A lesson exploring the confrontation between the two mothers in Act 2, from the angle of exploring the power shift between the two mothers since Act 1.

A lesson on exploring and reviewing the structural features used so far within the play (at the start of Act 2), with a task comparing the start of Act 1, with the start of act 2, searching for similarities and differences, moving onto specifically exploring the role of dramatic irony.

An introductory lesson to explore the theme of Nature vs Nurture in Blood Brothers. Suitable for first time study of the play.

A lesson exploring the characterisation of Mrs Lyons, in comparison to Mrs Johnstone at the start of the play.

A lesson introducing pathos exploring how we are lead to feel sympathy for Mrs Johnstone at the start of Blood Brothers.

A lesson on the prologue in Blood Brothers, including the role of a prologue (generally), the specific role of this prologue (with reference to the play’s cyclical structure) and what we learn. Suitable for first time study of the play.

A complete lesson giving a comprehensive contextual background in preparation for studying the play Blood Brothers by Willy Russell. This would work for KS3 or KS4 first time study of the play or revision. Ares covered: Willy Russell Liverpool City Liverpool Culture Marilyn Monroe The Play Housing

This KS3 lesson looks at they key differences between plays and other text types, including exploring format and layout differences, in addition to the terminology needed when analysing a play i.e. audience, dialogue, stage directions etc.

A lesson and resources to revise the key imagery and context of the poem ‘Storm on the Island’ by Seamus Heaney, in preparation for AQA Lit Paper 2, Section B - Power and Conflict anthology. Ppt is designed for LA and post-study of the poem.

1 x creative writing lesson on ACC made for a cover lesson. Pupils to write a description based on the opening scene of ACC 2009 film, with an (implicit) emphasis on SHOW, don’t tell.

Introduction lesson for AQA GCSE English Language Paper 2: Writer’s Viewpoints and Perspectives. A whole lesson & resources which focus on pupils exploring how to distinguish between ‘viewpoint’ and ‘perspective’.

8 week’s worth of homework on Macbeth to support the study and revision of the play. Tasks focus on supporting vocabulary of pupils, linking vocabulary to our study of the play, as well as tasks on context, SPaG and a ‘Elizabethan pronoun’ challenge. All tasks have been designed so they can easily be marked in class either as self/peer assessment (to reduce teacher marking!) but also designed to be purposeful to student’s learning. Pupils will need to know the plot / summary of the play in order to complete these tasks (i.e. I always begin teaching Macbeth with context and summary / main plot, before studying in more detail).

A powerpoint and two worksheets exploring the role of women in Shakespeare, with a specific focus on Lady Macbeth.

Worksheets created to analyse the poem ‘Poppies’ by Jane Weir. Focus is on meaning and understanding, exploring the key imagery with lots of prompts and scaffolding to guide pupils. This has been created for LA pupils, where I am trying to steer away from simply identifying techniques and move further into WHY specific techniques/words have been used and what imagery it suggests. Resource includes: PRE-READING tasks: Context/Summary/Glossary page READING tasks: Each stanza broken down with tasks to explore the imagery and a challenge task to complete. POST-READING tasks: Deeper thinking questions; Lang techniques task; Themes based task; Essay style question.

A practice / mock AQA Lang Paper 2 exam exploring the tradition of using black face paint as a disguise in Morris dancing. This paper enables pupils to engage with recent events and the renewed focus on systemic racism in our society following growing publicity and support for the Black Lives Matter movement. My aim of this paper is to address and create discussion about issues of racism in Britain, but from an unconventional / less obvious example. Section A: Reading Source A presents a ‘celebratory’ account of morris dancing in the 19th c. whereas Source B presents a critical and conflicted view in 21st c. Britain, exploring whether the tradition of using black face paint as a disguise in Morris dancing is now outdated and deemed racist. Section B of the paper continues with the controversial theme of ‘blackface’ with the statement: “From television shows such as ‘Little Britain’, and ‘The Mighty Boosh’, to traditional English Morris dancers: whatever their justification, black face is always wrong” PLEASE NOTE: Source B has been purposefully and carefully selected as it presents both the criticisms of black face paint as well as information of the traditional meaning and reasoning behind it. Thus, this should allow pupils to explore the spectrum of the issue and provides some background information to help guide the pupils’ responses. Included in this purchase are the two sources and the question paper, in addition to a powerpoint presentation that includes example/model answers for questions 2-4, for pupils to mark against ‘student friendly’ skill descriptors, suitable for DIRT activities. Source A: A newspaper cutting describing a performance of Morris dancing (traditional English dance), 1886. Source B: A newspaper article reporting the criticism of Morris dancers by a London journalist, 31st December 2019.

A lesson exploring and comparing the characterisation of Mrs Johnstone and Mrs Lyons in Act 1 to Act 2 (Mrs Lyons confronts Mrs Johnstone), focussing in on the power balance shift between the two women.

Straightforward lesson to introduce the use of foreshadowing in the play, focussing on the ‘Summer Sequence’ in Act 2. Resources include powerpoint lesson with starter, main task and ‘increasing challenge’ plenary . Main task comprises of worksheet (included) that annotates the lyrics to ‘Summer Sequence’ and requires pupils to look for positive / negative imagery. This culminates in pupils writing a PEA paragraph on Russell’s use of foreshadowing in this scene. I use this lesson with my year 7 classes and believe it would be suitable for LA GCSE classes.

Powerpoint resource on the assessment: ‘How does the writer use language in the text to present the character of Hyde?’ from an extract taken from CH. 1 of the novel. (Can easily be adapted to ask pupils to compare to the rest of the text too.) Included in the resource is: the assessment question with scaffold to remind pupils how to respond to the Q. a DIRT lesson that includes a model answer, a model annotation of a single quotation, and then a selected quotation for pupils to then annotate themselves (with the focus on, ‘a lot from a little’ ). Pupils can then rewrite new, improved PEA paragraphs based on the quotations selected for them, and the annotations made. A peer assessment task.

A whole lesson exploring the imagery used in the poem Nettles by Vernon Scannell. Initially, the tasks relate to the theme of ‘Growing Up’ and making an initial reading/understanding of the poem. Then it links to imagery of war, before returning to theme of ‘Growing Up’ and the ‘battles’ faced by children and parents. Have used this lesson with year 7 and 8 classes. Quite a good lesson to develop pupil’s to consider deeper/secondary meanings of poems.