This is the eleventh in the KS3 Creative Writing for lower ability learners. It follows on from this introduction to creative writing techniques: https://www.tes.com/teaching-resource/introduction-to-creative-writing-la-ks3-12065152 This lesson includes: Do Now Task (see cover image) Feedback slide An introduction to flashback as a device + what is a flashback? Links to YouTube videos in which flashback is used in 3 different films. Learners watch the clips and then say at what point the flashback occurs An introduction to flashback as a structural technique + the difference between language and structure Different ways of incorporating a flashback (worksheet) Feedback slides Flashback writing task with basic and challenge success criteria Peer assessment Review Estimated time 1:5 hours

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 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.

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.

A simple worksheet for lower ability students on the subject of social class. Students read the information on the first side and then respond to the tasks that follow. Slide one: print single sided Slides two and three: print back to back This could be used as cover with a class already familiar with the plot. There are some sample answers for those unfamiliar with the play.

A straightforward lesson that encourages debate on the likeability of Gerald Croft in ‘An Inspector Calls’. After a picture-based association task to begin with, students examine the question of whether Gerald Croft is a hero or a villain. The lesson ends with students responding to a ‘for or against’ activity centering on Gerald’s Croft’s culpability in the suicide of Eva Smith. This lesson could be used a one-off cover lesson for students that have a good understanding of Gerald’s actions in the play.

This is an annotated copy of Chapter Ten of ‘Jekyll and Hyde’. The annotations cover some of the more complex terms and historical and biblical references. In order to view the annotations, you will need to ensure that your version of Adobe Acrobat Reader is fully up-to-date. Hover your mouse over the ‘speech bubbles’ to display the annotations. Additionally, ensure that you display the files from Adobe Reader or similar and not your browser.

A useful word classification table that can be blown up and used as a large wall display or laminated and made into a learning mat.

A worksheet that encourages students to plan their short stories. Suitable for KS3 and KS4 groups, NB A newer version of this worksheet should be available here: https://www.tes.com/teaching-resource/short-story-planning-flow-chart-2-12001454

A powerpoint that provides an introduction to some of the main poetic devices and introduces the concept of iambic pentameter. Suitable for middle ability KS3 groups.

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.

A 110-slide PowerPoint that explores Act Three of ‘An Inspector Calls’. The PPT covers: Revision of Act Two Put quotations in order + identify quotes in relation to three different themes: a) Parents and children b) Responsibility c) Capitalism versus socialism. A range of differentiated sample paragraphs in response to the above tasks. Students identify the missing words. Worksheets for the characters of Arthur, Sheila, Gerald and Sybil in terms of their attitude towards responsibility. Quotations: ‘Who Said What?’ task + sample answers Exploration task on how Act Two ends (differentiated). Act Three: Focus on Eric: Quotation Hunt followed by comparison task in relation to Eric and Eva’s relationship and Gerald and Daisy’s relationship. Illegal Versus Immoral Behaviour task. A 15-point quiz (essentially how capitalist/socialist are you?) Group-work task on the contextual background of the Inspector’s speech: capitalism v socalism, communism, the rise of the USSR, communism in the USSR, the reasons for Priestley’s socialist views, British capitalists’ antipathy towards socalism, rising public interest in socialism, Conservative anti-socialist propaganda task (diff’d) + the Labour win of 1945 + its effects. Analysis of the Inspector’s final speech task. Drama activity. Sample extended analysis of the Inspector’s final speech. Exploring the aftermath of the Inspector’s departure + extended response task on theme of responsibility. The significance of the end of the play in terms of the generational divide + time theories in ‘An Inspector Calls’, extended response Act 3: 20 questions A whole-play revision section. This resource is suited to middle-upper-ability learners.

A 124-slide PowerPoint that provides the full text of ‘Macbeth’, Act One, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include: AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.) Analysis of writer’s methods Analysis of effects of structural devices. There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken. With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision. NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist! UPDATE: Guide to Meter replaced with more straightforward explanation.

A 115-slide PowerPoint that provides the full text of ‘Macbeth’, Act Four, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include: AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.) Analysis of writer’s methods Analysis of effects of structural devices There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken. With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision. NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist!

A 100-slide PowerPoint that provides the full text of ‘Macbeth’, Act Three, translated and annotated. The PPT uses layered text boxes with translations appearing first in blue, followed by analysis and critical commentary in different colours. The annotations include: AO3 detailed contextual background information and its relationship with the text (e.g. features of Greek tragedy, biblical allusions, cultural expectations of women, fear of witches etc.) Analysis of writer’s methods Analysis of effects of structural devices There are a series of comprehension and analysis activities to work through and the PPT will indicate when these should be undertaken. With the appropriate school licence, this could be uploaded onto a network and accessed by students for revision. NB: on the cover image, the translations may be hidden under additional text boxes. However, they do exist!