A practice exam paper for the new AQA English Language Paper 1: Explorations in Creative Reading and Writing.<br /> <br /> The questions explored throughout the three lessons in this bundle imitate the AQA Language Paper 1 exam paper effectively. The lessons detail clear instructions on how to 'attack' each exam question. I have used these lessons for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.<br /> <br /> Files in resource:<br /> 8. - The Kite Runner extract with AQA exam style questions (Word Document)<br /> 8.1 - Q1 (four bullet points) and Q2 (language)<br /> 8.2 - Q3 (structure)<br /> 8.3 - Q4 (character/theme) and Section B (descriptive writing)<br /> <br /> Learning objective:<br /> To analyse how the writer of The Kite Runner uses language.

A lesson to develop a fictional character from scratch using pictures of objects as stimuli. This lesson can be used as a stand alone lesson, or alternatively can be used in scriptwriting or story writing schemes of work to enable students to devise their own characters. The lesson will teach students to analyse why objects carry connotations and will show students how to create a character profile. I have used this lesson for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.<br /> <br /> Files in resource<br /> Creating Characters PowerPoint<br /> Character profiling table A4<br /> <br /> Learning objective: Using objects as stimuli to create characters.

A lesson to critique a range of different speeches; awards speech, motivational speech, political speech. Students will watch the three aforementioned clips and complete an A3 analysis grid; (included) analysing features such as; AFORREST techniques, body language, hand gestures/ eye contact and use of voice<br /> tone/ pitch/ pace. <br /> <br /> *Disclaimer: The Al Pacino 'motivational' speech clip contains strong/bad language. Use discretion as appropriate.<br /> <br /> <br /> <br /> Files in resource<br /> Critiquing Different Types of Speeches PowerPoint<br /> Speech analysis grid A3<br /> <br /> Learning objective: To what extent can I understand, identify and begin to analyse a range of persuasive language features?

A full scheme of work (11 lessons) that focuses primarily on the topic Analyse, Comment and Review. This scheme of work explores the features used in a range of short films. Throughout this scheme of work, pupils will learn to comment, analyse and review elements of film, such as mise en scène, music and connotations. This scheme of work will equip the pupils with the skills needed to complete a summative assessment on a review of a short film. I have used this lesson for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.<br /> <br /> List of learning objectives explored throughout this scheme of work:<br /> <br /> 1. L.O: To understand the features of a film review. <br /> 2. L.O: To understand genre and be able to identify different varieties.<br /> 3. L.O: To analyse the different features used in a film trailer.<br /> 4. L.O: To explore how character is created without dialogue in film.<br /> 5. L.O: To develop a knowledge of foreshadowing. (*Disclaimer: Contains one expletive.)<br /> 6. L.O: To develop a knowledge of and analyse Mise en Scène. <br /> 7. L.O: To understand how tension is created through music.<br /> 8. L.O: To develop our understanding of the different types of sound used in film.<br /> 9. L.O: To comment on a poem that has been adapted to film.<br /> 10. L.O: To understand the term connotations and consider how it is used in film.<br /> 11. L.O: To complete a detailed review on the film ‘Lovefield’.<br />

<p>A practice exam paper for the new AQA English Language Paper 1: Explorations in Creative Reading and Writing.</p> <p>The questions explored throughout the three lessons in this bundle imitate the AQA Language Paper 1 exam paper effectively. The lessons detail clear instructions on how to ‘attack’ each exam question. I have used these lessons for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.</p> <p>Files in resource:<br /> A Child Called It extract<br /> Lesson 1 - Q1 (four bullet points) and Q2 (language)<br /> Lesson 2 - Q3 (structure)<br /> Lesson 3 - Q4 (character/theme) and Section B (descriptive writing)</p> <p>Learning objective:<br /> To analyse how the writer of A Child Called It uses language.</p>

A writing to persuade lesson based on a theme park or funfair. The lesson incorporates alliteration, facts, opinion, rhetorical questions, repetition, emotive language, statistics and triples (rule of three.) The wide variety of tasks; including 'think, pair, share' activities, 'rally robin' and a point scoring peer assessment system, maintains pupil engagement. I have used this lesson for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.<br /> <br /> Files in resource<br /> Writing to Persuade PowerPoint<br /> Disney example paragraph<br /> Blackpool/Disney rides<br /> <br /> Learning objective: To understand and correctly apply persuasive techniques in our writing.<br />

<p>A practice exam paper and three lessons for the new AQA English Language Paper 1: Explorations in Creative Reading and Writing.</p> <p>The questions explored throughout the three lessons in this bundle imitate the AQA Language Paper 1 exam paper effectively. The lessons detail clear instructions on how to ‘attack’ each exam question. I have used these lessons for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.</p> <p>Files in resource:</p> <ol> <li>The Great Gatsby - Q1 and Q2 (PowerPoint)</li> <li>The Great Gatsby - Q3 (PowerPoint)</li> <li>The Great Gatsby - Q4 and Q5 (PowerPoint)</li> <li>The Great Gatsby extract (Word document)</li> </ol> <p>Learning objective:<br /> To analyse how the writer of The Great Gatsby uses language.</p>

A game to improve communication skills.<br /> <br /> Rules<br /> <br /> The teacher will split you into two teams. One person from the first team will be selected to sit in front of the whiteboard. They will not be able to see the screen. On the screen a word will pop up, along with an image and clue words. The objective is to get the person to guess the word correctly. Your team has 1 minute to help your team member guess the correct answer. However, you will not be able to say any of the words on the screen (including the title.) You will also not be allowed to do any actions, impressions or stand up...and no shouting. You are not allowed to say things like… “It starts with the letter A.”<br /> <br /> It is 3 points for a clean win (with no deductions.) Points will be deducted if team players say the words on the board.<br /> <br /> *Suitable for all ages and key stages.

A writing to persuade lesson based on reviewing the facilities of a hotel in Mexico (hotel information included.) The lesson incorporates alliteration, facts, opinion, rhetorical questions, repetition, emotive language, statistics and triples (rule of three) and explores the use of senses in creative writing. The wide variety of tasks includes: a discussion of the negative and positive repercussions of travel reviews on TripAdvisor and this lesson also includes a Twitter plenary activity.<br /> <br /> I have used this lesson for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.<br /> <br /> Files in resource<br /> Writing to Persuade PowerPoint<br /> Twitter plenary activity<br /> Hotel information document<br /> <br /> Learning objective: To write creatively and persuasively about a location or place.<br /> <br />

A writing to persuade lesson based on creating a travel website. The lesson incorporates using prior knowledge of alliteration, facts, opinion, rhetorical questions, repetition, emotive language, statistics and triples (rule of three) in order to create a persuasive travel website. <br /> <br /> The success criteria for the lesson is as follows:<br /> Will present detailed information about the hotel.<br /> Will ensure the website is well-organised.<br /> Will use AFORREST techniques.<br /> Will use interesting and emotive language to interest the reader.<br /> Will use some different sentence structures.<br /> <br /> I have used this lesson for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.<br /> <br /> Files in resource<br /> Writing to Persuade PowerPoint<br /> Hotels for website<br /> Travel website templates (A3 and A4 included)<br /> <br /> Learning objective: Using a range of persuasive and descriptive techniques to effectively create a travel website.

A writing to argue lesson based on violent video games. The lesson encourages students' to select evidence independently from a wide range of sources and articulate their opinion through debate. I have used this lesson for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.<br /> <br /> Files in resource:<br /> Writing to Argue PowerPoint<br /> CNN video link<br /> Newspaper article<br /> Hypotheses of negative effects<br /> <br /> Learning objective: I can select and deduce information in order to construct an argument.

This lesson enables students to begin planning a persuasive speech about England hosting the World Cup. Students are told at the commencement of the lesson that they have to imagine that they have been commissioned by the FA to write a persuasive speech about England hosting the 2018/2022 World Cup. <br /> <br /> The lesson incorporates a range of tasks; from identifying AFORREST techniques to analysing social issues e.g. the pros and cons of hosting a large sporting event.<br /> <br /> I have taught this lesson to both high ability key stage 3 students and lower ability key stage 4 students. The lesson was extremely successful in generating many ideas for their World Cup speeches.<br /> <br /> Files in resource<br /> Planning My Own Speech PowerPoint <br /> YouTube link <br /> <br /> Learning objective: To what extent can I develop a full range of ideas in order to plan my writing?

*Disclaimer: This lesson is also sold within the Analyse, Comment, Review scheme of work in my shop.<br /> <br /> A lesson to develop an understanding of the different features used in a film trailer, such as voice over, characters and music. This lesson can be used as a stand-alone lesson, or alternatively can be embedded within a scheme of work. As aforementioned, this lesson is also in my Analyse, Comment, Review scheme of work, also on TES. The lesson will teach students to analyse the features of film trailers and comment on the effectiveness of the features from the perspective of an audience member. I have used this lesson for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.<br /> <br /> Files in resource:<br /> Analysing Film Trailers (PowerPoint)<br /> Analysing Film Trailers Grid (Word Document)<br /> <br /> Learning objective: L.O: To analyse the different features used in a film trailer.<br />

A fronted adverbial lesson that is based on a football theme. The lesson explores adverbials of time, place and manner and helps students to identify what an adverbial is and how it can be used at the beginning of a sentence. <br /> <br /> Learning objective:To identify and begin to use fronted adverbials in a range of sentences.

A mini-scheme of five introductory lessons on Blood Brothers. *Note - This is a quarter of lessons from my full scheme on Blood Brothers: lessons 6-20 will be available to download soon. The five lessons in this bundle encompass a plethora of themes such as superstition, social and historical context and characterisation. I have used these lessons for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.<br /> <br /> Files in resource:<br /> 1. Context (PowerPoint)<br /> 1. Context Pictures (Word Document)<br /> 2. Understanding the Prologue (PowerPoint)<br /> 3. Superstition (PowerPoint)<br /> 4. Foreboding (PowerPoint)<br /> 5. Accent (PowerPoint)<br /> <br /> <br /> Learning objectives:<br /> Lesson 1 - L.O: Understand the context (setting, time, history) of the play Blood Brothers by Willy Russell.<br /> Lesson 2 - L.O: To make deductions and form an opinion of a character from the play.<br /> Lesson 3 - L.O: To explore how superstition creates tension in Blood Brothers.<br /> Lesson 4 - L.O: To explore how Willy Russell creates a foreboding atmosphere in Blood Brothers.<br /> Lesson 5 - L.O: To explore the language of Mickey and Edward.

*Disclaimer: This lesson is also sold within the Analyse, Comment, Review scheme of work in my shop.<br /> <br /> A lesson to develop an understanding of genre; this lesson equips the students with the necessary skills to be able to identify what genre a book or film is based on visual images. This lesson can be used as a stand-alone lesson, or alternatively can be embedded within a scheme of work. As aforementioned, this lesson is also in my Analyse, Comment, Review scheme of work also on TES. The lesson will teach students to analyse features of film posters, such as colours, images, language, the font used and the way the image is set out on the page. I have used this lesson for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.<br /> <br /> Files in resource:<br /> Genre PowerPoint<br /> <br /> <br /> Learning objective: To understand genre and be able to identify different varieties.<br />

A game to improve communication skills and learn key characters and themes.<br /> <br /> Rules<br /> <br /> The teacher will split you into two teams. One student from the first team will be selected to sit in front of the whiteboard. They will not be able to see the screen.On the screen, a word will pop up along with an image and clue words. The objective is to get the pupil to guess the word correctly. Your team has 1 minute to help your team member guess the correct answer. However, you will not be able to say any of the words on the screen (including the title.) You will also not be allowed to do any actions, impressions or stand up...and no shouting. You are not allowed to say things like… “It starts with the letter A.”<br /> <br /> It is 3 points for a clean win (with no deductions.) Points will be deducted if team players say the words on the board.<br /> <br /> *A bonus point may be awarded if the student in the hot seat guesses the word within 10 seconds.<br /> <br /> <br /> Suitable for all ages and key stages.

A game to improve communication skills and learn key characters and themes.<br /> <br /> Rules<br /> <br /> The teacher will split you into two teams. One student from the first team will be selected to sit in front of the whiteboard. They will not be able to see the screen.On the screen, a word will pop up along with an image and clue words. The objective is to get the pupil to guess the word correctly. Your team has 1 minute to help your team member guess the correct answer. However, you will not be able to say any of the words on the screen (including the title.) You will also not be allowed to do any actions, impressions or stand up...and no shouting. You are not allowed to say things like… “It starts with the letter A.”<br /> <br /> It is 3 points for a clean win (with no deductions.) Points will be deducted if team players say the words on the board.<br /> <br /> *A bonus point may be awarded if the student in the hot seat guesses the word within 10 seconds.<br /> <br /> <br /> Suitable for all ages and key stages.

A game to improve communication skills and learn key characters and themes.<br /> <br /> Rules<br /> <br /> The teacher will split you into two teams. One student from the first team will be selected to sit in front of the whiteboard. They will not be able to see the screen.On the screen, a word will pop up along with an image and clue words. The objective is to get the pupil to guess the word correctly. Your team has 1 minute to help your team member guess the correct answer. However, you will not be able to say any of the words on the screen (including the title.) You will also not be allowed to do any actions, impressions or stand up...and no shouting. You are not allowed to say things like… “It starts with the letter A.”<br /> <br /> It is 3 points for a clean win (with no deductions.) Points will be deducted if team players say the words on the board.<br /> <br /> *A bonus point may be awarded if the student in the hot seat guesses the word within 10 seconds.<br /> <br /> <br /> Suitable for all ages and key stages.

A writing to argue lesson based on Sam Allardyce losing his job as England manager. The lesson encourages students' to select evidence independently and articulate their opinion through debate. I have used this lesson for both my KS3 and KS4 English classes and have differentiated appropriately to suit the needs of all students.<br /> <br /> Files in resource:<br /> Writing to Argue PowerPoint<br /> Newspaper article<br /> <br /> <br /> Learning objective: I can select and deduce information in order to construct an argument.