Designed to support the less-able with their analytical paragraph structure. <br /> <br /> This has been most useful with my mixed-ability Y10s - who have fantastic ideas, but often struggle to write them down. <br /> <br /> Aimed with Literature essays in mind, although can also be helpful with Language - includes extensive sentence starter and a brief description of what each step is about.

I created this lesson with my Y11s in mind - I wanted them to see that genre features have a big impact upon their narrative writing. Whilst this is created with the AQA English Language Paper 1, Question 5 in mind, this lesson is applicable to any narrative writing lesson. <br /> <br /> The starter is discussion based, getting them to think about images - the pictures' similarities and differences (linking to skills needed for English Language Paper 2) - and justifying the differences. <br /> <br /> Development task is students taking a well known story or nursery rhyme, in this case Humpty Dumpty (I think Little Red Ridding Hood would probably worked just as well UPDATE I've included another PP using LRRH) and outlining the plot on a rough tension chart/story mountain. This is getting them to consider how a narration is structured, and could lead onto an interesting discussion about narrative hooks (spin off lesson). <br /> <br /> Then students are asked to consider different genre's (particularity within Literature) and what features make that genre. Students are then asked to apply the features, of their favorite genre, to rewriting the Humpty Dumpty story (this can be done in pairs for a less able class). <br /> <br /> Student then share their re-written story with the class and the class have to identify the genre the story has been written in. <br /> <br /> Students are then presented with an image (as they would be in the exam) and asked to apply the skills they have just developed to an exam styled question - planning the story-outline and genre they are going to use.

Designed for KS4 students as a useful tool to revise 5 key quotes from each poem (the 15 poems). <br /> Whilst it is aimed for all abilities, this may suit less able students as the focus is on individual words from each poem rather than whole lines. <br /> <br /> One mat has the titles of the poems, quotes and images; one has the title of the poems and images; the last mat is blank with only the titles of the poems. These 'blank' mats have been included for students to practice memorising the revised information.

<p>For a first lesson/introductory looking at Metroid: Prime 2 Echoes - to be used for the AQA A Level Media New specification (the specfication that started in 2017).</p> <p>LO: to analyse the media language of the front cover and the main chararcter of the game.</p> <p>There are notes on how to deliever the lesson in the note sections of each slide.<br /> All sourced information has been creditied.</p>

<p>Designed for my Y10s and Y11s (more for the lower ability), on how to structure their answers for the extract questions.</p> <p>(You can amend the context boxes and subject term boxes to suit the texts you are studying - get the students to fill them in!)</p>

<p>This lesson (which will probably take two lessons, I did this with my EAL class so it did almost take us three lessons), is designed specifically for the structure question in the AQA English Language GCSE paper. There are sentence stems and part of a model answer. I wouldn’t say the model answer is a high level answer (it was geared towards my EAL class), but it could easily be improved. I have also included the extract we used, which was from Shelly’s Frankenstein, so again a realistic/challenging extract that could be used in an exam scenario.</p>

<p>A great revision mat with key quotes from Blood Brothers and links to themes (although I couldn’t fit all themes onto each character, so it’s just the most applicable one - you can ask students to link other themes to the character/quotes).</p>

Designed for KS4 comparison and context revision of the Love and Relationships cluster (could be altered for Power and Conflict). A document with four A4 pages, can be printed so that it comes out on two A3 sheets. <br /> <br /> The first A3 sheet relies on the students knowing the names of the poems and placing each name into the hexagon. Whilst this part may seem it geared towards the less able, encourage the less able to do this part methodically - as certain poem will be harder to link to one another! For the more able, let them work this out - they will soon realise that certain poems are harder to compare than others. Students then have to 'fill-in' how each poem is linked to one another, in citing key themes, ideas, views, perspectives, messages, poetic techniques. <br /> <br /> The second A3 sheet is filled with context/background information about each poet or poem. Students have to read the context and label the context box with the correct poem title (this could be made harder for more able students by removing the poets name. I have included the poet's name for my students).

I created this lesson for my low ability year 8 and it worked quite well - if I were to do this with a more able class I believe this would only take about half a lesson. <br /> <br /> We do silent reading as a starter, but you could do a starter brainstorming everything students associate with an eagle (so you can go straight into writing a model answer for an extended metaphor, after establishing what an extended metaphor is).

Designed for my y10s and y11s to revise key elements of the English Language Paper 2 - a lot will rely on independent study (great for personal revision). <br /> <br /> Publisher doc and editable

Designed for a low ability Y8 class - with the intention of developing their descriptive writing skills.<br /> (It starts off quite 'primary' school, but is actually quite challenging when thinking about alternative/ambitious prepositions). <br /> <br /> You may need thesauruses/dictionaries to aid with this lesson - depending on the ability of your class.<br /> <br /> Starter - word-type sort (verbs, adverbs and adjectives)<br /> Development - simple identification of prepositions (using the image of a cat ON the chair, a cat BY the chair etc.). <br /> Task - finding alternative/ambitious prepositions (thesauruses/dictionaries)<br /> Task - apply these new prepositions to a picture description.

<p>Designed for my y10s and y11s to revise key elements of the first paper - a lot will rely on independent study (great for personal revision).</p> <p>Publisher doc and editable.</p>