Viewing entries from category: Productive, Creative or Original Writing
This teaching guide for students of higher ability is designed as a self-contained unit which can be used to produce the AQA A GCSE Pre-1914 Prose coursework. It can also be used as a springboard for Original Writing.
A Modest Proposal is an excellent alternative for the more able students to the rather well-worn (though useful) Pre-1914 Prose path of Dr Jekyll and Mr Hyde, Great Expectations and Pride and Prejudice. Its blistering satire allows students to produce some quite subtle and impressive analyses.
- The AQA A Pre-1914 coursework...
The resources contained in this teaching pack are designed for students studying GCSE English (focused on the AQA Boards Specification but easily adaptable for all other GCSE English specifications). The resources are designed specifically for struggling students, including those of lower ability and including those with specific Special Educational Needs. The exam board’s only differentiation concession is to create a Higher and Foundation Tier paper each series; they do not specifically cater to...[ read full article ] »
The resources contained here are designed for students studying GCSE English (focused on the AQA Specification). The resources are designed specifically for students of Lower Ability as well as those with certain specific Special Educational Needs. The exam boards’ only differentiation concession is to create a Higher and Foundation Tier paper each series, they do not specifically cater to students who struggle to access the basics in English – so we face a dilemma.
Do we stick to teaching only...[ read full article ] »
Categories: KS4, AQA GCSE, AQA GCSE English A, Hot Entries, Special Educational Needs, Differentiated Guides, Students' Work, Students' Creative Writing, Writing, Productive, Creative or Original Writing, Narrative Writing
The resources contained within this SOW are designed for students studying for their GCSE English qualification. This resource has been designed specifically both for students with lower than average abilities at English as well as those with certain specific ‘Special Educational Needs’.
The exam boards’ only differentiation concession is to create a Higher and Foundation Tier paper each series; they do not specifically cater to students who struggle to access the basics in English – so we...[ read full article ] »
The resources contained here are designed for students studying GCSE English (focused on the AQA ‘A’ Specification). The resources are designed specifically for students of Lower Ability and with specific Special Educational Needs. The exam boards’ only differentiation concession is to create a Higher and Foundation Tier paper each series; they do not specifically cater to students who struggle to access the basics in English – so, as teachers, we face a dilemma.
Do we stick to teaching only...[ read full article ] »
June 2015 Submission
- Candidates must complete two tasks. Each task must be taken from a different column.
- Work should be produced under formal supervision in time totalling up to four hours. The responses do not need to be of equal length. They do not have to be completed in the same session.
The objective assessed in this part of Unit 3 is:
- Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage...
The skills of producing original writing are required in many specifications, particularly for Language and combined Language and Literature courses, and it can be a challenge to vary the presentation and practice of this very skill-focused aspect of English. Some specifications require students to write in different styles, or for different audiences and purposes under exam conditions, in which case students need preparing for a range of different types of writing, while others use productive skills only in coursework. Even with the latter,...[ read full article ] »
Professional musician Lewis Nitikman dropped by to lend Pat a hand.
Pat wants to become a musician himself when he leaves school so after a chat, the two of them popped into our studio at school to compose this number:
They hope you like it.
Now Lewis has left Pat some homework. He wants Pat to come up with some lyrics to turn their tune into a song.
Listen to their music again and with a classmate, bounce some ideas around.
- What subject matter springs to mind?
- What music does it remind you of?
- What topics do you like talking...
One student plays a parent. Another plays a child.
The parent asks (orders?) the child to sit down as they have “Something important to tell them”.
The child dithers… perhaps they are watching the end of their favourite TV programme and the parent has to be more insistent.
The child suddenly realises that it is something serious.
Lovely task for pairs and groups to discuss or brainstorm with felt
Good to inspire songs, poems and first person narratives.
Do you have other ideas which might generate interesting scenarios? Let...[ read full article ] »
How to drum up a poem.
Some of Philip Larkin’s verse strikes me as being inspired by famous sayings or proverbs. The three poems below could have been written in response to the following lines:
This first one looks like it could be a response to the saying:
- “One day my ship will come in.”
Next, Please by Philip Larkin
Always too eager for the future, we
Pick up bad habits of expectancy.
Something is always approaching; every day
Till then we say,
Watching from a bluff the tiny, clear
Sparkling armada of promises draw near.
If Marcel Proust had had a corner shop with Rowntree’s Fruit Pastilles or Starburst in, he wouldn’t have settled for lousy biscuits.
This might require a risk assessment for children with medical conditions.
Blindfold students and ask them to hold a fruit pastille or Starburst sweet on their tongue for as long as possible without chewing it.
Ask them to describe the taste sensations.
Perfect preparation for a Proustian poem on taste and the memories that certain tastes conjure up.
How to Write in an Abrasive Tongue
Fun activity. Lots of laughing and learning here. First off, read through Jeremy Clarkson’s offering on the French manufacturing industry.
See if you can fill in the blanks with something (in)appropriate.
Easing into a Clarksonesque Register…
‘While the French like a good-looking woman in the Elysée Palace, they plainly have trouble with aesthetics in other departments.
Take the oyster as an example. I have no idea who first cracked one open, peered at the …….. inside and thought: “Mmm. I’m...[ read full article ] »
The following article from a newspaper is a fantastic resource for oral and/or written responses. Read it through first then go on to the assignments that are highlighted below it. You can use this as stimulus for improvised drama. Similarly, you can ask students to write down their responses to the tasks. These conversations can then be joined together to create a complete script.
Suspect whiff from flower border brings police and gang raids
Saturday December 6 2008
An elderly couple who bought a pink-flowering...[ read full article ] »
If you have read the last page of the novel Lord of the Flies, you will realise that William Golding had the novel Coral Island in mind when he wrote his tale.
The following playlet explores some of the issues involved. Once you’ve read the script, improvise a response then write it up.
- What exactly DOES he think?
- Does he sympathise with Golding or attack his views?
The following scene takes place in the common room of a public school. One teacher is sipping coffee and marking some school exercise books. The other, William...[ read full article ] »
You have all heard of the famous fairy tale of Snow White and The Seven Dwarfs.
Fairy tales often end with the cliché “and they all lived happily ever after.” The play below starts to suggest that this is not always the case. Sometimes things crop up to suggest the tale is not quite finished.Read the play and discuss with your friends what might happen next and before you know it you’ll have a sequel!
Seven Dwarfs’ cottage.
Doc: (To audience) Hey up you lot. I’m Doc one of the Seven Dwarfs. Remember us?
Sneezy:...[ read full article ] »
Students should start by completing a survey on phobias/pet hates.
This will generate a list of possible topics for verses. They can write at length about one aversion or wander lonely as a cloud
It’s been fun compiling this list of ideas that have worked for me in the classroom to inspire students in the creative writing. I hope you have found some of the topics and approaches useful.
We’d now really like to hear from you for more of the same.
Click here to send in your thoughts and we’ll log them on the site to...[ read full article ] »
Use a scenario in a painting and/or advertisement to inspire a piece of writing.
Again, this can lead to improvised drama. The source material could be a landscape or portrait.
- Who lives here?
- What do you think the person in this cottage does?
- Where are they going?
- What is she doing?
- Where did she get that scarf?
- Where is she going through that door?
- Who has disturbed her recently?
- Why is she smiling?
- What would you like to say to him?
- What secret thoughts are going through her head?
This technique can...[ read full article ] »
Hand out old magazines and newspapers and ask student to cut or tear out slogans from ads or weird and wonderful headlines.
These are then collected together and handed out at random for students to collate into surreal poems.
Find an old movie…one on video or DVD (obscure Sky Channels are fantastic for this) and having made sure that none of your students has seen it, show a random scene with the volume turned down. Yep. No sound at all!
Ask students to concentrate on the body language to see if they can work out what is going on.
They then work in groups to produce their version of the dialogue.
Usually has the class doubling up with laughter at show time.
Read the following short play and create your own ending for it then compare it to the one that was originally written.
The Key to Room 65
A teenager, Mary-Jane taps on a hotel door.
Emily: Come in! It’s open.
Mary-Jane enters her friend’s room and is puzzled to find Emily squashed against the wall with a coat hanger in her hand.
Mary-Jane: What are you doing with that?
Emily: I’m fishing.
Mary-Jane: Fishing? What for?
Emily: My pants.
Mary-Jane: You’re using a bent coat hanger to fish for your knickers???
Emily: I draped...[ read full article ] »
Hand out dictionaries or lists of randomly printed words.
Students have to cover their eyes and point at words on the page.
A friend can keep note of the words they land on.
When they have collected twenty words, they have to use them (or as many as they can out of 20) to create a poem.
Visit an estate agent’s shop and ask for bundles of old property guides. These make marvelous props.
Recycle them in school and pass them round the English class, leaving each group of students with six houses to study. These six houses are on Compilation Street.
The students’ job is to populate each house with stereotypes. Nothing too vicious or racist… the grump, the neighbour who hates ball games, the dog lover and so on.
Each house should have at least two stereotypes living there.
The creative writing task is to plan conversations…...[ read full article ] »
You’ve seen the film. You’ve read the book. You’ve probably even got the duvet cover…Now write the panto!
Read this on your whiteboard and continue in the same style. For panto, think audience participation, slapstick and corny lines!
The Return Of The Bling!
Frodo: Gandalf, you’re late!
Gandalf: A wizard is never late Frodo Baggins. Nor is he early. He arrives precisely when he means to.
Frodo: Whatever…it’s wonderful to see you. But what happened to your car?
Gandalf: Don’t ask. I’ve been down the high street. I just...[ read full article ] »
What happens next?
VERY popular task this one. Ever sent a text message to the wrong person? Can be VERY embarrassing! Blake has, so he knows. See this extract from the musical “Gordon Bennett!!!”
Extract from the musical Gordon Bennett!!!
Two boys meet on a corridor. Blake is VERY agitated.
BLAKE: Des! Des!
DES: What’s up? Calm down.
BLAKE: Everything’s gone wrong. And it’s all your fault.
DES: My fault? I wasn’t even here. I was in French. What have
YOU done now?
BLAKE: I was writing some stuff down on my phone. Look. (holds...[ read full article ] »
It was a usual Wednesday at school. Nothing eventful had happened, apart from Mr.Green farting in the middle of our English class making us all nearly fall off our chairs with laughter.
At lunch break we all hung out at our usual spot outside the local shop, me, Lucy, Rachael, Tony and Ben. We had to go there so that Ben could have his cig. He was the only one out of us all that smoked, we had all tried it but Ben was the only one that liked it.
It was outside the shop that day that we made our usual arrangement to meet at the local youth...[ read full article ] »
What happens next? You could turn this into a script or third person narrative.
Enterprising students can make this into a first person narrative with a little tweaking.
Trick or Treat
‘No,’ Danny’s mum said. ‘No way! You are not playing Trick or Treat. And that’s final.’
‘But Mum,’ Danny stopped there. He knew better than to argue when his mum was in that mood.
But his mum had more to say. ‘Some of the old people I work for are scared stiff at Halloween,’ she said. ‘They don’t want to open the door to kids dressed...[ read full article ] »
Newspapers are fantastic treasure troves for story and play ideas. Victorian novelist Thomas Hardy new the value of reading old newspapers when he had a bit of writer’s block. It worked a treat and gave him lots of ideas to put in his books.
Look at this story from The Daily Mail. Perfect for a human interest tale. Lots of “what happened next?” questions.
- What got him into treasure hunting?
- Did it ever lead to disputes?
- Will it change his life?
Amateur treasure hunter finds £25,000 bejewelled cross in field with metal detector
By DAILY...[ read full article ] »
Pop songs are great inspiration for drama, poetry and stories. You can guess my age when I say “Disco 2000” and “Common People” by Pulp are wonderful songs. Very atmospheric and you can just imagine the scenarios that inspired the lyrics.
Listen to a CD… perhaps one brought in by students and delve behind the lyrics. Lots to discuss! a good Speaking & Listening assignment too.
Use the situations conjured up to create the setting, the mood, the dialogue and write a story, poem or play.
...[ read full article ] »
Show the class a sealed envelope. Ask them to imagine what correspondence is inside. They have five minutes in a group to come up with the best idea(s)
Groups talk about their ideas then pass their idea clockwise on to another group and the receivers have to turn this letter into a short piece of drama.
The drama must start or finish with the writing of the letter and it being sealed in the envelope.
Good for poetry assignments.
Other prompts can be parcels, wrapped picture frames, returned
Birthday or Christmas...
Improvised drama is often an excellent way to inspire writing. Bring in a box of objects. They can be related. For example, a tool box
full of tools.
Ask students to think of a scenario where this could be used…
such as a person calls in a plumber to fix the washing machine.
With a class full of ideas, you should have a lively number of situations.
Groups select one idea to use as basis for their improvised drama.
We need to bring in a problem.
Good stories have a juicy problem. The drama comes out of this
conflict and the ending should...
For Sci-Fi buffs. Improvise a drama in which a student has played so many computer games that (s)he is convinced that the game is REALITY and real life is illusion. The student adopts the speech patterns and mannerisms of the digital hero.
In the drama, the student is sent to an educational psychologist by a worried parent.
This always throws up some weird responses.
A poetry assignment inspired by this poem by Carol Ann Duffy.
Valentine by Carol Ann Duffy
Not a red rose or a satin heart.
I give you an onion.
It is a moon wrapped in brown paper.
It promises light
like the careful undressing of love.
It will blind you with tears
like a lover.
It will make your reflection
a wobbling photo of grief.
I am trying to be truthful.
Not a cute card or kissogram.
I give you an onion.
Its fierce kiss will stay on your lips,
possessive and faithful
as we are,
for as long as we are.
A plea. If you are going to share one piece of television drama with your English class, let it be this! Do your kids a favour, buy this DVD now.
Blue Remembered Hills remains one of Dennis Potter’s best-known plays, and is the one that is most often still produced on the stage, even though it was originally written for television. It is a story about childhood, the “land of lost content” of Housman’s verses and has obvious appeal to modern English students.
In his introduction to the play Potter acknowledges that “compared with most of the...[ read full article ] »
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AQA GCSE English
An A Grade GCSE Response to Shakespeare
An Alternative Coursework Assignment for GCSE English Language and/or Literature?
It fulfils the requirements of GCSE Language and/or Literature as a inventive and enterprising personal response to a Shakespeare play. It would be an excellent example of coursework.
Dear Ms Holden,
We are delighted to inform you that you have successfully made it through the auditions and have been chosen to portray the role of Lady...[ read full article ] »