Worksheet for KS3/KS4 on word classes.

A 1 slide presentation, writing task - writing to describe with a narrative frame to guide the pupils.

Worksheets for each stanza of Carol Ann Duffy’s ‘War Photographer’. Suitable for Mid- low ability classes, or a higher ability class, as a first response type activity. Activity mostly aimed for understanding meaning and imagery, as opposed to analysing language, form or structure.

Worksheets created to analyse the poem ‘Poppies’ by Jane Weir. Focus is on meaning and understanding, exploring the key imagery with lots of prompts and scaffolding to guide pupils. This has been created for LA pupils, where I am trying to steer away from simply identifying techniques and move further into WHY specific techniques/words have been used and what imagery it suggests. Resource includes: PRE-READING tasks: Context/Summary/Glossary page READING tasks: Each stanza broken down with tasks to explore the imagery and a challenge task to complete. POST-READING tasks: Deeper thinking questions; Lang techniques task; Themes based task; Essay style question.

A powerpoint and two worksheets exploring the role of women in Shakespeare, with a specific focus on Lady Macbeth.

Worksheets created to analyse the poem ‘Remains’ by Simon Armitage. Focus is on meaning and understanding, as well as analysis of techniques. I have found that my classes would identify techniques in a poem but not say much about them! In these worksheets, the techniques have been given to them (which will help with their understanding of a range of techniques - not the same ones time and time again that they seem to go for!), with questions aimed at analysis why the writer has used said technique, as well as further questions exploring specific language choice. i.e. why ‘life’, why not ‘body’? etc. Also includes storyboard type images, to help with dual coding. If you like this resource, please check out my storyboard activities for this poem too: https://www.tes.com/teaching-resource/remains-storyboard-language-analysis-and-revision-tasks-12207507

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.

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.

Includes 6 weekly set homework tasks based on key themes, context, conventions and genre of Blood Brothers. Tasks have been created in such a way that the work can be self/peer assessed within the lesson on hand in day, to limit/reduce teacher marking workload, but still able to ‘assess’ students progress and add to your data/markbooks :)

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 reading log for pupils to keep track of where they are.

Descriptive writing cover lesson - 1 slide, with all info on.

Shakespearean language Starter activity - Thou, thee, thine and thy Activity Task, with answer slide.

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

Info sheet to guide pupils on how to build strong metaphors.

Homophones starter activity: poor, pore, paw, pour. Set of questions for pupils to put the correct word in.

Very simply, yet clear. Have used before as basis for a display. Have also used in class, as basis for revision, for pupil’s to add everything they know or can remember about them and their role in the story.

Handout, outlining creative writing task, with paragraph structure suggested. Based on an image: fire.

Romeo & Juliet - Post-reading differentiated writing tasks.

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