This revision pack is designed to help students taking the Edexcel A-Level exam comparing Frankenstein with The Handmaid's Tale. <br /> <br /> The revision pack includes:<br /> 1) Comprehensive essay plans for practice exam questions (issued by the exam board) . <br /> 2) Model responses and how they relate to the mark scheme. <br /> 3) Lists of contextual factors which could be discussed for both texts. <br /> 4) Ideas for structural points to be made for both texts. <br /> 5) Over-arching thematic comparisons. <br /> 6) Key terminology. <br /> <br /> The full units of work (with lesson ppts for Frankenstein and Handmaid's Tale are also available for download).<br /> <br /> Frankenstein ISBN number: 978-1-85326-023-0<br /> Handmaid's Tale ISBN number: 978-0-099-74091-9

<p>Benefits to teacher:</p> <ol> <li>10 high-level, engaging lessons (approximately 20 hours) aimed at students targetted B-A*.</li> <li>High-level comprehension homework questions provided for independent reading.</li> <li>Critial papers to boost A05.</li> <li>Focusses on high level concepts such as: existentialism, magical realism, globalisation, cultural appropriation, spirtual fulfilment.</li> <li>Two fully comprehensive comparative coursework plans.</li> </ol> <p><strong>Teacher notes:</strong> This scheme was designed for A-Level students working towards completing a comparative coursework study on Life of Pi and The Great Gatsby however The Great Gatsby is only mentioend in the last two lessons and so can easily be adapted if not appropriate.</p> <p>*This scheme of work can also be bought as a bundle with The Great Gatsby scheme.</p> <p>ISBN: 978-1-4063-3026-7</p>

<p>Benefits to teacher:</p> <ol> <li>Top band model answer for question 2 with reflection activity for students.</li> <li>Top band model answer for question 3 with reflection activity for students.</li> <li>Indicative content and prompt questions provided for questions 2, 3 and 4 to help students write up responses.</li> <li>In-depth peer and self assessment sheets based upon the mark scheme, used throughout.</li> <li>Exam-skills Revision Mat worksheet for consolidation/plenary.</li> </ol> <p>*This walk-through is based upon an extract from The Shrinking Man by Richard Matheson.</p>

<p>Benefits to teacher:</p> <ol> <li><strong>Activity one:</strong> Four critical interpretations of the character of Dr. Kerlin provided for students to evaluate and find evidence for.</li> <li><strong>Activity two:</strong> Second reading focussing on the dichotomies of science and religion. Students given two opposing critical interpretations regarding the depictions of science and religion in the poem and must evaluate based upon evidence.</li> <li><strong>Activity three:</strong> Students given four critical interpretations looking at the themes of hierarchies (gender and social class) and must develop the interpretations further.</li> <li>Lesson culminates in students writing three high-level thesis statements following the three different readings in answer to the following question: *How does Heaney explore how the past informs one’s present identity in Out of the Bag? *</li> <li><em><em>A</em> level model</em>* for one section of the essay. Students use this as a model to write the other two sections.</li> <li>Lesson also focusses on the structure of the poem.</li> <li>Lesson also outlines key context needed to access the poem.</li> <li>Lesson activities fully differentiated throughout for low, middle and high ability students.</li> </ol>

<p>Benefits to teachers:</p> <ol> <li>Top-mark model answer to question 2 with reflection activities for students.</li> <li>Top mark model answer to question 4 along with a middle-band response for students to evaluate the differences.</li> <li>In-depth indicative content for questions 2, 3 and 4 to help students reach for the top marks.</li> <li>Strong focus on the difference between inference and analysis for question 3 and 4.</li> <li>Well structured peer and self-assessment worksheets based upon the mark schemes used throughout.</li> <li>Structure focussed on for Q5.</li> <li>Grade boundaries provided.</li> <li>Inserts provided.</li> </ol> <p>*This walk-through is based upon the AQA Language Paper 2 Nov 2018 walk-through with the following inserts: ‘All Cyclists Fear Bad Driving’ from The Guardian and ‘On a Bicycle in the streets of London’ by Susan Countess of Malmesbury</p>

<p>Benefits to teachers:</p> <ol> <li>Top-mark model answer to question 2 with reflection activities for students.</li> <li>Model answers for Q3 corresponding to different bands in the mark scheme for students to level and evaluate.</li> <li>In-depth indicative content for question 3 and 4 to help students reach for the top marks.</li> <li>Strong focus on the difference between inference and analysis for question 3.</li> <li>Well structured peer and self-assessment worksheets based upon the mark schemes used throughout.</li> <li>Inserts provided.</li> <li>Structure focussed on for Q5.</li> <li>Grade boundaries provided.</li> </ol> <p>*This walk-through is based upon the AQA Language Paper 2 June 2017 walk-through with the following inserts: ‘How can my son be a year old already?’ by Stuart Heritage and ‘Boy Lost’ from a Victorian newspaper.</p>

<p>Benefits to teacher:</p> <ol> <li>Top band model answer for question 2</li> <li>Middle band model answers for question 3 with evaluation activity where students look at how to improve.</li> <li>Comprehensive writing frame for question 3.</li> <li>Indicative content for questions 2 and 3.</li> <li>Peer and Self-assessment worksheets based upon the mark scheme used throughout.</li> <li>An exam-skills revision map for students to complete as a plenary.</li> </ol> <p>*This lesson is based upon an extract typed up for this lesson from The Hunger Games by Suzanne Collins.</p>

<p>Benefits to teacher:</p> <ol> <li>Top band model answer for question 2</li> <li>Top band and middle band model answers for question 3 with evaluation activity where students identity the differences between the two.</li> <li>Indicative content for questions 2 and 3.</li> <li>Differentiated group activities to make the focus on question 3 more engaging.</li> <li>Writing frame for lower ability students.</li> </ol> <p>This lesson is based upon the AQA Practice Paper Insert ‘City of Beasts’ by Isabel Allende.</p>

<p>This resource contains model comparative essays written to high A grade standard comparing Frankenstein with A Handmaid’s Tale:</p> <ol> <li>How do both authors make their stories believable?</li> <li>How do both writers use satire in their portrayal of women?</li> <li>How do each authors use the roles of unreliable narrators?</li> </ol> <p>*When you download the files, you will see that the essays span a number of pages with big gaps between paragraphs. This is so that the preview image doesn’t give the whole essay away before purchasing! Keep scrolling to the end of the documents.</p> <p>*Written using the Edexcel A-Level Literature Paper 2 mark scheme.</p>

<p>This schemes of work consists of 16 hours worth of lessons focussing on the Oxford Playscript of Dracula adapted by David Calcutt but also interleaves key extracts from the original Dracula novel by Bram Stoker providing a good introduction to 19th century literature ahead of GCSE.</p> <p>Objective: to upskill year 9 students in preparation for them embarking upon GCSEs.<br /> Suitable for: Higher ability year 9 students.</p> <p>Included:</p> <ul> <li>All lesson PowerPoints, fully resourced.</li> <li>All required extracts from the original edition of Dracula.</li> <li>Homework tasks.</li> </ul> <p>Key Literature skills/themes focussed on in the scheme:</p> <ol> <li>Interpretation of author intentions informed by contextual knowledge (Jack the Ripper; presentation of women in Literature; Freudian theory of the pscyhe; Victorian perceptions of maddness; Victorian perceptions of religion; Vlad the impailer).</li> <li>Developed understanding of symbolism and motif.</li> <li>Gothic literature as a genre and archetypal characters.</li> </ol> <p>Key Language GCSE skills focussed on in the scheme:</p> <ol> <li>Language Paper 1 Section B - creative writing</li> <li>Language Paper 1 Question 2 and Paper 2 Question 3 - Language analysis.</li> <li>Language Paper 1 Question 3 - structural analysis.</li> </ol>

<p>Benefits for teachers:</p> <ol> <li>Indicative content for question 2 structured in to clear paragraph topics, with prompt questions to help students write a top-level response.</li> <li>11 in-depth prompt questions for question 3 to help students write a top-level response.</li> <li>Answer ‘cheat-sheet’ for question 3 forming a top-level model response.</li> </ol> <p>This resource was created for students having already sat this exam as a mock, in order to help them independently improve up their responses. But the resource could also be used to support students doing the practice exam for the first time.</p> <p>This resource is based upon the AQA November 2018 Language Paper 1 exam, using the extract A Sound of Thunder by Raymond Bradbury. Cannot publish insert due to copywrite but this can be found on the AQA website. From the short story, the extract begins with ‘Everyone stopped’ and ends with ‘like a mountain avalanche, Tyrannosaurus fell’.</p>

<p>Benefits to teachers:</p> <ol> <li> <p>Comprehensive essay plan with high-level thesis statements and evidence choices for the question: “How does Shakespeare present the influence of the supernatural on Macbeth in this extract and in the wider play?”</p> </li> <li> <p>Differentiated essay plan resources for low, middle and high ability students.</p> </li> <li> <p>Based upon Act 4, scene 1 lines 50-70 (Macbeth seeking out the Witches)- an appropriate choice for teachers preparing their students to sit AQA Lit Paper 1 2018 as a mock examination.</p> </li> <li> <p>Thesis statements incorporate high-level ideas contextual ideas such as: the subversion of the natural order and patriarchal fears of powerful women.</p> </li> </ol> <p>*This lesson is intended for students who have already studied Macbeth by William Shakespeare and are now revising it.</p>

<p>Benefit to teachers:</p> <ol> <li> <p>Lesson structured around a practice exam question: Starting with this extract (Act 1.1.145), how does Shakespeare present the theme of love in this extract and in the wider play?</p> </li> <li> <p>Five quotation banks for five minor characters (Nurse, Friar Lawrence, Mercutio, Lady Capulet, Benvolio, plus Juliet) directly related to the theme of love.</p> </li> <li> <p>Six high-level thesis statements provided as an essay plan structure.</p> </li> <li> <p>Lesson looks at the wider definitions of love: fraternal love, maternal love, lust, romantic love, unrequited love, forbidden love, homosexual love.</p> </li> <li> <p>Lesson focusses on four key scenes to help students answer the question.</p> </li> </ol> <p>*This lesson was planned for students with targets of 4-7. This lesson is intended for students who have already studied Romeo and Juliet by William Shakespeare and are now revising key topics.</p>

<p>Benefits to teacher:</p> <ol> <li>Top band model answer for question 2 with reflection activity for students.</li> <li>Top band model answer for question 3 with reflection activity for students.</li> <li>Indicative content provided for questions 2, 3 and 4 to help students write up responses.</li> <li>Peer and self assessment sheets based upon the mark scheme, used throughout.</li> <li>Exam-skills Revision Mat worksheet for consolidation/plenary.</li> <li>Low-ability writing frame for question three.</li> </ol> <p>*This walk-through is based upon an extract, typed up for this lesson, from Lord of the Fliest by William Golding.</p>

<p>Benefits to teachers:</p> <ol> <li>Model responses for question 3 of varying levels, for students to level and evaluate.</li> <li>Indicative content provided for questions 2, 3 and 4, structured in a way to help students reach the top bands of the mark scheme.</li> <li>Model responses for question 4 from the AQA mark scheme.</li> <li>Uses the MESI planning structure for Section B.</li> <li>Inserts included.</li> </ol> <p>*This walk-through is based upon the AQA Language Paper 2 Specimen 3 with the following inserts: ‘The village that lost its children’ by Laurie Lee and Earthquake in England from a Victorian newspaper.</p>

<p>Benefits to teacher:</p> <ol> <li>High level, engaging lessons originally designed for students targetted B-A* grades at A-Level.</li> <li>Critical papers and references to enhance A05.</li> <li>Lots of opportunities for extended writing with essay plans provided as a scaffold for lower ability students.</li> <li>Focuses on the high level themes of: capitalism, spiritual fulfilment, identity; self-actualisation; Marxist-feminism.</li> <li>Key extracts and quotation banks provided throughout lessons.</li> </ol> <p><strong>Note to teacher</strong> The homework tasks set in this scheme of work require access to the following critical paper: Lois Tyson, Critical Theory Today: A User Friendly Guide. Second Edition, Routlidge, 2006.</p>

<p>Benefits to teachers:</p> <ol> <li>Provides five quotation banks looking at the use of the following motifs in Macbeth: Blood, Light and dark imagery; snakes; birds; weather.</li> <li>Culminates in students writing a written response on Shakespeare’s use of motif in Macbeth.</li> </ol> <p>*This lesson is intended for students who have already studied Macbeth by William Shakespeare and are now revising the play.</p>

<p>Benefits to teacher:</p> <ol> <li>Four model answers corresponding to bands 1 to 4 on the mark scheme for question 2, for students to level and evaluate.</li> <li>Interactive group writing activity for question 3 to increase engagement.</li> <li>Indicative content provided for questions 2, 3 and 4 to help students write up responses.</li> <li>Peer and self assessment sheets based upon the mark scheme, used throughout.</li> <li>Walk-through creative writing top-tips lesson for Section B.</li> <li>Exam-skills Revision Mat worksheet for consolidation/plenary.</li> </ol> <p>*This series of four one-hour lessons (divided by question) is based upon two extracts with each lesson taking the format of the whole class working through the first extract together, then transferring the skills to the second extract independently.</p> <p>*The two extracts used are from White Fang by Jack London, and Howard Carter’s diary on entering the tomb of Tutankhamun.</p>

<p>Life of Pi edition: ISBN 978-1-4063-3026-7</p> <p>Originally planned for: High ability year 9 class (13-14 years).<br /> Original intention of this scheme: Giving high ability year 9 students an insight in to A-Level literary study and an introduction in to critical theory. Also suitable for older students not following the British curriculum at GCSE age. This scheme also upskills students’ Language skills ahead of them embarking upon their GCSEs.</p> <p>Included:</p> <ul> <li>All lesson PowerPoints, fully resources.</li> <li>Homework tasks.</li> <li>Guided reading comprehension questions.</li> </ul> <p>Key literary themes, techniques and theories focussed on (but taught as accessible for year 9):</p> <ol> <li>Existentialism</li> <li>Postmodernism</li> <li>Freudian psychoanalystical theory</li> <li>Magical realism</li> <li>Spiritual fulfilment</li> <li>Maslow’s hierarchy of needs.</li> </ol> <p>Key Language skills:</p> <ul> <li>Language Paper 1 Section B - creative writing.</li> <li>Language Paper 1 Question 2 - Analysis of language.</li> </ul>

<p>In this resource, you will find approximately 30 hours worth of lesson PowerPoints and resources on Frankenstein by Mary Shelley, planned for a middle to high ability A-Level class but could also be used for GCSE.</p> <p>The lessons begin looking at context (Gothic Literature, Romanticism, Enlightenment and Shelley’s Life) and they continue chronologically, chapter by chapter, incorporating critical theory (including lessons on: the Doppelganger interpretation; Schizophrenic interpretations of the text; queer-theory; feminist theory etc.)</p> <p>Resources also include 3 critical papers as well as model essays and examples.</p> <p><strong>Teacher Note:</strong>* This scheme fell across two half terms. Lessons 1-12 include guided reading of chapters 1-16. Students were then expected to read the rest of the book during half term and so lessons 13-30 assume students have read those chapters.</p> <p>This was the first half on a comparative unit of work, comparing Frankenstein with A Handmaid’s Tale. The Handmaid’s Tale unit of work is also available for download.</p> <p>Frankenstein ISBN number: 978-1-85326-023-0</p>