A collection of posters for the GCSE AQA English Literature 'Power and Conflict' Cluster.

Pupils are required to track the development of Sheila Birling's character in Act 1 of 'An Inspector Calls'.<br /> Students will match pre-selected quotations to stills from the 1954 filmic adaptation, making inferences about Sheila at each point. Once completed, students are to answer a question based on the development of Sheila's character.

Resources used for a 'Starbooks' display to set out student work.<br /> <br />

A series of three lessons analysing Lord Tennyson's 'Charge of the Light Brigade' for new spec AQA English Literature 2015 - all learning objectives are based on AQA's AOs<br /> <br /> Lesson begins exploring the socio-historical context surrounding the poem and understanding the basic history of the Crimean War and Tennyson's motivation for writing the poem. This includes students watching numerous videos and reading from the board (all instructions are placed in the 'Notes' below each slide). Students will then be provided with the Times article which discusses the 'Battle of Balaclava'. As students write, students are invited to look at how soldiers and presented and then are required to complete a task based on this. I found that by having this secure understanding before the poem of how soldiers were glorified, students found it much easier to distinguish between Tennyson's glorifying of the soldiers and negative portrayal of war. On a slide, I have attached a student example from my class to show how my students completed this inference based task. <br /> <br /> A large chunk of the second lesson will encourage students to be looking at purely the structure and form of the poem and there is a grid to complete for students to then stick over their poem (teacher discussion points on Notes below slide) <br /> <br /> Next lesson: stanza analysis - give to each group and allow students to annotate and feedback - teacher to fill in missing gaps in student knowledge <br /> Students are then required to have a mini-debate on who/what Tennyson is actually glorifying in his poem and retrieving quotations to support this. Students then look at two examples of how to write about poetry and Tennyson's portrayal of war and then are asked to complete a passage themselves. Peer assessment activity included. <br /> <br /> Resources in this bundle include:<br /> * Self-resourced Times article<br /> * images of Tennyson and the battle itself<br /> * 34 slide Power Point<br /> * form/structure grid for the poem<br />

Lesson objectives made from AQA assessment objectives<br /> Contextual details given over to give detailed information about Blake's motivations as a poet, his other works, context of London and of the Romantics - all will influence later analysis <br /> Work on writing about structure and form - guided paragraphs provided: students to discuss then complete filling in blanks if required<br /> A* terminology included throughout<br /> References to Hogarth as starters/to give contextual insight into London <br /> <br /> <br /> Bundle Includes:<br /> *26 slide powerpoint<br /> *Quatrain question cards to prompt independent/group analysis<br /> * Information on Chimney Sweeps for socio-historical understanding

Detailed knowledge organiser for the Power and Conflict cluster of poetry for AQA GCSE English Literature.<br /> <br /> Ideally it should be printed double sided on A3 so it is easy to navigate.<br /> Side 1 has a summary of each poem and some relevant contextual information.<br /> Side 2 has key structural points for each poem and short, relevant quotations for each poem. I encourage my students to highlight the quotes they personally think they will be able to recall and make quotation cards from these. <br /> It has AQA assessment objectives on there, subject terminology and key themes for the poems.

A series of lesson created for year ten students studying 'Poppies' by Jane Weir for AQA GCSE English Literature 9-1 Power and Conflict Cluster.<br /> <br /> The 23 slide power point is accompanied by detailed notes from myself explaining the tasks completed and how my class (top set y10) responded in order to inform your own planning/differentiation.<br /> All lesson objectives are taken from AQA's AO's with one lesson explicitly focused on writing comparatively (with model examples) about poet's use of form and structure (style).<br /> <br /> Lesson 1/3: Will explore the context surrounding Weir's poem, using a self-created context sheet to encourage student autonomy and independence. Also includes links to videos to help cement contextual understanding. This lesson will also explore the structure and form of the poem, with prompts provided and a completed teacher structure grid to aid your planning.<br /> Lesson 2 &amp; 3: Explore the language of the poem, encourage student independence/approaches to unseen poetry by providing stretch and challenge cards for each stanza. These can be tailored depending on your group. Feedback task is creative - will provide decoration for your classroom as well as encouraging students to analyse Weir's use of language in detail.<br /> <br /> This bundle includes:<br /> * 23 slide power point with detailed notes<br /> * SOW for Poppies to accompany/inform/aid your teaching<br /> * Self - made context sheet specifically designed for AQA's study of 'Poppies'<br /> * Links to contextual videos for your convenience<br /> * Form and structure grid (students)<br /> * Form and structure grid (completed for teacher)<br /> * Challenge cards for each stanza for students<br /> * Emoji exit cards for Poppies<br /> <br />

A series of 22 lessons (3 per poem, 4 for 'Exposure') created for top year ten students studying AQA GCSE English Literature 9-1 Power and Conflict Cluster. The poems this scheme is for are the 'conflict' cluster:<br /> <br /> *Kamikaze<br /> *Charge of the Light Brigade<br /> *Bayonet Charge<br /> *War Photographer<br /> *Remains<br /> *Exposure<br /> *Poppies<br /> <br /> This collection includes a detailed, 8,884 word scheme of work for the above poems to help you plan, structure and deliver teaching of these poems.<br /> <br /> These first 22 lessons are based on engaging students in poetry and developing their skills at analysing the texts and writing about poems in isolation. There is not much work (apart from links/starters/teacher questions) comparing poems asides from the study of 'Remains' where comparison of structure is included. I plan on the next mini scheme (for the remaining 8 poems) to focus on comparison now I have built up student repertoire of poetry.<br /> <br /> The bundle you will purchase here includes:<br /> *An 8,884 word scheme of work to aid your planning and delivery of teaching<br /> *Detailed, colourful and engaging power points to deliver your teaching for each poem, each containing detailed notes on how these lessons worked for me/tips to change for different classes/abilities<br /> * Resources to accompany each lesson - all include structure/form analysis grids, most contain self-made contextual worksheets/slides - saving you lots of time<br />

A series of lesson created for year ten students studying 'Remains' by Simon Armitage for AQA GCSE English Literature 9-1 Power and Conflict Cluster.<br /> <br /> The 40 slide power point is accompanied by detailed notes from myself explaining the tasks completed and how my class (top set y10) responded in order to inform your own planning/differentiation.<br /> All lesson objectives are taken from AQA's AO's with one lesson explicitly focused on writing comparatively (with model examples) about poet's use of form and structure (style).<br /> <br /> Lesson 1/3: Covers the context informing Armitage's 'Remains' mainly, the 'Not Dead' documentary clips (shortened for your convenience and ease), allowing students to empathise and engage with the story of Guardsman Tromans whose story informs Armitage's poem. It will also allow students to look at soldiers before/during/after war looking at Lalage Snow's photographs of The Royal Regiment of Scotland. Second half of the lesson (may spill over into two lessons dependant on group) will cover the form and structure of the poem. Includes information from Armitage himself on his choice of structure/form and why it's important to him as a poet. Full form and structure grid provided and completed version for staff convenience.<br /> Lesson 3: Analysis of Armitage's language - stanza by stanza interrogation. Teacher notes (written by me) to aid your class analysis<br /> Lesson 4: Comparing structure/form of poems (can change this to language if you prefer/class depending) - recap structure of exam in order to increase familiarity with layout. Example of how to compare structure/form of poems quite obviously - encourage students to analyse how this is done and then emulate this in their own writing.<br /> <br /> This bundle includes:<br /> * 40 slide power point<br /> * Links to shortened contextual videos for your convenience<br /> * Images ready to be printed and stuck in for students' books<br /> * Images and notes on soldiers before/during/after war<br /> * Homework activities set<br /> * Form and structure grid (students)<br /> * Form and structure grid (completed for teacher)<br /> * Teacher poem notes <br /> * Top examples of comparative writing of poem's structure/form

A* annotated copy of Rudyard Kipling's 'If'<br /> Secure focus on Edexcel IGCSE English Literature AO's: analysis of structure, form and language

Resources for a series of four lessons exploring Wilfred Owen's 'Exposure' for the GCSE AQA English Literature Power and Conflict cluster. The 35 slide power point is accompanied by detailed notes from myself explaining the tasks completed and how my class (top set y10) responded in order to inform your own planning/differentiation.<br /> All lesson objectives are taken from AQA's AO's and one lesson here is based around AQA GCSE English Language Paper 2 (Writer's Viewpoints and Perspectives) to aid student realisation that the skills between Lang and Lit are transferable.<br /> Lesson 1 - covers context/Armitage/letters<br /> Lesson 2 - analysis of letter to mother (Eng lang - focus on aiding students to embed their evidence)<br /> Lesson 3 - detailed analysis of structure/form - developing student originality in writing (complete with model examples)<br /> Lesson 4 - exploration of language - very student led - increase autonomy, teacher notes provided for missing 'gaps'<br /> <br /> This bundle includes:<br /> * 35 slide power point complete with detailed notes on each slide<br /> * Letter from Wilfred Owen to his mother for analysis <br /> * Peer assessment sheet for analysis of language<br /> * Form and structure grid (both peer and teacher) <br /> * Originality worksheet example - analysis of form/structure<br /> * Teacher notes to accompany poem (NB these are written in shorthand)<br /> *Wordle for starter activity

This lesson was taught to a mid-weak year ten class who, whilst able to actively talk and discuss poetry were struggling to write about form, structure and language. <br /> <br /> This series of lessons covers:<br /> * First introduces students to the context and the background of the poem itself so as to have a good grounding before reading the poem<br /> * Lengthy discussion of form and structure with the inclusion of scaffolding to practice writing about it (including a quite lengthy focus on aiding students to understanding iambic pentameter through the use of emojiis)<br /> * Peer assessment when writing about form and structure, including looking at what a poor example looks like together on the board<br /> * Guided stanza analysis to prompt students into looking at language and promoting group discussion<br /> * Focus on the statue and its symbolism at the end of the poem <br /> * Writing extended PEE points to include using embedded quotations<br /> <br /> Bundle includes: <br /> * 64 slide power point <br /> * A* annotated copy of the poem: useful for students revision guides, including text, images and colour

A series of lesson created for year ten students studying 'War Photographer' by Carol Ann Duffy for AQA GCSE English Literature 9-1 Power and Conflict Cluster.<br /> <br /> The 30 slide power point is accompanied by detailed notes from myself explaining the tasks completed and how my class (top set y10) responded in order to inform your own planning/differentiation.<br /> All lesson objectives are taken from AQA's AO's with one lesson explicitly focused on writing comparatively (with model examples) about poet's use of form and structure (style).<br /> I have also included a lesson plan outline for the three lessons to help inform your planning/clarity. <br /> <br /> Lesson 1/3 - encourages students to explore the motivations of a War Photographer including links/clips to the Christian Frei documentary (sliced down to accurate clips for your benefit/ease). Students also encouraged to look and analyse the structure of the poem, form and structure grid provided including completed example for teacher. <br /> Lesson 2/3 - Lesson on exploring the language and its effect - stretch and challenge cards for each stanza are provided. <br /> Lesson 3/3 - Lesson on students writing about the poem - models of how to write good introductions provided and a detailed paragraph for students to mimic in their own writing. <br /> <br /> This bundle includes:<br /> * 30 slide power point<br /> * SOW for War Photographer to accompany/inform/aid your teaching<br /> * Links to shortened contextual videos for your convenience<br /> * Images ready to be printed and stuck in for students' books<br /> * Homework activities set<br /> * Form and structure grid (students)<br /> * Form and structure grid (completed for teacher)<br /> * Challenge cards for each stanza for students<br /> * Top examples of introductions and paragraphs for students to annotate/use

A series of lesson created for year ten students studying 'Ozymandias' for AQA GCSE English Literature 9-1 Power and Conflict Cluster.<br /> <br /> The 48 slide power point is accompanied by detailed notes from myself explaining the tasks completed and how my class (top set y10) responded in order to inform your own planning/differentiation.<br /> All lesson objectives are taken from AQA's AO's with one lesson explicitly focused on writing comparatively (with model examples) about poet's use of form and structure (style).<br /> <br /> Lesson 1/4: Will explore the context surrounding the poem and encourage students to think about how different audiences, from different contexts, would react to reading the sonnet and the message they will consequently take away with them. Model examples to show students this.<br /> <br /> Lesson 2/4: students will explore the sonnet's structure. Lots of detailed notes/slides to help understand iambic pentameter and the use of rhyme in the sonnet. Low and high examples of writing about rhyme for students to emulate. <br /> <br /> Lesson 3/4: Explore the language of the poem, encourage student independence/approaches to unseen poetry allowing students space to explore the sonnet as a group. These can be tailored depending on your group. <br /> <br /> Lesson 4/4: Creative lesson. Students to explore what it means to write a persuasive battle speech. Look at key examples and explain why then, write own. Student examples provided to inform your planning/teaching.<br /> <br /> This bundle includes:<br /> * 48 slide power point with detailed notes<br /> * 1,371 word SOW for this poem to explain how to teach these 4 lessons<br /> * Links to contextual videos for your convenience<br /> * Teacher notes on Ozymandias<br /> * Emoji exit cards for Ozymandias<br /> * Writing about rhyme worksheet<br /> * Into battle worksheet - encourage students to explore battle speeches<br />

A tracking sheet used to aid my year 10s through their study of 'An Inspector Calls'. <br /> I found that graphs/charts became tedious for them so opted for something to help them engage with the material more and understand the mystery/interrogative element in greater detail.<br /> A sheet for each Birling plus Gerald and the Inspector.<br /> It is mainly to track key quotations throughout the text to allow students to excavate each at numerous stages/explore when essay writing.

Key quotes in different segments for students to pull apart ahead of their closed Literature examination.

Used with y11 ahead of mock exams and final exams for 'Macbeth'.<br /> <br /> Round 1: General knowledge/contextual information<br /> Round 2: Focus on GCSE vocabulary, a word is described and students have to spell the word being described examples include hamartia, hubris, regicide etc. All words are intended to stretch and challenge students.<br /> Round 3: Quotation catchphrase - decipher the quotations from images<br /> Round 4: When a particular event took place in the play, an act/scene<br /> Round 5: Famous actors playing Macbeth/Lady Macbeth<br /> Round 6: Finish the quotation

Lesson taught to 'nurture' group y7 alongside study of Harry Potter and the Philosopher's stone, study of 'Midnight Duel' chapter. <br /> After discussion of Harry being appointed as new Quidditch captain, students were given the newspaper article to a) understand the layout of newspapers and b) were asked to correct capital letter and apostrophe errors<br /> Feel free to use/adapt as you wish

Taught over a series of 4 one hour lessons to a very able year 10 class with the focus on autonomy and stretch and challenge. Taught as part of the AQA GCSE Power and Conflict Cluster 2015.<br /> <br /> Lesson 1: To understand the relationship between Bayonet Charge and it’s context<br /> Lesson requires students to get a solid command of the context surrounding the poem and this includes both influences on Hughes and the idea of going over the top. After teaching this and speaking to students, all said that taking the time to explore the context helps them empathise with the story and think more openly - not to mention it is an AQA AO.<br /> Resources provided: videos, notes below each slide for direction<br /> <br /> Lesson 2: To be able to discuss Bayonet Charge’s form and structure<br /> This lesson will promote the analysis of Hughes' structure and form as well as promoting student autonomy in their approach to analysing poetry<br /> Resources provided: blank form/structure grid, completed form/structure grid for teacher guidance, helpline prompts for struggling students<br /> <br /> Lesson 3: To analyse Hughes’ use of language<br /> Round-robin style activity analysing stanzas to encourage students to essentially teach the poem to one another<br /> Resources provided: Key word starter activity, postcard exit<br /> <br /> Lesson 4: To analyse Hughes’ use of language and to be able to write about it effectively<br /> Focused on independent writing, show students how to write basic plans (around 6 minutes) and then extended writing (30 minutes) - this took my students longer so we didn't manage to peer assess, but a peer assessment outline is provided. Homework task included.<br /> <br /> <br /> <br /> <br /> <br /> Bundle Includes:<br /> * Ted Hughes socio-historical context sheet<br /> * Links to numerous videos (as videos can't be uploaded)<br /> * Form and structure grids (blank for students, completed for teacher)<br /> * Form and structure prompts to aid weaker students <br /> * Images for spider diagrams<br /> * Grade 9 vocabulary meant to stretch the very able<br /> * Starter tasks<br /> * Postcard exit plenary<br /> * Peer assessment Grids<br /> * Annotated copy of the poem<br />

This is a knowledge organiser for Romeo and Juliet in light of AQA GCSE.<br /> It is aimed more at a top set. The play is broken down scene by scene with key themes and quotes provided. There is a small section on relevant contextual information and key vocabulary/subject terminology.

Bundle includes:<br /> * 35 slide lesson on Telephone Conversation, with a step by step analysis of form and structure<br /> * Form and structure grid: 1 blank for students and 1 completed for teachers, discussing the importance of the poem's form and structure - connecting it to a greater issue<br /> <br />