The first page goes through the terms of narrative structure. Task 1: Looking at the narrative structure students explain which should be the most exciting part. Task 2: look at a basic plot and see if they can show where it occurs in terms of narrative structure. Investigating and using Suspense techniques. Task 3: students do a basic plan using the narrative structure model (sample answer shown first) this is aimed at encouraging the use of flashback. Task 4: students write a couple of paragraphs of their story, experimenting with structure and there is a peer/self marking table for the students to complete. Photo by Sara Aho on Unsplash

A full lesson on question 3 paper 1 (two hours approx) A resource staring with matching structural techniques with their definitions , moving onto using structural techniques within creative writing to showing students how to analyse a text in terms of question 3 paper 1, I provide the text and then show where the techniques would be identified on the answer sheet then I provide a sample answer selecting one of the quotes I have found in the text and give students a chance to complete their own PEACE paragraph with a peer marking table at the end.

A starter and main activity of about 30 minutes in time the activites get steadily harder beginning with identifying word classes and connotations and then analysing and then seeing if the students can also apply it to question 4 paper 1, peer assessment table is included to close the loop, helpful hints have been placed in there to give guidence to studetns and extention activities for the more able.

A revision activity where students act as intelligence officers and use their skills to interpret information to make decisions revises assessment objectives: AO1, AO2, AO3 and AO5.

A short activity and power point to be used as a warm up or induction activity.

A lesson on AO1 based on Coventry. The lesson looks at AO1 with skill building for question 5, it introduces the use of techniques, lesson should last around an hour and a half. Techniques: Metaphors, Similes, Personification, Group of 3, Powerful Adjectives and Sensory Language. A good introduction for Creative writing.

Writing activites and lesson to support the new functional skills specification for September 2019.

Exam question Practice A resource designed for higher level GCSE English Language students, looks at using techniques in their writing and works on developing students work so that it achieves marks for compelling and convincing communication. should last about 40 minutes

Editable Exam question practice with Mark Scheme A paper 1 exam with a very small text for students who don’t like to read lengthy texts - I’ve used this when my students motivation is low, it has tips on how to answer the questions and writing frames for students to follow the aim of this is simply to make students practice how to answer these questions properly and include everything they need to, to get over a level 5 or below. I also re-wrote the AQA Paper 1 Mark Scheme in as simple language as I could - in the hope that students would be able to help themselves by using the writing frames and then hopefully get an idea of what grade they would achieve. The techniques in the source are relatively easy to spot and have both language and structural techniques. This is aimed at students who already have the skills and want something straight forward to practice with.

Revision for level 1 functional skills with some progression towards GCSE. It has extension activities, a planning sheet and a self assessment table - the lesson has been designed to last about an hour and a half and encourages the students to write a target at the end. I’m using it for some final prep for a level 1 group where some are about to sit their writing and others their reading.

I made a question 4 paper 2 resource on two very different viewpoints on MMA. The texts are small with a lot of different techniques to write about. There is also a tick box of all the necessary things that I believe you must have in a question 5 answer. We are always told ‘quality over quantity’ so I produced five things that students can mark themselves against as they write. Either use it as self assessment or as a planning tool. There is also a sheet on identifying the specific effect of language techniques. All three took my class over an hour to complete I have used it for revision or last minuet practice before exams. Photo by Davide Cantelli on Unsplash

These are some mini texts I wrote along with a few comprehension questions I’ve used it for E3-L1 functional skills lessons. The texts are about credit score (to give an idea of the things a student needs to know about the future) and Brazilian Jiu Jitsu (there’s a lot of videos online about conflict avoidance this) and one jokey text about bad ways to break up with someone.

A functional skills lesson based on using information to write a letter, its based on a zombie apocolypse to keep students interested, it was designed so that students go into an appropriate amount of detail when explaining their reasons. This is a lesson to prepeare students to take the level one functional skills writing exam. I had to remove video links and pictures but the resouces are adaptable for these to be included.

A series of slides with really small sample paragraphs that have particular techniques in them for the students to spot. The resource has been designed to show students how to answer question 4 of paper 1 of AQA GCSE English language paper 1. Students read only a few lines on the powerpoint and are given five mins to spot the techniques, they are then asked if they agree, partially agree or disagree, they are then asked to explain themselves in relation to the question making reference to the text and basing their answers on the technique they have found. I did this because it is very very simple and it shows just how easy question four can be. This has been designed for students new to this question who need to practice finding the techniques and knowing how to actually answer this question. I used it for a thirty minuet revision session before my students sat a mock and for individual tutorial sessions.

A quick revision of paper 1 for AQA GCSE English language aimed at lower ability students, can be adapted to be part of a entire lesson, original mini texts have been written so students can attempt to write one PEE paragragh on each. For question 5 there is no picture due to copywrite concerns, so you can add a pictuure that is relevent to your group. One sample answer is included for question 2, detailing how to write a PEEZL paragrapgh and for question three some of the strtuctual techniques have been annotated. This has been used as a quick revision activity and has lasted a group about an hour and a half, if they only write one PEE paragraph per question. The texts are of my own creation and have been deliberatly written to include the techniques the students need to know for this exam. For the question 5 there is a planning sheet with some words that are aimed towards using more sophisticated vocabulary but the students do not need to use these words it is only a suggestion and will not apply to each example that they need to provide of the GOMASSIVE techniques. This is means as a quick recap and revision.