A co-operative starter activity I did with Y7 and Y8 English classes. Maybe useful at the start of a year when students don't know each other very well. If you've used this, perhaps you could leave a comment; it'd be nice to know.

A series of resources and tasks to help teachers with regards to AQA's 'Telling Tales' Anthology. Most resources can be adapted and altered to suit individual teachers, and are intended to make planning and creation of resources quicker for this text, not to eliminate it all together.

Pretty much a full SOL for a range of short stories. Created for a high level 5 to low level 7 year 9 class. I'm sorry I can't include copies of the stories referred to - this is for copyright reasons. I've included the first pages of the anthology with contents listed so it is clear what they are.

A lesson plan evaluation form that I have created for my own purposes. Detail about what to include came from discussion on these forums.

These are the resources and materials I have used and created when teaching Language and Power at AS level following AQA Specification B. I began by looking at Spoken Language and how this is different from written, then this nicely 'flows' into discussion of power (through political speeches etc.). I've tried to include everything possible and I hope it makes sense!

Outlines for lessons and resources, including selected quotations and analysis to get you and a class started with analysing the AQA 'Telling Tales' anthology. Not a complete SOW, but a good starting point.

A SOW written for a year 9 class to improve their written skills and accuracy through exposure to high-quality texts.

This is a SOL written for year 9 on a range of conflict poetry (mostly WW1) and is separate from the AQA Conflict anthology.

Year unit of work for Year 10 GCSE English Literature looking at the key elements of plot, language and skills of OMAM. I'm also including some revision material, which overlaps in content, and chapter by chapter questions, and key quotations from each chapter.

A shortish unit of work as a lot of lesson time might be spend reading. Focuses on some key sections in the first half of the novel and on developing some core reading skills, particularly the analysis of language and the use of appropriate contextual reference. When I taught this, we read much of the first half of the book in class and then students read the rest over the Easter break, hence why this SOL focuses mostly on the beginning. The resources here are not rigid and can be adapted in a number of ways. I hope this description makes it clear what this resource contains.

An Introductory for Spoken Language unit written for a Year 9 class.