A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for. Source A: An anonymous prison diary, published in the Victorian magazine ‘Household Words’ in the early 1850s. Source A is contained in ‘Rollercoasters: 19th-Century Fiction and Non-Fiction’, an anthology of 19th Century extracts available to purchase online (ISBN: 978-0198357407). Please be aware that in order to to access Source A, you will need to obtain a copy of the anthology. It is currently priced at around £9.75-£9.99 from major online booksellers. Source B: An extract from ‘My Prison Diary’, by Jeffrey Archer, published in 2002. A link to the extract is contained on Slide 9. The extract reads from, ‘I don’t know why I’m surprised to encounter a fresh-faced young GP…’ down to ‘After all, there’s nothing else to do’. This PowerPoint covers Section A only but there are sample answers included for each question, 1-4. If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses. Appropriate for middle-upper ability learners.

An extended lesson on writing a discursive essay, aimed at middle-upper-ability GCSE. It covers: The assessment objectives for writing (learners should put these in their own words) What is a discursive essay? Planning in full and planning in the exam A planning activity to carry out in pairs, followed by feedback The structure of a discursive essay Different ways to start a discursive essay An example introduction, internal paragraph and conclusion The importance of linking paragraphs The importance of using evidence and different forms of evidence A final writing task Self-reflection The whole powerpoint is likely to last over an hour. The sample paragraphs are also included on a separate sheet so learners can annotate them. There is reference to AQA 8700/2/Question 5 but it could be adapted to other boards. These files were last saved in Office 2016.

A 30-slide PowerPoint that aims to teach the concept of structure in fiction and how to respond to Paper 1, Question 3 (AQA 8700). The PowerPoint covers: An entry task based on a quotation from Stephen King The meaning of structure in fiction texts The difference between language and structure Key structural devices including: dialogue, repetition, first sentence/last sentence/narrative standpoint, sequence of events, focus, foreshadowing, foregrounding, analepsis, prolepsis, motif, zoom in, zoom out, cyclical structure, cohesion, symbolism and internal/external contrast. Students cut up a grid of terms and match the terms to their explanations. Some of these are self-explanatory. This activity should be done in pairs, although students should have their own copies for revision purposes. A sample response in relation to a Question 3 focusing on an extract from ‘The Hound of the Baskervilles’. Success criteria included. Freytag’s Pyramid of Dramatic Structure. Students add detail to a relevant diagram. Application of Freytag’s Pyramind in relation to the story of Little Red Riding Hood Application of Freytag’s Pyramid in relation to Paper 1, Question 3 Sample questions for students to complete. Two extracts provided are from ‘A Christmas Carol’ and ‘Jekyll and Hyde’. Sample responses to the Jekyll/Carol questions. Student read and judge against the success critera. An opportunity for peer assessment of their own responses Self-reflection. Given the emphasis on clear explanation of structural features, students should be working at or towards level 3 on the relevantAQA mark scheme. These files were last saved in Office 2016.

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 PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for. Source A is a Guardian article entitled ‘Filthy water poisons the people of Dhaka’s festering slums’ (Link provided on slide) Source B is an extract from Henry Mayhew’s ‘A Visit to the Cholera Districts in Bermondsey’, published in 1849. This PowerPoint covers Section A only but there are sample answers included for each question, 1-4. If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses. Appropriate for middle-upper ability learners.

A 36-slide powerpoint based on the Sergeant’s speech in Act 1 in which honour is a key theme and Macbeth is introduced. The PowerPoint covers: The meaning of the word honour Using the word honour as a noun and a verb and honourably as an adverb AO3 Contextual information in relation to honour An animated modern translation of the extract The question at hand The requirements of a Level 3 response + a sample answer with feedback The requirements of a Level 5 response + a sample answer with feedback The requirements of a Level 7+ response + sample answer with feedback I believe the responses are of the standard required for the specified levels - they may be slightly higher in places - but if you have any comments on the above please email me. The address is at the ‘top’ of my shop. The cover image illustrates an extract from the 7+ response.

A 110-slide PowerPoint that explores Act Three of ‘An Inspector Calls’. The PPT covers: Revision of Act Two Put quotations in order + identify quotes in relation to three different themes: a) Parents and children b) Responsibility c) Capitalism versus socialism. A range of differentiated sample paragraphs in response to the above tasks. Students identify the missing words. Worksheets for the characters of Arthur, Sheila, Gerald and Sybil in terms of their attitude towards responsibility. Quotations: ‘Who Said What?’ task + sample answers Exploration task on how Act Two ends (differentiated). Act Three: Focus on Eric: Quotation Hunt followed by comparison task in relation to Eric and Eva’s relationship and Gerald and Daisy’s relationship. Illegal Versus Immoral Behaviour task. A 15-point quiz (essentially how capitalist/socialist are you?) Group-work task on the contextual background of the Inspector’s speech: capitalism v socalism, communism, the rise of the USSR, communism in the USSR, the reasons for Priestley’s socialist views, British capitalists’ antipathy towards socalism, rising public interest in socialism, Conservative anti-socialist propaganda task (diff’d) + the Labour win of 1945 + its effects. Analysis of the Inspector’s final speech task. Drama activity. Sample extended analysis of the Inspector’s final speech. Exploring the aftermath of the Inspector’s departure + extended response task on theme of responsibility. The significance of the end of the play in terms of the generational divide + time theories in ‘An Inspector Calls’, extended response Act 3: 20 questions A whole-play revision section. This resource is suited to middle-upper-ability learners.

A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for. Source A is an extract from ‘The Seven Curses of London’ by James Greenwood. (19th Century Non-Fiction) Source B is a Guardian article entitled ‘On the Streets of Binge Britain’. (Link provided on slide) This PowerPoint covers Section A only but there are sample answers included for each question, 1-4. If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses. Appropriate for middle-upper ability learners.

A 124-slide PowerPoint that provides the full text of ‘Macbeth’, Act One, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include: AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.) Analysis of writer’s methods Analysis of effects of structural devices. There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken. With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision. NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist! UPDATE: Guide to Meter replaced with more straightforward explanation.

An 89-slide PowerPoint that provides the full text of ‘Macbeth’, Act Two, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include: AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.) Analysis of writer’s methods Analysis of effects of structural devices There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken. With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision. NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist!

A 115-slide PowerPoint that provides the full text of ‘Macbeth’, Act Four, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include: AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.) Analysis of writer’s methods Analysis of effects of structural devices There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken. With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision. NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist!

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.

A 100-slide PowerPoint that provides the full text of ‘Macbeth’, Act Three, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include: AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.) Analysis of writer’s methods Analysis of effects of structural devices There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken. With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision. NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist!

A highly simplifed re-writing of Act Three of ‘Romeo and Juliet’ in modern English. There are 8 pages at font size 14. Written for a Year 9 nurture group.

A highly simplifed re-writing of Act One of ‘Romeo and Juliet’ in modern English. There are just over 6 pages at font size 14. Written for a Year 9 nurture group.

A 99-slide PowerPoint that provides the full text of ‘Macbeth’, Act Five, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include: AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.) Analysis of writer’s methods Analysis of effects of structural devices There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken. With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision. NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist!

A PPT that teaches ‘My Last Duchess’ from the Power and Conflict Anthology. It covers: The contextual background What is a dramatic monologue? The poem, broken down into manageable chunks and annotated. A series of questions for group work. Suitable for upper-middle ability learners. An alternative lesson for the same poem is available here: https://www.tes.com/teaching-resource/my-last-duchess-11933556

A 57-slide PPT that provides a walk-through of Section A only for both papers for 8700/1 + 8700/2. Paper 1 focuses on an extract from ‘The Kite Runner’ by Khaled Hosseini (ISBN 978-1408824856). Please ensure that you can obtain a copy of the ‘The Kite Runner’ before purchasing this resource. Paper 2 focuses on two extracts: an article from ‘The Guardian’ on Ian Mikardo High School (link provided) and an extract from a Dickens’ article on a London pauper school (provided). There are sample answers for each paper and guidance for each question. Please also be aware that some of the resources are sold separately on SD English: https://www.tes.com/teaching-resource/aqa-8700-paper-2-schools-comparison-11880097 https://www.tes.com/teaching-resource/word-classification-table-11746996

A highly simplifed re-writing of Act Four of ‘Romeo and Juliet’ in modern English. There are just over 4 pages at font size 14. Written for a Year 9 nurture group.