A short unit of work that helps to prepare learners for AQA GCSE English Language Paper 2 (8700/2). Source A is an extract from ‘White Slavery in London’, published in 1888. Source B is an article published in 2013 about working conditions in an Amazon warehouse. A link to this is text is provided. The powerpoint contains questions 1-4, each with its own sample answer. If you can obtain a copy of the Paper 1 mark scheme, you may wish to ask learners to mark the sample answers provided. These files were last saved in Office 2016.

A PowerPoint that can be used to teach or revise AQA 8700 Language Paper 1, Question 2 - the 8 mark language question. The main question is based on an extract from George Orwell’s ‘1984’. If you purchase this resource, please be aware that you will need to source the extract for yourself. It is from the opening chapter of the novel, from ‘It was a bright, cold day in April’ down to, ‘Only the Thought Police mattered’. The entry task is based on a link to a YouTube video which outlines the plot of the novel. Learners listen out for the answers to 9 questions. After a short Q1-style task, the lesson then moves onto the main extract, which is accompanied by a sample exam question. Learners read and highlight the extract in relation to the question and then feedback. There are some key point on the language question to go through followed by a sample answer/WAGOLL. Learners then taken ten minutes to write their own responses and peer assess.

A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for. Source A is an extract from Nellie Bly's 'Ten Days in a Madhouse' (19th Century Non-Fiction) Source B is a blog entry available on the Mind website: In Crisis, My Experience. (Link provided on slide) This PowerPoint covers Section A only but there are sample answers included for each question, 1-4. If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses. Appropriate for middle-upper ability learners.

This lesson looks at the requirements of AQA Paper 2, Question 5 with a particular focus on leaflet-writing and the use of language to instruct and advise. It draws from my original PPT: https://www.tes.com/teaching-resource/leaflet-writing-for-gcse-11757705 and could be used as a follow on from the free Section A questions provided here: https://www.tes.com/teaching-resource/aqa-8700-paper-2-railway-accidents-11992280 However, this can act as a stand-alone lesson. It covers: Key points about AQA English Language, Paper 2, Question 5 The structure of a leaflet The different purposes of a leaflet (with task) A note on planning and identifying the purpose, audience and format (with quick task). The features of writing to instruct and advise (with handout) A WAGOLL for the given task After learners have written their own, they then use success criteria to peer assess and then rate their learning. The PPT is aimed at middle-upper ability learners and is likely to take about 2 hours, including independent writing time (45mins).

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.

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 30-slide PowerPoint that aims to teach the concept of structure in fiction and how to respond to Paper 1, Question 3 (AQA 8700). The PowerPoint covers: An entry task based on a quotation from Stephen King The meaning of structure in fiction texts The difference between language and structure Key structural devices including: dialogue, repetition, first sentence/last sentence/narrative standpoint, sequence of events, focus, foreshadowing, foregrounding, analepsis, prolepsis, motif, zoom in, zoom out, cyclical structure, cohesion, symbolism and internal/external contrast. Students cut up a grid of terms and match the terms to their explanations. Some of these are self-explanatory. This activity should be done in pairs, although students should have their own copies for revision purposes. A sample response in relation to a Question 3 focusing on an extract from ‘The Hound of the Baskervilles’. Success criteria included. Freytag’s Pyramid of Dramatic Structure. Students add detail to a relevant diagram. Application of Freytag’s Pyramind in relation to the story of Little Red Riding Hood Application of Freytag’s Pyramid in relation to Paper 1, Question 3 Sample questions for students to complete. Two extracts provided are from ‘A Christmas Carol’ and ‘Jekyll and Hyde’. Sample responses to the Jekyll/Carol questions. Student read and judge against the success critera. An opportunity for peer assessment of their own responses Self-reflection. Given the emphasis on clear explanation of structural features, students should be working at or towards level 3 on the relevantAQA mark scheme. These files were last saved in Office 2016.

An extended lesson on writing a discursive essay, aimed at middle-upper-ability GCSE. It covers: The assessment objectives for writing (learners should put these in their own words) What is a discursive essay? Planning in full and planning in the exam A planning activity to carry out in pairs, followed by feedback The structure of a discursive essay Different ways to start a discursive essay An example introduction, internal paragraph and conclusion The importance of linking paragraphs The importance of using evidence and different forms of evidence A final writing task Self-reflection The whole powerpoint is likely to last over an hour. The sample paragraphs are also included on a separate sheet so learners can annotate them. There is reference to AQA 8700/2/Question 5 but it could be adapted to other boards. These files were last saved in Office 2016.

A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for. Source A is an extract from ‘The Seven Curses of London’ by James Greenwood. (19th Century Non-Fiction) Source B is a Guardian article entitled ‘On the Streets of Binge Britain’. (Link provided on slide) This PowerPoint covers Section A only but there are sample answers included for each question, 1-4. If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses. Appropriate for middle-upper ability learners.

A full lesson on Heaney’s ‘Storm on the Island’. It incorporates: A brief scansion entry task Learners then read the poem and form initial impressions, giving reasons for their interpretations. There is then a vocabulary task relevant to the context of the poem. Learners read a sheet entitled 'Different Interpretations of ‘Storm on the Island’ which provides a brief introduction to the political situation in Northern Ireland. Learners use this information to respond to questions on a worksheet. Learners can then annotate the poem using a guidance sheet. The whole lesson is likely to take 1.5-2 hours approx. It is aimed at higher ability learners.

A full lesson on the extract from ‘The Prelude’ in the AQA Power and Conflict Anthology. The entry task is a short multiple choice quiz entitled ‘How Romantic Are You?’. The aim of this is for students to identify how closely their own ideas tie-in with those of the Romantic poets. Students then use a detailed context sheet to create a mind map of contextual influences on the poet Wordsworth. This is followed by an annotated copy of the extract and two questions on the poem: one just on the extract itself and one comparison question. I have provided a WAGOLL for the question on the poem itself. Finally, students peer assess their responses using success criteria. The whole PPT is likely to take more than an hour - probably more like 2 - and it aimed at higher ability learners.

A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for. Source A: An anonymous prison diary, published in the Victorian magazine ‘Household Words’ in the early 1850s. Source A is contained in ‘Rollercoasters: 19th-Century Fiction and Non-Fiction’, an anthology of 19th Century extracts available to purchase online (ISBN: 978-0198357407). Please be aware that in order to to access Source A, you will need to obtain a copy of the anthology. It is currently priced at around £9.75-£9.99 from major online booksellers. Source B: An extract from ‘My Prison Diary’, by Jeffrey Archer, published in 2002. A link to the extract is contained on Slide 9. The extract reads from, ‘I don’t know why I’m surprised to encounter a fresh-faced young GP…’ down to ‘After all, there’s nothing else to do’. This PowerPoint covers Section A only but there are sample answers included for each question, 1-4. If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses. Appropriate for middle-upper ability learners.

A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for. Source A is a Guardian article entitled ‘Filthy water poisons the people of Dhaka’s festering slums’ (Link provided on slide) Source B is an extract from Henry Mayhew’s ‘A Visit to the Cholera Districts in Bermondsey’, published in 1849. This PowerPoint covers Section A only but there are sample answers included for each question, 1-4. If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses. Appropriate for middle-upper ability learners.

This lesson provides an alternative to : https://www.tes.com/teaching-resource/my-last-duchess-11887073 In this lesson: Learners use a context notes sheet and its accompanying worksheet to generate a collection of ideas about the historical context of the poem. There are links to two different video clips in which the poem is recited. Learners then discuss their answers to a series of comprehension questions on the poem. Teacher answers provided. Learners go on to annotate the poem using the context sheet and a prompt sheet. Learners will need their own copy of the poem. Slide 7 provides a glossary of the more unfamiliar terms in the poem. The final slide presents 4 different long-answer questions which can be explored in groups and used a basis for group presentations.

A PPT that enables an exploration of ‘London’ by William Blake. The lesson includes: A true or false entry task that provides some hints about the context of the poem. A handout on the context of the poem with an accompanying worksheet. A guidance sheet to prompt annotation of the poem. 3 differentiated extended response questions. The lesson is aimed at upper-ability learners and should last 1.5-2 hours approximately.

A PPT that enables an exploration of ‘Checking Out Me History’ by John Agard. The entry task is a true or false activity based on a paragraph from a 19th Century non-fiction text called ‘Buccaneers and Pirates of Our Coast’ by Frank R. Stockton (1898). The paragraph hints at the answer to Agard’s question about what happened to the the Caribs and the Arawaks when Christopher Columbus and his crew arrived in the Bahamas in 1492. After this, learners complete a quiz entitled ‘How much of a history buff are you?’ The aim is to match the historical figure or year to the correct explanation of its significance. Some of the explanations contain clues so that some elimination is possible. There is a context sheet to be given out after this activity, which learners can use in conjunction with their exploration of the poem. Learners then watch a video in which Agard discusses his poem (link provided). As they watch, learners are encouraged to think about who is in conflict in the poem and who or what has power. The next task is to read the poem in conjunction with a video of a recording of Agard reciting the poem (link provided). After this, learners explore the poem using a worksheet. The lesson culminates in a summary task, which is differentiated according to challenge. This resource is aimed at middle-upper ability learners and should take about 1.5 - 2 hours. UPDATE: A few typos corrected on the Context Sheet. Simplified context table added.

A PPT that enables an exploration of Shelley’s ‘Ozymandias’. As with many of my other Power and Conflict lessons, the emphasis is on independent learning, so you might wish to ask learners to work in pairs or groups for the activities. The content is aimed at upper ability groups. This lesson comes with a detailed context sheet and a modern translation of the poem.

A PowerPoint that enables an exploration of ‘The Emigree’ by Carol Rumens. Learners begin with an entry task that encourages them to think about some relevant vocabulary and then explore the poem’s context in terms of Rumens’ interest in the poetry of Anna Akhmatova and Osip Mandelstam. A series of questions are provided to prompt annotation of the poem - this could be done in small groups or pairs. Learners should them complete the comparison table, thinking about how ‘The Emigree’ shares similar ideas with ‘Kamikaze’. There is an opportunity to explore a related poem as an unseen poetry task. For this, you will need copies of ‘I am not one who left their land’ by Anna Akhmatova. This lesson is aimed at upper ability learners and is likely to take about two hours approx.

A 36-slide powerpoint based on the Sergeant’s speech in Act 1 in which honour is a key theme and Macbeth is introduced. The PowerPoint covers: The meaning of the word honour Using the word honour as a noun and a verb and honourably as an adverb AO3 Contextual information in relation to honour An animated modern translation of the extract The question at hand The requirements of a Level 3 response + a sample answer with feedback The requirements of a Level 5 response + a sample answer with feedback The requirements of a Level 7+ response + sample answer with feedback I believe the responses are of the standard required for the specified levels - they may be slightly higher in places - but if you have any comments on the above please email me. The address is at the ‘top’ of my shop. The cover image illustrates an extract from the 7+ response.

Following on from this introduction to unseen poetry: https://www.tes.com/teaching-resource/unseen-poetry-lesson-1-12130945 This lesson is the third in the series and looks at the concepts of syllables, feet and meter. The lesson is as follows: The Do Now task encourages learners to examine the first two stanzas of Wordsworth’s ‘I Wandered Lonely as a Cloud’ and identify four of the poetic methods used. Teacher answers included. Feedback slide An explanation of syllables, feet and meter in relation to poetry, with a corresponding worksheet. An application task which focuses on an extract from ‘Macbeth’. Feedback slides Learning Review Revise key terms from previous lesson/section Trochaic tetrameter task with a focus on ‘I Wandered Lonely…’ Feedback slide Learning Review Estimated time: 1.5 - 2 hrs Target: middle ability learners