A lesson that focuses on the reading of Stave 1 of *‘A Christmas Carol’. * I have copied the text onto slides and highlighted keywords and provided a glossary. This lesson is more discussion based, with a few stopping points to discuss key quotations used to describe Scrooge, followed by a ‘Big Thinking Question’. Part of a bundle. Keep a look out for other ACC resources.

The attached PowerPoint lesson titled “Scrooge’s Character” delves into the characterisation of Ebenezer Scrooge from Charles Dickens’ “A Christmas Carol.” Here is a brief summary: Do Now Activity: Students begin with defining the word “covetous” using a dictionary, exploring its etymology and synonyms. They then use the word “covetous” in a sentence and recall quotations that exemplify Scrooge’s character. Character Traits of Scrooge: Students choose three adjectives (e.g., miserable, greedy, selfish) to describe Scrooge and explain their choices with supporting quotations from the text. Dickens’ Intentions: The lesson explains that Dickens used Scrooge to represent greed, selfishness, and the negative effects of unchecked capitalism, reflecting societal injustices of the Victorian era Textual Analysis: Students read and analyse an extract from the novel, highlighting quotations that reveal Scrooge’s character. They explore Dickens’ use of similes (e.g., “solitary as an oyster”) and metaphors (e.g., “tight-fisted hand at the grindstone”) to describe Scrooge’s miserly and cold nature. This lesson is part of an ongoing bundle. Keep a look out for other resources.

A fully planned Scheme of Work suitable for KS3 and KS4. Complete Lesson Plans: Structured and detailed lessons that guide you through the entire play. Rich Resources: A wealth of supporting materials, including worksheets, discussion prompts, and visual aids. Fortnightly Quizzes: Two assessments designed to reinforce learning and track student progress. Lesson Breakdown: Introduction and Context: Set the stage with an overview of J.B. Priestley, the historical and social context of the play, and its key themes. First Impressions: Analyse the opening scene and initial character introductions, setting the tone for the play’s unfolding drama. Role of Women: Explore the portrayal of female characters and discuss the societal expectations of women in the early 20th century. Women’s Rights: Connect the play’s themes to the women’s rights movement, examining how these issues are reflected in the characters’ experiences. Inspector Goole: Delve into the mysterious character of Inspector Goole, his role in the play, and his interrogation techniques. Mrs. Birling: Study Mrs. Birling’s character, her attitudes, and her influence on the plot. Eric: Focus on Eric’s storyline, his development throughout the play, and the implications of his actions. Mr. Birling: Analyse Mr. Birling’s character, his capitalist views, and his significance in the play’s critique of society. Inspector Goole’s Final Words: Examine the impact of Inspector Goole’s final speech and its moral and philosophical implications. Mrs. Birling and Sheila: Compare and contrast the characters of Mrs. Birling and Sheila, focusing on their development and differing perspectives. Eva Smith: Investigate the character of Eva Smith, her symbolic role in the play, and the thematic significance of her story.

The resources are designed to help Key Stage 3 students develop the exam skills needed to analyse how Shakespeare creates pathos for the character of Caliban in “The Tempest.” The lessons also provide essential context about the play, enhancing student understanding and appreciation of the text. Contains two lessons with resources: Pathos for Caliban Assessment Prep lesson

A lesson focused on the social and economic context of A Christmas Carol. Pupils will discuss Wlliam Hogarth’s Gin Lane and then analyse an extract from the stave, ultimately building to answer an exam style question.

The lesson in the attached PowerPoint file focuses on analysing Ebenezer Scrooge’s transformation in Charles Dickens’ “A Christmas Carol.” It begins with a “Do Now” activity that prompts students to summarise Scrooge’s misery and isolation, his visits from the ghosts of Marley, Christmas Past, Present, and Yet to Come, and their impact on him. The main activity involves writing a letter from Scrooge’s perspective, reflecting on his journey and interactions with the ghosts. This includes a model response and success criteria emphasising clear structure, emotional expression, and adherence to the period’s language style.

Do Now (5 mins): Discuss how a ripple effect image links to Scrooge’s transformation. Main Activity (20 mins): Explain the impact of Scrooge’s change on characters like Bob Cratchit, Fred, and the portly gentlemen. Provide examples. **Deep Dive **(10 mins): Read an extract and answer questions on Dickens’ intentions. Conclusion (10 mins): Discuss Dickens’ success in promoting social change.

This lesson focuses on the reading of Stave 5, including exploration of quotations The slides include copies of the text with a glossary to support student understanding. Please note * This lesson is focused on the reading of ACC*

Pupils will complete an AQA exam style question, using a bespoke extract from Stave 4. Pupils are to use the work they have done in previous lessons to help them construct their response. There is a support sheet for struggling pupils.

This lesson focuses on the reading of Stave 3, including some exploration of context, the Cratchit Family Christmas and a plot recall quiz. The slides include copies of the text with a glossary to support student understanding. Please note * This lesson is focused on the reading of ACC*

Students will analyse the representation of gender roles and expectations in J.B. Priestley’s play “An Inspector Calls.” They will examine how the characters embody and challenge the gender norms of early 20th century Britain, and how these themes contribute to the play’s overall message.

I have attached a lesson plan focusing on the themes of Free Will and Fate in “Romeo and Juliet,” along with annotated responses for both Grade 5 and Grade 7 levels. Students will complete the dual coding planning sheet to help them organise their thoughts and review the material. Using this sheet, they will then prepare and answer an exam question on the topic.

This resource includes: Articles Formal and Informal letters Reports Leaflets Reviews Each lesson is accompanied by a PowerPoint presentation, which includes all necessary resources and focuses on the EDUQAS assessment objectives. The materials can also be adapted for other exam boards. Lessons could also be used for a KS3 Scheme of Work.

This resource guides students in independently analysing an extract focusing on the Cratchit family’s Christmas. It is part of a comprehensive scheme of work and lesson plan, which can be accessed via the link below. https://www.tes.com/teaching-resource/stave-3-poverty-and-the-cratchit-s-13046960

As a current EDUQAS examiner with experience marking both Paper 1 and Paper 2, I have created a comprehensive resource that includes exam tasks for Section A and Section B, along with top tips for success.

This lesson focuses on the poem “When You Are Old” and incorporates a series of structured activities aimed at enhancing students’ reading comprehension, analytical skills, and vocabulary. Inspired by @PepsMccrea and @FunkyPedagogy, the lesson is designed to engage students through a combination of independent and collaborative tasks. Lesson Description: Pre-Reading Activity: Objective: Activate prior knowledge and set the stage for the poem. Task: Students independently read a redacted version of the poem and answer pre-reading questions to make predictions and set expectations. Instructions: Students are given 8 minutes to complete this task in silence. Explicit Vocabulary Instruction: Objective: Introduce and explain key vocabulary words that will appear in the poem. Task: Teach vocabulary such as “pilgrim,” “devotee,” and “worshiper,” using definitions and example sentences. Instructions: Students use the new vocabulary in sentences related to the poem’s themes. First Reading and Comprehension: Objective: Ensure students understand the poem and its basic elements. Task: Students read the poem “When You Are Old” and answer comprehension questions. Instructions: Students write their responses to questions about the title, techniques, themes, and specific quotes in their books, working independently in silence for 10 minutes. Class Discussion: Objective: Facilitate deeper understanding through discussion. Task: Discuss the comprehension questions as a class, encouraging students to share and compare their answers. Instructions: Students refine their answers based on the discussion, adding more detail to their written responses. Exam Preparation: Objective: Prepare students for an exam-style question. Task: Analyse how aging affects identity in the poem, using specific quotes and detailed analysis. Instructions: Students have 50 minutes to write an exam-style response, focusing on language and structural devices, and using the provided success criteria to guide their work. Feedback and Refinement: Objective: Improve analytical skills through feedback. Task: Discuss three additional quotes from the poem as a class, allowing students to enhance their analyses. Instructions: Students add detail to their work based on the class discussion and teacher feedback.