Ambitious vocabulary for students aiming for the highest levels. This resource provides students with a wide range of specific and high level vocabulary to meet the top of the assessment criteria. It challenges students to demonstrate their understanding of these terms by writing the meaning and using it in a an example answer. Students should then feel more confident and get used to using ambitious vocabulary and key terms in their written responses. Extension task encourages students to identify where these terms can apply to other Literature texts. Support is given in the form of examples and more challenging meanings completed for them.

Lesson(s) exploring the poem ‘A Poison Tree’ by William Blake. Can be explored as part of the GCSE or A Level syllabus or as practice for Unseen Poetry. Includes pre-reading activities, exploration and analysis, prompts and plenaries.

A “fun” project for students to revise the plot of Macbeth. Tasks are differentiated with support, challenges and extension tasks. This encourages students’ independent learning on a very teacher-led topic.

Encourage students to think more critically about the character Lady Macbeth. Resource: This resource has statements from critics, sharing different viewpoints on the character Lady Macbeth. In groups, students will explore moments in the play to support or challenge the point of view. Each section has a challenge and an extension task extending student responses. Lesson: Recall questions which are open ended enabling for greater discussion and developed responses. A kinesthetic task to encourage more critical judgements. This visual aid will be returned to at the end. *All of my students had changed their view about Lady Macbeth by the end of the lesson understanding her to be a more complex character than first believed. * Group task. Each group feeds back their ideas and findings with the rest of the class. Other groups add to their resource to complete the table of different viewpoints and perspectives. Students then write a conceptualised, critical, exploratory introduction to an essay on Lady Macbeth. This can develop to an essay. 2-3 lessons

Lessons and resources for the poem ‘Walking Away’ by Cecil Day Lewis. Includes: pre-reading task contextual information reading with vocabulary support summary task with support and challenge differentiated analysis task(s) with prompts exam-style question

This planning sheet encourages students to plan their structure, devices and vocabulary to ensure they are meeting the mark scheme. Also, questions at the top encourage students to create a more original and well-thought-out speech e.g. writing from a different perspective, as well as, matching the tone, style and register to purpose and audience. This structure also ensures students follow the conventions of a speech to ensure they are awarded marks. A great resource for any ability as the plan will become their writing support. Great for Language Paper 2 and Speaking and Listening Endorsement. Good preparation for practicing oracy.

Exemplar creative writing piece for Language Paper 1 - part B.

Each scene, summary, characters that appear in that scene, important quotations and relevant themes. Quotations in bold are those that you can write a lot about in terms of methods.

Question created for A Christmas Carol. Not past paper.

Task encouraging students to note what theme they could link to these points about context - literary, society and Dickens’ life.

Exemplar introductions and tasks encouraging students to identify the phrasing that meets the top of the Literature Mark Scheme of a conceptualised, well-structured and focused essay, planning the essay clearly laid out in the introductions, redrafting examples to their own idea/focus and writing their own. A Christmas Carol but can be used as examples for any Literature text.

A practice paper one a question and extract that hasn’t come up yet.

The beginning of a grade 9 response - a great example of the criteria being met and broadening students’ vocabulary. Can be completed with any ability. The following tasks can be completed in pairs, as a class or independently. I completed this task after reading A1 and A2 with my set 6 class. The next step would be writing the first paragraph as a class, then pairs, then independently. This will be achieved as we read more of the play.

An activity for students to consolidate their learning of Act One - An Inspector Calls. This a complete summary with embedded references of Act One with gaps to challenge students to recall key words, characters and events.

In student voice, year 11s expressed that a weakness of theirs was analysis of key quotations for ‘A Christmas Carol’. I put a quotation on the board that lent itself to analysis. We annotated this as a class really picking apart language and writer’s methods. The students were amazed at how much we could write about one quotation. We had great discussions about what questions we could use this quotation for, what other quotations we could link this to, Dickens’ intentions etc. We repeated this again with another key quotation with a more student-led approach. A question that these two quotations had in common was: Scrooge’s attitude to money. Therefore, I wrote this on the board and asked students to turn one of their annotated quotations into an analytical paragraph. I did the same for the first key quotation. Then, I shared my analytical paragraph and explained my structure and thought process. Students then made edits to their paragraphs but most were successful in achieving a developed analytical paragraph. This resource is the model section of an essay with the key quotations analysed.

A clear criteria which teachers/students can use to assess newspaper articles. Ensures that all areas of the mark scheme are covered. This resources encourages students to see more than one area they can improve on and encourages them to respond to feedback making revision resources and redrafting work.

A 36 question gap-fill quiz that checks students’ memories of the family poems in the ‘Love and Relationships’ cluster. Peer-assessed and answer sheet included.

Recall questions on the family poems in the anthology. Each question requires students to answer with references from the poems: Before You Were Mine, Eden Rock, Climbing My Grandfather, Follower, Walking Away and Mother, any Distance. To be peer-assessed. Teacher answer sheet included.

A planning template for transactional writing. Particularly made to support students at GCSE level writing a newspaper article for Language Paper 2 section B.

This was an observed outstanding lesson and resources used to improve students’ comments on the effect of writer’s methods. Often, examiners and teachers report that students’ comments on the effect on the reader are too generic and do not demonstrate an understanding of writer’s methods. This lesson and resources helps students to identify the errors in responses, understand the purpose/effect of methods and practice writing developed and relevant explanations of the effects of writer’s methods. The final task also allows students to take on the role of the writer making language choices for a particular effect. The starter focuses on recall of the mark scheme (with a help sheet for support) to identify errors in examples with an extension task to redraft responses making the suggested improvements. The improved answers appear visually to the students in green and is a great opportunity for teachers to address misconceptions e.g. the difference between empathy and sympathy. The second task is a table (not an exhaustive list) of devices with examples (on a range of topics) where students practice writing the effect of writer’s methods, making sure they are relevant to the method and topic. There is an extension task to add devices to the list and come up with their own example with it’s purpose/effect. This is peer-assessed and an opportunity for AFL by asking students to raise their hand if they have 2 or more correct for example. If so, students can move to the next task. The final task is a timed writing task where students practice using devices for effect. The challenge is a slow-writing task to ensure students are conscious of every sentence they write and encourage students who rush work to slow down. This is self-assessed through the labeling of devices. Students can create their own target and green pen this action next lesson or for homework.