Key quotations from ‘Macbeth’ collated from each act. Basic meanings and methods identified. Some contextual knowledge identified. Students need to comment on themes in the quotations and the impact of the techniques. This is a good basic selection of quotations for students to memorise to enable them to discuss all characters and a range of themes.

A narrative technique where the play is broken down into short narrative chunks. Students can sit in a circle and are invited by the teacher to both ‘become’ characters but also settings and props. It is a fun and easy way to get through the narrative. Follow on activities can include giving the students a copy of the Whoosh for them to then create a storyboard or news article in order to familiarise themselves with the story; or they can colour code the writing for themes or tension. Detailed guidance given in additional support sheet.

Text: Noah’s Gold, Frank Cottrell- Boyce Three introductory lessons to enable Year 7 class of mixed ability to demonstrate range of skills to a new teacher. The book should have already been read but alternative activities are provided for those students who have not read the text. Key Aims of SOL: Comprehend an extended narrative, with knowledge of plot structure and characters. More advanced students will understand the concept of a framed narrative. Use evidence from the text to support opinions about the characters and plot. These may include close references or precise quotations Make links between fictional texts Write a creative description using a stimulus. The creative description should include a range of figurative language and clear organisational techniques. Contribute orally to a debate regarding the impact of the internet on imagination and learning. More advanced students may additionally consider the impact of AI, linking to current debates in the media. Assessment opportunities: As this is a short, introductory scheme, there is no formal assessment but the three lessons should provide clear examples of ability within the class.

This whoosh covers the entire book. It is therefore a long whoosh and may need to be split over a number of lessons. A narrative technique where the play is broken down into short narrative chunks. Students can sit in a circle and are invited by the teacher to both ‘become’ characters but also settings and props. It is a fun and easy way to get through the narrative. Detailed guidance given in additional support sheet.

This resource guides GCSE students through the creative impact of paragraphing including: Contrasting paragraphs Changes in pace and action Single sentence paragraphs A circular structure It asks students to consider paragraphing past a purely organisational feature. The resource has references to shared Google sheets as it has been used for remote learning and for students working on a shared Google drive in school. There are stimulation images included for students to imply what they have learned about paragraphing. It references AQA English Language GCSE Paper 1 Question 5 but can easliy be adapted for any GCSE specification. Additionally, upper ability KS3 may find it accessible too.

The presentation recaps students on the three main sentence types (simple, compound and complex), reviewing their knowledge with a quick quiz. The resource asks students to label the different parts of the sentence. A series of descriptions follows with students asked to analyse the impact different sentence structures have . Students are then asked to apply what they have learned to an image, similar to AQA Paper 1 Question 5. However, the activities on sentence structures applies to all GCSE Board expectations. This lesson is also effective when preceding author analysis.

Perfect for that final Christmas lesson, twenty questions which are festive themed! Answer sheet included with some additional Christmas tasks at the end of the questions. Includes Christian and pagan references, as well as popular culture questions.

A narrative technique where the play is broken down into short narrative chunks. Students can sit in a circle and are invited by the teacher to both ‘become’ characters but also settings and props. It is a fun and easy way to get through the narrative. Follow on activities can include giving the students a copy of the Whoosh for them to then create a storyboard or news article in order to familiarise themselves with the story; or they can colour code the writing for themes or tension. Detailed guidance given in additional support sheet.

This is a step by step guide which works through Structure, Message, Imagery, Language and Emotions. Each element has a series of guided questions where students can choose what path to follow by checking them against their poem. They can then choose which basic interpretation most suits their poem. Each element can be used separately in lessons, or the PP can be used as an entire lesson of independent study. This is an excellent starting point for students who say they find poetry to hard but also to train students how to approach unseen poetry independently.

Twenty questions with a festive theme for 2020. They include Christian references , pop culture, Father Christmas and some general festive knowledge. At the end are three additional Christmas activities if the quiz doesn’t fill a lesson.

A3 grid where students can fill in their suggestions for how to connect different issues and characters within the novella to ‘build’ paragraphs for an essay. Has some key quotations and relevant contextual ideas. Teacher copy has spaces filled in!

Each chapter summary worksheet follows a similar format and asks investigative questions in order for students to: Understand and summarise the action Focus on specific genre, context and structural points Collect information about relevant characters These have worked well as HW tasks but also in preparation for revision.

A marking grid which attempts to describe each Literature grade, filling in the gaps between the published grade descriptors from inference from AQA examiner’s reports and course materials. Can use in conjunction with my model essay resource for a solid and successful essay preparation lesson.

A GCSE English literature essay written to standard of grade 8/9 with space for students to annotate skills. Can be used with 'AQA Grade Descriptors - inferred grades missing from DFE grade descriptors’ Essay focuses on how the mystery genre is established in the opening chapters as used for early teaching of the novella, to ensure higher ability students can quickly begin to craft essay responses. This activity was used to prepare them for their own writing: “What is the significance of the gothic genre in the opening chapters of Jekyll and Hyde?” with an extract from chapter 2.

Concentrated notes for key aspects of the poem, using: Expectations; Narrative; Form and Structure; Language; Transformation. Taught with ‘Love through the Ages’ module for AQA A Level Literature A in order to compare with The Great Gatsby.

Concentrated notes for key aspects of the poem, using: Expectations; Narrative; Form and Structure; Language; Transformation. Taught with ‘Love through the Ages’ module for AQA A Level Literature A in order to compare with The Great Gatsby.

A whoosh is a narrative technique which allows you to get through the ‘Jekyll and Hyde’ story quickly and in an accessible fun way! Students take the role of players for ‘chunks’ of the story, ready to change roles at each of the ‘whoosh’ points. Read the guidance sheet for more details and support.

Designed for students in Year 12 making leap to A Level. The assessment sheets are phrased as questions students should ask themselves before submitting work. There is also the option for them to provide examples from their essays where they have provided evidence of the criteria to enable the teacher to check their understanding of the assessment objective. Comparative and non comparative assessment sheets included.

Grade descriptors split into a grid to enable fast marking and demonstrate progression for students.