Resource to support the revision of Jekyll and Hyde and how to form exam responses to an extract from the novel and make links to the novel as a whole. Differentiation: purple = lower ability blue = middle ability yellow = higher ability These resources provide opportunities for carousel activities whereby students read 4 extracts from the novel and make notes to form an exam response. Students will consider other parts of the text as part of their answer. Opportinities to: - revise plot and significant characters and themes - revise context - revise extract to whole - form exam responses linked to mark scheme - explore sample answers - practice timed writing - learn quotations using image stimuli 4 extracts included

Ideal for year 7 or year 8. Two lessons to develop the AQA new specification paper 2 skills for question 4 using the AQA KS3 papers. (Comparison of writer perspectives) Also ideal for low ability KS4 Resources provide opportunity to: - explore non fiction texts - select and retrieve explicit and implicit information - identify example of a writer's language - explain the effect of writer's language - compare the perspectives of the writer - use writing frames to structure a response Differentiation: purple = lower blue = middle yellow = higher Texts included: - Article about meeting the Grime artist 'Stormzy' - Article about meeting Sir Paul McCartney

15 key quotations from the power and conflict poetry collection, each with an accompanying image to help stduents remember them. Perfect as a starter where students use the given quote and image to write an interpretation and also perfect for learning key quotations.

A selection of activities that make links to other literature texts whilst studying the poetry in an effort to help student retention of previously studied texts. Activities make links to: An Inspector Calls Romeo and Juliet Each activity takes a theme that is evident in a particular poem and encourages students to make connections with the same theme in other texts that have been studied.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from The Carew Murder Case.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from chapter 10.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from chapter 6.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from chapter 9.

A well planned lesson that results in students writing a formal argument for a broadsheet newspaper. Students will consider a range of statements and determine whether they are for or against and will justify their opinions. Students will have an example argument modelled to them and will unpick the success criteria within the example. Students will then use this as a basis for their own argument.

3-4 differentiated lessons to introduce Of Mice and Men. Resources provide opportunities to: - explore the great depression including dust bowl - explore the roaring twenties - write imaginatively - upgrade sentences - Analyse language within the song/poem ‘Do-re-mi’ - use ‘what, how, why’ to form analytical paragraphs Differentiation: purple = lower blue = middle yellow = higher

A selection of structure strips that have been incredibly useful and rewarding. They have been used to help students to form better quality analytical paragraphs as well as improved transactional/non fiction writing. All of the strips can be edited and use the 'what, how, why' method as opposed to PEE which can be too restrictive Included in this bundle are structure strips for: - Romeo and Juliet - act 2 scene 2, act 1 scene 5, imagery - poetry comparison - non fiction writing - Animal Farm - theme of exploitation - AQA language paper 2 question 2 - AQA language paper 2 question 4 - AQA language paper 1 question 2 and paper 2 question 3 (language questions) - Of Mice and Men

2 fully differentiated and meticulously planned lessons to explicitly teach AQA English language paper 2 question 2. The lessons start from scratch and provide opportunities for teachers to assess student ability and work out where their areas for development are. Students can then be pointed in the direction of a particular task that will help to plug the gaps in their understanding and climb the mark scheme. Lesson 1 focusses on inference and making connections between texts. Lesson 2 focusses on the synthesis of texts - writing a summary of differences Texts used: 1. Mail online article about a spoilt child 2. 19th century extract from 'Walks in and around London' Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities to: - read 2 texts - synthesise - make connections - identify differences - make inferences - use the mark scheme - self and peer assess - work on target grade specific tasks

3 fully differentiated and meticulously planned lessons to explicitly teach AQA English language paper 2 question 3. The lessons start from scratch and provide opportunities for teachers to assess student ability and work out where their areas for development are. Students can then be pointed in the direction of a particular task that will help to plug the gaps in their understanding and climb the mark scheme. Lesson 1 focusses on the selection of judicious evidence Lesson 2 focusses on the effect of language Lesson 3 focusses on language analysis Texts used: 1. Mail online article about a spoilt child 2. 19th century extract from 'Walks in and around London' Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities to: - read 2 texts - use structure strips to form better analytical paragraphs - select judicious evidence - use the mark scheme - self and peer assess - teacher assess - develop perceptive comments - work on target grade specific tasks - explore how language makes you think, feel etc. - Analyse the effect of language - improve a sample response - grade sample responses

After hearing how useful chanting quotations was, from a colleague, for students in remembering key quotes, I led a session for year 11 that guided them through ways of remembering quotes for their literature exams. By the end of this session students will know 3 quotations relating to the inspector by heart. This is achieved through linking the quote to an image and possibly an action and then by repeatedly chanting the quotes. The resource also walks through the mark scheme with students and highlights how crucial quotations are in achieving marks. Students will also explore writer's methods used within the quotes Students are also exposed to an example question paper so they can see the lack of support they will receive and refers to the other literature questions. The final activity requires students to use the quotations they have learned to plan a response to an exam question about the inspector.

A resource that exposes students to 4 possible questions and encourages them to practice following a set of steps for ensuring that their response will contain all of the necessary elements. (Focus on the question, evidence, analysis of methods, context)

3 differentiated lessons tha explore: 1. Out of the blue by Simon Armitage 2. President Bush's speech to America following the 9/11 terror attacks Resources provide opportunities to: - develop a personal response to the poem - analyse language used in both texts - compare texts - explore the context of the 9/11 attacks on New York - compare the 2 perspectives of the writers Differentiation: purple = lower blue = middle yellow = higher