A full lesson which revises the plot of Shakespeare’s Othello. The lesson gets students to revise over 40 key quotes from the text , considering their position in the text and their significance to the play as a whole. The powerpoint also includes a scene by scene synopsis and list of key quotes explained. The second half of the session revises the difference between the use of verse and prose in the text, with self-directive questioning encouraging learners to examine Othello and Iago’s speech throughout the play. Edexcel AS/A English Literature 2015+ Paper 2: Prose

A full lesson, including a ‘do now’ activity as students settle, an overarching session question, detailed context, scaffolded guided questions for analysis of sound, language, figurative language, structure and form. Very detailed, full analysis of poem given. EdExcel AS/A Level English Literature Paper 3: Poetry, Section B: The Romantics

A complete lesson on Chapters 9 and 10 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson recaps earlier concepts covered on the course, such as the Sublime, the Romantic protagonist and the Gothic. An exploration of allusions, such as P. B. Shelley’s poem ‘Mutability’ and Milton’s Paradise Lost (1667), and theory, such as the Gothic double, doppelgangers, and Julia Kristeva’s ‘Abjection’ are included, alongside concept checking questions and close analysis of extracts from Chapters 9 and 10. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A revision session for Edexcel’s AS/A Level English Literature Paper 2: Prose, which revises some forty terms suitable for most prose texts, and includes two highly developed model examples which focus on the integration of terminology. There are two online activities - a mentimeter warmer and a padlet final task, which can easily be set up/restarted by teachers. Edexcel AS/A Level English Literature 2015+ Paper 2: Prose

A full lesson which guides student to closely consider Chapters 12 and 13 of Kazuo Ishiguro’s Never Let Me Go (2005). Students will also produce an essay plan for a comparative answer on ‘the presentation of desire’. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

This lesson explores adverbials of time to express narratives. There is a reading, CCQs, a ‘natural language’ quiz, and ends with a guided and freer writing practice. Adapted from the Speak Out! Advanced series.

This lesson encourages learners to differentiate between different uses of the passive voice and be able to write a short myth they have created using the passive aspect. Adapted from Speak Out! Advanced, 5.3. ‘Truth or Myth?’ (pp.59-60)

Two lessons which explore the shape and elements of a short story, using technical vocabulary and Freytag’s Linear Plot Structure. There are plenty of short stories included in this pack, which are differentiated for learners. The end result of the lesson is that learners will write a 55 word short story to be shared with the class.

In this lesson, learners use socio-linguistic lexis to describe how ‘accentism’ reinforces class stereotypes. LO1 to recall and use terminology and theory from previous lessons LO2 to identify possible linguistic variation between classes and explain why these variations may occur LO3 to debate whether one should keep their accent or change it

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’. **