Thank you for visiting my shop. My aim is to provide high quality teaching resources that reduce the
need for hours of planning and help learners to achieve their potential in English and English Literature.
Please feel free to email me at sdenglish18@gmail.com with any queries, requests or comments.
Thank you for visiting my shop. My aim is to provide high quality teaching resources that reduce the
need for hours of planning and help learners to achieve their potential in English and English Literature.
Please feel free to email me at sdenglish18@gmail.com with any queries, requests or comments.
A lesson for lower ability KS3. It covers:
A short punctuation starter
Paired discussion: what is the difference between a sentence and a group of words?
What is a subject and a verb? Learners then read and identify ten statements and identify the sentences.
Making simple sentences interesting using adverbs and adjectives. Learners use a table of words to create a range of sentences with suggested structures (increasing difficulty).
Review
Estimated time: 1 hour.
NB: These lessons increase in demand through the series.
This PPT enables an exploration of ‘Exposure’ by Wilfred Owen, part of the AQA Power and Conflict Anthology. It is aimed at lower ability learners whose primary objective is understanding and basic comparisons.
It includes:
Starter: Infer the meaning of the word exposure by examining the three images (sun exposure, exposure to the elements, exposure to harmful gases in the air)
Learners then look at an image of WW1 soldiers in the trenches and link it to their understanding of the word exposure.
There is a context sheet which explains some of the background to the poem e.g. the Western Front and conditions for soldiers in the trenches. Learners then work through relevant tasks e.g. label the Western Front on a blank map of Europe.
Poem synopsis with 4 comprehension questions.
The poem translated into reasonably simply English + reduction task.
Suggested annotations for lower ability learners.
A comparison table for completion (presentation of effects of war with ‘Remains’.
Review.
This assessment tracker uses the 2023 grade boundaries for AQA 8702 Paper 1 and 2 (English Literature).
It will generate a grade for individual sections, each paper and the overall course.
Please email me using the address on my store front if you would like any adjustments made to your tracker, e.g. additional columns. A small charge may be incurred depending on how long the work will take. However, simply amendments will be made for free.
Please do not send any pupil data when requesting adjustments.
This assessment tracker uses the 2023 grade boundaries for AQA 8700 Paper 1 and 2 (English Language).
It will generate a grade for Sections A and B of both papers and arrive at an overall grade for each paper and the whole course.
Please email me using the address on my store front if you would like any adjustments made to your tracker, e.g. additional columns. A small charge may be incurred depending on how long the work will take. However, simply amendments will be made for free.
Please do not send any pupil data when requesting adjustments.
A lesson on Imtiaz Dharker’s ‘Tissue’ for lower ability learners. It includes:
Do Now Task (see cover image)
Keywords Task: architect, transparent, monolith and sepia. Learners look at a six images and suggest which keyword they represent. This worksheet is best printed in colour or at least projected at the time of use.
Contextual information with ‘How far do you agree with these statements?’ worksheet
Storyboarding the poem worksheet (learners insert quotes)
Analysing three quotations task
Comparison with ‘Ozymandias’ table
Learning Review
A PPT that teaches ‘My Last Duchess’ from the Power and Conflict Anthology. It covers:
The contextual background
What is a dramatic monologue?
The poem, broken down into manageable chunks and annotated.
A series of questions for group work.
Suitable for upper-middle ability learners.
An alternative lesson for the same poem is available here:
https://www.tes.com/teaching-resource/my-last-duchess-11933556
A lesson on Ted Hughes’ ‘Bayonet Charge’ for lower ability learners, It includes:
Starter - a short explanation of what a bayonet is and how they were used in WW1. Learners then answer ‘Why do you think the bayonet was considered to be a suitable weapon for infantry attacks?’
Feedback slide
Basic contextual information about the poet.
A link to a relevant YouTube video
Learners then read the poem and use choose quotations to caption six images on a storyboard depicting the main events of the poem.
This is followed by a worksheet in which learners are asked to make three basic comparisons with ‘The Charge of the Light Brigade’ (this will have to have been covered beforehand). The table is partly filled in.
Review
A lesson on Browning's 'My Last Duchess' aimed at lower ability learners. It includes:
Do Now Task: Learners read four context-related questions and say to what extent they agree and why.
Feedback slide
A conxtext sheet with accompanying true or false activity (answers included)
A summary of the poem + storyboarding activity
Link to YouTube video of the poem being performed
The poem broken down into eleven slides with suggested translation and annotations
Comparison with Ozymandias table to complete
Learning Review
A PPT that enables an exploration of Blake’s ‘London’. It is aimed at lower ability learners whose primary focus is understanding with some analysis of language and contextual ideas.
The starter/Do Now task is a multiple-choice, general knowledge quiz about London as a city.
Learners then read a context sheet for the poem and respond to the associated tasks.
They then read a translation of the poem and annotate their copies in their anthology. Suggested annotations included.
After this, they compare ‘London’ with ‘Tissue’ in terms of the presentation of human power.
The PPT concludes with a learning review.
Estimated time required: 1.5 hours.
This lesson focuses on the creation of interesting and believable characters. It is aimed at lower ability KS3 and follows on from the ‘Developing Skills in Creative Writing’ series:
https://www.tes.com/teaching-resource/developing-skills-in-creative-writing-12079150
However, it can stand alone.
Lesson Structure:
Do Now Task - see cover image
Feedback slide
How many of the following statements in relation to fictional characters do you think are true or false?
Feedback slide
The importance of creative interesting and believable characters, with two examples.
The major ‘Do’s’ and ‘Do Not’s’ of character creation
Character planning worksheet task
Tell a friend about your character
Write an extract from your character’s story, with WAGOLL. The WAGOLL is about a penguin who has never learnt to swim.
Peer Assessment
Review
A handy summary mat that provides key points and guidance in relation to several forms of transactional writing.
UPDATED to include the original PPT slide.
This lesson on ‘The Emigree’ is aimed at lower ability learners and includes:
Do Now Task: Learners reflect on a range of scenarios which encourage them to think about how they would react if they were living under a totalitarian regime.
Feedback slide
Context sheet that focuses on Rumens’ interest in the poetry of Anna Akhmatova and Osip Mandelstam
Quotation Hunt
Focus on Imagery worksheet
Feedback slides
Learners then reflect on the presentation of power and conflict in the poem, with worksheet
Comparison with Blake’s ‘London’ Venn diagram activity in terms of the presentation of place
Feedback slide
Review Learning
This is a lesson on ‘Ozymandias’ in the Power and Conflict Anthology. It is aimed at lower ability learners and includes:
Do Now Task: Learners look at a photo of an Egyptian pharaoh and respond to three questions
Feedback slide
Learners read a sheet detailing the poem’s contextual background and use it to complete a mind map
Suggested annotations for lower ability learners
An essay on how the poem reflects Shelley’s feelings about power
Comparison with ‘The Prelude’ table to complete
Review
Estimated completion time: 1.5 hours
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
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.
The fourth in the creative writing series for lower ability KS3. It includes:
Identify the personification, simile and metaphors in a passage of fiction (links to previous lesson)
Feedback from starter slide
What are adverbs and adjectives?
Identifying adverbs and adjectives in a range of sentences, with extension task.
Re-writing sentences using more ambitious adverb and adjective choices (list provided)
Review
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 PPT that enables the exploration of ‘Tissue’ in the Power and Conflict anthology.
Each student will need a copy of the poem e.g. in their anthologies.
You will need an interactive whiteboard or a screen that can be written on with the PPT as a background.
Students match up the poem’s more difficult vocab with their definitions. An extension task looks at three of these words in more depth.
There is some basic contextual information. Students could make notes on this.
The aim then is that students work in pairs or small groups to annotate the poem using a series of prompts and questions. These are contained in the file entitled ‘Tissue Stanza Questions’.
Slides 9-19 provide space for students to write their answers on the board. You could have students coming up in their groups to present their ideas to the rest of the class.