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.

Focus on understanding Scrooge’s view on poverty in “A Christmas Carol.” Do Now Activity: Summarise the connection between Thomas Malthus’ ideas and Scrooge’s views on poverty. Write answers on whiteboards and reveal them on cue. Discussion: Discuss common viewpoints on poverty today. Link societal views today to Scrooge’s views in “A Christmas Carol.” Contextual Analysis: Analyse Scrooge’s quote, “It’s not my business,” reflecting Victorian attitudes towards poverty and laissez-faire economics. Discuss Dickens’ intentions to critique these views through Scrooge’s transformation. Context: Prisons and Workhouses: Overview of harsh conditions in Victorian workhouses and prisons. Discuss how Scrooge’s initial endorsement of these institutions reflects common Victorian attitudes. Highlight Dickens’ critique through Scrooge’s eventual transformation advocating compassion and social responsibility. Quotation Explosion: Analyse quotes showing Scrooge’s changing attitude towards the poor. Link comments to the broader context of “A Christmas Carol.” Reflection: How does Scrooge’s transformation encourage us to rethink wealth, poverty, and compassion?

Focus on understanding poverty through the Cratchit family in “A Christmas Carol.” Do Now Activity: Label an image of the Cratchit Christmas. Reflect on why Dickens included the Cratchit family. Main Task: Examine consequences of rapid urbanisation during the Victorian Era. Discuss how the Cratchit family’s situation reflects the realities of many working-class families. Explore how the Cratchit family’s home reflects living conditions of the poor. Discuss how Dickens critiques social and economic disparities through the Cratchit family. Independent Exploration: Study an extract from “A Christmas Carol.” Answer questions related to the extract. Discussion on Malthusian Views: Overview of Thomas Malthus’ theory on population and poverty. Link Scrooge’s attitudes towards the poor to Malthusian and social Darwinist views.

The lesson focuses on understanding the character of Fezziwig in Charles Dickens’ “A Christmas Carol” and how he serves as a foil to Ebenezer Scrooge. Key components of the lesson include: Initial Reflection: Students are prompted to think about the importance of having a role model or mentor, who might be a mentor to Scrooge, and what qualities make a good role model/mentor. Character Analysis: The lesson explores why Dickens included Fezziwig in the story, highlighting Fezziwig’s positive traits to underscore Scrooge’s negative qualities. This contrast serves to emphasize the potential for Scrooge’s redemption. Comparison Activity: Students are asked to read an extract and compare Fezziwig and Scrooge’s attitudes toward work, celebration, and their relationships with employees. This comparison is facilitated through questions and a Venn diagram activity. Key Themes: The notes provide a detailed comparison between Fezziwig and Scrooge, contrasting their generosity, warmth, value of human relationships, and influence on others, with Fezziwig embodying the Christmas spirit and Scrooge representing its antithesis. Vocabulary and Extract Analysis: Vocabulary related to the text is provided, and an extract from the story is analysed to illustrate Fezziwig’s character and his impact on the festive spirit. By examining Fezziwig’s character, students gain insights into the themes of generosity, community, and the transformative power of kindness, all central to Dickens’ novella.

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 English booklet is designed to assist with absence and provide necessary coverage. The lessons can be taught individually or as a cohesive series. Each series focuses on a fictional text, a nonfiction text, and a writing activity. The booklet contains 10 hours of lessons and will be part of an ongoing resource. Originally created for KS3 skills, it can easily be adapted for KS4.

A booklet designed to educate students on war poetry, particularly from World War I. Lesson 1 – ‘Who’s for the Game?’ by Jessie Pope: Lesson 2 – ‘Dulce Et Decorum Est’ by Wilfred Owen: Lesson 3 – Comparing Poetry: Lesson 4 – ‘Suicide in the Trenches’: Lesson 5 - ‘The Manhunt’ Lesson 6 -‘August 6, 1945’

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.

After extensively searching the internet for suitable, skills-based resources for Key Stage 3, I decided to create my own booklet. This comprehensive resource spans over 70 pages and includes 18 lessons, all designed to focus on essential skills while being easily adaptable to meet the diverse needs of your classes. The lessons are structured in sets of three: A fiction-based lesson emphasising comprehension skills. A nonfiction lesson that explores a variety of non-fiction texts. A writing lesson that complements the non-fiction study. I believe the non-fiction and writing lessons work particularly well together, providing a cohesive learning experience for students. **PLEASE NOTE THE FIRST 10 LESSONS COME FROM ANOTHER BOOKLET ON MY TES SHOP. ** [https://www.tes.com/teaching-resource/resource-13127248]

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.