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btmmadstuff's Shop

Average Rating3.57
(based on 85 reviews)

A dedication to all those who are involved in the arduous yet rewarding education and teaching of English Language and Literature. My shop contains a number of resources which I believe are creative, innovative and original as a result of endless hours of hard work, research and utter commitment to the progress and successful achievement of all my students over the years. It's a privilege to share my resources and be a part of the global community of educators. Your feedback is most welcome!

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A dedication to all those who are involved in the arduous yet rewarding education and teaching of English Language and Literature. My shop contains a number of resources which I believe are creative, innovative and original as a result of endless hours of hard work, research and utter commitment to the progress and successful achievement of all my students over the years. It's a privilege to share my resources and be a part of the global community of educators. Your feedback is most welcome!
Mrs Pratchett’s Revenge’ Roald Dahl - Reading Assessment
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Mrs Pratchett’s Revenge’ Roald Dahl - Reading Assessment

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Various resources with particular focus on the question: ‘How does Dahl show his FEELINGS in the chapter ‘Mrs Pratchett’s Revenge’? Includes the chapter ‘Mrs Pratchett’s Revenge’ together with COMPREHENSION QUESTIONS, selected QUOTES, useful VOCABULARY, a MODEL PEELE Paragraph and a DIFFERENTIATED resource to aid students’ responses in a FINAL READING ASSESSMENT based on Dahl’s feelings. Suitable for KS3 students (high ability Year 7 and low ability Year 8 groups).
SHAKESPEARE’S VILLAINS - A COMPLETE KS3 SOW
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SHAKESPEARE’S VILLAINS - A COMPLETE KS3 SOW

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An entire SOW which consists of 20 PPT LESSONS, RESOURCES, a MEDIUM-TERM PLAN and a KNOWLEDGE ORGANISER based on VILLAINS in SHAKESPEARE. Lessons include: Context, Society, Women, Religion and Beliefs, Theatre, Shakespearian Language (Cliches, Insults), Genres, Themes, ‘The Seven Ages of Man’, Protagonist, Antagonist, Tragic Hero which leads into some of Shakespeare’s well-known plays and their VILLAINS: ‘Romeo and Juliet’ (Tybalt), ‘Macbeth’ (Macbeth, Lady Macbeth, The Witches), ‘Hamlet’ (Claudius), ‘The Tempest’ (Caliban) leading up to a Reading Assessment based on an Evaluation of Lady Macbeth (Model PEEZA Paragraph, New Vocabulary, Sentence Starters, Planning Sheet etc). A fantastic SOW for Year 7’s and lower-ability Year 8’s and Year 9’s.
‘Private Peaceful’ Morpurgo Reading Assessment ‘Nearly 4 O’Clock’
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‘Private Peaceful’ Morpurgo Reading Assessment ‘Nearly 4 O’Clock’

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Particular focus on the question: ‘How does Morpurgo reveal the theme of WAR in the novel?’ Includes an EXTRACT taken from the chapter ‘Nearly 4 O’Clock’, a detailed POWERPOINT including a model PEEZER Paragraph, useful VOCABULARY, ACTIVITIES based on UNDERSTANDING and IDENTIFYING relevant LANGUAGE TECHNIQUES (Zoom), a PLANNING SHEET, useful QUOTES, ASSESSMENT OBJECTIVES and a FINAL ESSAY PLAN. Suitable for all KS3 Students.
'Your Shoes' by Michele Roberts
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'Your Shoes' by Michele Roberts

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Two worksheets: A Reading/Writing Assessment Task based on a short story about a teenage daughter running away from home. Particular focus on how the author reveals thoughts and feelings (an essay structure, a quote bank, useful vocabulary, an example of a PEE Paragraph and prompt questions to create a Monologue from the daughter to her mother (suitable for both Writing, Reading and Speaking and Listening Assessment Tasks).
AQA iGCSE Higher Tier Unseen Poetry
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AQA iGCSE Higher Tier Unseen Poetry

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Based on Section A of the AQA iGCSE Higher Tier Examination. A handy revision aid with particular focus on the Assessment Objectives of the exam, Poetic Techniques, the Effects of Structure and how to plan and structure a response to a given question.
Eduqas GCSE English Language (Component 2, Section A) How to structure successful responses.
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Eduqas GCSE English Language (Component 2, Section A) How to structure successful responses.

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Easy-to-follow STRUCTURED, STEP-BY STEP ways of approaching AO2 and A03 questions in the NEW Eduqas GCSE English Language Examination - Component 2, Section A. FANTASTIC resources, particularly for LOWER ABILITY sets. Includes a list of PERSUASIVE LANGUAGE TECHNIQUES, specific LANGUAGE to DESCRIBE the writer’s TONE OF VOICE, the EFFECT of particular LANGUAGE TECHNIQUES on the reader together with COMPARATIVE LANGUAGE and EXAMPLE RESPONSES for questions 2, 4, 5 and 6. This covers all the Marking Assessment Objectives and Criteria needed to produce successful A01, A02 and A03 responses.
REVISION - EDUQAS GCSE ENGLISH LANGUAGE - COMPONENT 1, SECTION B, CREATIVE PROSE WRITING SKILLS
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REVISION - EDUQAS GCSE ENGLISH LANGUAGE - COMPONENT 1, SECTION B, CREATIVE PROSE WRITING SKILLS

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An excellent resource based on Component 1, Section B of the Eduqas GCSE English Language Examination. Particular focus on: Example Examination Questions, Assessment Criteria, Narrative Structures, Sentence Structures and Sentence Starters, Using more SOPHISTICATED Punctuation, Pathetic Fallacy, The 5 Senses, Figurative Language (Similes, Metaphors and Personification), useful NOUNS, ADJECTIVES, VERBS and ADVERBS and a final TICK BOX ASSESSMENT sheet for students to use for their own writing and PEER ANALYSIS. Includes various TASKS and CHALLENGES for students to practise using all these ESSENTIAL CREATIVE WRITING TECHNIQUES and produce successful response to Component 1, Section B of the Eduqas GCSE English Language Examination.
Responding to the NEW GCSE Eduqas ENGLISH LITERATURE Poetry (Anthology Poetry and Unseen Poetry).
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Responding to the NEW GCSE Eduqas ENGLISH LITERATURE Poetry (Anthology Poetry and Unseen Poetry).

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A number of USEFUL, EASY-TO-FOLLOW resources based on the NEW EDUQAS GCSE ENGLISH LITERATURE SYLLABUS (PAPER 1, Section B and PAPER 2, Section C) ANTHOLOGY POETRY and UNSEEN POETRY). Particular focus on the ASSESSMENT OBJECTIVES, STEP-BY-STEP PLANNING, suggested ways to COMPARE poems, EXAMPLE RESPONSES which include identifying and analysing the EFFECT of STRUCTURAL and POETIC TECHNIQUES together with various TASKS which cater for both PEER ASSESSMENT and creating INDIVIDUAL successful and sophisticated PRACTICE responses for both SEEN and UNSEEN POETRY.
EDUQAS GCSE ENGLISH LANGUAGE COMPONENTS 1 AND 2 – WHAT THE EXAMINERS SAY
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EDUQAS GCSE ENGLISH LANGUAGE COMPONENTS 1 AND 2 – WHAT THE EXAMINERS SAY

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An easy-to-follow OUTINE of the EXAMINERS’ COMMENTS based on STUDENTS’ OVERALL PERFORMANCE during the 2017-18 GCSE EDUQAS LANGUAGE EXAMINATIONS (Components 1 and 2). Includes EXAMINERS’ RECOMMENDED SUGGESTIONS FOR FUTURE IMPROVEMENTS together with ways in which to STRUCTURE their RESPONSES in accordance with the ASSESSMENT OBJECTIVES: A01, A02, A03, and A04.
The Active and Passive Voice
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The Active and Passive Voice

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A user-friendly tutorial/lesson starter based on The ACTIVE and PASSIVE voices. Includes a clear explanation of the DIFFERENCE between the two (with reference to SUBJECT, OBJECT and the change in the MAIN VERB) together with model EXAMPLES of sentences and a task to test students’ understanding. Another handy resource suited to SPAG at KS3 Level.
Useful SPAG Resources
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Useful SPAG Resources

3 Resources
SPAG resources/PowerPoint tutorials including activities based on Commonly Misused Words, the Active and Passive Voice and Prepositions.
Recognising and using Poetic Techniques
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Recognising and using Poetic Techniques

13 Resources
Various teaching resources and worksheets focusing on recognising and using POETIC and LANGUAGE TECHNIQUES in both Reading and Writing Tasks. Includes NOUNS, ADJECTIVES, ADVERBS, EXTENDED METAPHORS, PERSONIFICATION, SOUND DEVICES, THE SENSES and NARRATIVE STYLES in CREATIVE/POETIC WRITING.
DESCRIPTIVE and PERSUASIVE LANGUAGE TECHNIQUES - DEFINITIONS AND EXAMPLES
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DESCRIPTIVE and PERSUASIVE LANGUAGE TECHNIQUES - DEFINITIONS AND EXAMPLES

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Another useful powerpoint resource based on both DESCRIPTIVE and PERSUASIVE LANGUAGE TECHNIQUES. Includes DEFINITIONS and EXAMPLES for each one. A great aid for recognising, understanding and using DESCRIPTIVE and PERSUASIVE LANGUAGE TECHNIQUES to improve students’ Reading and Writing skills in both FICTION and NON-FICTION. Very USER-FRIENDLY and has proved to be a FANTASTIC resource for all KS3 and KS4 students preparing, analysing and revising for any READING or WRITING ASSESSMENT/EXAMINATION.
‘Twelfth Night’ Diary Writing Features and Language Techniques
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‘Twelfth Night’ Diary Writing Features and Language Techniques

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Another easy-to-follow, fantastic Powerpoint Presentation based on ‘Twelfth Night’ on TYPICAL FEATURES and LANGUAGE/STRUCTURAL TECHNIQUES used in Diary Writing. This was created for my lower ability Year 9 class. Includes an EXAMPLE of a DIARY ENTRY written by Viola (confessing her love for Duke Orsino) and students are given the opportunity to ANALYSE, IDENTIFY and SELECT the MAIN FEATURES and LANGUAGE TECHNIQUES used in Diary Writing. Students finally create their own IMAGINATIVE diary writing imagining they are Orsino using the FEATURES and TECHNIQUES they have learnt so far.
REVISION ‘BLOOD BROTHERS' MAIN THEMES and SUPERSTITIONS
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REVISION ‘BLOOD BROTHERS' MAIN THEMES and SUPERSTITIONS

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A DETAILED OVERVIEW of the MAIN THEMES (e.g. Nature vs Nurture, Identity, Guilt, Lies and Secrets etc) and the various MEANINGS and ORIGINS of the SUPERSTITIONS which reoccur throughout the play (e.g. ‘Shoes on the Table’, ‘Spilt Salt’, ‘Magpies’, ‘The Bogey Man’, ‘Breaking a Mirror’, Walking on Pavements’, ‘Crossing Fingers’ etc). In addition, each slide offers relevant QUOTATIONS and THOUGHT-PROVOKING QUESTIONS to encourage CLASS DISCUSSION and REVISION of the play in preparation for any GCSE Literature Examination.
‘Blood Brothers’  Diary Writing  Features / Language Techniques
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‘Blood Brothers’ Diary Writing Features / Language Techniques

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Another easy-to-follow, fantastic Powerpoint Presentation based on TYPICAL FEATURES and LANGUAGE/STRUCTURAL TECHNIQUES used in Diary Writing. This was created for my lower ability Year 10 class in preparation for the GCSE Eduqas English Language Syllabus (Component 2, Section B: Writing Non-Fiction Texts) combined with their study of the play ‘Blood Brothers’ by Willy Russell (Component 2, Section B: Post-1940 Drama). Includes an EXAMPLE of a DIARY ENTRY written by Mickey (after he discovers Linda and Edward’s affair) for students to ANALYSE, IDENTIFY and SELECT the MAIN FEATURES and LANGUAGE TECHNIQUES used in Diary Writing. Includes thoughtful TASKS and RESOURCES and possible HOMEWORK activities offering a choice of DIARY-WRITING TASKS based on other characters’ thoughts and feelings in the play. Students finally create their own IMAGINATIVE diary writing using the FEATURES and TECHNIQUES they have learnt so far.
KS3 Reading Assessment: Social Media - a Distraction?
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KS3 Reading Assessment: Social Media - a Distraction?

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Detailed resources and a SOW based on the controversial topic of the DISADVANTAGES and ADVANTAGES of SOCIAL NETWORKING SITES with particular focus on ‘How does the writer persuade the reader that social media has become a distraction for young people?’ Includes a relevant MAGAZINE ARTICLE with COMPREHENSION QUESTIONS, various activities identifying PERSUASIVE LANGUAGE TECHNIQUES, using NEW VOCABULARY, a MODEL PEEZER paragraph, DIFFERENTIATED resources and a final PEER ASSESSMENT ACTIVITY. Suitable for high ability Year 8 and 9 students.
'Macbeth' News Report King Duncan’s Murder  (Writing Assessment)
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'Macbeth' News Report King Duncan’s Murder (Writing Assessment)

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Useful resources to help students to create a detailed FRONT PAGE NEWS REPORT based on the murder of King Duncan. Includes the main features of news reports, a detailed recommended STRUCTURE of a typical news report, a front page news report TEMPLATE (which can be used in ICT) and a WRITING ASSESSMENT FEEDBACK SHEET based on students’ final pieces. Suitable for KS3 students (high ability Year 7 and low ability Year 8 groups).