This is written for a GCSE group but can easily be adapted. Using Mrs Beeton's book of household management, pupils analysis a section of the text to consider the theme of responsbility. Pupils will consider how Mrs Beeton's views on modern women would have been portrayed, analyse a piece of text and create an analysis concluding with peer assessment. There are also two overlays that can be used with any piece of unseen text. Many thanks :)

This is a fantastic resource I use with new classes and for my private tutoring. It is a skills audit of the main skills required for English Language and Literature and help us as teachers recognise strengths and weaknesses, whether it be grammar, comprehension or writing skills. It is a great starting point to build from. Many thanks :)

This A level tracker is written for the Eduqas spec but can be easily adapted. This tracks all the assessment marks given to the pupils for their practice assessments in class, mock exams or actual exam results. You can easily change the texts if they are not what you are studying. You simpy enter the results over the year and then it caluclates their total score for the course, depending on the grade boundaries for the year you can covert that score into a grade. There is a tab for year 12 and 13 so you can track progress over the course. Many thanks :)

This is a 12 week scheme of work I developed for Hamlet for A Level English Literature. It is a very through scheme of work that explicity reveals what to cover each week with suggested activities and assessment points. Pupils did really well with this scheme and it is very easy to follow. Many thanks :)

This lesson is a great one off big write lesson for any key stage, but this is aimed at year 10 (easily adapted). They have to write using the title 'The attack' in which they can use vocabulary from 'Charge of the light brigade' and the lesson also goes through how to achieve top band, inspiration from Jurassic Park, model example and writing frame. Please note I couldn't add the Jurassic Park extract as it wouldn't upload, but the clip is from the same section of the novel if you need to find it. Many thanks :)

This set of lessons was created for a low level year 7 group, introducing them to non-fiction and creative writing through the magic of Dragons! They really engaging well with these different activities and got very creative with the variety! Was a fantastic short scheme, which could also be an intervention, which could also be used for level key stage 3/4 across the year groups. Many thanks :)

This lesson is written for AQA English Language (9-1) for section B question 5 but can be easily adapted across the board. It features a question based from a past AQA paper on envriomental issues. Pupils discuss the basic and advanced ingredients of a speech, what AO5/6 is and how to reach top bands in this question. There is also planning through my 5 step formula. Pupils then write the speech and assess using the mark scheme avaliable from AQA (or your exam board!). IPERSUADE is discussed which is; I - Imperative P - Personal Pronouns E - Emotive language R - Rhetorical questions S - Statistics U - Use discourse markers A - Anecdotes D - Direct address E - Exaggeration Many thanks :)

An assessment that I had set for my year 9 who were studying a Christmas Carol but easily adaptable. I s based on the question... How does the writer use language and structure to portray both the harsh and sensitive sides of Scrooge? PPT goes through the assessment question, examples of when Scrooge acts this way, example of how to set out a PETAL paragraph, example PETAL paragraph and a second lesson on how to reflect and improve on the assessment after marking.

A planning sheet used with a low ability year 11 group for their English Language exam. It is based on the question; 'Write a letter to your local hospital explaining why you are disgusted by the conditions and treatment they are giving your relative.' It goes through AFOREST examples pupils could use in their letter and writing frame/planning space for pupils to plan their response before diving into it. Many thanks :)

Written for the AQA spec, but easily adaptable, this lesson is a stand alone lesson going through the basic and more advanced ingrediants of a formal letter lesson. Pupils consider first the signifiance of commas (as this has been an issue) and then work through what makes an effective formal letter (they had analysed one last lesson). Following this pupils consider the assessment objectives and what is required for a high band. Then pupils plan and write their own letter based, to the local coucil, based on the condition of a local park. Concluding with peer assessment using the mark scheme. Many thanks :)

This lesson is an preperation lesson for an essay in pupils write a response to a past exam response for AQA Literature, but can be adapted to other exam boards! Pupils consider the question 'How is Macbeth considered heroic in the opening monologue of Act 5 scene 3'? Pupils then consider the whole text. Pupils can argue that he may be a hero but also how he may be a villain throughout the text. There is an example strucutre, paragraph outlines, assessment objective overviews, and how to reach top bands. Many thanks!

This is a lesson developed for year 7 PSHCE lessons focused on time keeping. Pupils will consider why time is important, how time can be wasted/used effectively, how long it takes them do things and what they can do to use their time more effectively!

Attached is a lesson(s) specific for GCSE but can be easily adapted for key stage 3. In this lesson pupils learn about the structure and language of a broadsheet newspaper and look at the language of two articles. This is also teaches pupils of a 5 step formula that they can use on ANY topic that may feature during their non-fiction writing section of the exam - it promises every pupil will have at LEAST 5 paragraphs for any subject! My pupils love this lesson and voted in the most influential idea that helped them with their exams.

On this sheet is a table with all the IPERSUADE devices, a space to consider the definition of the word and space to create an example of this device linked to the topic you could be studying within the lesson. IPERSUADE stands for; Imperatives Personal Pronouns Emotive language Rhetorical questions Statistics Use discourse markers Anecdotes Direct address Exaggertion Nice and easy for pupils to remember!

A lesson in which pupils cover what is meant by the IPERSUADE devices used for a persuasive speech. This speech links to the pupil's study of Romeo and Juliet and towards the question 'Should Romeo and Juliet REALLY be allowed to get married?' This gives pupils the opportunity to practice their AO5/6 skills for English language and mixing their AO1/3 skills for Literature. This was a really engaging activity and pupils loved arguing their point of view on the issue.

A lesson in which pupils cover what is meant by the IPERSUADE devices used for a persuasive speech. This speech links to the pupil's study of Macbeth and towards the question 'Should a Jacobean audience really be afraid of the Witches?' This gives pupils the opportunity to practice their AO5/6 skills for English language and mixing their AO1/3 skills for Literature. This was a really engaging activity and pupils loved arguing their point of view on the issue.

A lesson in which pupils cover what is meant by the IPERSUADE devices used for a persuasive speech. This speech links to the pupil's study of Macbeth and towards the question 'Should Jacobean women be inspired by Lady Macbeth?' This gives pupils the opportunity to practice their AO5/6 skills for English language and mixing their AO1/3 skills for Literature. This was a really engaging activity and pupils loved arguing their point of view on the issue.

One of my all-time favourite lessons to teach! This hour long lesson can be used with any GCSE group as it all about them, they pretty much create this revision lesson! This is used at the end of a unit on question 5 for paper 2 (19th/20th-21st century non fiction) and tests pupils on their knowledge of question 5. It requires pupils to create and devise their own question, in the style of question 5. This tests pupils knowledge of how the structure is constructed (tone, form, audience). Following them creating their own question they then take part in a carousel activity of speed planning, rather than speed dating! They are given a set amount of time (that is up to you as the teacher) and need to recognise the PAF of the question (created by a pupil in the group) and create device examples they can use in their answer and a structural plan - when their time is us then they swap/move on to the next question. This is about how pupils need to revise planning at speed, as they will in their exam, for a variety of different forms, audiences, and tones. Pupils really enjoyed and was a useful revision tool once they had used in lesson! Thanks for looking!

Used with a mid-ability year 8 group, these 3 lessons are used to introduce Othello and the opening scene. In the first lesson, pupils need to complete a Carousel of key characters around the room - because of copyright I cannot put the pictures on but you will need pictures of: Othello Iago Desdemona Cassio Emilia Key themes An image of Othello seeing Cassio and Desdemona together (all found on google). Lesson 2 is all about Iago's opening rant and what this rant reveals about Iago and his feelings towards the unfairness he feels that he is going through. Lesson 3 completes the first scene, analysing the racial undertones towards Othello and what this language, used by other characters, reveals about these characters as a first impression on the audience. All resources are attached (apart from Lesson 1 pictures as mentioned above) Lesson 2/3 are on the same powerpoint. Many thanks for looking, I love teaching Othello and these lessons were really fun!!

This is a powerpoint and PETAL paragraph table for a mid-set year 9 group, focusing on the AQA spec, for the end of term assessment on A Christmas Carol. They were required to answer the following; How does the writer use language and structure to portray both the harsh and sensitive sides of Scrooge? (AO2) On the PPT are sentence starters and model examples to support pupils. Many thanks :)