This is a 27 lesson sequence which develops the skills needed for AQA English Language, Paper 2, Writers’ View Points. Each lesson targets a different question. There are a selection of texts, modern and pre 1900 which are embedded on PowerPoints and are devised from AQA supporting material. Additionally, a range of skills are covered in preparation for question 5 which develop skills on how to write in different forms. <br /> <br /> Lesson 1- 3<br /> - Outlining the specification<br /> - Touching the Void extract <br /> - Interview with Sir Edmund Hilary <br /> <br /> Lesson 4 – 7<br /> - Florence Nightingale biography <br /> - Letter to The Times by Florence Nightingale <br /> - Conventions of letters<br /> - Letter writing<br /> <br /> Lesson 8 – 11<br /> - President Kennedy speech<br /> - Chief Joseph speech<br /> - Conventions of speeches<br /> - Writing a speech<br /> <br /> Lesson 12 – 15<br /> - Assessment lesson – Nelson Mandela speech<br /> - Intervention/ feedback lesson<br /> - Scott’s diary extract<br /> <br /> Lesson 16 – 19<br /> - Places in Between extract<br /> - Extract from American Notes – Dickens<br /> - Developing language analysis <br /> <br /> Lesson 20 – 23<br /> - Diaries of Nella Last extract<br /> - As I Walked Out One Midsummer Morning extract<br /> - Group work language analysis focus<br /> <br /> Lesson 24 – 27<br /> - Walking Home extract – Simon Armitage<br /> - The Grasmere Journals extract <br /> - Prepositions focus<br /> - Journal writing <br /> <br /> For every lesson there is: <br /> - settling activities related to the text<br /> - clear learning objectives and outcomes<br /> - full copy of the text<br /> - built in progress checks<br /> - comprehension questions<br /> - short extracts to all students to analyse closely <br /> - guidance on how to analyse language<br /> - exam style questions<br /> - specific assessment objective links<br /> - guided peer/ self assessment

336 slides which cover the complete AQA English Literature Telling Tales anthology. All lessons are explicitly tied to the new specification assessment objectives and contain assessment style questions every lesson. Full copies of the anthology are available free from AQA. <br /> <br /> If you are not using this with KS4 it is ideal for teaching KS3 how to access skills based learning which is needed for English Literature.<br /> <br /> Lessons 1- 8 - (slide 1- 56) The Darkness Out There<br /> Lesson 9 - 12 -(slides 57 - 97) Chemistry<br /> Lesson 13 - 17 - (slides 98 - 160) The Odour of Chrysanthemums <br /> Lesson 18 - 21 (slides 161 - 197) - My Polish Teacher's Tie<br /> Lesson 22 - 25 (slides 198 - 236 ) - Korea<br /> Lesson 26 - 29 - (slides 237 - 286) A Family Supper<br /> Lesson 30 - 33 (slides 287 - 336) Invisible Mass of the Back Row<br /> <br /> For every story there is:<br /> - settling activities related to the text<br /> - clear learning objectives and outcomes<br /> - full copy of the text<br /> - built in progress checks<br /> - key themes/ ideas presented <br /> - short extracts to allow all students to analyse closely (AO2)<br /> - guidance on how to analyse language<br /> - exam style questions<br /> - specific assessment objective links<br /> - guided peer/ self assessment

This complete scheme of learning covers all of the poems from the conflict poetry section. Every lesson focuses on the assessment objectives. Explicit use of the assessment objectives (AO1, AO2, AO3) are referenced throughout all lessons. Assessment tasks are built in to the scheme. The SOL will analyse poems individually developing students’ ability to engage with the content of the poems and identify key themes and ideas. <br /> <br /> Students are actively taught to engage with the content first. An understanding of what is happening in the poem and the effects created. Students are then taught how these effects and ideas are presented through the use of form structure and language. Arbitrary feature spotting is avoided. <br /> <br /> Lesson 1: Introduces the course and outlines exam specific information. Idea of 4 types of conflict are introduced. <br /> <br /> Lessons 2 -5 : Ozymandias, London, Prelude. <br /> -understanding power and conflict<br /> - all AOs covered, annotation suggested, sentence starters to support students with how to develop a successful response. <br /> -ranking statements<br /> -annotating<br /> -exam style questions embedded<br /> -background and contextual information on each poem<br /> - idea of comparison grid introduced. <br /> <br /> Lessons 6 - 10: My Last Duchess, The Charge of the Light Brigade, Bayonet Charge. <br /> -AO3 focus to reinforce understanding of what this is and how to make it relevant<br /> -supporting understanding notes<br /> - questions to support independent responses. <br /> -comparison between poems shown in exam style<br /> -exam style questions embedded<br /> -group analysis of each stanza <br /> - presenting to the class <br /> -focus on quotes which specifically support contextual links<br /> <br /> Lessons 11 - 16: Exposure, Checking Out Me History, Remains, Poppies, War Photographer<br /> -assessment<br /> -marking guidance provided<br /> -AO3 specific focus and support quotations<br /> -creative writing to engage with the context and develop a personal response<br /> -exam style questions embedded<br /> -assessment feedback with A grade model answer <br /> -group work and presentations<br /> <br /> Lessons 17 - 20: Tissue, The Emigre<br /> -understand the poem<br /> - links to power &amp; conflict<br /> -ranking statements<br /> -exam style questions embedded<br /> -prompt questions to promote independent learning<br /> -supporting sentence starters<br /> -creative writing<br /> <br /> Lessons 21- 25: Kamikaze, Storm on the Island<br /> - key focus on how to achieve higher grades<br /> - context &amp; understanding information<br /> -split stanzas for group annotation<br /> - thematic focus<br /> -comparative focus<br /> -creative writing with AO1, AO2, AO3 specific focus<br /> -word banks provided <br /> -questions to support annotation of stanzas<br /> -model responses to quotations<br /> -exam style questions embedded

This complete scheme of learning covers all of the poems from the conflict poetry section&amp;the Medium Term Plan supports this for the whole department. Every lesson focuses on the assessment objectives. Explicit use of the assessment objectives (AO1, AO2, AO3) are referenced throughout all lessons. Assessment tasks are built in to the scheme. The SOL will analyse poems individually developing students’ ability to engage with the content of the poems &amp;identify key themes and ideas. <br /> <br /> Students are actively taught to engage with the content first. An understanding of what is happening in the poem and the effects created. Students are then taught how these effects and ideas are presented through the use of form structure and language. Arbitrary feature spotting is avoided. <br /> <br /> Lesson 1: Introduces the course&amp;outlines exam specific information. Idea of 4 types of conflict are introduced. <br /> <br /> Lessons 2-5:Ozymandias, London, Prelude. <br /> -understanding power&amp;conflict<br /> - all AOs covered, annotation suggested, sentence starters to support students with how to develop a successful response. <br /> -ranking statements<br /> -annotating<br /> -exam style questions embedded<br /> -background&amp;contextual information on each poem<br /> - idea of comparison grid introduced. <br /> <br /> Lessons 6-10:My Last Duchess, The Charge of the Light Brigade, Bayonet Charge. <br /> -AO3 focus to reinforce understanding/ relevance<br /> -supporting understanding notes<br /> - questions to support independent responses. <br /> -comparison between poems shown in exam style<br /> -exam style questions embedded<br /> -group analysis of each stanza <br /> - presenting to the class <br /> -focus on quotes specifically support context<br /> <br /> Lessons 11-16: Exposure, Checking Out Me History, Remains, Poppies, War Photographer<br /> -assessment<br /> -marking guidance provided<br /> -AO3 specific focus and support quotations<br /> -creative writing to engage with the context&amp;develop a personal response<br /> -exam style questions embedded<br /> -assessment feedback with A grade model answer <br /> -group work&amp;presentations<br /> <br /> Lessons 17-20: Tissue, The Emigre<br /> -understand the poem<br /> - links to power&amp;conflict<br /> -ranking statements<br /> -exam style questions embedded<br /> -prompt questions to promote independent learning<br /> -supporting sentence starters<br /> -creative writing<br /> <br /> The Home Learning Booklet provides seven independent activities to develop AO1, AO2 and AO3 skills for students studying AQA English Literature - conflict poetry.<br /> 1: Belfast Confetti<br /> 2. Mametz Wood<br /> 3. Flag<br /> 4. The Right Word<br /> 5. Review of skills&amp;links to personal response<br /> 6. How to make comparisons - developing a personal response<br /> 7. Writing poetry linked to SOL

An 8 lesson sequence that links to all assessment objectives for this section of the paper. To tie into English Language, these skills are also developed in the resource. Suggestions for differentiation appear in the notes sections of slides which would guide learners to the same outcomes but with extra support. This sequence has an assessment question at the end which is to be marked using the AQA Literature Section B guidance available online. Assessment Objectives are referred to throughout.

An 8 lesson sequence that links to all assessment objectives for this section of the paper. To tie into English Language, these skills are also developed in the resource. Suggestions for differentiation appear in the notes sections of slides which would guide learners to the same outcomes but with extra support. This sequence has an assessment question at the end which is to be marked using the AQA Literature Section B guidance available online. Assessment Objectives are referred to throughout.

A 16 lesson sequence that links to all assessment objectives for section B, AQA English Literature Paper 1. This uses skills from the AQA English Language paper. Support for differentiation is provided in the notes section along with differentiation for assessment, which will lead to the same outcomes to allow departmental moderation. Assessment objectives are referred to throughout. <br /> <br /> Lessons 1-8 use extracts from Great Expectations and Oliver Twist as the source material leading to an initial assessment linked to student progress. Context is taught alongside the source material to give relevance to each particular extract. Creative writing is also used to help students engage with AO1.<br /> <br /> Lessons 9 - 16 reflect on the interim assessment and allow the teacher to readdress the skills learnt and develop weaker areas for students. Extracts focusing on character from Oliver Twist are used. Model responses are used to guide learners with an AO2 language focus. Creative writing is used to help students engage with AO1. <br /> <br /> All examination questions are written in the same manner as they are presented on the 2017 AQA specification.<br /> <br /> *Please note the 16 lessons advertised here are the same as the split 8 lesson sequences advertised by myself*

<p>A range of quotations (including page numbers), themes and characters from the play which are colour coded.</p>

A sequence of lessons which introduces the assessment objectives to KS3 students by using poems from The Moon On The Tides Relationships cluster. All lessons contain clear learning objectives and outcomes and progress checks. Activities are linked to the new specification mark scheme to allow younger students to develop the skills they will need for GCSE. <br /> <br /> Lesson 1 - 2 - Quickdraw<br /> Lesson 3 - Sonnet 116<br /> Lesson 4 - 5 - The Manhunt<br /> Lesson 6 - 7 - 8 - Brothers<br /> Lesson 9 - 10 - 11 - Sister Maude<br /> <br /> Lessons include:<br /> -copy of the poem<br /> - links to audio versions of the poems<br /> -specific questions targeted to support with annotations of poems<br /> - creative writing tasks to support with understanding<br /> -success criteria linked to assessment objectives<br /> -supporting newspaper article<br /> -independent learning time in every lesson for students to demonstrate knowledge and understanding<br /> -peer assessment activities<br /> -examples of how to annotate

A comprehensive scheme of learning which begins by teaching section A of the exam first, then section B. A selection of fiction and non fiction text is used as the base material for this and is provided on the slides. All lessons link to the assessment objectives outlined by AQA. <br /> <br /> Lesson 1 begins with an over view of the course and makes expectations of the exam clear to students. <br /> The first four lessons build skills for questions 1 and two to give students instant success. A range of text have been used to develop reading skills. Lessons 5 - 7 focus on questions 3 &amp; 4 but still have questions 1 &amp; 2 as starters to continue these skills and support students when reading new pieces of text. Lesson 8 is an assessment which tests the understanding of section A skills. <br /> <br /> Lessons 9 - 15 focus on section B of paper 1 and teach/ recap a skill to students every lesson linked to the assessment objectives. Skills such as vocabulary, paragraphing and sentences structure all all covered, as well as others. Lesson 16 is an assessment which is worded in the style of the exam and allows students to demonstrate their skills. <br /> <br /> Lessons 16 &amp; 17 allow students to address any misconceptions they had with the examination.

This complete scheme of learning covers a range of poems by Armitage and Duffy. Every lesson focuses on the assessment objectives. Explicit use of the assessment objectives (AO1, AO2, AO3) are referenced throughout most lessons. Assessment tasks are built in to the scheme. The SOL will analyse poems individually developing students’ ability to engage with the content of the poems and identify the way the speaker is feeling. <br /> <br /> Students are actively taught to engage with the content first. An understanding of what is happening in the poem and the effects created. Students are then taught how these effects and ideas are presented through the use of form structure and language. Arbitrary feature spotting is avoided. <br /> <br /> A range of creative writing tasks are built into the SOL to allow the development of key skills across the Language and Literature AQA specification. Home learning suggestions are provided throughout. <br /> <br /> Lesson 1 - 5 : Give &amp; Stealing<br /> -understanding the poem<br /> -sentence starters to support students with how to develop a successful response<br /> -success criteria<br /> -annotating<br /> -exam style questions embedded<br /> -writing own poetry based on homelessness<br /> <br /> Lessons 6 - 10: Clown Punk &amp; Medusa<br /> - questions to support independent responses<br /> -focus on AO2 - how to analyse language<br /> -assessment lesson<br /> -exam style questions embedded<br /> -group analysis of each stanza <br /> - creative writing with model responses embedded<br /> <br /> Lessons 11 - 16: Out of the Blue &amp; About His Person<br /> -assessment feedback lesson<br /> - contextual focus (9/11)<br /> -creative writing to engage with the content and develop a personal response<br /> -developing ideas around inference and connotations<br /> <br /> <br /> Lessons 17 - 20: Hitcher &amp; Valentine<br /> -understanding the poem<br /> -exam style questions embedded<br /> -prompt questions to promote independent learning<br /> -supporting sentence starters<br /> -annotation of images<br /> -creative writing<br /> <br /> Lessons 21- 25: I am Very Bothered &amp; Quickdraw &amp; The Shout<br /> -questions to support annotation of stanzas (worksheet style)<br /> -model responses to quotations<br /> -exam style questions embedded<br /> -assessment question set<br /> -lesson for individual student feedback<br /> <br /> Lessons 26- 30: Education for Leisure &amp; Talent<br /> -students to create presentations using skills developed over the unit<br /> -presentations to take place<br /> -students to complete activities to be set by others in the group<br /> -creative writing describing an image (Language paper 1 question 5)<br /> -creative writing - responding to language paper 2 question 5<br /> -all creative writing links to ideas studied in both poems

<ul> <li>starter slide with prompts and questions linked to each chapter designed to promote independent thinking</li> <li>clear objectives and outcomes</li> <li>summaries of each chapter</li> <li>information on the author and context with question prompts</li> <li>linking Gatsby to F. Scott Ftizgerald</li> <li>key terms defined</li> <li>quotations to analyse linked to key parts of the text (symbols/ themes/ ideas)</li> <li>grid showing different types of love which can be matched to the Love Through the Ages poetry</li> <li>opportunities for extended responses to be written with the success criteria clearly displayed</li> <li>silent debate - key questions and teacher prompts for how to conduct</li> </ul>