<p>90+ Slides covering the characters and themes of the texts.<br /> Includes information on all the characters<br /> Debate style questions on characters and themes.<br /> 2 model answers<br /> Model planning examples<br /> Critical thinking using the trolley problem in relation to Mrs Birling<br /> Discussion around each character’s involvement with Eva.</p>

<p>A scheme of work, using an extract from Dracula</p> <p>Contains support in dealing with questions 1-5<br /> Models<br /> Explainations<br /> Tasks</p>

<p>A resource used to take a lower set class through questions 1-5. Using extracts on Homlessness.</p> <p>This source uses student friendly mark schemes, model answers, didactic and independent task.</p> <p>In terms of engaging with the sources, the acronym CAMP is used. The students in lesson were asked to consider the:</p> <p>Context - when the source was written?<br /> Audience - Who the target audience was?<br /> Mode - What form the writing has taken?<br /> Purpose - What is the intention of the writer?</p>

<p>A resource used to take a lower set class through questions 1-5. Using extracts on Crime.</p> <p>This source uses student friendly mark schemes, model answers, didactic and independent task.</p> <p>In terms of engaging with the sources, the acronym CAMP is used. The students in lesson were asked to consider the:</p> <p>Context - when the source was written?<br /> Audience - Who the target audience was?<br /> Mode - What form the writing has taken?<br /> Purpose - What is the intention of the writer?</p>

<p>A resource used to take a lower set class through questions 1-5. Using a Diary and an Article with the theme of Titanic to explore AQA Lang P2.</p> <p>This source uses student friendly mark schemes, model answers, didactic and independent task.</p> <p>In terms of engaging with the sources, the acronym CAMP is used. The students in lesson were asked to consider the:</p> <p>Context - when the source was written?<br /> Audience - Who the target audience was?<br /> Mode - What form the writing has taken?<br /> Purpose - What is the intention of the writer?</p>

<p>A scheme of work, using an extract from Stephen King’s IT.</p> <p>Contains support in dealing with questions 1-5<br /> Models<br /> Explainations<br /> Tasks</p>

<p>A lesson exploring the themes and language of The Prelude.</p>

<p>A lesson exploring the themes and language of Remains.</p>

<p>A lesson exploring the themes and language of Exposure.</p>

<p>A lesson exploring the themes and language of Ozymadias.</p>

<p>A lesson exploring the themes and language of Kamikaze.</p>

<p>A lesson exploring the themes and language of The Emigree.</p>

<p>A complete resource - 156 slides, containing information, annotations , tasks etc on every poem. Some contain model answers some with paragraphs and ways to improve.</p> <p>Poems that are more challenging contain higher level thinking with concepts for students to explore such as abstract questions they can then apply to the poems.</p> <p>Some poems differ in length and contextual focus differs depending on the poem. This was used as a working document I created as I taught it.</p> <p>It covers all 15 poems so less than 70p a poem.</p>

<p>A lesson exploring the themes and language of London.</p>

<p>A lesson exploring the themes and language of My Last Duchess.</p>

<p>A lesson exploring the themes and language of Charge of the Light Brigade.</p>

<p>A lesson exploring the themes and language of Storm on the Island.</p>

<p>A lesson exploring the themes and language of Bayonet Charge.</p>

<p>A lesson exploring the themes and language of Checking Out Me History.</p>

<p>A lesson exploring the themes and language of War Photographer.</p>

<p>A lesson exploring the themes and language of Tissue.</p>