A lesson analysing key language - scaffolded quotes for low ability year 9. First lesson removing writing frame for them to develop more independent writing skills. There are challenges to develop analysis for higher abilities. Checklist for peer assessment.

A lesson analysing C of the LB, with scaffolded poem and starter sheet looking at context

A booklet to enable teacher to lead students through stave 4 of ACC, with references to key context and focus questions. Very chalk and talk, but necessary at this point.

Lesson aimed at top set year 10 Exploring the presentation of Jacob Marley. Extract with colour coded questions to enable indepenent analysis.

A lesson exploring techniques in poetry. I am giving the students a series of unseen poetry. Using the technique flashcards (available to purchase on my page), the students worked in groups on specific techniques within Havisham. All students were able to access this learning and the cards worked really well as a support to the learning process.

First lesson in a scheme exploring Animal Farm for the new AQA GCSE 9-1. Lesson looks at fables, and allows students to explore purpose of a fable. If students are higher than predicted level 3, could introduce concept of allegory, but mine are too weak.

A lesson exploring how the farm changes in chapter 6, and specifically at how Animalism is corrupted. Most of slide 2 will be reading the chapter and employing guided questioning.

A lesson exploring the context around A Midsummer Night’s Dream - including the traditions of Midsummer Night and May Day, and a little about the inclusion of Elizabeth I in the play.

This is the second lesson in a scheme for Animal Farm for new 9-1 AQA. Class is very weak - I try to teach the context alongside the novel so that the students can make clear links due to being very low ability.

A lesson as part of the year 9 identity poetry scheme exploring Follower by Seamus Heaney.

A booklet to enable teacher to lead students through stave 3 of ACC, with references to key context and focus questions. Very chalk and talk, but necessary at this point.

A booklet to enable teacher to lead students through stave 5 of ACC, with references to key context and focus questions. Very chalk and talk, but necessary at this point.

I watched the film first with my class so that they could get to grips with the plot. With other groups, I have found this useful in being able to get a deeper analysis as they are not struggling to comprehend the plot. Also, it is useful for teaching foreshadowing etc.

A lesson - which took me 2 to teach - about the initial impressions of Mrs B in Act 1 and then how she is developed through her part in Eva’s suicide in Act 2 - complete with my notes for the worksheets.

The second lesson in a year 8 scheme of A Midsummer Night’s Dream which explores the introductory passage where Hippolyta and Theseus are discussing their wedding - ideas explored in lesson are to include the introduction to ideas about love and rationality.

A lesson I used to help year 10 explore and analyse the development of Gerald in Act 2. I had previously done an initial impressions of him in Act 1 which this developed from. That sheet is also attached to this.

5th lesson in a scheme about Animal Farm for Year 9 LA. Exploring Stalin and Trotsky - history and how this relates to the novella.

Fourth lesson in a scheme. We explored what the revolution was, and then spent the rest of the lesson reading chapter 2. Students were asked to find connections in the text. Might take 2 lessons to get through this, as it is worth reading the chapter first so that then you can explore the chapter in more detail.

No ppt lesson for this lesson. LA Y9. I read the first half of chapter three of Animal Farm to them first. I talked them through the different propaganda techniques and got them to think about when they've seen them in the modern day. They then completed both of the war poster propaganda sheets to show their understanding.

The eighth lesson in a scheme of learning about Animal Farm. In this lesson, students combined their previous knowledge of chapter 3 and of propaganda by making connections in order to achieve the context aspect of the new AQA spec.