FREE lesson focusing on creative writing (AQA Language Paper 1 and Paper 2 Question 5). The lesson uses the monster Grendel from Beowulf as its stimulus, but no real prior knowledge is needed, as student use a word bank in the starter/bell work to make inferences about the character. An activity based on 'what time is it Mr Wolf' is used to help students generate ideas through collaborative planning. Students/groups with the best ideas on their mini-whiteboards move forward. Real discussion can be had here if you pause to compare and contrast student responses. I collected responses on my whiteboard at the front, which students then magpied from during planning to supplement and develop their own ideas - screen shot is in the PowerPoint. You can COLOUR CODE student responses to differentiate and signpost levels. Clear success criteria is included. Feel free to use, adapt or magpie. The lesson contains: * A starter activity using inference skills (AQA Lit A01/2); * A Big Picture review – connecting learning to success criteria; * A whole class individual/paired/group planning activity based on the game ‘What Time is it Mr Wolf’ using zoomed in images of Grendel to evoke student curiosity and fire their imagination. * Individual planning time with structured activities to develop exam technique. * Individual silent create and apply time with clear success criteria. A complete resource pack for this lesson can be found here: https://www.tes.com/teaching-resource/aqa-language-paper-1-question-5-creative-writing-planning-wagoll-and-dirt-pack-grendel-11794267

Promote reflection and self-assessment with these student friendly DIRT (directed, independent, reflection time) cards. The cards support students in becoming independent enquirers who are able to identify and confidently articulate the strengths and areas for improvement in their own - or their peers - work. The student friendly sentence stems support students in making informed and justified reflections about their work and progress. The DIRT card has four quadrants. The top two quadrants are for self-assessment. In the left quadrant are sentence stems for reflecting on what went well in students' work, whereas the top right quadrant supports students in reflecting on what they need to improve on. The bottom two quadrants follow the same format, except the sentence stems are designed for Peer Assessment. Again, the left quadrant models how to reflect on things that went well, whilst the right quadrants promotes critical reflection on what might be improved. All the sentence stems are student friendly; please see the student voice feedback from my own learners about the positive impact this resource has had on learning. PDF and editable Publisher file included.

Promote student oracy and peer/self assessment and reflection skills using this resource pack. Pack contains student friendly, fully differentiated discussion and questioning cards as well as a reflection and self-assessment grid using the WWW and EBI format. These cards can be printed back to back and laminated so all your DIRT and oracy resources are in one place and easily manageable for students. ACDC Discussion and oracy sentence stems: https://www.tes.com/teaching-resource/dirt-peer-and-self-assessment-cards-with-www-and-ebi-sentence-stems-11788232 Peer/Self Assessment stems: https://www.tes.com/teaching-resource/dirt-peer-and-self-assessment-cards-with-www-and-ebi-sentence-stems-11788232

Promote student discussion and questioning in your classroom with this learner friendly discussion card. "Add, change, challenge and develop" (ACDC) cards support students in becoming independent enquirers who are able to articulate their opinions confidently and eloquently - a prerequisite for discursive subjects like English, Literature and History where conceptually driven, informed and justified responses characterise the higher marks. The "ACDC" card has four quadrants. At the top of each quadrant is a simple sentence stem to allow students to 'add, change, challenge or develop' ideas from other students. In the centre of each quadrant are ambitious synonyms that students could use in place of the stem words 'add, change, challenge or develop'. At the bottom of each quad is a question stem, which helps students to question other students in a way that elicits 'add, change, challenge or develop' responses. The ACDC discussion cards allow for differentiation as lower ability students can be directed to 'add' points (blue), whilst higher ability students can be directed to 'challenge' ideas (red).

Fully resourced; Differentiated; Student research/project lesson; Easily double lesson; 19th Century Context; and Thematic (Victorian Family). Victorian Context lesson for AQA 19th Century Novel (Dickens and others). Theme: Victorian notions of Family. Originally, planned for students studying AQA English Literature A Christmas Carol, but c**an be used for any 19th Century text **(by Dickens, Hardy, Bronte Sisters etc) with the theme of family. Lesson Conceit: Google has asked your students to create an Artificial Intelligence (AI) that will think and react like a Victorian. This pioneering AI project will transform the way we study the Victorians and read Novels like A Christmas Carol. Google is not asking you to build a Victorian search engine; AI is more than just a clever search tool. Google wants you to build a life-size prototype that can respond to complex queries about Victorian values and beliefs concerning domesticity, specially the concept of Family. A resource rich lesson including: Topographical surveys (maps of Victorian London) Extracts from Art Critics and Philosophers writing during the Victorian era Copies of seminal paintings from Victorian painters Extract describing London from Dickens’ Hard Times. Differentiated resources: LA – images of Victorian life; map of London. MA – Victorian Novel extracts HA – Philosophical extracts. All – all resources have ‘thinking’ prompts and questions to guide student enquiry.

Descriptive writing task suitable for homework, revision sessions, as a lesson resource or AFL task. The resource has a modeled description (WAGOLL) that students are prompted to re-draft and improve upon by applying their descriptive writing skills. The modeled description is just a starting point and student should develop and extend this description. Students might: Add punctuation (commas, semi-colons, colons) Vary sentence types/forms. Develop the description using adjectives. Re-compose the description. Apply any descriptive techniques they have learned. Apply language devices.

A simple, engaging murder mystery investigation that develops inference skills in English KS3 (and perhaps KS4!). A very PowerPoint light lesson. Great for PSHE or to introduce/conclude an inference scheme of work in English. Or a quick fix for that end of term lesson/enrichment activity. Pack includes: Clue Cards Job roles Lesson PowerPoint. You might need (but can do without): Card Paper Colours String Glue Props to supplement Clue Cards. I had students create suspect boards, a victim profile board and 3-D time lines.

A critical reading guide with prompt questions that supports learners to move beyond summary and description of secondary reading to analysis and evaluation. Useful for GCSE and A-Level earners reading secondary material such as critical essays and reviews. Slide One: critical reading template for learners to fill in with their observations. Slide Two: Critical reading prompts to support learners to move from description to analysis through to evaluation of their source or reading material. Notes: Print double sided (back to back) so learners have the critical reading prompts on the reverse of heir critical reading proforma.