A detailed lesson on Act 5 of The Merchant of Venice in which students are introduced to Freytag’s Pyramid so that they understand how the falling action leads to a resolution at the end of the play. They then consider which characters do or do not have a happy ending and write a review of the play. Learning Objective: Evaluate the experience of different characters at the end of the play. Learning Outcomes: Students will be introduced to Freytag’s Pyramid and understand how the action falls towards the end of the play. Students will read and discuss a summary of Act 5 scene 1. Students will evaluate the experience of different characters at the ending of the play. Students will write a review of the play. Lesson Outline: Do it now: Recall questions about Act 4 Starter: Introduction to Freytag’s Pyramid. Activity one: Read and discuss summary of Act 5. Activity two: Students complete a worksheet about whether the characters have a happy, sad or mixed ending. Students then swap and peer assess each other’s work. Plenary: Students write a review of the play. More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A fully-resourced one hour lesson to support students in exploring different interpretations of Shylock through the analysis of his “Hath not a Jew” monologue. Learning Objective: Consider different interpretations of Shylock in Act 3 Scene 1. Learning Outcomes: Students will use a worksheet to independently analyse Shylock’s speech to find language devices and consider their effect. Students will consider the multiple ways that Shylock’s character can be interpreted in this scene. Lesson Outline: Do it now: Students complete questions individually on definitions of tension and suspense. Starter: Summary of Act 3 Scene 1 followed by reading of Shylock’s speech. Activity one: Students individually analyse the scene using the worksheet followed by class discussion and suggested answers. Activity two: Watch different interpretations of Shylock’s monologue followed by discussion of what different emotions they portray. Plenary: Students perform excerpts of the speech applying different emotions to it each time. More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A fully-resourced one hour lesson to support students in exploring how Shakespeare uses dramatic irony in Act 3 Scene 2 to create tension as Bassanio chooses a casket. Students will be guided through and discuss the scene. Learning Objective: Understand how Shakespeare uses dramatic irony to build tension in Act 3 Scene 2 Learning Outcomes: -Students will experience dramatic irony through a class demonstration. Students will understand how dramatic irony can be used for humour or to create tension. Students will discuss Act 3 Scene 2 and interpret the meaning of Shakespearean language. Lesson Outline: Do it now: Recall questions about the casket tests from Act 2. Starter: Dramatic irony explanation and examples. Activity one: Think – pair – share after students watch and discuss two examples of dramatic irony. Activity two: Summary of scene with discussion and interpretation tasks interspersed. Plenary: Students answer questions on mini-whiteboards or scrap paper. More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A fully-resourced one hour lesson to support students in exploring the question of ‘to what extent was Shakespeare Anti-Semitic in his writing of The Merchant of Venice?’ Students will be guided through a class discussion and then work in pairs to unpack the language in act 2 scene 8. Learning Objective: Consider to what extent Shakespeare’s portrayal of Shylock is anti-Semitic. Learning Outcomes: Students will learn key vocabulary such as cultural context, stereotype etc. Students will be introduced to the cultural context of anti-Semitism in Elizabethan England and in Venice. Students will work in pairs to analyse the language in act 2 scene 8. Students will write a PEE question on Shakespeare and anti-Semitism. Lesson Outline: Do it now: Match the key terms to the definition. Starter: Cultural context of anti-Semitism in Jacobean society. Activity one: Reading Act 2 Scene 8 and discussion questions. Activity two: Students work individually or in pairs to complete the worksheet. Plenary: Write a PEE paragraph to answer the question ‘to what extent do you think Shakespeare was anti-Semitic?’ More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A fully-resourced one hour lesson to support students in exploring the casket test in Act 2 Scene 7 of The Merchant of Venice. Students will be guided through the reading of the scene and then creatively respond by predicting what they believe will be in the other incorrect casket. Learning Objective: Explore the casket test for Portia’s suitors. Learning Outcomes: Students will read summaries of Act 2 Scenes 4-6 and complete recall questions. -Students will be guided through the reading of Act 2 Scene 7 and consider the reasons the Prince gives for rejecting or choosing each casket. -Students will creatively respond to the scene by predicting what will be in the remaining incorrect casket. Lesson Outline: Do it now: Match the character description to the name. Starter: Summary of Act 2 Scenes 4-6 followed by recall questions and think-pair-share to consider Shylock’s reaction. Activity one: Guided reading of the scene with student questions interspersed. Activity two: Students creatively predict what will be inside the other incorrect casket. Plenary: Act 2 Scene 7 ends with Portia saying “a gentle riddance” as she is happy to see the Prince leave. Why do you think she says this? Is it because she doesn’t want to marry the Prince specifically or is there another reason? More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

A fully-resourced one hour lesson to support students in exploring the question of ‘how is Prince Arragon presented in The Merchant of Venice?’ Students will be guided through a class discussion of the scene and then will complete a slow writing PETER paragraph on Prince Arragon. Learning Objective: Write an analytical paragraph about how the Prince of Arragon is presented in Act 2 Scene 9. Learning Outcomes: Students will consider the morphology of the word ‘analysis’. -Students will unpick the meaning of Act 2 Scene 8 with teacher support. -Students will be guided through how to write a PETER analytical paragraph. Students will write predictions about what will come next in the play. Lesson Outline: Do it now: Recall questions about the first casket in act 2 scene 7 Starter: Think – pair – share about the meaning of the word ‘analysis’ followed by morphological explanation of the word. Activity one: Class discussion and reading of Act 2 Scene 9 to support students in unpicking the meaning of the text. Activity two: Slow writing of PETER paragraph to answer the question of ‘how is the Prince of Arragon portrayed?’ Peer Assessment Plenary: Based on selected points, students write a prediction for what will happen next in the play. More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

In this comprehensive lesson, students are guided through how to understand and interpret Shakespeare independently using word roots and context clues to unpick meanings of familiar words. They will work through Act 3 Scenes 3-5 with varying levels of support. Learning Objective: Independently comprehend and interpret scenes from The Merchant of Venice Learning Outcomes: -Students will be guided through how to comprehend and decipher Shakespearean English using word roots and context clues. Students will work both in pairs and individually to interpret scenes. Students will make a prediction about what will happen next in the play. Lesson Outline: Do it now: Students infer details from image. Starter: Overview of differences between Shakespearean and modern English. Task one: Teacher modelling of how to interpret Act 3 Scene 3. Task two: Students work in pairs to interpret Act 3 Scene 4. Task three: Students work individually to interpret Act 3 Scene 5. Plenary: Students predict what will happen next in the play. More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

This one-hour lesson is designed to help students analyze and annotate Lady Macbeth’s powerful soliloquy in Act 1, Scene 5. Perfect for teachers seeking an engaging, fully-prepared resource that saves time, boosts understanding of Lady Macbeth’s character and supports students with their annotation and analysis skills. What’s included: Ready-to-teach PowerPoint with detailed teacher instructions, so you can download and start teaching immediately. A photo of a sample annotation to guide students through the process. Printable extract of Lady Macbeth’s soliloquy with a built-in glossary for key terms, enhancing comprehension. Learning Objective: Explore Lady Macbeth’s Character in Act 1 Scene 5. Learning Outcomes: Students will be introduced to the character of Lady Macbeth and vocabulary to describe her. Students will be guided through a close annotation of Lady Macbeth’s soliloquy. Students will identify language techniques used in the soliloquy and discuss the effects of them. Lesson Outline: Do it now: Think – Pair – Share around students’ expectations of Lady Macbeth. Starter: Vocabulary – match words to describe Lady Macbeth to their definitions. Activity 1: Guided annotation of Lady Macbeth’s soliloquy. Activity 2: Answer questions followed by discussion of questions. Activity 3: Watch and discuss a modern interpretation of this scene. Plenary: What do you predict will happen next? What will Lady Macbeth’s role be in this play? Leave a review and choose any other resource for free from the LikeAnExpert shop.

A fully-resourced one hour lesson to introduce students to the character of Shylock in The Merchant of Venice in the context of the history of anti-Semitism. Students will read the scene and consider how Antonio and Shylock treat each other as well as considering how Shakespeare presents Shylock. Students will be scaffolded to independently find quotes from act 1 scene 3 and explain what this shows us about the characters. Learning Objective: Explore Shakespeare’s portrayal of Shylock. Learning Outcomes: Students will understand a basic history of anti-Semitism. Students will understand the events of act 1 scene 3 and consider how Shylock is introduced. Students will work in pairs to independently find and analyse quotes to show what they learn about Shylock. Lesson Outline: Do it now: Think – Pair – Share: What do we learn about Shylock from his opening quote? Activity 1: The history of anti-Semitism teacher explanation and student discussion of anti-Semitic propaganda. Group and class discussion of propaganda posters. You may want to edit this down if you feel it would be distressing to members of your class. Activity 2: Read act 1 scene 3. Activity 3: In pairs, students complete worksheet by finding quotes and considering what this tells us about the characters. Plenary: Who do you have more sympathy for: Antonio or Shylock? Class discussion More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

This one-hour lesson is designed to guide students through Lady Macbeth’s persuasive techniques in Act 1, Scene 7, focusing on how she manipulates Macbeth to commit murder. Ideal for key stage 3 or key stage 4 classes studying Macbeth, this resource is tailored towards developing students language and literature skills and providing them with a range of practice opportunities. What’s included: Complete PowerPoint with step-by-step teacher instructions—ready to download and teach. Ready-to-print worksheet for students to label and explain Lady Macbeth’s use of persuasive techniques. Learning Objective: Students will analyse how Lady Macbeth persuades and manipulates Macbeth using powerful rhetorical techniques. Learning Outcomes: Identify the persuasive strategies Lady Macbeth uses. Practice applying these techniques in both analysis and through writing your own examples. Write an analytical paragraph exploring the effects of her language. Lesson Outline: Do It Now Activity: Persuade the teacher for extra game time. Starter: Introduction to key persuasive techniques. Activity 1: Annotate the worksheet, labeling persuasive methods and explaining their effects. Activity 2: Write an analytical paragraph answering, “How does Lady Macbeth manipulate Macbeth?” Peer Assessment to evaluate analytical writing. Activity 3: Write a persuasive letter using Lady Macbeth’s rhetorical techniques. Plenary: Reflect on the power dynamics between Macbeth and Lady Macbeth. Leave a review and choose any other resource for free from the LikeAnExpert shop.

An hour long engaging lesson in which students are introduced to the main characters and themes in Macbeth. Through individual and group work, students will practise reading skills - in particular comprehension, inference and summarising - and collaborate with each other to share information that they have gleaned from profiles about the key characters in the play. Students will also be shown images representing Macbeth and prompted to infer themes they think will be evident in the play. Learning Objective: Get to know the main characters and themes in Macbeth. Learning Outcomes: Find and highlight key information about your character in the play. Re-write information about your character and share it with others in your own words. Question others about their characters and make connections between different characters. Lesson Outline: Do it now: Think – Pair – Share question about ambition Starter: Students look at five images representing Macbeth and infer themes from them. Activity one: Students are assigned a character from Macbeth. They read the information sheet and take bullet points notes in their graphic organiser. Activity two: Students circulate around the room swapping facts until they have completed all five character profiles. Plenary: Mini quiz based on the characters in the lesson. This lesson contains a 16-slide PowerPoint and five printable character profiles. Leave a review and choose any other resource, of up to the same value, for free from the LikeAnExpert shop.

This one-hour lesson focuses on how Shakespeare uses the Porter’s scene to build tension in Act 2, Scene 3 of Macbeth. Perfect for engaging students in critical analysis, this lesson explores dramatic irony, pathetic fallacy, and comic relief to enhance their understanding of how Shakespeare builds tension. This resource includes: A ready-to-teach PowerPoint with full instructions. A worksheet to guide reflection on tension in the scene. Learning Objective: Analyse how Shakespeare uses structure to build tension in Act 2 Scene 3. Learning Outcomes: Students will read Act 2 Scene 3 and analyse the use of tension-building techniques in the scene such as dramatic irony, pathetic fallacy and comic relief. Students will independently choose quotes from the scene that use the techniques. Students will consider where else they have seen the use of these tension-building techniques. Lesson Outline: Do it now: Read these quotes on use of tension and laughter and infer what we will be studying today. Starter: Watch the short video and discuss the techniques used by Shakespeare to build tension. Activity 1: Read act 2 scene 3 and discuss the questions. Activity 2: Worksheet reflection on class discussion and peer assessment. Plenary: Can you think of an example of pathetic fallacy, dramatic irony or comic relief from another book or movie you’ve enjoyed? Leave a review and choose any other resource for free from the LikeAnExpert shop.

This is an engaging and fully-resourced one hour lesson to introduce students to the characters of the witches and some of the key themes in Act 1 Scene 1 of ‘Macbeth’ by William Shakespeare. This resource includes a full PowerPoint including all teacher instructions that is ready to download and teach straight away. Students will consider pathetic fallacy and the paradox of ‘fair is foul, and foul is fair’. Students will work in groups to complete an engaging worksheet and then will work individually to write an analysis paragraph (which is scaffolded with an example paragraph included). Students will also have the opportunity to stage the opening scene and consider how they could increase the fear for the audience. Lesson Objective: Analyse how Shakespeare creates fear at the start of Macbeth. Learning Outcomes: Understand how the opening scene introduces some important themes in Macbeth. Evaluate Shakespeare’s use of literary devices. Distinguish between the reactions of a Shakespearean audience and a modern audience. Lesson Outline: Do it now: Questions for students to consider how a Shakespearean audience would have reacted to the witches. Starter: Think – Pair – Share about witches in Shakespeare’s time. Activity 1: Read act 1 scene 1 and students complete worksheet to identify language techniques with answers provided. Activity 2: Students write an analytical paragraph to answer the question ‘how did Shakespeare create fear for a Shakespearean audience?’ They will see a modelled paragraph first and peer assess afterwards. Activity 3: In groups of 3, consider how they would stage and direct the scene to really terrify a Shakespearean audience. Plenary: How would a modern audience react differently to the opening of Macbeth? Do you think it is still as scary even though the belief in witchcraft isn’t as widespread? Leave a review and choose any other resource, of up to the same value, for free from the LikeAnExpert shop.

A fully-resourced one hour lesson to introduce students to the character of Jessica in act 2 scene 3 of The Merchant of Venice . Students will complete a guided annotation and then consider different ways of staging the scene to make Jessica appear more or less sympathetic. Learning Objective: Explore Jessica’s Character in Act 2. Learning Outcomes: Students will read a summary of act 2 scenes 1 and 2. Students will read act 2 scene 3 and be guided through annotation of the scene before participating in a class discussion. Students will consider different ways of staging the scene to make Jessica more or less sympathetic to the audience. Lesson Outline: Do it now: Summarise act 1 in five sentences and then five words. Starter: As a class, read a summary of Act 2 Scenes 1 & 2. Then as a class, read Act 2 Scene 3. Students then answer questions and share in a class discussion. Activity 1: Guided annotation of scene. Activity 2: Stage the scene with Jessica portraying different emotions to make her sympathetic to the audience. Plenary: Personal response – to what extent is Jessica a victim? More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

An engaging hour-long lesson which introduces students to the main characters and themes in The Merchant of Venice before studying the play. This is aimed at students in Key Stages 3 and 4. This resource includes: A full Powerpoint including all teacher instructions (including printing instructions) A graphic organiser for students to record their notes. 5 detailed character profiles: Antonio, Bassanio, Shylock, Jessica and Portia. Learning Objective: Understand the main themes and characters in The Merchant of Venice. Learning Outcomes: Students will consider the title and posters of the play to mind-map themes. Students will work in groups to use an example summary and success criteria to write their own summary of a character from the play. Students will share features of their character with other students in the class. Lesson Outline: Do it now: Mind-map your ideas about the play based on the title. Starter: Look at these covers and posters; add your ideas you have about themes and ideas in the play to your mind-map. Think-pair-share ideas with the class. Activity 1: Modelling of an effective summary. Students read character profiles in groups and write a summary. Activity 2: Students circulate, share information and write down notes about the other characters. Plenary: Character quiz. More Resources for The Merchant of Venice Click here for a bundle of all the lessons to take you through the play plus a quiz, knowledge organiser and character revision posters. Freebies: For character revision posters for your classroom, click here. For an English/Drama lesson based on Portia’s choice in Act 1 Scene 2, click here. For a Scheme of Work overview for the unit, click here. Leave a review and choose any other resource for free from the LikeAnExpert shop.

This one-hour lesson focuses on independent analysis of Macbeth or Lady Macbeth using the STEAL framework (Speech, Thoughts, Effect on others, Actions, Looks). Perfect for students studying Act 2, Scene 2, this lesson promotes deep understanding through a structured approach to character analysis. This resource includes: A fully editable PowerPoint with step-by-step teacher instructions, ready for immediate download and use. Learning Objective: Complete STEAL analysis on Macbeth or Lady Macbeth. Learning Outcomes: Students will read and summarise Act 2 Scene 2. Students will answer questions to check their understanding and inference of the scene. Students will use the STEAL framework to analyse either Macbeth or Lady Macbeth in detail. Lesson Outline: Do it now: How would you describe the end of act 2 scene 1? How would the audience be feeling? Starter: Read act 2 scene 2 and discuss questions Activity 1: Independent STEAL analysis of either Macbeth or Lady Macbeth Activity 2: Carousel to peer assess each other’s work Plenary: What did you learn about the characters from your analysis? For more Macbeth resources, check out our Macbeth Bundle (some freebies in there too). Leave a review and choose any other resource for free from the LikeAnExpert shop.

This lesson unlocks the complexities of the ending of* Macbeth*. This resource focuses on the play’s powerful conclusion, helping students grasp how key themes are resolved and the characters’ journeys culminate. This is designed for Key Stage 4 or for Key Stage 3 as they develop the skills needed for GCSE/IGCSE English Literature. Learning Objective: Understand the ending of Macbeth and how key themes are resolved. Learning Outcomes: Students will comprehend the events of Act 5, Scenes 6–9. Students will analyse Macbeth’s character arc and how Shakespeare uses this resolution to comment on unchecked ambition. Students will evaluate the play’s ending by discussing themes, the role of prophecy, and the moral implications of Macbeth’s downfall. Lesson Outline: Do it now: Students summarise the key characters journeys in the play in one sentence each. Starter: Discussion questions anticipating the ending. Activity One: Read Act 5 Scenes 6 to 9 and write a brief summary of each as you go. Activity Two: Students complete comprehension and analysis worksheet followed by discussion of answers. Activity Three: Class discussion of the moral message of the play. Plenary: In one sentence, share your main takeaway from today’s lesson. Go round the class so that students can share their ideas. Why Choose This Resource? Designed for Confidence-Building: Helps students feel secure in their analysis of complex texts. Ready to Use: Download and start teaching immediately with no prep required. Leave a review and select another resource of equal value for free from the LikeAnExpert shop.

A fun and addictive ‘Of Mice and Men’ revision tool that lasts 20-40 minutes to help students revise themes and quotes. The game ends differently each time, so this can be played multiple times to support students in revising the themes and ideas in Of Mice and Men. Students play as either George, Lennie, Candy or Curley and the aim is to achieve their dream. They play through 40 event cards, which will give them plus or minus DPs (dream points). If they can achieve positive DPs by the end of the game then they achieve their dream. If they don’t then they are doomed to a migrant worker life of working for other people. This game helps students to revise key events in the book, important quotes and presses them to consider the challenges that characters face to achieve their dreams. Reflection questions for students are included. It is a print and play game. It is quick and easy to cut out. I would suggest laminating for quick further use, however this is not required. The only additional materials you will need are one die per game and scrap paper for students to keep track of their scores. Included: How to play card Character profiles sheet Event cards Reflection questions Leave a review and choose any other resource for free from the LikeAnExpert shop. I have a whole range of Of Mice and Men revision resources available in the shop and a range of revision videos on my YouTube channel (this is linked to in my shop).