This resource contains a lesson on using CLAPS (content, language, atmosphere, poetic devices, structure) as either a way of ordering an exam response or using it as a checklist. There is an example response on Remains to read and then several slides asking students to add a linking sentence to the example in order to answer the given essay title. Then groups can work on aspects of CLAPS to produce a response to a question on War Photographer to practice both the concept of CLAPS as a way of responding to a poem and the importance of linking ideas back to the question. An assessment on War Photographer (on conflict) is included, along with a Key Stage 3 marking and feedback sheet which could be used if desired. This feedback sheet contains prompts to help students to DIRT their answers.

This is a booklet that can be used to analyse the characters of Beatrice and Benedick in the following key scenes of Much Ado About Nothing: Act 1 Scene 1 Act 2 Scene 1 & 3 Act 3 Scene 1 Act 4 Scene 1 Act 5 Scene 2 & 4 Each Act’s tasks should take approximately two lessons, giving around 10 hours of tasks to complete. Thorough investigation into their characters through extracts from key scenes and related tasks. Possible assessment question provided, taken from an AQA’s English Literature Paper 2.

Use some images to create ideas for descriptive sentences. Look at two examples and analyse them. See how Charles Dickens does it and then have a go!

A positive view on the consequences of war, through Kathryn Tynan’s poem ‘The Broken Soldier’ and Agnes Herbertson’s 'The Seed Merchant’s son. Aimed at middle to high ability, there is some focus on structure and rhyme, along with general poetic techniques to build towards some analysis. Example TEAL paragraph given (Technique, Evidence, Analysis & Link to question) before students asked to write their own analytical paragraph. This could be adapted to fit a different structure. Plenary asks students to compare the two views of war presented in both poems.

There are 3 Q2 style summary questions (English Language Paper 2) that ask pupils to read two short sources linked by a theme and then answer the summary question that follows. The themes are: New York, Australia and UK holidaying and each source for all topics uses perspectives from different centuries. Suitable for upper KS3 and KS4. Please see other mini tasks available.

This booklet uses a variety of extracts (easily available on the internet) which, in some cases have been simplified e.g. the Dickens Great Expectations extract, and short structured comprehension and written tasks that are linked to the extracts. Each extract and set of tasks aim to focus on a particular technique including vocabulary choices, considering connotations, simile, pathetic fallacy, personification. There is also some focus on sentence variety including using lists and varying sentence openers. The final task asks pupils to try to use all the skills covered in the activities. Would suggest aimed at low ability for KS4 students. Easily adaptable.

THIS LESSON COMPARES HELENA’S JEALOUSY OF HERMIA IN ACT 1 WITH HERMIA’S JEALOUS OF HELENA IN ACT 3 SCENE 2. THE EXTRACTS CAN BE USED TO EXAMINE THEIR CHANGING FRIENDSHIP AND TO EXAMINE SOME OF THE METAPHORS USED TO INSULT EACH OTHER.

Two lessons on Mary Robinson’s Gothic Romantic poem about a murderous fisherman shipwrecked on an island. Use of images at the start to predict mood and plot, followed by vocabulary match ups, questions and information related to the first five stanzas, consolidatory activities at the end of each lesson (including writing a message in a bottle) and a bonus extra task.

3 x Q2, 2 x Q3 & 3 x Q4 resources. Each task could probably be one lesson worth of revision or you could combine tasks. Each one is a step by step approach to answering the question, with focus on what the question is asking, identifying the best evidence, mind mapping selected quotations and practising a response. Some tasks match against Level 3 of the mark scheme to ensure clarity and so that students can assess their own standard of work. This is exactly what I would need at this point in the year. . All lessons contain the section referred to in the tasks but, should you need anything further, they are readily available on the internet and AQA website.

Step by step approach to this past question on the supernatural. Students can work through the extract, finding relevant evidence and matching up suggested annotations to gain understanding of the key themes and ideas. Example paragraph response using extract evidence provided so that students can produce their own based on what they have uncovered. To address the second part of the question, students are given an example quotation from the wider play and an example paragraph which uses the reference to respond. Four further key quotations on the supernatural are provided so that students can use them to create their own paragraphs. The quotations can be printed off and used for revision purposes.

Wondering which quotations to set your students to revise for Blood Brothers? Here is a selection, carefully chosen for students to learn and apply to a number of different question possibilities. Each quotation includes a visual prompt to encourage further analysis and aid memory recall. There is also an explanation which highlights key methods (thinking about the play as a drama, in particular) and suggested essay themes. These slides could be printed off and displayed or made into flash cards for revision. Easily editable if you want to change or add anything.

This lesson looks at the important character of Macduff and the theme of loyalty. Using the extract where Macduff discovers King Duncan’s body, students can work through questions that guide them through key ideas. Key quotations from the extract are provided with opportunities for students to analyse them first before being given suggested answers. An example paragraph is provided for the first bullet point of the essay. Then, three key quotations are suggested for the wider play that show Macduff’s loyalty to his country and his family, as well as to the King himself. Students can then write an analytical paragraph on one of the quotations discussed.