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.

If you’re teaching narrative or descriptive writing you could use this to help students gather sensory detail from a photograph or other image.

Thank you to TES user RichardGLamb for the texts. I’ve generated sample answers for each question in note form.

This crossword is based on the extract from novel that begins, ‘It was a dreary night of November’ down to ‘…black and comfortless sky’. Suitable for middle-ability KS3.

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 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 crossword that tests learners’ awareness of the following terms: foot quatrain enjambment blank verse tercet refrain sonnet personification iamb trochee stanza sestet A teacher copy with the answers is also provided. Could be used as a starter into an unseen poetry task. This document was last saved in Word 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 Paula Hawkins’ ‘The Girl on the Train’. If you purchase this resource, please be aware that you will need to source the extract for yourself. It is the opening chapter of the novel, from ‘There is a pile of clothing…’ down to ‘…not a drop left’. The entry task is based on an extract from an 1888 article about Jack the Ripper. Learners examine the extract and think about how the writer has portrayed the subject of the article. This extract is then presented on slides 3-4 so it can be annotated. Two short excerpt from sample responses are then provided for comparison. Learners should identify which response would be likely to score more highly and suggest reasons why. 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.