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.

Six lessons focussing on Stave 3, The Ghost of Christmas Present. Includes a step by step approach to analysing an exam question - How does Dickens present the importance of family? Relevant extract included.

THREE LESSONS TO HELP PUPILS UNDERSTAND THE POEM ‘THE DEAD’ AND THE RELEVANCE OF ASSOCIATED CONTEXT. LESSON 3 ALSO ALLUDES TO ‘PEACE’ ANOTHER OF BROOKE’S POEMS. FOCUS IS ON PATRIOTISM, IMAGERY, SONNET FORM AND GENERALLY HOW LANGUAGE CAN BE A POWERFUL TOOL. LEARNING CULMINATES IN A FINAL TASK TO WRITE A LETTER HOME FROM BROOKE TO HIS MOTHER THAT SHOWS HIS IDYLLIC VIEW OF THE WAR AND THE IDEA OF DYING DURING BATTLE. THESE LESSONS HAVE BEEN REMOTELY DELIVERED WITH Y8 BUT COULD WORK EQUALLY WELL FACE TO FACE. HOPE THEY SAVE YOU SOME WORK!

This 25 slide PowerPoint contains 8 practice questions for students to try. Each question pairs two of the power and conflict poems from the AQA anthology. I have provided extracts of the longer poems for ease and to facilitate both poems being placed side by side. The chosen poems / extracts anticipate common themes and each pair has a set of highlighted colour-coordinated quotations. This is to help students anticipate connections between the poems with the exam in mind. The idea is that the students consider the suggested quotations to come up with points of connection or comparison. This will be their umbrella point (linking point / topic sentence) for each section of their answer. Examples of what these umbrella points could be are provided for each question / pair of poems. Students could then mind map the given quotations and produce their analytical paragraphs in response to the given question. Examples of a mind-mapped quotation are provided for each question. These tasks are ideal for class or independent revision in preparation for the GCSE Lit exam.

This resource contains lessons on The Storm, Piroska, Pitch, The Boy in the Boat, Nature, Mud and Monkey from Chris Priestley’s Tales of Terror from the Black Ship. Some focus on identifying and writing skills such as simile, onomatopoeia, alliteration, metaphor and inference. Aimed at Y7 & 8.

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.

Four differentiated lessons looking at the following Victorian themes: Darwin’s theory of evolution, Lombroso’s theories of physiognomy, duality of man, respectability and reputation, Science versus Religion. Analysing a selection of extracts from Jekyll and Hyde with support / stretch and challenge in each lesson. Suitable for Y7 to Y9. Good preparation for KS4 context if Jekyll and Hyde is a text for study at GCSE

34 slides of activities to pick out key scenes, themes, characters and methods of Volume 1. These activities focus on chapters 1-18 of the novel and look at the theme of marriage, social status and key characters. Other focuses are critical interpretations such as marxist theory. Austen’s methods (dramatic irony, comedy, character foils, juxtaposition, pathetic fallacy, free indirect discourse etc) along with key moments in the plot. Very useful for teachers going through the novel for the first time to facilitate note taking for future revision purposes.

Please note: an error has been noted for a slide within MWTL ppt. Now been rectified. THREE LESSONS plus resources Assumes students have cold read The Man with the Twisted Lip first. Copy of story included. Use template to plot out the story using Freytag’s Pyramid. Idea of exposition will be returned to in the lesson. Read 'Opium in Victorian Britain article to learn about the influence of opium at this time. Look at an extract towards the start of the story to analyse how atmosphere is created, particularly with the idea of the opium den setting in mind, followed by a more detailed second extract. Plenary asks students to discuss the effectiveness of the exposition, in the context of Victorian England. Students given an outline of two scenarios and they should use inference skills to deduce what they think is happening. Tasks then given on an example crime scene with initial tasks. Then, students should apply this understanding to sketching out the crime scene in The Man with the Twisted Lip, using the facts from the story. Students use inference skills to deduce ideas about Holmes’ character from a given extract. Given a quiz on a set of detective conventions and then asked to match the conventions to the plot of Man with the Twisted Lip. Plenary asks them to think of any modern detective films / stories that also match this pattern.

Seven lessons (the first three of which look at the context for the story) covering up to the end of Stave 1. Aimed at MA but contains tasks for all abilities. Easily differentiated.

This is a mini unit on Gothic conventions, based on extracts from Frankenstein, Dracula and Jane Eyre. Overall, there are between 6 and 7 hours worth of tasks to introduce students to the concept of Gothic Literature and the conventions within it. Includes Gothic bingo, introduction to conventions (including setting), short extracts for identifying conventions and later symbolism, independent tasks such as planning a Gothic description and identifying author’s word choices. Some creative tasks include drawing their own Gothic castle and their version of the Red Room in Jane Eyre. Link to vampire video with match-up activities and comprehension questions included too. This unit has been resourced from a combination of my Introduction to Literature Through the Ages scheme of work (also available) and additional tasks created separately. Fully resourced - slides at the end conveniently together for ease of printing.

Around 15 lessons on a range of women's poetry of the First World War. A wide selection of poems taken from the anthology 'Scars Upon My Heart' - lessons and poems included. Aimed at A Level English Literature students but could stretch able pupils at GCSE.

FOUR LESSON MINI UNIT. Lessons assume pupils have cold read The Speckled Band first. Copy of story included in resources. Starter asks pupils to watch brief clip on using speech marks in writing and then apply them in the correct places to an example of Holmes’ speech from The Speckled Band. Re-read the extract where Holmes is visited by Helen Stoner. The next tasks asks students to find the clues by finding evidence that matches the given inferences, from the extract. Then, students use a set of clues about an invented character in order to form a set of inferences. They can then describe this visitor, using conversation to include accurate direct speech punctuation (writing frame on slide 7). This lesson focuses on the villainous character of Dr Roylott. Students given short extract and asked to list and explain the connotations of his description. Example given. Then students explode a quotation describing this character, using given prompts, followed by two individually exploded quotations. Then, students to stick a further extract in their books and match the given connotations to the evidence. Read the article on Victorian Women and, using slide 10 and the information from the article, students should explain Dr Roylott’s motive for wanting both step daughters out of the way. Plenary asks students to decide how far Roylott matches up to given set of villainous character traits. Starter asks students to describe Holmes’ living room using a variety of sentence forms (examples given). Introduced to concept of foreshadowing and asked to identify methods in given extract which foreshadows later violence in the story. Followed by a further more detailed extract (could be printed on A3) which students annotate using a series of prompts to think about the signifcance of setting. Plenary asks students to draw the section of Stoke Moran described in the final slide. This lesson focuses on the relevance of symbolism in creating atmosphere - of the gypsies, animals and India. Information posters provided for teachers to put up around the room so that students can collect facts and then interpret them to understand how the symbolism helps create an atmospheric setting in Stoke Moran. Final task is to write a description of the grounds of Stoke Moran, using ideas learned in lesson.

THIS IS PART ONE OF MY DECLARATION SCHEME AIMED AT KS3. I USUALLY TEACH IT TO Y8 OR Y9 AND STUDENTS LOVE IT! IT'S A FAB DYSTOPIAN STORY THAT RELATES WELL TO OUR WORLD TODAY. THIS PART CONTAINS TEN LESSONS, INCLUDING 2 INTRODUCTORY LESSONS TO DYSTOPIAN FICTION. PART TWO IS ALSO AVAILABLE IN MY 'SHOP'.