3 lessons aimed at LA pupils to explore the presentation of characters. Included are: Birling Sheila Gerald Watch this space for resources on the other characters. Each ‘lesson’ consists of: true/false starter activity vocab match up task (adjectives used to describe the respective characters, to ensure understanding e.g: words like, ‘insightful’; ‘assertive’; 'responsible; ‘arrogant’ etc.) quotation wheel activity: a blank wheel with just the adjectives on (to print A3), with a list of quotations for pupils to cut up and stick in the correct segment of the wheel. Then to add notes to the quotations. What/How/Why template to put info from the wheel into paragraphs.

A lesson exploring the characterisation of Mrs Lyons, in comparison to Mrs Johnstone at the start of the play.

1 x creative writing lesson on ACC made for a cover lesson. Pupils to write a description based on the opening scene of ACC 2009 film, with an (implicit) emphasis on SHOW, don’t tell.

A lesson introducing the device of ‘pathos’, with suitable tasks scaffolded for pupils to go from ‘understand’ -> ‘identify’ -> ‘apply’. This lesson has been personally used for KS3, and lower ability KS4.

A series of 7 lessons that revise expectations and how to approach the AQA Lang P2 Q5 / Section B writing Q. Lesson cover: Purpose, Audience and Form Letters Articles Speeches Practice exam Qs Scaffolded tasks and planning sheets Great for a block of lessons for year 11 prior to exams.

A post-study lesson exploring the idea of censorship. LO: To reflect on the writer’s intentions and the context of the book’s publication The lesson explores both how censorship is presented IN Animal Farm as well as issues relating to censorship OF Animal Farm, recognising Orwell’s difficulty in getting the novella published.

A lesson that takes a closer, critical look at how Gerald’s account of his meeting of Eva Smith/ Daisy Renton is presented to the audience. The lesson includes relevant extracts taken from the play, set on one page for easy annotation. Students are guided to analyse multiple interpretations of Gerald’s dialogue - how Gerald is trying to present himself (positive), but then close lang analysis to examine the more cynical, negative aspects of what he is saying. For example: the excessive use of the pronoun ‘I’ to indicate he did what was best for himself, and his feelings, as opposed to Eva’s/Daisy’s; the use of imperatives such as ‘made’ and ‘insisted’. Have used this lesson a few times now for both first time teaching of the text and as revision and have found pupils really receptive to the lesson. JB Priestley - An Inspector Calls

A whole lesson exploring the imagery used in the poem Nettles by Vernon Scannell. Initially, the tasks relate to the theme of ‘Growing Up’ and making an initial reading/understanding of the poem. Then it links to imagery of war, before returning to theme of ‘Growing Up’ and the ‘battles’ faced by children and parents. Have used this lesson with year 7 and 8 classes. Quite a good lesson to develop pupil’s to consider deeper/secondary meanings of poems.

Article writing task on the topic of Boxing. Perfect for AQA Language Paper 2, Q5 practice. This ppt includes lots of ideas and information for pupils to read and make notes on before formulating a viewpoint for themselves and presenting in the form of a broadsheet newspaper. This ppt does NOT overly go over article features. This lesson is best suited as a lesson to apply and demonstrate what they have learned about article features. Alternately, this could be used as baseline assessment, prior to teaching article features.

This resource includes two articles on the topic of ‘Elephants’. The powerpoint guides pupils to: Consider what is meant by the terms ‘viewpoint’ and ‘perspective’ and begin identifying from the texts Scaffolded paragraph as a first attempt. Model answers for EACH level in the mark scheme, for pupils to read and sort next to the correct level descriptor. Tasks to identify the differences between the model answers, getting pupils to identify what is needed to get their responses into the next ‘level’ on the mark scheme. Finishing with another scaffolded paragraph (to monitor progress), and a peer assessment task to engage with others work, as well as the mark scheme. PLEASE NOTE: I cannot take credit for the extracts, and apologies I cannot remember where I sourced them from (please do contact me if they are yours!). ALSO: This powerpoint is not set out into specific lessons however, I have used this PP with my year 11s (first time through the paper) and it took a weeks worth of lessons, to give you a guide.

A lesson exploring and comparing the characterisation of Mrs Johnstone and Mrs Lyons in Act 1 to Act 2 (Mrs Lyons confronts Mrs Johnstone), focussing in on the power balance shift between the two women.

A series of lessons looking at a practice Language Paper 2 on the topic of hunting. I cannot take credit for the paper itself, but the accompanying lessons, ppts and model answers are my own.

A practice / mock AQA Lang Paper 2 exam exploring the tradition of using black face paint as a disguise in Morris dancing. This paper enables pupils to engage with recent events and the renewed focus on systemic racism in our society following growing publicity and support for the Black Lives Matter movement. My aim of this paper is to address and create discussion about issues of racism in Britain, but from an unconventional / less obvious example. Section A: Reading Source A presents a ‘celebratory’ account of morris dancing in the 19th c. whereas Source B presents a critical and conflicted view in 21st c. Britain, exploring whether the tradition of using black face paint as a disguise in Morris dancing is now outdated and deemed racist. Section B of the paper continues with the controversial theme of ‘blackface’ with the statement: “From television shows such as ‘Little Britain’, and ‘The Mighty Boosh’, to traditional English Morris dancers: whatever their justification, black face is always wrong” PLEASE NOTE: Source B has been purposefully and carefully selected as it presents both the criticisms of black face paint as well as information of the traditional meaning and reasoning behind it. Thus, this should allow pupils to explore the spectrum of the issue and provides some background information to help guide the pupils’ responses. Included in this purchase are the two sources and the question paper, in addition to a powerpoint presentation that includes example/model answers for questions 2-4, for pupils to mark against ‘student friendly’ skill descriptors, suitable for DIRT activities. Source A: A newspaper cutting describing a performance of Morris dancing (traditional English dance), 1886. Source B: A newspaper article reporting the criticism of Morris dancers by a London journalist, 31st December 2019.

Straightforward lesson to introduce the use of foreshadowing in the play, focussing on the ‘Summer Sequence’ in Act 2. Resources include powerpoint lesson with starter, main task and ‘increasing challenge’ plenary . Main task comprises of worksheet (included) that annotates the lyrics to ‘Summer Sequence’ and requires pupils to look for positive / negative imagery. This culminates in pupils writing a PEA paragraph on Russell’s use of foreshadowing in this scene. I use this lesson with my year 7 classes and believe it would be suitable for LA GCSE classes.

A lesson exploring Thatcherite Britain, responding to Thatcher’s view that everyone’s able to be successful, if you work hard enough. Pupils are to apply this view to the events in the play (Act 2), and then write a letter to Mrs Thatcher addressing their point of view (whether they agree/disagree with her statement).

AQA 2019 Language Paper 2 DIRT tasks, section A: Writer’s Viewpoints and Perspectives A series of lessons that reflect upon questions 2-4 of 2019 Paper 2, advising pupils where they may have missed marks and how to improve. AQA 2019 Lang Paper 2: ‘The Crossing’, an extract from James Cracknell and Ben Fogle’s autobiographical account of crossing the Atlantic and ‘Idle Days in Patagonia’, an extract from W H Hudson’s travel writing.

Included is a storyboard of the poem, with some instructions on how you could use for Yr 11 revision: pupils to put them in order, from memory see if they can write a quotation from the poem for each of the images, pupils then to check back with the actual poem and add any quotations where needed, then begin to identify and analyse language. I have also used the story board to teach first time round, especially with lower ability pupils to help them visualise the poem better. Also included, is a storyboard image sort & language identifying task which is an A3 sheet. It consists of a copy of the poem, with space for the images to be sorted and stuck in and a table which gets pupils to identify key language techniques in the poem. The table can easily be adapted to add more advanced level techniques for idenitification, but as it currently stands is suitable for low to mid ability.

A lesson and resources to revise the key imagery and context of the poem ‘Storm on the Island’ by Seamus Heaney, in preparation for AQA Lit Paper 2, Section B - Power and Conflict anthology. Ppt is designed for LA and post-study of the poem.

Activities on ‘accept’ and ‘except’; ‘affect’ and ‘effect’. Have used for cover lesson. SPaG revision / adapt into starter activities

worksheet that gets pupils to filter words into their correct classes.