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Used as a quick verbal starter or a more detailed group discussion and write-up, these quotes further invite students to consider all the potential discussion questions they may be useful for.

This fill in sheet structures how corrections are done and helps students monitor and record where they’re going wrong.

These 9 slides present students with a variety of questions from past papers while giving them a strategy for answering them and an opportunity to try their own. It also links with the 'apt quote exercise.

In this lovely, easy to read novel by David Almond, the author uses both past and present tense. This starter brings this to their attention and begins a discussion about the merits of each. The task is really simple, just changing the verbs, but it can be developed into a discussion that moves analysis of reading to a higher level for some. Suitable for KS2 & weaker KS3/ reluctant readers. In addition, there is a starter on tense for those who feel imparting grammatical knowledge is important: students could take notes or just discuss tense, but this is a useful opportunity to give some clarity on a topic often left to 'what sounds right'.

This lesson builds on the previous two Writing lessons to look at how to get top marks. The starter opens with a discussion about how students use persuasive devices and moves on to the ‘tool box’ of persuasive techniques they have. These are basically the same whatever the exam board. A handout enables the students to glue in a list of these - and what their effect is - into their books for revision purposes. The lesson PP focuses on example extracts - sentence variation and persuasive techniques - and gives tasks through which they explore how the writing is crafted. Their homework requires them to write a short piece on the same topic as their extract in timed conditions. You could spend another lesson peer assessing work and using the checklists to look for criteria, proof reading and editing as you go.

Drip-feed language analysis while familiarising students with unseen poetry… once a month, once a week or even one a lesson, this is not something to rush through. While it is a good idea to ask students to copy the text with an open line between line of the poem for annotations, the texts are also supplied as a worksheet to allow you the flexibility of setting the task for homework or differentiating by giving weaker students a printed version. As a quick revision exercise groups could work on separate extracts. Though ‘answers’ are given on the PP it is important to stress that these are only possible things to notice and any reasonable interpretation is worth considering. Another thing worth pointing out is that merely naming a technique like alliteration is not enough, the effect the poet creates should also be discussed and evaluated.

241- Keep this resource in store for those times when you’re overloaded and need to let the students do a bit of the work. Begin with homework – 1 or 2 depending on amount and complexity - that don’t require marking. The first task will be the ‘flipped learning’ or revision content you want students to research, the second checks they’ve done it. Although these are designed for revision, set in advance of a new topic and you’ve got students engaged already. These tasks lend themselves to any topic or content subject and all you have to do by way of preparation is apply the tasks to the specifics of your subject and provide some guidance as to where students can find information, whether that’s in the text book, online or reference books. Slide one has 6 images – choose any icon to click on in a way that engages the class [throw a di, ask a question, choose a quiet student to make the choice]. A hyperlink will take you straight to the relevant slide, where the tasks will come up in steps on your click [adapt the wording of these to suit your specifics if you wish]. Once homework is set, ‘end show’ to get back to slide 1 and store for the next session. Each task is explained in your ‘recipe for success’ word document and alternatives or ways to differentiate suggested. The central idea is to get students helping each other while you facilitate only when required.

In this quick quiz students have to guess which story the quote comes from. In the process, they learn a useful quote and a point to make about gothic writing, for which the quote is evidence. However, if your class needs more than a quick brushing up on the stories, use the worksheet first as a long starter or homework prior to the lesson. Discussion is key to the success of this lesson - the 'reveal' is not definative, its to stimulate thought. Ask students to recall what is happening n the story - the 'moment' - to put the quote in context and then to think about all the things they might say about the gothic on the strength of it. This type of exercise should leave them with an armoury of quotes and able to recall one suitable to the exam question, as well as generally revising the stories.

Descriptive writing is soon to be a major part of the English exam [from 2015 for 2017 exam], so it is a good idea to start 'drip feeding' techniques for top grades to more able KS3s as well as KS4s still doing course-work or just aiming to write more effectively. Each of these lessons uses short reading extracts too, to help students recognise techniques they could use, thus providing some preparation for the fiction reading portion of Paper 1 [new AQA English spec]. The PP outlines the lesson plan and the handout gives students a copy of the text extracts looked at. Notes on the relevant slides prompt less experienced teachers to notice relevant techniques. Peer marking ends the session. Photographs are once again used by kind permission of Graham Hobbs.

The thing for teachers to emphasise in preparing students for this task is that alliteration works by sound, not letter - so 'cough' and 'kill' have the same sound. The advert draws on specific descriptions in David Almond's novel and chapter and page numbers are given for the 2012 Walker Books edition. Some students like to get on and read the book in one go after the initial chapters, so let them do the more creative tasks when they've completed the story. Best pieces can be displayed - encourage students to be creative as well as to use slogans, alliteration, rule of three etc.

It is best to print this on A3. The point is for students to be able to choose which stories to write about quickly as soon as they see the question, so they map out which stories cover which aspects of gothic writing and list a key quote from each story that supports several points. The PP begins by explaining how the grid works. Then students fill in the grid - set the time in the space provided. The next two activities are covered over - the text is revealed on the click- if you want to edit this, just pull the blackened text box to one side and replace after. Using the grid as a help, students then decide which texts would be suitable for each past/ possible question. This should lead to discussion of several possibilities and reasons given...revision by stealth!

With no past papers, it is useful to have a 'trial' exam paper {based on the AQA specimen paper for the 2015 Spec to be examined in 2017} to use as revision. The tasks are different, but the style is similar, so KS3s could familiarise themselves with the type of task, or it can be used as revision with KS4 in the future. The PP runs a strategy for thinking about the tasks, with some questions and examples to stimulate ideas. The last slide offers a quick correction task; with an extra click, the answers will be revealed.

This worksheet makes a quick plenary or homework for KS2 or KS3 reluctant readers or less able spellers. Although it can be used without reading the novel, the context does give it more appeal. The story is written by David Almond and published by Warner books, 2012. Using the PP, students check their work or peer assess if that is easier than projecting the answer page, then move on to a short homophone task. If the spelling was done as homework, this makes an ideal starter for the 'hwk due' lesson.

These tasks lend themselves to the revision of any topic or content subject and all you have to do by way of preparation is apply the tasks to the specifics of your subject and provide the postit notes. Slide one has 6 images – choose any icon to click on in a way that engages the class [throw a di, ask a question, choose a quiet student to make the choice]. A hyperlink will take you straight to the relevant slide, where the tasks will come up in steps on your click [adapt the wording of these to suit your specifics if you wish]. At the end of the lesson ‘end show’ to get back to slide 1 for the next lesson. Each task is explained in your ‘recipe for success’ word document and alternatives or ways to differentiate suggested. The central idea is to get students helping each other while you facilitate only when required.

If you're sick of suggesting alternatives to 'weird', this is the starter you need! Everyday 'bland' words are given synonyms in a sort activity. To differentiate - or speed things up - there's a handout version to highlight. This series of starters focuses on building up the student's word-hoard [as the Anglo-Saxons called it]. Little and often is the best way to extend vocabulary and if it’s a game, so much the better.

All these starters are designed to build students' vocabulary, familiarising them with words, getting them to build words and helping them to choose apt vocabulary: the right word in the right place. All are self-check, with clear answers that enable self- and peer assessment, minimising your workload. All have an element of differentiation in a worksheet option. Each is available separately as part of the 'Word-hoard series 1' starters, but as a bonus, all 6 are available here, so you get one free!

Each game is a 9-letter word for students to find and then use to make 4-or more- letter words from. Vocabulary is a vital – and these 3 games are can be used as a starter or reward that focuses attention on their word-hoard [as the Anglo-Saxons called it]. Little and often is the best way to extend vocabulary and if it’s a game, so much the better. Each PP has a last slide with possible answer, so students can check their own or each other's work and you won't have to do a thing!

Designed as a way of preparing y9s for the new GCSE, these resources may also suit some exam GCSE boards. Here 'The Diamond Necklace' by Guy de Maupassant introduces students to the concepts they will be studying at GCSE: context & structure. The 'Recipe for success' gives links to the text as well as a reading of the story and has various teaching suggestions. The Power Points outline whole lessons with handouts that allow for differentiation. The 'extend' PP introduces more able students to the idea of a 'context of production' and a 'context of reception' in a simple way.

The recipe for success describes lessons 1 and 2, introducing students to the contextual differences that make up the 19th Century world. In lesson 2, for which PP and extracts are provided here, the idea is to get students noticing the writers’ choices by changing them and thinking of their own choices. Short extracts from a range of writers are given on the extract sheet for analysis and /or changing. Instructions and a brief extract as model are given on the PP. PS The title 'Fiction and non-fiction' refers to the UNIT or COMPONENT of the syllabus, rather than this particular resource. However, a non-fiction extract has been added to extend the scope of the lesson.

Although these poems were both in the old OCR anthology and are easy to find online, they are given again on a handout to to enable the task to be done more easily as a cover or homework. The main worksheet is a fill-in which makes it suitable for all abilities - as extension more able students can work these ideas into a comparative essay. The second worksheet has possible answers in bold and can also be given out to students who have missed the work by way of catch-up help.