A two hour lesson that looks at the skills required to write answers to questions 1-4 on the AQA Language paper 2. Included is a PDF of a past-paper as well as a powerpoint taking students through this and giving tips for this exam.

A lesson that looks at the question 5 section B of language paper 1. Tips and strategies for answering the question are provided, how to plan their answer as well as looking at how they can include the highest ‘compelling’ boundary with time to consider ideas. This lesson was spread into two hours- moving through the powerpoint, allowing students to plan their answer and then write for 45-minutes.

A lesson that explores the use of first person which includes the use of first person with a task that looks at the use of first person in the wonder trailer- youtube link attached. It also allows students to use first person themselves by comparing their first day to the main characters and a supported answer to the question "How does the writer use first person perspective to allow the reader to imagine August's first day?"

The lesson focuses on reading the story "Answer" which is an outdated Science fiction story that describes the creation of the internet- before it was even created. Explanation of the technique - Allegorical reference and full story included. Students are then supported through discussion of typical Sci-Fi conventions whether or not this story is an effective Science Fiction story.

2 introductory lessons for R.J Palacio's Wonder. Studied with a year 7 class which could be used for high ability year 6 students or low ability year 8 students. The lessons include information about the author, a task based around emotive impact of the story, analysis of the blurb, comprehension questions, tasks to lead to students learning their first impressions of the main character and a structured support to help students write their own response to the question "What are your first impressions of August's life?" -Images of the book cover to use as a mind-map for students included.

This lesson explores how structure is used in the story looking at a particular extract. The lesson covers the structure techniques and effects used in the extract (extract and revision sheet of techniques attached). Students are directed through a pre-analysed section of the extract of how to analyse the use of structure and then given the full extract to do this independently. The end result supports students in answering the GCSE styled question "How does Palacio use structure to influence the reader?"

This lessons explores the GCSE styled question "How does Palacio use allusion to create a sense of sympathy?" The lesson allows for the guided reading of certain pages, discussion questions based around the technique of allusion, identification of the difference between empathy and sympathy, analysis questions to support the annotations of the extract and a supported structure to help students answer the question. Differentiated and could be used over two lessons as peer assessment is included- students should come up with the criteria you are looking for.

A lesson that spans over two hours- Originally created for a mixed ability year 7 group but easily adapted to different classes. The lesson includes: -Links to humour in everyday life -Key terminology discussion 'malapropism' -What makes Bottom such a funny character (discussion) -Differentiated support in answering the question "How is Bottom presented as being a humourous character?" -Peer assessment -Creative Writing

A lesson aimed at a mixed ability year 9 group. Analysing the key points about Curley's wife and how her character links to women during the 1930s. Includes: Teacher annotations, comprehension questions, key quotation analysis, contextual links, model answer, supported essay sentence starters to complete the question "How is Curley's wife presented?" and peer assessment.

A lesson originally created for a mixed ability year 9 class but can easily be adapted for your own class. This lesson explores the use of language in the character Havisham from Great Expectations. Taught as part of a 'History of the English Language topic" but can also be used as a great expectations scheme or other language analysis topic. -Context of Great Expectations/Charles Dickens -Creative writing from Havisham's perspective -YouTube clips to BBC adaptation -Extract - to annotate with class or individually -Model answer to the question "How does Dickens use language to present Miss Havisham?" -Supported sentence starters to enable students to answer the question -Peer assessment

A lesson that explores how Shelley uses sympathy for the monster in Frankenstein by exploring in close detail the use of language in a particular extract (attached). The lesson aims to help students to create their own monsters in a narrative but create the same sense of sympathy. Complete with YouTube links, links to modern life, peer assessment and supported sentence starters for lower ability students.

2 whole lessons that explores the Gothic Literature classic- Dracula complete with a lesson that introduces Dracula: complete with creative writing, contextual links, extract to analyse, structure grid, model answer for the question "How does Bram Stoker create tension?" differentiated activities and self-assessment. The second lesson explores How Bram Stoker uses setting in an extract- complete with extract to analyse and a group supported section on writing an answer to the question "How does Bram Stoker use description to present the setting in Dracula?"

2 separate lessons created for the topic of war poetry. Looking at each poem's context and meaning. Including model answers, YouTube clips, poems, GCSE styled question for each poem.

A lesson created for a Travel Writing topic based on the extract by Rupert Brook- Niagara Falls. The lesson includes: - A glossary -The extract -YouTube link to Niagra Falls clip -The question "Is Rupert Brook's Niagara Falls an effective descriptive piece?" Where students can mark/assess against the school's criteria. -A second question GCSE styled question "How does Rupert Brook use language to help create an image of Niagara Falls?" -Peer assessment -Creative writing.

2 lessons that analyses the use of sarcasm and humour in Bill Bryson's A walk in the woods. Created as part of a Travel Writing scheme- my class found this extract and both lessons great and because they genuinely felt the humour from the extract- analysis was easier. Complete with extract, peer assessment and discussion sections.

A lesson that should be used over two hours. An exploration of the poem Mametz Wood- Used at GCSE level in an observation that gained outstanding. Could be used at year 9 or a high ability year 8 with some alterations. The lesson explores the context of the poem, key quotations, comprehension questions designed to help students annotate the poem, supported essay structures to complete the GCSE question "How does the poet represent war through the use of imagery?" complete with a model answer - which is a weak model for students to add input on how to make it better and peer assessment.

This lesson explores imagery used in the poem Vultures by Chinua Achebe. The lesson explores: - The imagery of a vulture - A step to success ladder for GCSE poetry -Context of the poet - A YouTube link to the poem - The poem in text format - Exploration of key quotes linking to imagery - Steps to help students annotate the poem - A model answer - The question "How does the poet use imagery to create an effect on the reader?" -Peer assessment

A lesson that explores 'The follower by Seamus Heaney' and the GCSE question 'How is structure used to create an effect on the reader in Seamus Heaney’s ‘The follower'? The lesson explores: -The context of the poem -Key terminology 'Irony' -The poem with directions for annotations -A worksheet to secure annotations -A model answer -Glossary -A Graph to plot student's progress