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10 Questions (Gothic inspired simile and metaphors). Easy and convienient. Can be used as a starter activity, or as a low-stakes quiz. Dyslexia friendly font (Calibri) with visuals. Challenge available for students to create their own / analyse an above example.

Revision lesson for Year 11 / AQA / GCSE. Very explicit with clear modelling and scaffolding. Model includes detailed analysis of Ozymandias and My Last Duchess. Group task asks students to compare Ozymandias and Exposure. Self-Assessment and Plenary. Dyslexia friendly. Stretch challenges throughout.

10 Questions. Easy and convienient. Can be used as a starter activity, or as a low-stakes quiz. Dyslexia friendly font (Calibri) with visuals. Challenge available for students to create their own / analyse an above example.

Students fill-in the blanks. Challenge: Students label the back for author intent and key devices/effects. Enables Year 10/11 with revision cards to access key quotations and analysis. Helps memory retrieval. Hypothetically, flash cards could be made in advance for the department. Have students stick in an envelope, folder, or a clear plastic wallet at the back of their books. For longer poems, 2 slides could be made.

Revision lesson for Year 11 studying GCSE ‘An Inspector Calls.’ Students must select the MOST and LEAST significant AO3 information and apply it to each character. This lesson creates lots of student debate! (Great for revision and engagement). Retrieval. PowerPoint contains a section for writing practice on thesis statements.

A worksheet for students to correctly identify semi-colons and colons. Definitions and answer sheet provided. For convenient use in a starter or as part of a low-stakes quiz.

Excellent revision lesson on Mercutio & the Queen Mab Speech! Fun retrieval starter activity: Guess Who!? Slide 2: Ranking the purpose of the speech (they all apply!) Slide 3: Group activity + Whiteboards (verse analysis). Slides 4-8: Detailed answers on each verse! Slide 9: Shakespeare’s Intent for Mercutio. Slide 10: Writing Practice (with sentence stems). Slide 11: Final Reflections

Great for revision: Memory Retrieval: ‘Fill in the Gaps’ starter activity for each poem in the anthology. Author INTENT is included on each slide!

Revision lesson for Year 11 studying GCSE ‘Romeo and Juliet.’ Students must select the MOST and LEAST significant AO3 information and apply it to each character. This lesson creates lots of student debate! (Great for revision and engagement). Retrieval. PowerPoint contains a section for writing practice (consolidate learning)

This is a revision lesson specifically designed to help Year 11 ADJUST quotations to fit the exam question (AQA but could work with OCR too). Quotations are versatile. The PowerPoint contains a starter, explanation slide, model answer, task on quote application, a writing practice opportunity on fate, and a final reflections slide. Has worked brilliantly, especially with my weaker classes.

15 Questions. Easy and convienient. Can be used as a starter activity, or as a low-stakes quiz. Dyslexia friendly font (Calibri) with visuals. Challenge available for students to create their own.

Revision lesson on AQA Paper 1, Q3: How has the writer structured the text to interest the reader? For copyright reasons, I can’t share the extract but it can be easily found online. Starter activity on OFFICES and Freytag’s Pyramid. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles how to answer Q3. SEND / dyslexia friendly. Teacher guidance on slide 1. PEER REVIEW.

AQA Paper 1, Q4: Evaluate the writer’s methods. Note: Students will need to have completed Q2 & Q3 (or have spent time labelling the extract for Dickens’ use of language devices & structural features) in order to have a solid understanding of the lesson. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles how to answer Q4. SEND / dyslexia friendly. Teacher guidance on slide 1. Contains a top Q4 answer. PEER REVIEW.

The question this lesson contains is: ‘How does the Alice Walker use language to describe the setting?’ Q2 Language Analysis. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

Important Note: this lesson’s exert isn’t from a past AQA Paper 1. The question this lesson contains is: ‘How does the writer use language to describe the moment Winston begins to write.’ Q2 Language Analysis. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW. We Do: teacher model on the last slide.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.