A lesson that explores how Shelley uses sympathy for the monster in Frankenstein by exploring in close detail the use of language in a particular extract (attached). The lesson aims to help students to create their own monsters in a narrative but create the same sense of sympathy. Complete with YouTube links, links to modern life, peer assessment and supported sentence starters for lower ability students.

This lesson explores the beginning of the Balcony Scene - Originally taught at an able group of year 8 students but can be used for different abilities/classes with minimal adaptation. The lesson includes: -Discussion around the themes of the play -Guided reading of the scene -A summary section on the scene -Guided skills for annotating the extract -The lesson then prepares the students to select from three different GCSE styled questions: 1. Explore how Shakespeare presents the theme of love between the two characters. 2.Explore how Shakespeare presents the character of Romeo, in this scene. 3.Explore how Shakespeare presents the character of Juliet, in this scene.

A lesson that explores the meeting of the star crossed lovers in Shakespeare's Romeo and Juliet. This lesson was originally taught to an able year 8 class but can be adapted to any group. The lesson is packed with helping hand tasks for lower ability and challenge tasks for the more able. The lesson includes: -A starter activity that recaps student's understanding of the two main characters. -Discussion around the key term 'Sonnet' -Comprehension questions based on the extract of the characters meeting each other. -Differentiated questions based on this section of the play. -Analysis of the use of religious imagery (Language) -A supported language analysis to support student's response to the GCSE styled question "How does Shakespeare use language to portray Romeo and Juliet’s first meeting?" -Peer assessment

A lesson that would take 2 hours- exploring the use of structure in Act 2 Scene 1 and Beatrice's views towards marriage and men. Set for a more able group but can be easily adapted to a lower ability group. Lesson also includes: A grid of structural techniques An extract for students to annotate A teacher example of analysis aimed at structure A differentiated set of tasks aimed at students completing the GCSE question "How is structure/language used to show Beatrice's views on marriage?" A model answer An ending discussion topic.

This lesson was created as part of an observation which received positive feedback showing students had made good progress. Originally taught to a bottom set year 10 class. It could be adapted to reach a more able group or a higher ability group at KS3. The lesson begins with a creative writing starter based on the image of the ghost. Also included, a youtube clip showing ghost stories, extract of Marley's Ghost (focusing on the description), the same extract with 4 language techniques identified, a glossary, an exploration of the use of the imagery (Lobster), a model answer and a supported set of sentence openers for students to write their own answer to the question "How is language used to present Marley's Ghost"

A collection of media terminology complete with definitions to print and put on the walls of a media classroom. I have found the key words are the center of everything I do with me media class and they always forget them unfortunately, so I thought how can I change this? How can I make them more independent in finding out the information. I have placed this on a notice board and students now get up and go to the board to refresh their memories- It works really well.

As part of the AQA relationships cluster, this lesson explores the inferences behind the poem ‘Walking away’ by C Day Lewis. The lesson includes: comments on plot line and structure Detailed language analysis- ready to prompt discussions A model example to a GCSE An opportunity to answer the GCSE Question: HOW DOES THE POET CREATE THE THEME OF CLOSE RELATIONSHIPS IN WALKING AWAY? Differentiated for different abilities and can be used as a year 10 introduction lesson to poetry or a year 11 revision of the poem.

Small display cards that provide the meaning and an example of the most common techniques found frequently in poetry. I encourage students to visit the POETREE wall (A wall with a tree displayed, leaves and the techniques surrounding the tree) when they are unclear or have forgotten a technique. This provides students with independence and encourages their default to not always be to ask the teacher. I have previously used them as packs of laminated cards pinned on the wall in polly pockets, students studying or revising poetry can take a pocket with the cards in to use. Some have even taken them home to support with particular homework pieces. The display includes the techniques: -Mood -Tone -Emotive Language -Imagery -Enjambment -Simile -Personification -Stanza -Oxymoron -Hyperbole -Metaphor -Connotation -Cliche -Rhythm -Allusion -Rhyme -Repetition -Assonance -Onomatopoeia -Alliteration Can be used for most ages/abilities. Does not act to challenge GCSE stage but simply as a prompt or reminder of basic techniques.

2 lessons that span over 4 hours. Each lesson looks at Stevenson's Dr Jekyll and Mr Hyde complete with comprehension questions based on the included extract, the use of diary entries and first person, exploration of each character, creative writing (diary entries), and a supported set of sentence starters to help students answer the GCSE styled question "How does Stevenson create tension during the transformation in Jekyll and Hyde?" -Complete with peer and self assessment

A lesson that lasts 2 hours- analysis of language used in the famous 'I have a dream' speech. The lesson includes: -Starter activity linking to speeches today -Confidence scales for AFL -YouTube link and summary of speech -Analysis of language on a particular section of the speech -Model answer to the GCSE question "How does the writer use persuasive language to engage the audience?" -Complete with helping hand worksheet -Print out of the confidence scale and comprehension questions for the starter. -

This lesson looks at the various structure techniques used by John Boyne and their effects on the reader. The extract explored covers, character entrances, tension, atmosphere and mood change and repetition. Students are shown a model example to give them the tools/skills ready to create their own structure analysis.

I created this lesson during a topic titled "The history of the English Language". It explores language features used within the poem and exploration of key quotations. I have attached the poem as a blank copy for students to annotate and analyse. Included is a model answer, broken into a writing format for students to learn from and then have a go at responding themselves. This also includes a series of peer assessment questions for students to ask and respond to.

Complete with 11 full lessons from the beginning to the end of the book. I created this scheme of work for a middle-high ability year 7 group as an introduction to language and structure analysis in preparation for their end of topic assessment which focused on the question: How has the writer used language and structure to engage the reader. Some elements such as; dates, reading pages may need to be edited to fit the purpose of your teaching. However, I have found that working through this scheme in this order, prepared students well for their understanding of language and structure when it comes to a narrative story. I hope you find this as useful as I have. Lessons include focus on language techniques, structure techniques, particular chapter and extract analysis, discussion work and reading of the book.

A lesson that can be taught over two hours that closely analyses the poem Farmer's Bride by Charlotte Mew. This lesson was originally created for a low ability year 10 class aiming for D/C grades but can be easily adapted with challenge tasks adding on. Complete with re-caps of key concepts in poetry such as; themes, language techniques, context of the poem and the poem itself. Students are encouraged to gain their own opinions on certain aspects of the poem, arranged marriages, male dominance etc...

A lesson aimed at a mixed ability group that looks at the analysis of Eden Rock by Charles Causley. As part of the AQA Relationships cluster it focuses on AO1, AO2, AO3 and AO4.

This lesson is adaptable for those analysing Blessing with a KS3 group. This group was a mixed ability year 8 class and they were studying poems from different cultures. The lesson includes pre-learning tasks such as; a reading of the poem, analysis of the poem and steps to guide them in answering a learning question similar to a GCSE question.

A lesson created for a year 11 class. Easily adaptable PowerPoint that provides the basic understanding of the poem with: An analysis of the poem Contextual information about the poet A GCSE model example -An opportunity for students to respond to the question: How does the poet reflect on her mother’s past in before you were mine?

Taught to a year 11 group of mixed-ability and the lesson provides an adaptable PowerPoint of the main ideas of the poem. Included: -Context on the poet Simon Armitage -Comments on the plot, structure, language of the poem -A visual analysis of key words and quotes -An opportunity for students to answer the GCSE question: How is the theme of growing up presented in mother any distance?

A lesson that covers the general layout of the exam and what the mark scheme specifically asks for each question. I extended this into two lessons- first giving the students the question and allowing them to answer before looking at what they could have written according to the mark scheme.

A two hour lesson that looks at the skills required to write answers to questions 1-4 on the AQA Language paper 2. Included is a PDF of a past-paper as well as a powerpoint taking students through this and giving tips for this exam.