A series of lessons aimed at A Level students, made primarily on PPT presentations. The first PPT introduces Angela Carter and her main themes/tropes. There is also a lesson on the key tropes of Gothic literature to be explored in the text. Each lesson takes them through key themes, language, structure, Gothic tropes and context of each story from The Bloody Chamber. Theoretical approaches, notably Freud, are employed throughout to encourage more challenging reading of the texts. Each lesson contains activities for the students to complete on each story. A context revision lesson surrounding the stories is also included. These lessons were originally devised for OCR AS Literature, however could be used for both AS and A Level and for any board.

A series of lessons for the teaching of Toni Morrison’s Beloved. The resources run through key sections in the novel, focusing on style, content, language, structure, form, content, and interpretation. It would be most appropriate for one half term’s study of the text but could be easily adapted. It would be suitable for any A-Level class studying the text, though this resource has been created originally for the teaching of OCR A Level English Literature: Component 2, Gothic. For this reason it makes regular use of Gothic concepts and contexts. It also make comparisons to Carter’s The Bloody Chamber, but this could easily be replaced with another Gothic text such as Frankenstein.

A collection of lessons for teaching Ibsen’s ‘A Doll’s House’. This is specifically aimed at OCR A Level Lit spec, with comparisons made to Rossetti’s poetry. It could easily be adapted to other units. It includes lessons, resources, essays and interesting ideas on theoretical approaches.

Set of lessons on close analysis of poem. PPT runs through Rossetti’s Goblin Market, pausing at key moments to closely analyse the language and structure. Context is introduced at different points to develop analysis. There is an overarching theme of multiple interpretations. This resource spans multiple lessons and aids the breaking down of a long and complex poem. Has been used multiple times with A Level Literature groups to great effect. Tailored towards OCR, but could be used for any board.

A booklet that breaks down critical theory for A Level students, although could be used for able GCSE students also. This is especially useful for literature study, but could be employed in other subjects. It breaks down the six areas below for students and gives them questions to ask about texts: • Marxist Theory – exploring the structures of power and hierarchy within a text and surrounding its creation • Feminist Theory – exploring the position of females within a text and surrounding its creation • Psychoanalytical Theory – exploring the subtext of language to reveal subconscious ideas of the characters and writer • Deconstruction – exploring the force of language and breaking it down to its smallest elements • Post-colonialism – exploring the position of races and cultures oppressed by colonisation • Eco-criticism – exploring the relationship between literature and the physical world/nature

Revision for the plot, themes, context, devices and interpretations of ‘A Streetcar Named Desire’. Aimed at OCR AS English Literature, but could be simply adapted to fit AOs for other years and boards.

An activity for GCSE and A Level literature students to engage them with considering why a poem is structured a certain way. It does this by asking them to consider how they would structure poems about certain topics, preceded by a consideration of different aspects of structure in relation to two poems (Keats and Williams).

A resource to help students, mostly A Level or GCSE, with understanding the confusing composition of Shakespeare’s language, such as unknown words, malapropisms and allusions. Through engaging with this resource, they will be better equipped to read Shakespeare more fluently. There are some activities linked to ‘The Tempest’ that could be adapted to any play being studied. British Library and https://owlcation.com/humanities/Soliloquy-Aside-Monologue-Dialogue are both referenced to explain some ideas coherently.

Lang/Lit courses are often quite vague on which devices and approaches should be explored, and students always want a clear list of what they need to learn. I have pared back the amount of approaches and devices for my groups to allow them maximum depth of understanding, as opposed to feature-spotting with too broad a palette. This list is not extensive, but suitable for candidates studying Language and Literature combined courses of all abilities. Used for OCR, but would work for all boards.

A simple lesson for GCSE and A Level Literature students to engage them with common symbols in Western Literature.