A lesson that lasts two-hours, taking students through the AQA exam (paper 2) which looks at writing for a purpose. This lesson reminds students of certain pointers and gives tips for the exam. The second hour allows students to have a go at writing/practicing.

A lesson that explores how Shelley uses sympathy for the monster in Frankenstein by exploring in close detail the use of language in a particular extract (attached). The lesson aims to help students to create their own monsters in a narrative but create the same sense of sympathy. Complete with YouTube links, links to modern life, peer assessment and supported sentence starters for lower ability students.

A lesson that would take 2 hours- exploring the use of structure in Act 2 Scene 1 and Beatrice's views towards marriage and men. Set for a more able group but can be easily adapted to a lower ability group. Lesson also includes: A grid of structural techniques An extract for students to annotate A teacher example of analysis aimed at structure A differentiated set of tasks aimed at students completing the GCSE question "How is structure/language used to show Beatrice's views on marriage?" A model answer An ending discussion topic.

Looking at the AQA Language paper 2- Greenwich Fair and Glastonbury extract. This lesson walks students through the AQA model examples and markschemes. All abilities catered for- a great preparation lesson when focusing on the Q2 Summary.

A lesson that looks at the question 5 section B of language paper 1. Tips and strategies for answering the question are provided, how to plan their answer as well as looking at how they can include the highest ‘compelling’ boundary with time to consider ideas. This lesson was spread into two hours- moving through the powerpoint, allowing students to plan their answer and then write for 45-minutes.

A lesson created for a Travel Writing topic based on the extract by Rupert Brook- Niagara Falls. The lesson includes: - A glossary -The extract -YouTube link to Niagra Falls clip -The question "Is Rupert Brook's Niagara Falls an effective descriptive piece?" Where students can mark/assess against the school's criteria. -A second question GCSE styled question "How does Rupert Brook use language to help create an image of Niagara Falls?" -Peer assessment -Creative writing.

A lesson that explores the use of structure in the poem 'Valentine' By Carol Ann Duffy. Originally taught to a middle set group of year 8 students but can be easily adapted. Lesson would last 2 hours but again can be shortened or extended. The lesson includes: - A structure technique matching worksheet - A help sheet for the GCSE styled question "How has the poet used structure to engage the reader? - A teacher analysis of where structure is used in the poem - Comprehension questions linked to YouTube links -A model answer -A slide including a helping hand task and a challenege task- well differentiated.

A lesson that explores the use of first person which includes the use of first person with a task that looks at the use of first person in the wonder trailer- youtube link attached. It also allows students to use first person themselves by comparing their first day to the main characters and a supported answer to the question "How does the writer use first person perspective to allow the reader to imagine August's first day?"

This lesson explores the beginning of the Balcony Scene - Originally taught at an able group of year 8 students but can be used for different abilities/classes with minimal adaptation. The lesson includes: -Discussion around the themes of the play -Guided reading of the scene -A summary section on the scene -Guided skills for annotating the extract -The lesson then prepares the students to select from three different GCSE styled questions: 1. Explore how Shakespeare presents the theme of love between the two characters. 2.Explore how Shakespeare presents the character of Romeo, in this scene. 3.Explore how Shakespeare presents the character of Juliet, in this scene.

This lesson explores the AQA poem 'The follower' by Seamus Heaney. It looks at context of the poet, analysing the poem, a model answer and a structured set of sentence starters for students to follow to help them answer the GCSE question "How does Heaney present the relationship between father and son?"

As part of the AQA relationships cluster, this lesson explores the inferences behind the poem ‘Walking away’ by C Day Lewis. The lesson includes: comments on plot line and structure Detailed language analysis- ready to prompt discussions A model example to a GCSE An opportunity to answer the GCSE Question: HOW DOES THE POET CREATE THE THEME OF CLOSE RELATIONSHIPS IN WALKING AWAY? Differentiated for different abilities and can be used as a year 10 introduction lesson to poetry or a year 11 revision of the poem.

A lesson that covers the general layout of the exam and what the mark scheme specifically asks for each question. I extended this into two lessons- first giving the students the question and allowing them to answer before looking at what they could have written according to the mark scheme.

A two hour lesson that looks at the skills required to write answers to questions 1-4 on the AQA Language paper 2. Included is a PDF of a past-paper as well as a powerpoint taking students through this and giving tips for this exam.

A lesson based on ACT 4 - Much Ado About Nothing aimed at a higher ability class but could be easily adapted. The lesson includes: - An imagery based starter - A class discussion on shame - A YouTube link to the scene - An analysis of language and structure used in Act 4 - How is language and structure used to present the relationship between Beatrice and Benedick? With supported tasks for lower ability and challenge task for higher ability. -Self assessment -Glossary

This lesson looks at the use of language and structure throughout an extract from the book 'Wonder' by R.J Palacio. Students are given a list of things to look for in the extract, a group task which allows students to work together to create a grid of techniques and effects. Complete with a model answer to be discussed as a class and the tools/support to enable students to answer the GCSE styled question "How has Palacio used language and structure to engage the reader?"

This lesson explores the culture of the Caribbean and the poem Limbo by Kamau Brathwaite. The lesson looks at historical events that can have links to the poem, the linguistic meaning behind the title, a full annotation of the poem, a question based on how the themes are presented in the poem and a hot seat plenary.

Literature lesson with a focus on Gothic Literature and one of the original Gothic texts of all time- The Castle Of Otranto. The lesson includes creative writing, an extract from the text, detailed conventions of the Gothic horror literature genre, YouTube link,a model answer on how Walpole uses setting in the extract, supported statements for lower ability students and self-assessment.

2 lessons that analyses the use of sarcasm and humour in Bill Bryson's A walk in the woods. Created as part of a Travel Writing scheme- my class found this extract and both lessons great and because they genuinely felt the humour from the extract- analysis was easier. Complete with extract, peer assessment and discussion sections.

2 introductory lessons for R.J Palacio's Wonder. Studied with a year 7 class which could be used for high ability year 6 students or low ability year 8 students. The lessons include information about the author, a task based around emotive impact of the story, analysis of the blurb, comprehension questions, tasks to lead to students learning their first impressions of the main character and a structured support to help students write their own response to the question "What are your first impressions of August's life?" -Images of the book cover to use as a mind-map for students included.

Two full lessons that outline how Golding uses setting in the opening chapters and how the 'conch' is used as a symbol on the island. The first lesson closely analyses language and provides a broken down model answer to discuss and mark as a class. This also includes questions for pupils to consider when peer assessing their partner's response to the question. The second lesson looks at the technique of symbolism and refers to British Values and Democracy.