My second lesson. Here, I focus almost entirely on ACT 2 SCENE 1 and Iago's soliloquies therein. The notes element of the power point pulls a lot of thinking together from across a lot of sources - you'll need these notes to flesh out the tasks. I tie it up with an exam style question at the end focusing on what we can infer about attitudes to women. Quite pleased with how this looks and how it goes.

A reintroduction lesson that should be taught with the understanding that the students have read the text beforehand. Designed as an entry point into year 13; ideal for new teachers looking to get the measure of a new class (as in my case). I found this lesson particularly useful when combined with FAR marking the material surrounding the quotations. You should view this as a starting point - future lessons will get much more specific.

First things first, let me just say that the mind that created the Escape from Kraznir SoW was not mine - wish it was though… You are not buying the SoW (though I do include it as part of the pack so you have a frame of reference), that is available freely elsewhere. What you are buying is the 7 lessons that I created from this SoW and taught to my students. Let me say this - I have never had such a reaction creatively. My gast was well and truly flabbered as to their engagement and the effort they put in. I’ve created a single power point that contains all of the other lessons too - just for those who like continuity. NOTE: I used some of the sound effects from Warcraft 2, but I couldn’t put this up here (Blizzard may have something to say about that). However, you can use your own sound effects and music as and where you see fit (I liked using the Death of Optimus Prime Music from the Transformers Movie (not the Bay versions, the original cartoon version with Unicron) over the top of the farewell aspect in Lesson 2). This is a lot of fun. I promise. Seriously… PS: If you enjoyed this scheme of work, you might be interested in the follow up unit: https://www.tes.com/teaching-resource/ks3-fantasy-creative-writing-the-return-to-kraznir-12373343

A thematic exploration of Violence within Othello - focusing specifically on Act 4. Also, the power point starts with a little revision of characters and quotations from across the play. I found this a fun lesson.

I've found another use for all that knowledge we have about the old AQA English Lit anthology (The Sunlight on The Grass anthology). I have started to turn them into English Language Paper 1 Section A Mock Exams! This is one of them. There is no mark scheme, but if you use the Paper 1 mark scheme from the AQA website you should be fine. This one uses a section from When The Wasps Drowned - it's not the start bit, but if you think about it, it doesn't really need to be.

I've found another use for all that knowledge we have about the old AQA English Lit anthology (The Sunlight on The Grass anthology). I have started to turn them into English Language Paper 1 Section A Mock Exams! This is one of them. There is no mark scheme, but if you use the Paper 1 mark scheme from the AQA website you should be fine. This one uses sections from Compass and Torch - I've stitched together two sections and omitted the bit about the horses (for those who remember) so that the extract focuses only on the relationship between the boy and the man.

I've found another use for all that knowledge we have about the old AQA English Lit anthology (The Sunlight on The Grass anthology). I have started to turn them into English Language Paper 1 Section A Mock Exams! This is one of them. There is no mark scheme, but if you use the Paper 1 mark scheme from the AQA website you should be fine. This one uses the start of On Seeing the 100% Perfect Girl One Beautiful April Morning. I've taken one paragraph out but don't worry, it doesn't take away from the creepiness of the narrative voice.

I've found another use for all that knowledge we have about the old AQA English Lit anthology (The Sunlight on The Grass anthology). I have started to turn them into English Language Paper 1 Section A Mock Exams! This is one of them. There is no mark scheme, but if you use the Paper 1 mark scheme from the AQA website you should be fine. This one uses the start of Anil. As a pause for though, you may wish to consider renaming the character of Anil. Think about it...

I’ve found another use for all that knowledge we have about the old AQA English Lit anthology (The Sunlight on The Grass anthology). I have started to turn them into English Language Paper 1 Section A Mock Exams! This is one of them. There is no mark scheme, but if you use the Paper 1 mark scheme from the AQA website you should be fine. This one uses the start of The Darkness Out There. The focus here is very much on the use of setting. UPDATE: I’ve included some rudimentary answers. You’ll still need a copy of the mark scheme.

A couple of lessons that focus on improving creative writing skills. I allude to tasks that have already been completed by the students - you can easily edit these to reflect your own tasks. Particularly pleased with the descriptive writing task as it got a bunch of lads who don’t “do” creative writing to talk about their feelings.

A talking mock lesson (two hours long) with strategies on the slides for the students to refer to and time limits identified. The idea is that prior to each question, you are to remind students of how to answer the question. The expectation is that the class will have attempted a Paper 1 Section A beforehand - this is the lesson where they try and beat their previous scores. A quick word of warning: the exam paper is available elsewhere in my shop.

A series of activities that are designed to be taught over time. There is a bit of initial leg-work to do in setting up the spreadsheet and, truth be told, I’ve had more success using this with smaller classes than with larger ones - the volume of specific data generated gets unwieldy with the larger groups. So, I’ve divided punctuation up into three groups - BASIC, MID-RANGE and ADVANCED. The idea is that you teach/go over/re-demonstrate the type a type of punctuation. Then, the students are given ten minutes to write where they focus on using that type of punctuation. Each punctuation type has a points value, and the goal is to “defeat” a possessed teacher by using that type of punctuation. The powerpoint presentations each show a teacher (or a combination of teachers) making their way across the screen over the course of ten minutes. There’s the option of spooky orchestral music too. There are specific work sheets that each student will need - each work sheet contains the points value of each punctuation type and a grid where you can wither self/peer/teacher assess depending on how you want to set the lesson up. As the class progresses, so to does the complexity of the task. Each new level incorporates a new type of punctuation OR (more importantly) a new combination of focuses. For example, level 3 requires students to use BASIC and MID-RANGE punctuation to defeat two teachers. What I found useful was the specific nature of the feedback I got: I could see quite clearly which punctuation types were defeating each student and which punctuation type was an issue for the class as a whole. And, if the class lost (which they did on more than one occasion) then they retried the level the following week. We used this in SPAG lessons in combination with some other elements - it can easily be made into a whole lesson. A useful little tool…

Three slides on a power point that can easily be printed out and handed out as a task. Each slide gets progressively more complex. Each slide contains a choice of two tasks (one descriptive and one relating to the writing of a narrative), a punctuation related challenge, a content challenge and an organisational challenge. Ran it with my year 11s yesterday and they found it very useful. Oh yes! I have intentionally put one spelling/punctuation mistake on each slide with the idea that I award a housepoint to the first student that identified it. You’re welcome!

I used a similar approach with the Paris Anthology section and my class found it to be very useful. The issue they were having focused on incorporating enough AO1 terminology appropriately. This lesson is designed to talk them through an approach to an essay question, starting with the poetic voice, moving on to selecting relevant areas and then placing each level of language as a different starting point before exploring ideas across the language levels. It seemed to work… Hope others find this useful as a starting point.

A few elements of my class really struggled with this concept. So, I’ve broken it down into a step by step guide. The class will each need a copy of the AQA Poetry Anthology for this. It focuses on Follower first and then sets them up for an academic tilt at a comparative response. I’ve had a good response from the elements of the class that initially struggled too.