Includes 6 weekly set homework tasks based on key themes, context, conventions and genre of Blood Brothers. Tasks have been created in such a way that the work can be self/peer assessed within the lesson on hand in day, to limit/reduce teacher marking workload, but still able to âassessâ students progress and add to your data/markbooks :)
A lesson and resources to revise the key imagery and context of the poem âStorm on the Islandâ by Seamus Heaney, in preparation for AQA Lit Paper 2, Section B - Power and Conflict anthology.
Ppt is designed for LA and post-study of the poem.
Worksheets created to analyse the poem âRemainsâ by Simon Armitage. Focus is on meaning and understanding, as well as analysis of techniques. I have found that my classes would identify techniques in a poem but not say much about them! In these worksheets, the techniques have been given to them (which will help with their understanding of a range of techniques - not the same ones time and time again that they seem to go for!), with questions aimed at analysis why the writer has used said technique, as well as further questions exploring specific language choice. i.e. why âlifeâ, why not âbodyâ? etc. Also includes storyboard type images, to help with dual coding.
If you like this resource, please check out my storyboard activities for this poem too:
/teaching-resource/remains-storyboard-language-analysis-and-revision-tasks-12207507
AQA 2019 Language Paper 2 DIRT tasks, section A: Writerâs Viewpoints and Perspectives
A series of lessons that reflect upon questions 2-4 of 2019 Paper 2, advising pupils where they may have missed marks and how to improve.
AQA 2019 Lang Paper 2:
âThe Crossingâ, an extract from James Cracknell and Ben Fogleâs autobiographical account of crossing the Atlantic and âIdle Days in Patagoniaâ, an extract from W H Hudsonâs travel writing.
A practice / mock AQA Lang Paper 2 exam exploring the tradition of using black face paint as a disguise in Morris dancing. This paper enables pupils to engage with recent events and the renewed focus on systemic racism in our society following growing publicity and support for the Black Lives Matter movement. My aim of this paper is to address and create discussion about issues of racism in Britain, but from an unconventional / less obvious example.
Section A: Reading
Source A presents a âcelebratoryâ account of morris dancing in the 19th c. whereas Source B presents a critical and conflicted view in 21st c. Britain, exploring whether the tradition of using black face paint as a disguise in Morris dancing is now outdated and deemed racist.
Section B of the paper continues with the controversial theme of âblackfaceâ with the statement: âFrom television shows such as âLittle Britainâ, and âThe Mighty Booshâ, to traditional English Morris dancers: whatever their justification, black face is always wrongâ
PLEASE NOTE: Source B has been purposefully and carefully selected as it presents both the criticisms of black face paint as well as information of the traditional meaning and reasoning behind it. Thus, this should allow pupils to explore the spectrum of the issue and provides some background information to help guide the pupilsâ responses.
Included in this purchase are the two sources and the question paper, in addition to a powerpoint presentation that includes example/model answers for questions 2-4, for pupils to mark against âstudent friendlyâ skill descriptors, suitable for DIRT activities.
Source A: A newspaper cutting describing a performance of Morris dancing (traditional English dance), 1886.
Source B: A newspaper article reporting the criticism of Morris dancers by a London journalist, 31st December 2019.
A lesson exploring and comparing the characterisation of Mrs Johnstone and Mrs Lyons in Act 1 to Act 2 (Mrs Lyons confronts Mrs Johnstone), focussing in on the power balance shift between the two women.
Worksheets created to analyse the poem âPoppiesâ by Jane Weir. Focus is on meaning and understanding, exploring the key imagery with lots of prompts and scaffolding to guide pupils. This has been created for LA pupils, where I am trying to steer away from simply identifying techniques and move further into WHY specific techniques/words have been used and what imagery it suggests.
Resource includes:
PRE-READING tasks: Context/Summary/Glossary page
READING tasks: Each stanza broken down with tasks to explore the imagery and a challenge task to complete.
POST-READING tasks: Deeper thinking questions; Lang techniques task; Themes based task; Essay style question.
Worksheets for each stanza of Carol Ann Duffyâs âWar Photographerâ. Suitable for Mid- low ability classes, or a higher ability class, as a first response type activity. Activity mostly aimed for understanding meaning and imagery, as opposed to analysing language, form or structure.
1 x creative writing lesson on ACC made for a cover lesson. Pupils to write a description based on the opening scene of ACC 2009 film, with an (implicit) emphasis on SHOW, donât tell.
Very simply, yet clear. Have used before as basis for a display. Have also used in class, as basis for revision, for pupilâs to add everything they know or can remember about them and their role in the story.