2 separate lessons created for the topic of war poetry. Looking at each poem's context and meaning. Including model answers, YouTube clips, poems, GCSE styled question for each poem.

A lesson created for a Travel Writing topic based on the extract by Rupert Brook- Niagara Falls. The lesson includes: - A glossary -The extract -YouTube link to Niagra Falls clip -The question "Is Rupert Brook's Niagara Falls an effective descriptive piece?" Where students can mark/assess against the school's criteria. -A second question GCSE styled question "How does Rupert Brook use language to help create an image of Niagara Falls?" -Peer assessment -Creative writing.

A lesson that should be used over two hours. An exploration of the poem Mametz Wood- Used at GCSE level in an observation that gained outstanding. Could be used at year 9 or a high ability year 8 with some alterations. The lesson explores the context of the poem, key quotations, comprehension questions designed to help students annotate the poem, supported essay structures to complete the GCSE question "How does the poet represent war through the use of imagery?" complete with a model answer - which is a weak model for students to add input on how to make it better and peer assessment.

A lesson that explores 'The follower by Seamus Heaney' and the GCSE question 'How is structure used to create an effect on the reader in Seamus Heaney’s ‘The follower'? The lesson explores: -The context of the poem -Key terminology 'Irony' -The poem with directions for annotations -A worksheet to secure annotations -A model answer -Glossary -A Graph to plot student's progress

Would last two or three lessons: This lesson explores the poem Nothing's Changed by looking at questions surrounding different cultures. A task that helps to show your student's understanding as the topic progresses on poetic techniques. Context of the poem and the poet. An analysis of language and structure within the poem and two model answers that students can mark and feedback on which one is better and why. The final question is "How does the poet present his life in Nothing's changed?

A lesson that explores Don John's evil plan in Shakespeare's Much Ado about Nothing. Aimed at a higher ability class but can be easily adapted. The lesson includes: -The extract for students to annotate - A task to support first impressions of the character -A YouTube link with comprehension questions - A grid full of structural techniques - A teacher annotation of a section of the extract -A model answer - A learning question GCSE styled "How is structure used to present the character?"

Shakespeare's Much Ado about Nothing- Aimed at a higher ability class but can be easily adapted. Exploring the use of structure in the tricking of Benedick. Lesson complete with: -Discussion around the use of Soliloquys and their effect on an audience -A focused analysis of structure in a shorter section of the extract -Extract included -Model answer -Steps to help answer the GCSE question "How is structure used to show the changing attitude of Benedick?" -Peer assessment- With grid for students included

A lesson based on ACT 4 - Much Ado About Nothing aimed at a higher ability class but could be easily adapted. The lesson includes: - An imagery based starter - A class discussion on shame - A YouTube link to the scene - An analysis of language and structure used in Act 4 - How is language and structure used to present the relationship between Beatrice and Benedick? With supported tasks for lower ability and challenge task for higher ability. -Self assessment -Glossary

A lesson that explores the use of structure in the poem 'Valentine' By Carol Ann Duffy. Originally taught to a middle set group of year 8 students but can be easily adapted. Lesson would last 2 hours but again can be shortened or extended. The lesson includes: - A structure technique matching worksheet - A help sheet for the GCSE styled question "How has the poet used structure to engage the reader? - A teacher analysis of where structure is used in the poem - Comprehension questions linked to YouTube links -A model answer -A slide including a helping hand task and a challenege task- well differentiated.

This lesson looks at the Myths Beowulf and Hercules in a comparative way. Students are given an overview of how both heroes can be compared and allows them to look at two extracts exploring how both heroes are presented. Students should analyse the language used to show how each hero is presented as being similar or different. They are then given a grid which enables them to find quotes and write a comparison answer in the style of GCSE.

This lesson explores the AQA poem 'The follower' by Seamus Heaney. It looks at context of the poet, analysing the poem, a model answer and a structured set of sentence starters for students to follow to help them answer the GCSE question "How does Heaney present the relationship between father and son?"

Here you will find 7 lessons that explores in detail "Act 1 (all scenes) of Macbeth" Within the lessons you will have access to model examples of AQA styled paragraphs, analysis of key extracts and the tools to help your students develop an understanding of key scenes, characters and the plot line. I originally set this out for a bottom set year 10 class, however, some tasks have been set to a higher ability and could be easily adapted. Peer assessment and Self assessment skills are included.

This lesson enables students to think about mood and atmosphere when writing to describe. They are given the task to describe a journey and then they have to do this using the opposite mood/atmosphere. My students really responded to this lesson and can now identify mood and atmosphere differences in other texts.

Three lessons: Killing Banquo- Complete with: The rules of succession, summary of plot line, extract of scene, model answer to the AQA question "How is language used in the soliloquy to show how Macbeth is feeling?" structure to follow for students to complete the question (for lower ability) and peer assessment. Act 3 scene 2- Predator quote analysis- step by step support to help students answer the question "How is tension created before Banquo's murder?" Here students are supported in finding quotes that show tension being created with explanations in a model example. Also, a full exploration of the symbolism of Banquo's ghost with links to context. (Extracts included) Lesson 3- (Shorter lesson) - How is the witches' meeting presented as being significant in the play-exploring the role of 'Hecate" linking to context. Extract included. Peer assessment included.

2 full lessons which covers Act 2- Scene 1 and Act 2 scene 2. Complete with a structure to help students answer a AQA question on this scene and full extract to analysis as a class. Act 2 scene 2- Explores the symbolism of the blood on his hands, a learning grid that supports students in commenting on language, structure and effect and a support model answer for students to follow for the question of How does Shakespeare present Macbeth's growing paranoia?

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.

A lesson aimed at lower-middle ability year 11 students in a revision lesson. AQA's An Inspector Calls lesson focuses on the use of language in the final speech, analysis of context and the speech's structure. This leads a prompted answer to a GCSE question. The answer attached is a 'pretend' example of a pupil response that pupils can criticise, mark and improve according to the AQA mark scheme.

This lesson looks at the use of language and structure throughout an extract from the book 'Wonder' by R.J Palacio. Students are given a list of things to look for in the extract, a group task which allows students to work together to create a grid of techniques and effects. Complete with a model answer to be discussed as a class and the tools/support to enable students to answer the GCSE styled question "How has Palacio used language and structure to engage the reader?"