A useful learning mat that provides a guide to writing detailed paragraphs in English Literature. Works as a display or a teaching tool for learners who struggle to write in depth.

An extended lesson on writing the text of a persuasive speech, aimed at middle-upper ability GCSE groups. The lesson covers: The purpose of a speech AFOREST techniques inc. a cut-up, match and stick activity Links to example speeches (differentiated for ability) A speech-writing task (differentiated for ability) I would set aside about 2 hours for these activities in total, with approximately 45 minutes dedicated to independent writing. This lesson is not tailored towards any particular board but provides learners with an understanding of what is required when writing a persuasive speech. These files were last saved in Office 2016.

An introduction to formal letter writing, with different coloured tasks suited to different abilities. There are three example letters accompanying this powerpoint. Suitable for use with mid-upper KS3 groups.

A powerpoint covering a range of SPaG topics with appropriate activities for practice. Suitable for KS2-KS3, although I've also used them with lower ability GCSE re-sit groups as starters.

A quick match-up activity that encourages learners to work with subject terminology relating to poetry and other texts. The full list of terms is here: Allegory Allusion Ambiguity/Ambiguous Analogy Cliché Connotation/Connote Contrast Denotation/Denote Euphemism Hyperbole Irony Metaphor Oxymoron Personification Pun Paradox Simile

This lesson is based on the regular Guardian feature ‘A Letter to…’. I have found that it generates some very emotive and well-written pieces, even from the slightly more disengaged. Students read an example, highlighting the areas of strength, before composing a list of their own success criteria. The writing task is to produce their own ‘letter they always wanted to write’ with an opportunity for peer assessment later. The peer assessment is based broadly on the mark scheme for AQA 8700/2 Question 5, but can be adapted for different boards. This file was last saved in Office 2016.

A sample essay in response to an AQA 8700, Paper 2, Question 5-style task. There is a teacher copy and a student copy. The latter is littered with deliberate errors for learners to identify and correct. It is aimed at middle-upper ability groups and the question could be adapted to be relevant to other boards. It could be used as a homework activity or a lesson starter to draw attention to the need for checking for spelling, punctuation and grammar.

Aimed at middle-upper ability GCSE groups, this PowerPoint teaches the layout and language of a formal letter. It is oriented towards AQA 8700/2/Question 5 but could be adapted for other boards. In order, the PowerPoint contents are: A multiple-choice entry task AQA advice on features of format A sample AQA-style question. Students identify PAF and reflect on the importance of being mindful of PAF in relation to Question 5. Extension task included. The layout of a formal letter, which students copy. Extension questions included. Notes regarding the formal greeting and formal sign-off A re-cap on the features of formal and informal language. Students cut the features out, organise them under two headings and stick them into their books. An example response to the given question. Students read and identify different features (differentiated) An opportunity for independent writing, with success criteria provided. Peer assessment and self-reflection. These files were last saved in Office 2010.

A full lesson on GCSE discursive essay writing for lower ability learners. The PowerPoint covers: The purpose of a discursive essay, with a sample question that learners are encouraged to ‘break down’. This includes an extension question. Planning a response + extension question Structuring a discursive essay PEA paragraphs in a discursive essay Counterargument A sample response for annotation + extension activity An opportunity for learners to produce their own responses A peer assessment activity Self-reflection The lesson was produced with AQA 8700/2 in mind but could apply to other exam boards. These files were last saved in Office 2016.

A series of seven tasks promoting revision of Act One of 'Macbeth'. It includes: 1) Place the following events from Act One in order, numbering them from 1-12 2) In relation to Act One, suggest the significance of the following images: a crown, a baby, a sun, a pig, a serpent and a bell. (images provided) 3) Match the quotation to the speaker and then its significance. 4) Read Lady Macbeth's soliloquy (Act 1, 5) and complete the following tasks - identify the missing words - explain what is meant by the phrases in bold - identify the techniques that Shakespeare has used in the words/phrases that have been underlined. Suggest why Shakespeare may have used them. What do they bring to the play? 5) By the end of Act One, identify 2-3 things we have learnt about: - Duncan -Lady Macbeth - Banquo - Lady Macbeth 6) Complete the following table in relation to the 3 Witches (students should identify the scenes in which they appear, what we learn about them and whether Shakespeare presents them as good, evil or both. 7) Read this extract from Act One, Scene 5. How does Shakespeare present the relationship between Macbeth and Lady Macbeth? There is an answer sheet included which could be presented on an interactive whiteboard so that sample answers can be annotated/scrutinised against the literature mark scheme (this is available on the AQA website). The exemplar responses are aimed at middle-upper attaining students. These tasks could be set as homework to promote revision of some of the key moments in Act One.

Four moderately differentiated homework booklets for the study of ‘Macbeth’. Each booklet includes: A brief guide to the AQA 8700/8702 Language and Literature exams; The 8702 assessment objectives, translated into simpler English. A sample Macbeth question 11 extracts from the play, with similar activities for each (cover image gives an indication). At the end of each booklet is a brief revision and consolidation section. Booklet 5A is largely in font size 14 with line-spacing at 1.5. In the first section, you may need to edit the information about the Literature exam if your group is not studying ‘A Christmas Carol’. These booklets were last saved using Word 2016. UPDATE: this resource is now being sold with the accompanying answer booklet for the extract-based questions. The exemplar responses in this booklet are aimed at higher-achieving learners.

Translated mark schemes for AQA Language 8700, papers 1 and 2. They are intended to demonstrate the standard at each level (of the mark scheme) and provide more pupil-friendly criteria for self and peer assessment. The example responses are based on the following texts: Paper 1, Question 2: Jekyll and Hyde Paper 1, Question 3: The Black Cat (Poe) Paper 1, Question 4: The Black Cat (Poe) Paper 1, Question 5: Write the opening of a story entitled ‘The End’. Paper 2, Questions 1-4: https://www.tes.com/teaching-resource/aqa-8700-paper-2-homelessness-texts-11997752 Paper 2, Question 5: an article on the subject of social media.

A knowledge organiser for AQA Paper 1, Question 4 (the evaluation question). It is based on a past paper, so please take this into account if you are using it for a mock. The WAGOLLs on the reverse side demonstrate Levels 3, 5 and 7. Full colour and black and white copies included.

A knowledge organiser for AQA Paper 1, Question 4 aimed at students on the borderline between grades 3 and 4. The WAGOLLs are based on a short extract from Frankenstein. Full colour and black and white copies included.

A knowledge organiser for AQA Paper 1, Question 4 aimed at students working towards Grade 3. Full colour and black and white copies included.

This is the full text of Stave One, annotated as a PDF file. The annotations are not always as dense as you see in the cover image but I’ve aimed for a higher level of detail. This may benefit anyone with a top set group or a learner who may need to read the text independently of the rest of the class. The annotations include: analysis of writer’s methods analysis of relevant contextual ideas esp. the sub-textual Christian theology If you purchase this resource, ensure that you open it in a PDF reader. Opening it in a browser tends to distort the appearance. I also find that a magnification of over 150% makes viewing the comment boxes easier. I’d like to think there are no typos in the file but should you find one, please contact me using my shop’s email found on the store front. If you do come across a genuine error you can select another resource under the value of £5 for free. These files may be updated periodically, so please check the resource listing to ensure that you have the most up-to-date file.

This is the full text of Stave Two, annotated as a PDF file. The annotations are not always as dense as you see in the cover image but I’ve aimed for a higher level of detail. This may benefit anyone with a top set group or a learner who may need to read the text independently of the rest of the class. If you purchase this resource, ensure that you open it in a PDF reader. Opening it in a browser tends to distort the appearance. I also find that a magnification of over 150% makes viewing the comment boxes easier. You will also notice that halfway through Page 6, the comments boxes change in appearance. This reflects updates in the software and not a personal preference on my part. I’d like to think there are no typos in the file but should you find one, please contact me using my shop’s email found on the store front. If you do come across a genuine error you can select another resource under the value of £5 for free. These files may be updated periodically, so please check the resource listing to ensure that you have the most up-to-date file.

This is the full text of Stave Five, annotated as a PDF file. The annotations are not always as dense as you see in the cover image but I’ve aimed for a higher level of detail. This may benefit anyone with a top set group or a learner who may need to read the text independently of the rest of the class. If you purchase this resource, ensure that you open it in a PDF reader. Opening it in a browser tends to distort the appearance. I also find that a magnification of over 150% makes viewing the comment boxes easier. I’d like to think there are no typos in the file but should you find one, please contact me using my shop’s email found on the store front. If you do come across a genuine error you can select another resource under the value of £5 for free. These files may be updated periodically, so please check the resource listing to ensure that you have the most up-to-date file.

A set of three differentiated lessons on speech writing for AQA English Language, Paper 2, Question 5. They are not lessons in series. You will download speech writing for higher, middle and lower ability learners. Higher Ability The higher ability lesson begins with a starter on the concept of foreign aid. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. The answers are provided. After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question. For the next activity, learners then consider the concept of rhetorical devices by watching a YouTube clip of Gary Oldman performing the ‘We’ll fight them on the beaches’ clip. They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of rhetorical devices. To follow, learners read a sheet in which key arguments for foreign aid are outlined. They are asked to make a summary of the ideas. The main speech task is set as HWK and the lesson ends in a review task. Middle Ability - Similar to Higher but with AFOREST The middle ability lesson begins with a starter on the concept of foreign aid. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. The answers are provided. After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question. For the next activity, learners then consider the concept of persuasive language by watching a YouTube clip of Leonardo DiCaprio delivering a speech on climate change for the 2014 UN Climate Summit. They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of AFOREST features. To follow, learners read a sheet in which key arguments for foreign aid are outlined (differentiate from the higher lesson). They are asked to make a summary of the ideas. The main speech task is set as HWK and the lesson ends in a review task. **Lower Ability ** The middle ability lesson begins with a starter on the concept of climate change. No prior knowledge is required. The questions should be treated as a way of encouraging learners to start thinking about the topic. Suggested answers are provided. After a brief focus on Paper 2, Q5, learners then identify the PAF in a sample speech-writing question. For the next activity, learners then consider the concept of persuasive language by watching a YouTube clip of Sir David Attenborough deliver a short speech on climate change. They then read and annotate a WAGOLL speech on the topic of climate change in conjunction with a table of AFOREST features (differentiated from middle ability task). To follow, learners read a summary sheet on the topic of climate change in which The main speech task is set as HWK and the lesson ends in a review task.