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 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.

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 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 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 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 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.

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 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.

Following on from this introductory lesson: https://www.tes.com/teaching-resource/an-introduction-to-creative-writing-ks3-12065152 This lesson develops learners’ understanding of similes and metaphors. It draws slightly on material from this much older lesson: https://www.tes.com/teaching-resource/simile-metaphor-and-personification-11747189 This lesson provides: Anagram starter using devices from MRS SOAP (descriptive techniques) What is a simile? Learners identify which statements, 1-3, are similes. Simile challenge worksheet What is a metaphor? Check understanding with common metaphors from everyday language Learners then complete metaphors 1-8 using their own imagination. Review task. Target ability: Lower KS3 Lesson time: 1hr approx.

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

The fifth in the ‘MRS SOAP’ Creative Writing series for lower ability KS3. This is an extended lesson that covers some basic grammatical concepts: Subject Predicate Main clause Dependent clause Simple Sentence Compound Sentences Complex Sentences The starter links to the previous lesson on adverbs and adjectives. After this, the lesson progresses steadily towards complex sentences. There are activities to test and apply learning at each stage and the lesson culminates in a creative writing task with a picture prompt. You would need to allocate about 2 hours, maybe a shade longer, depending on your group.

The sixth in the MRS SOAP creative writing series for lower ability KS3. It includes: Starter - write the opening of a story based on one of four given images. Each response should include one complex sentence and one specified descriptive technique. Feedback slide What is onomatopoeia? There are links to several YouTube videos so that learners can suggest onomatopoeic words. Learners fill in a table, suggesting onomatopoeic words appropriate to a range of environments. There is a table of 126 onomatopoeic words to help. Descriptive or poetic writing task with image prompts. Review This lesson can stand alone but assumes some knowledge of the following terms: complex sentence, simile, metaphor and personification.

A straightforward lesson on personification for lower ability KS3 learners. It is the third in a series that begins with this introductory lesson: https://www.tes.com/teaching-resource/introduction-to-creative-writing-la-ks3-12065152 It provides: A lesson starter in which learners use a series of pictures as a prompt for creating similes and metaphors What is personification? Identifying personification and its effects in an extract from the opening of a story A storyboarding task that encourages learners to use personification in a six-scene description of their day Plenary

The 7th in the MRS SOAP creative writing series for lower ability KS3. The starter asks learners to read an extract from a story and then write the next paragraph based on what they have read. Feedback slide What is repetition? To check understanding, there are three images representing three fairytales: Jack and the Beanstalk, Rapunzel and The Three Little Pigs. Ask learners if they can identify the fairytale from the image and if they know what key phrase is repeated in these stories. This is followed by a worksheet in which learners read four mini extracts and identify the repeated words/phrases. They then comment on the effect of the repetition. After this, learners write the opening of their own fairytale based on one of several image prompts. They then say what they would repeat and why and how they would continue the story. An example is provided. Review Estimated time: about 1.5 hours. Update: if you have recently purchased this lesson, please note that I have added a sheet detailing the features of the MRS SOAP acronym, as it is referred to in the Review. However, you may wish to adapt this review question if you have not bought the previous PPTs in the series.

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.

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 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 is a speech-writing lesson based on the issue of gender equality. It includes: Starter - learners say to what extent they agree with a series of statements relating to men and women. Feedback slide Key Facts about Gender Equality sheet Links to Emma Watson’s HeForShe speech Planning sheet task Sample GCSE question (AQA-style) Writing time Peer assessment and review This lesson is aimed at lower-middle ability learners and should take about two hours. **UPDATE: WAGOLL now included and Slide 9 question corrected. **

A straightforward lesson on choosing between a full stop and a comma. The starter encourages learners to revise the terms subject and main verb. The term predicate is introduced. Learners identify the subject, main verb and predicate in a range of different sentences contained within a table. Slide 2: The idea of a comma splice is introduced. Slide 3: Learners identify whether a comma splice exists in five different sentences. It would be helpful to have an interactive board so that the sentences can be annotated on screen. Slide 4: Learners are directed to a paragraph which contains multiple comma splices. They must identify them. Slide 5: Feedback on screen Slide 6: Learners write a paragraph about themselves, ending their sentences correctly. Slide 7 Review/Check Learning