This is a ‘crash course’ that teaches the main events in Act 3. Could be used as revision or to promote understanding in lower ability learners. There are three scene summary files: Scenes 1 and 2 Scenes 3 and 4 Scenes 5 and 6 These should be read before undertaking the activities: Activity 1 = storyboard (learners describe what is happening in each square based on the image and the quotes) Activity 2 = extended storyboard (some missing descriptions, some missing quotes) Activity 3: Focus on Lennox’s speech.

A lesson that aims to develop learners’ confidence with complex sentences. It includes: Sentence Bingo starter (also sold separately) What is a complex sentence? The difference between the main clause and dependent clause An exercise in producing complex sentences using prompt material An independent writing task Review Time suggested: 1 hour Target Ability : Lower to middle KS3

A starter activity that tests learners’ recognition of simple, compound and complex sentences. There are 5 different boards and one teacher sheet. Board 1 is the winning board. All being well, this resource will soon be incorporated into a wider lesson on developing complex sentences, but in the meantime, you may wish to purchase it separately. It is aimed at a lower-middle ability Year 8.

This is a newly differentiated version of this resource: https://www.tes.com/teaching-resource/macbeth-annotated-act-two-11875453 This lower ability version contains: The full text of Act 2, translated (same as original) Scene summaries for Scenes 1-4 Scene 2 (the immediate aftermath) full text with corresponding questions 5 Worksheets to be carried out alongside the reading of Act 2. This unit contains fewer resources than the corresponding unit for Act 1, but this reflected in the price. It was created with the issue of time pressure in mind.

An extended lesson that follows on from this introduction to speech writing for KS3: https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010 This lesson can stand alone but assumes some pre-teaching of AFOREST. A starter tasks invites learners to examine a range of images relating to plastic waste (see cover image). They then examine a list of keywords and attempt to match them to the correct definition. This is accompanied by a challenge task for more able learners, in which learners attempt to make connections between the keywords. The answers to the definitions tasks are provided. After this, learners discuss in pairs whether there is a need to ban plastics in the UK. A YouTube video link on the ‘plastic problem’ is also provided but optional. Learners then read the arguments for and against a plastic ban and transform these onto a summary sheet of six boxes. The aim is for each box to contain one point, one relevant image and one piece of evidence. They go on to thinking about how they could apply their knowledge of AFOREST to this debate. There is a sample GCSE question (AQA style) with a WAGOLL for annotation according to 5 success criteria. Learners then write their own speech in relation to the plastics debate. The lesson ends with learners peer assessing each other’s work. The material is aimed at middle-ability KS3 but could be used with KS4 with some tailoring.

A straightforward lesson that follows on from: https://www.tes.com/teaching-resource/lower-ability-ks3-what-is-a-sentence-12053604 It includes: A starter in which learners identify the missing features of a range of sentences. These features are categorised as either ‘missing subject’, ‘missing verb’ or ‘missing verb or more’. There is also the option of ‘no errors’. Slides 1-2 contain the sentence ready for correction, so it would help to have access to an interactive board. An introduction to simple, compound and complex sentences. Learners read an example of each type and see if they can work out how they are different. A guide sheet that explains the nature of simple, compound and complex sentences. Learners then identify whether sentences A-J are either simple, compound or complex and have a go at writing their own complex sentences, choosing from a list of subordinating conjunctions. The lesson concludes with a game involving five different pictures. The impetus is on learners to come up with a sentence in relation to each picture, with a simple sentence being worth 1 point and a complex sentence being worth 3. The instruction is, ‘Look at the picture, think of a sentence, raise your hand.’ This lesson should take about an hour and is aimed at lower-middle ability learners. It could be used as a cover lesson.

This is a newly-differentiated version of the following resource: https://www.tes.com/teaching-resource/macbeth-annotated-act-one-11875448 This lower-ability version contains: The full text of Act 1, translated (same as original) Several key extracts for study Scene summaries for Scenes 2-7 A range of activities to develop understanding. Simplified contextual notes with a corresponding worksheet Key information with corresponding worksheet. This resource is aimed at lower-middle ability learners.

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.

A straightforward introduction to speech writing for lower-middle ability KS3. It covers: Starter task (see cover image) What is a speech and who makes a speech? AFOREST features used in a WAGOLL. Learners label the features used in the WAGOLL. There are two provided, one for lower ability and another providing some reading challenge. Learners then write their own persuasive statements based on the AFOREST features. Review. This lesson is likely to take around an hour.

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.

A set of three differentiated lessons on formal letter writing for AQA English Language, Paper 2, Question 5. They are not lessons in series. You will download formal letter writing for higher, middle and lower ability learners. Each PPT comes with a WAGOLL in response to a specimen task on banning computer games for the under 18s. Each lesson covers: A general knowledge starter on aspects of the UK postal system Paper 2, Question 5, Key Points A sample question - learners identify the PAF The features of formal and informal language The layout of a formal letter A WAGOLL for a different task with exploratory questions Paragraph-writing task for peer assessment Review The task in question is on the topic of legalising marijuana/cannabis. This is planned as homework.

A set of three differentiated lessons on discursive essay writing for AQA English Language, Paper 2, Question 5. They are not lessons in series. You will download discursive essay writing for highler, middle and lower ability learners. Each PPT comes with a WAGOLL in response to a specimen task on whether eating meat is the right thing to do. This resource incorporates some materials from older lessons: https://www.tes.com/teaching-resource/discursive-essay-writing-for-gcse-higher-ability-11780567 https://www.tes.com/teaching-resource/discursive-essay-writing-for-gcse-lower-ability-11782723 As an illustration, the higher lesson is structured as follows: An entry task (see cover image) with answers. Key points about Paper 2, Question 5. Sample Question in which learners identify the PAF. A definition of a discursive essay with a brief focus on the language used in the definition. Learners then examine the (suggested) structure of a discursive essay and reflect on how this could be represented pictorially. Suggestged teacher response included. Learners then answer 4 questions on the different sections e.g. what is the function of the introduction? They then ‘brainstorm’ ideas in response to the earlier specimen question. They write their own paragraph according to the suggested structure. This is peer assessed. The question is set for homework. Before attempting the homework, learners read and label a WAGOLL according to 5 success criteria. Traffic light style review. NB. The homework tasks have been added to a 14 per page sticker template. Please note that you will need to supply your own sticker sheets.

A double-sided, detailed context sheet for ‘A Christmas Carol’. As this doesn’t seem to show on the preview, the reverse side of the sheet contains a section on working conditions in the Victorian age and the ideas of Thomas Malthus. There is an accompanying worksheet on which students can write their notes. If preferred, these resources can be purchased as part of a larger unit of work on Stave One: https://www.tes.com/teaching-resource/a-christmas-carol-stave-one-11996048

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).

This worksheet can be used at either KS3 or KS4 to enable students to plan a short story according to Freytag’s Pyramid. NB. I have used the term ‘initial situation’ instead of exposition. An alternative, older version of this worksheet should be available here: https://www.tes.com/teaching-resource/short-story-planning-flow-chart-11747165

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.

This 67-slide PPT and accompanying resources enables an exploration of Stave One. It is aimed at middle-ability learners and includes: A thorough exploration of the context of the novel Guided reading of the chapter with much of the difficult vocabulary explained A range of activities to promote understanding and analysis.

If you are planning to introduce your learners to the context of ‘An Inspector Calls’, these documents may be of use to you. This pack contains: A mock Twitter feed for Eric Biring (also contains some hints about the plot) Two front covers of an imagined ‘Dandy’ magazine (N.B. the article headlines are the same) A mock flyer for the Titanic A mock receipt from Milwards for Arthur Birling A mock notice from Birling to his workers about a planned wage reduction A mock letter from Eva Smith to a female friend/relative about the planned wage reduction A mock anti suffrage poster (not shown on front cover). These documents could be used to introduce learners to the context of AIC or to revise the context as you approach the end of the play. There is a recording sheet for learners to make a note of their inferences as they move through the texts and a PPT slide that presents a suggested question. Some of the files are available as both PowerPoint slides and JPEG files. These files were last saved using Office 2016.

A mind map for AQA English Language Paper 2. Black and White version also included.

An hour lesson that provides an introduction to the plot of ‘Macbeth’. Learners examine a range of sources that provide an insight into what happens in the play and its socio-historical context. The sources cover: A 19th Century poster advertising a production of the play Shakespeare’s Twitter feed A diary entry by Lady Macbeth A diary entry by Macbeth A letter from Malcolm to Donalbain, from England. For additional challenge, learners can attempt to link their inferences about the play to a range of quotations illustrating key ideas. After feedback, learners write a summary of the plot. There are three levels of challenge here, with the ‘gold’ challenge encouraging the use of higher level discourse markers. The lesson culminates in a plenary in which learners write one thing they have learnt about the play on a post-it note. This lesson is aimed at middle-upper ability learners.