th Century poster advertising a production of the play
Shakespeare’s Twitter feed
A diary entry by Lady Macbeth
A diary entry by Macbeth
A letter from Malcolm to Donalbain, from England.
For additional challenge, learners can attempt to link their inferences about the play to a range of quotations illustrating key ideas.
After feedback, learners write a summary of the plot. There are three levels of challenge here, with the ‘gold’ challenge encouraging the use of higher level discourse markers.
The lesson culminates in a plenary in which learners write one thing they have learnt about the play on a post-it note.
This lesson is aimed at middle-upper ability learners.
This lesson is aimed at middle-upper ability learners and focuses on broadsheet article writing for AQA English Language 8700/2. The questions is:
“Those who are obese have nobody to blame but themselves.”
Write an article for a broadsheet newspaper in which you explain your point of view on this statement.
The lesson includes:
Do Now Task: learners use their general knowledge to match seven health-related terms to their definitions. Teacher answers provided. Extension task included.
Feedback slide
For the following slides, learners use a designated note-taking sheet to record information on:
Key points about AQA Question 5, Paper 2
What an AQA Paper 2, Question 5 will look like
The basic differences between broadsheets, tabloids and the middle-market dailies
The difference between an article and a news report
Broadsheet readers
Layout features of an article (heading, strapline, lead photo, by-line and date + main body)
Basic language requirements of a broadsheet article
From this point on:
Learners look at the question again and come up with arguments for and against the statement.
Feedback slide
They then consider what makes a good heading, with several made-up examples
What is the strapline? (Example provided)
The internal structure of an article e.g. introduction, main body with PEC (point, evidence and comment) paragraphs, counterargument and conclusion. Learners take notes on a designated sheet
A WAGOLL
The writing task is set for homework (basic planning sheet included)
Review
Initially, I wrote one WAGOLL and it turned out to be too long, so I shortened it! Both are included.
The shortened version has been broken up into sections on PPT slides, which you can print out and use as a carousel and group work activity, if you wish.
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 25-slide PPT that enables an exploration of Tennyson’s ‘The Charge of the Light Brigade’. It covers the contextual background and the concept of dactylic dimeter. A series of questions are provided to prompt annotation of the poem. Suggested answers to the questions are included for those that may be unfamiliar with the poem.
This is the full text of Stave Five, annotated as a PDF file. The annotations are not always as dense as you see in the cover image but I’ve aimed for a higher level of detail. This may benefit anyone with a top set group or a learner who may need to read the text independently of the rest of the class.
If you purchase this resource, ensure that you open it in a PDF reader. Opening it in a browser tends to distort the appearance. I also find that a magnification of over 150% makes viewing the comment boxes easier.
I’d like to think there are no typos in the file but should you find one, please contact me using my shop’s email found on the store front. If you do come across a genuine error you can select another resource under the value of £5 for free.
These files may be updated periodically, so please check the resource listing to ensure that you have the most up-to-date file.
If you are planning to introduce your learners to the context of ‘An Inspector Calls’, these documents may be of use to you. This pack contains:
A mock Twitter feed for Eric Biring (also contains some hints about the plot)
Two front covers of an imagined ‘Dandy’ magazine (N.B. the article headlines are the same)
A mock flyer for the Titanic
A mock receipt from Milwards for Arthur Birling
A mock notice from Birling to his workers about a planned wage reduction
A mock letter from Eva Smith to a female friend/relative about the planned wage reduction
A mock anti suffrage poster (not shown on front cover).
These documents could be used to introduce learners to the context of AIC or to revise the context as you approach the end of the play.
There is a recording sheet for learners to make a note of their inferences as they move through the texts and a PPT slide that presents a suggested question.
Some of the files are available as both PowerPoint slides and JPEG files.
These files were last saved using Office 2016.
This is a newly differentiated version of this resource:
https://www.tes.com/teaching-resource/macbeth-annotated-act-two-11875453
This lower ability version contains:
The full text of Act 2, translated (same as original)
Scene summaries for Scenes 1-4
Scene 2 (the immediate aftermath) full text with corresponding questions
5 Worksheets to be carried out alongside the reading of Act 2.
This unit contains fewer resources than the corresponding unit for Act 1, but this reflected in the price. It was created with the issue of time pressure in mind.
Five mind maps on different aspects of J&H:
The presentation of Jekyll
The presenetation of Hyde
The presentation of Lanyon
The presentation of Utterson
Women in the novel.
NB. This is an updated listing. If you have previously paid for this resource and need a copy, please email me using the address on my store front.
A set of three differentiated lessons on speech writing for AQA English Language, Paper 2, Question 5.
They are not lessons in series. You will download speech writing for higher, middle and lower ability learners.
Higher Ability
The higher ability lesson begins with a starter on the concept of foreign aid. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. The answers are provided.
After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question.
For the next activity, learners then consider the concept of rhetorical devices by watching a YouTube clip of Gary Oldman performing the ‘We’ll fight them on the beaches’ clip.
They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of rhetorical devices.
To follow, learners read a sheet in which key arguments for foreign aid are outlined. They are asked to make a summary of the ideas.
The main speech task is set as HWK and the lesson ends in a review task.
Middle Ability - Similar to Higher but with AFOREST
The middle ability lesson begins with a starter on the concept of foreign aid. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. The answers are provided.
After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question.
For the next activity, learners then consider the concept of persuasive language by watching a YouTube clip of Leonardo DiCaprio delivering a speech on climate change for the 2014 UN Climate Summit.
They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of AFOREST features.
To follow, learners read a sheet in which key arguments for foreign aid are outlined (differentiate from the higher lesson). They are asked to make a summary of the ideas.
The main speech task is set as HWK and the lesson ends in a review task.
**Lower Ability **
The middle ability lesson begins with a starter on the concept of climate change. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. Suggested answers are provided.
After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question.
For the next activity, learners then consider the concept of persuasive language by watching a YouTube clip of Sir David Attenborough deliver a short speech on climate change.
They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of AFOREST features (differentiated from middle ability task).
To follow, learners read a summary sheet on the topic of climate change in which
The main speech task is set as HWK and the lesson ends in a review task.
A set of three differentiated lessons on discursive essay writing for AQA English Language, Paper 2, Question 5.
They are not lessons in series. You will download discursive essay writing for highler, middle and lower ability learners. Each PPT comes with a WAGOLL in response to a specimen task on whether eating meat is the right thing to do.
This resource incorporates some materials from older lessons:
https://www.tes.com/teaching-resource/discursive-essay-writing-for-gcse-higher-ability-11780567
https://www.tes.com/teaching-resource/discursive-essay-writing-for-gcse-lower-ability-11782723
As an illustration, the higher lesson is structured as follows:
An entry task (see cover image) with answers.
Key points about Paper 2, Question 5.
Sample Question in which learners identify the PAF.
A definition of a discursive essay with a brief focus on the language used in the definition.
Learners then examine the (suggested) structure of a discursive essay and reflect on how this could be represented pictorially. Suggestged teacher response included.
Learners then answer 4 questions on the different sections e.g. what is the function of the introduction?
They then ‘brainstorm’ ideas in response to the earlier specimen question.
They write their own paragraph according to the suggested structure. This is peer assessed.
The question is set for homework.
Before attempting the homework, learners read and label a WAGOLL according to 5 success criteria.
Traffic light style review.
NB. The homework tasks have been added to a 14 per page sticker template. Please note that you will need to supply your own sticker sheets.
A set of three differentiated lessons on formal letter writing for AQA English Language, Paper 2, Question 5.
They are not lessons in series. You will download formal letter writing for higher, middle and lower ability learners. Each PPT comes with a WAGOLL in response to a specimen task on banning computer games for the under 18s.
Each lesson covers:
A general knowledge starter on aspects of the UK postal system
Paper 2, Question 5, Key Points
A sample question - learners identify the PAF
The features of formal and informal language
The layout of a formal letter
A WAGOLL for a different task with exploratory questions
Paragraph-writing task for peer assessment
Review
The task in question is on the topic of legalising marijuana/cannabis. This is planned as homework.
This is a newly-differentiated version of the following resource:
https://www.tes.com/teaching-resource/macbeth-annotated-act-one-11875448
This lower-ability version contains:
The full text of Act 1, translated (same as original)
Several key extracts for study
Scene summaries for Scenes 2-7
A range of activities to develop understanding.
Simplified contextual notes with a corresponding worksheet
Key information with corresponding worksheet.
This resource is aimed at lower-middle 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.
This 67-slide PPT and accompanying resources enables an exploration of Stave One. It is aimed at middle-ability learners and includes:
A thorough exploration of the context of the novel
Guided reading of the chapter with much of the difficult vocabulary explained
A range of activities to promote understanding and analysis.
This is the full text of Stave Four, annotated as a PDF file. The annotations are not always as dense as you see in the cover image but I’ve aimed for a higher level of detail. This may benefit anyone with a top set group or a learner who may need to read the text independently of the rest of the class.
If you purchase this resource, ensure that you open it in a PDF reader. Opening it in a browser tends to distort the appearance. I also find that a magnification of over 150% makes viewing the comment boxes easier.
I’d like to think there are no typos in the file but should you find one, please contact me using my shop’s email found on the store front. If you do come across a genuine error you can select another resource under the value of £5 for free.
These files may be updated periodically, so please check the resource listing to ensure that you have the most up-to-date file.
Three essays written for learners studying 'An Inspector Calls', ideal for those that would benefit from an insight into some of the play's background influences.
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 9-10 week unit of work aimed at upper ability Year 8 learners.
The activities are based on a range of extracts that focus on popular female literary characters. Links are provided to the relevant extracts which are from:
‘Great Expectations’ (sample answer included)
‘The Hunger Games’
‘Gone With the Wind’ (sample answer included)
‘Wuthering Heights’
There are also activities that focus on Roald Dahl’s Miss Trunchbull (from ‘Matilda’) and Mrs Pratchett (From ‘Boy’).
Lastly, learners read and explore ‘The Lady of Shalott’ (Tennyson).
The assessment tasks focus on two different extracts from ‘The Hunger Games’.
This unit of work uses AQA 8700/1-style questions but could be adapted with other exam boards in mind.
This is the full text of Stave Two, annotated as a PDF file. The annotations are not always as dense as you see in the cover image but I’ve aimed for a higher level of detail. This may benefit anyone with a top set group or a learner who may need to read the text independently of the rest of the class.
If you purchase this resource, ensure that you open it in a PDF reader. Opening it in a browser tends to distort the appearance. I also find that a magnification of over 150% makes viewing the comment boxes easier.
You will also notice that halfway through Page 6, the comments boxes change in appearance. This reflects updates in the software and not a personal preference on my part.
I’d like to think there are no typos in the file but should you find one, please contact me using my shop’s email found on the store front. If you do come across a genuine error you can select another resource under the value of £5 for free.
These files may be updated periodically, so please check the resource listing to ensure that you have the most up-to-date file.