Full framework for Literature Paper 2 Section B Q1 + Q2 on Unseen Poetry. 24 marker essay plan + 8 marker comparison answer plan. 24 marker essay plan includes: Tips to structure the answer based on a variety of 3 feelings or attitudes. Introduction 3 analytical paragraphs Conclusion 8 marker comparison answer includes: Tips to structure the answer based on language, form and tone (narrative voice). 3 comparative paragraphs Easy to edit should you need, but these are lifesavers for my students. Great for revision or supporting intervention sessions, or for when first teaching students model essay structure, so they can use as reference materials in their books. For students who prefer a ‘formula’ to follow, I encourage them to memorise sentence starters to use as a ‘checklist’ when writing their answers, so they know if they’re ‘writing enough’. I have essay plans (sentence starters) available for other texts and questions, so please take a look. =)

Full framework for any poetry comparison essay. Primarily for GCSE AQA English Literature Paper 2 Section B. It is based on having a named poem and needing to compare it to a second poem… Essay structure includes: Introduction [colour coded so it is cross-referenced with the example] Example Introduction [in answer to an example question] 3 chunky analytical paragraphs [within each paragraph there are sentence starters depending on which evidence the student wants to select. For example, if they are referencing only Language evidence, they use the Language sentence starters but if they want to reference Structural evidence, they use the Structure sentence starters] Conclusion [colour coded so it is cross-referenced with the example] Example conclusion Easy to edit should you need, but these are lifesavers for my students. Great for revision, or for when first teaching students model essay structure, so they can use as reference materials in their books. For students who prefer a ‘formula’ to follow, I encourage them to memorise sentence starters to use as a ‘checklist’ when writing their paragraphs, so they know if they’re ‘writing enough’. I have these available for other texts and questions, so please take a look. =)

This lesson teaches the ICEBERG method of language analysis. Really trying to understand the connotations of language for deeper analysis - direct link to AO2 success criteria. The lesson begins with a quick association chain starter then onto explanation of the ICEBERG (guide is printable). The A3 worksheet contains: An extract from ‘The Book Thief’ which students will analyse. A modelled example of an ICEBERG from the highlighted evidence. 3 more ICEBERGs at the bottom for students to complete from their own extract evidence. A language question An exemplar analysis (demonstrating how you convert an ICEBERG into structured analysis). The lesson ends with students constructing their own ICEBERG analysis then peer assessing it. This could take two lessons or begin in one and set as homework. Very easily adaptable for ANY language analysis required. Can be used in preparation of AQA Language Paper 1 Question 2 and Language Paper 2 Question 3.

Full framework for any essay on Shakespeare’s The Merchant of Venice. It is based on having an extract to analyse where quotations also need to be taken from elsewhere in the play. Essay structure includes: Introduction 3 chunky analytical paragraphs Conclusion There are also some keywords listed underneath the introduction, to be used in it or throughout the essay. Context specific keywords already embedded in the sentence starters so students don’t forget to include. Easy to edit should you need, but these are lifesavers for my students. Great for revision, or for when first teaching students model essay structure, so they can use as reference materials in their books. For students who prefer a ‘formula’ to follow, I encourage them to memorise sentence starters to use as a ‘checklist’ when writing their paragraphs, so they know if they’re ‘writing enough’. I have these available for other texts and questions, so please take a look. =)

Full framework for any essay on Shakespeare’s Macbeth. It is based on having an extract to analyse where quotations also need to be taken from elsewhere in the play. Essay structure includes: Introduction 3 chunky analytical paragraphs Conclusion There are also some keywords listed underneath the introduction, to be used in it or throughout the essay. Context specific keywords already embedded in the sentence starters so students don’t forget to include. Easy to edit should you need, but these are lifesavers for my students. Great for revision, or for when first teaching students model essay structure, so they can use as reference materials in their books. For students who prefer a ‘formula’ to follow, I encourage them to memorise sentence starters to use as a ‘checklist’ when writing their paragraphs, so they know if they’re ‘writing enough’. I have essay plans (sentence starters) available for other texts and questions, so do take a look.

This is one of my favourite resources for students. Not an over-exaggeration. A Poetry Glossary that separates techiques into their respective Language and Structure sections. Used to help students when analysing any poem, as they remember to identify a balance of both language and structural devices. Can be assigned repeatedly as a revision/retrieval activity during ANY poetry unit of study. Can be assigned as homework OR as a Do Now/Starter activity. Once complete, students can keep in books as reference material throughout the unit of study. Format is easily to edit and add more techniques to, should you need, as of course this is not a list of all possibilities, but a healthy and ambitious range. This supports KS3 and KS4 students especially. I sometimes too tell students to highlight techniques that can be both language and structure, i.e. Juxtaposition or Repetition, once done. Please take a look at my other resources.

Full framework for any essay on Priestley’s An Inspector Calls. It is based on having to answer either a thematic or character question [no extract] where a variety of quotations need to be referenced. Essay structure includes: Introduction 3 chunky analytical paragraphs Conclusion There are also some keywords listed underneath the introduction, to be used in it or throughout the essay. Context specific keywords already embedded in the sentence starters so students don’t forget to include. Easy to edit should you need, but these are lifesavers for my students. Great for revision, or for when first teaching students model essay structure, so they can use as reference materials in their books. For students who prefer a ‘formula’ to follow, I encourage them to memorise sentence starters to use as a ‘checklist’ when writing their paragraphs, so they know if they’re ‘writing enough’. I have these available for other texts and questions, so please take a look. =)

Full framework for any essay on Stevenson’s Strange Case of Dr. Jekyll & Mr. Hyde. It is based on having an extract to analyse where quotations also need to be taken from elsewhere in the novella. Essay structure includes: Introduction 3 chunky analytical paragraphs Conclusion There are also some keywords listed underneath the introduction, to be used in it or throughout the essay. Context specific keywords already embedded in the sentence starters so students don’t forget to include. Easy to edit should you need, but these are lifesavers for my students. Great for revision, or for when first teaching students model essay structure, so they can use as reference materials in their books. For students who prefer a ‘formula’ to follow, I encourage them to memorise sentence starters to use as a ‘checklist’ when writing their paragraphs, so they know if they’re ‘writing enough’. I have essay plans (sentence starters) available for other texts and questions, so do take a look.

This bundle of resources includes: ONE Revision Lesson for Unseen Poetry Q1+2 Support Booklet for Q1+2 ONE Revision Lesson for Unseen Poetry Q2 Support Booklet for Q2 Poetry Glossary Fill-In Activity Poetry Glossary Activity ANSWER Sheet Separate Sentence Starter Sheet for BOTH Unseen Poetry Q1+2 I designed these primarily for my revision sessions (lessons) for my Year 11s. It is therefore focused on getting them familiar with poems as quickly as possible, annotating them, selecting their evidence and then writing their answers. I tend to separate these into ONE lesson on Q1 and then ONE lesson on Q2, hence I have provided a different selection of poems HOWEVER I did include a second poem in the Q1+2 lesson and booklet, as some students can take these away for their own revision. The Poetry Glossaries are sold separately on my Resources Page, but wanted to include here as they are a fantastic revision resource for Unseen Poetry questions. In the PowerPoint for Q2 Revision Lesson, I made respective slides for the Glossary to display whilst students are completing the activity. These Glossaries are brilliant for regular retrieval exercises, not only for revision and for ANY year group studying ANY poetry unit. Please have a look at my other resources.

A FULL and ORIGINAL scheme of work on Fairy Tales, titled ‘Fairy Tale Carnival’. Can also be taught under the title of ‘Myths & Legends’. For mixed ability teaching. A Year 7 Term 1 Scheme of Work, i.e. their first unit/introduction to critical English study at Secondary School level. It can of course be used to teach a Year 8 class, or even used as a supplementary/intervention scheme of work for in-school teaching, extra or tutor support, since there is a wealth of material and activities with assessment included. The unit was created under a wider theme of ‘Origins’ and each week of lessons explores a Tale (primarily a fairy tale) from a variety of countries/cultures, so it is great for inclusivity. Following the reading of each tale there are analytical and creative skill-based lessons, again designed to support a Year 7 class in learning Secondary English level skills for the first time. There are 29 lessons in total. First 2 lessons introduce the ‘whys of reading’ and a method of reading known as ‘Reciprocal Reading’. Instructions/resources included and students employ these RR roles/skills in a small group to discuss each tale once read. First lesson of each week includes a ‘Starter’ as the initial task, but subsequent lessons have a ‘Do Now’ in the form of a retrieval quiz. Included in this SOW are: WEEKLY LESSONS for each fairy tale in PowerPoint format. All supporting resources for each lesson are included and labelled accordingly. FAIRY TALE ANTHOLOGY. Organised in the order they are covered in the lessons. LEARNING JOURNEY. A document for weekly reflection. The vocabulary list are words for a weekly spelling test and students record their scores on the W1, 2, 3 etc. columns. Other sections are self-explanatory with instructions . The ‘Love of Literature’ panel is for Wider Reading skills, i.e. prose, fiction or poetry texts that are in some way related to the unit. HOMEWORK MENU. Homework tasks for each week. Mixture of Analytical and Creative tasks. Instructions included. ASSESSMENT TASKS with corresponding ASSESSMENT FEEDBACK SHEETS. Notices: Underneath each title is a BQ (Big Question). This frames the aim of the lesson that I pose students and we come back to as a review activity at the end. Depending on your preference, you may use this as an LO or LA alternative. Or, simply delete altogether. The assessment model was for a mid-unit open-book test (referenced as ‘Assessed Task’ in the slides) and a closed-book End of Unit test. There is a racial slur in the Andersen fairy tale ‘The Shadow’ on the first page indicated by a black box. Delete/keep according to your preference of teaching, but just to make you aware. A mnemonic for analytical writing is included (PrETZ)- its criteria labelled on the slides. Obviously, it’s interchangeable with whichever method of analytical writing you would like to use. LOTS for students to enjoy. I hope you love teaching it! Please check my other resources.

This is a FULL scheme of work on The Picture of Dorian Gray by Oscar Wilde. This was created for a Year 9 mixed ability class. It can be adapted for your class accordingly, depending on your context and requirements. This scheme of work includes: 19 Lessons covering the full content of novella, including The Preface. Each lesson is a PowerPoint deck. Any supporting resources are included in the respective slide deck or labelled accordingly as an additional resource. A selection of End of Unit Test/Assessment Questions. A Feedback (Marksheet) for the End of Unit Test. A Revision Sheet to provide students for their preparation of the End of Unit Test. The unit covers a wide array of themes/topics on: Oscar Wilde’s life Aestheticism and Decadence Beauty Victorian society Victorian bias Misogyny and sexism Physiognomy Opium in Victorian London The Gothic genre Metafiction This was for a Literature unit, to allow students to confidently learn to analyse a text from the 19th century with higher tier vocabulary and quite ambitious ideas. Therefore, many exercises will be utilising their analytical and inference skills. Notices: Students used this copy of the text: ISBN 0141199490 All page numbers referenced on the lesson slides correspond to this copy ^. Each lesson has a retrieval quiz in the form of a ‘Do Now’. Some of these will be exclusively based on The Picture of Dorian Gray content, especially if a homework for reading the chapter was assigned the previous lesson. However, the first few lessons will have questions on content my class studied before. I did not delete these because A) they could be a useful model for your own replacement of questions or B) for the off-chance that you’ve covered the same content so still usable! There is a mnemonic included in the analytical writing exercises - MERCI. The criteria is listed on the slide. Of course this is interchangeable with any formula you would like to use with your students. The aforementioned mnemonic ^ is also on the side column of the End of Unit Feedback Sheet (Marksheet). The EUT test was totalled out of 30, with the breakdown identified on the sheet. The assessment was modelled after the GCSE Literature Paper 1 style questions, requiring evidence from the extract and evidence from elsewhere in the novella. This would be a great unit for a class who go on to study Stevenson’s ‘Strange Case of Dr. Jekyll and Mr. Hyde’, given the thematic links and Wilde’s explicit inspiration. There is a lot for your students to enjoy here and plenty of resources/scaffolding for a mixed ability class to be supported with. I sincerely hope you enjoy teaching this! Please do check out my other resources.