A revision session used at the end of teaching English Romantic Verse which 'rounds up' the key concerns of the second wave and makes thematic and philosophical links between the second wave writers. The lesson includes a 'do now' activity, an overarching session question, some key points about the concerns of the second wave writers, a comparative element between the first and second wave writers, a 'highlight the elements' of a Level 5/A* model paragraph activity and a reflective plenary. AS/A English Literature (Edexcel 2015+) Paper 3, Section B: English Romantic Verse

This lesson introduces Tenessee Williams’ 1947 play, A Streetcar Named Desire. The lesson encourages learners to predict probable complications which may develop in the play based on an introduction to the themes, and begins an analysis of the scene opening of Scene One.

LO1 To explore how Shakespeare develops the audience’s impressions of Emilia and Iago’s relationship in Act 3 scene 3 (AO2 and AO5) LO2 To analyse how Othello’s language reflects his state of mind in the second half of Act 3 scene 3 (AO2) LO3 To consider how Shakespeare creates an ominous and foreboding atmosphere at the end of Act 3 scene 3 (AO2) Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

This session overviews Julia Kristeva’s ‘Abjection’ from her ‘Powers of Horror’. The session then encourages learners to apply the theory to Frankenstein, The Handmaid’s Tale and Never Let Me Go. This session is part of a ‘Stretch and Challenge’ series I designed to run in my institution. The sessions are targeted at learners who are achieving at the very top of the cohort.

An Introduction to Mary Shelley’s Frankenstein ( 1831 ed.). Genre, terminology, context and scaffolded questions for Chapter 1-3. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A full lesson which takes a psychoanalytical focus to Chapters 2 and 3 of Kazuo Ishiguro’s Never Let Me Go (2005). **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A lesson which explores key structural features of drama texts using a very short one act play. Key content a comparison of script for stage and script for radio a recap of Freytag’s Pyramid Aristotle’s Thee Unities Key terminology explained: peripietia, hamartia, hubris, dues es machina, anagnorisis, catharsis a comparison of drama to poetry and prose scaffolded options for a creative editing task

A lesson for this year’s National Poetry Day 2020, on the theme of ‘Vision’. Encourages students to writer and perform a poem.

A flipped learning introduction to narrative voices and postmodern elements in J. M. Coetzee’s Foe (1986). An introduction to postcolonial texts, used as a coursework focus point. AS/A English Literature 2015+

A flipped learning introduction to symbols and motifs in J. M. Coetzee’s Foe (1986). An introduction to postcolonial texts, used as a coursework focus point. AS/A English Literature 2015+

A flipped learning introduction to J. M. Coetzee’s Foe (1986). AS/A English Literature 2015+

A full lesson which guides student to closely consider Marxist and Neo-marxist readings of Chapters 4 and 5 of Kazuo Ishiguro’s Never Let Me Go (2005). Key content: Discussion of Bentham’s Panopticon A Neo-marxist reading of the Sales and Exchanges Concept checking questions for both chapters Guided essay practice, and self assessment activity **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A complete lesson on ‘Letters 1-4’ from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson explores and analyses the characterisation of Walton, Margret Saville, and Victor Frankenstein, along with focused questions on Letters 1-4. Finally, there is an essay practice activity with a scaffold: ‘Why might Shelley have wanted to use Walton’s letters Ishiguro have wanted to also use the epistolary form in Never Let Me Go?’ **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A complete lesson on Chapter 8 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson explores the trial of Justine, including close text analysis ‘Enquiry Concerning Political Justice’ (1793) and four guided group analysis tasks. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A complete lesson on Chapters 11 and 12 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson explores the Creature’s first interactions with the world by introducing Rousseay, Locke, Empiricism, stages of learning, as well as looking at the chinese box narrative structure concept checking questions for Chapters 11 and 12. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A complete lesson on Chapters 20 and 21 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson explores the destruction of the female monster, using Anne K Mellor’s ‘Possessing Nature: the female in Frankenstein’ as a basis for a scaffolded paragraph task. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A full lesson on the poem ‘The Deliverer’ by Tishani Doshi. Poems of Decade, Forward Poetry (2011) Edexcel AS/A English Literature, 2015+

A full lesson on the poem Ros Barber’s ‘Material’ Poems of Decade, Forward Poetry (2011) Edexcel AS/A English Literature, 2015+

A full lesson on the poem ‘The Furthest Distance I’ve Travelled’ by Leonitia Flynn Poems of Decade, Forward Poetry (2011) Edexcel AS/A English Literature, 2015+

A full lesson on the poem ‘Effects’ by Alan Jenkins. Poems of Decade, Forward Poetry (2011) Edexcel AS/A English Literature, 2015+