This lesson explores the description of the Ghost of Christmas Past for low ability students, focusing on Dickens’ use of symbolism in its physical appearance.

Designed for low ability students, this lesson considers historical representations of Christmas, before exploring key descriptions of the Ghost of Christmas Present through close textual analysis.

Designed for low ability students, this unit makes use of a range of supportive, differentiated and retrieval strategies, while also ensuring there is still elements of challenge. The unit begins with an introduction to the context of war relevant to the poem, through the use of a range of non-fiction texts (including images) to develop skills needed in AQA Language Paper 2. The unit then moves on the exploring each poem in related groups. The teaching of each poem is supported by PowerPoints and resources which include tasks to develop students’ knowledge, analysis and application of form, structure, language and context. Mid-point and end of unit assessment, along with models and feedback lessons are also provided to support teachers with the assessment cycle.

Designed for the needs of low ability learners, these lessons take students through a range of tasks which explore the form, language, structure and context of the poem.

This unit of work has been designed for high ability year 9 students to introduce them to gothic conventions (in preparation for the Nineteenth Century Novel at GCSE) and to develop specific writing skills through a range of engaging and creative activities. Writing models and prompts are used through a range of gothic texts such as The Picture of Dorian Gray, The Raven and The Woman in Black. Lesson 1: introduction to gothic conventions Lesson 2: gothic vocabulary and imagery Lesson 3: gothic semantic fields Lesson 4: gothic figurative language Lesson 5: gothic micro description Lesson 6: effective openings Lesson 7: gothic sound effects Lesson 8: gothic sentences and tension Lesson 9 and 10: narrative structures - monster transformation

This unit has been designed for lower ability year 10 students to introduce them to the four questions in section A of AQA Language paper 1. This unit was previously delivered to a class with low literacy levels, as well as individuals with dyslexia, so the approach taken focuses on key skills needed to tackle an unseen text, as well as spotlighting the requirements of each question through simple, visual tasks, with retrieval starters and scaffolded writing frames. The unit uses the AQA November 2018 extract from The Sound of Thunder, and also makes use of exemplar material from the AQA markscheme for this paper. These give students the chance to see model answers and to provide them with guidance when peer and self assessing. Lesson 1: introduction to paper and question 1 skills (1 lesson) Lesson 2: question 2 - language analysis skills (2 lessons) Lesson 3: question 3 - structural analysis skills (2 lessons) Lesson 4: question 4 - evaluation - oracy skills practiced through ‘popcorn’ discussion and use of evidence and analysis in evaulation (2-3 lessons)

This unit of work has been designed and delivered to high ability GCSE students. It begins by introducing students to contextual factors that influenced the creation and ideas of the novel, before taking a chronological approach to exploring each chapter. This exploration is completed through a variety of activities which highlight key parts needed for the exam, while also broadening students’ ability to analyse language and syntactic choices made by Stevenson. The unit ends with a lesson in which students create a visual tension graph of the novel to explore the ways ideas and tension are built across the text. There are also assessments provided throughout the unit, with the AQA mark scheme adapted into student friendly feedback sheets, as well as feedback stickers which can be used by students for peer and self assessment. An analysis support and challenge scaffold is provided with the writing opportunities of the unit. Finally, the final two lessons are based around revision of the context and novel which can be delivered at a later time after the completion of the unit.

This is a full scheme of work designed for A Level students studying for the edexcel A Level exams. The unit works through the prologue and then tale in chronological order, with contextual study interspersed throughout. Each lesson is supported by preparation homework for students, which allows them to attend lessons having read and analysed key passages, ready for discussion an further analysis in class. There are also two assessment points in the unit, with markscheme attached.

Designed for the needs of low ability learners, these lessons take students through a range of tasks which explore the form, language, structure and context of the poem.

Designed for the needs of low ability learners, these lessons take students through a range of tasks which explore the form, language, structure and context of the poem.

Designed for low ability learners, these two lessons take students a range of tasks to expore the form, structure and language of Charge of the Light Brigade.

Designed for the needs of low ability learners, these lessons take students through a range of tasks which explore the form, language, structure and context of the poem.

Designed for the needs of low ability learners, these lessons take students through a range of tasks which explore the form, language, structure and context of the poem.

A context lesson to the study of A Christmas Carol where students are taken through a range of tasks in which they recall prior knowledge and are introduce to knew contextual knowledge about the Poor Law revelent to study of the novel. All tasks are designed for the needs of lower ability students.

This scheme of work has been designed for low ability students to support their study of A Christmas Carol. The unit begins with contextual study, before moving into close textual analysis of key sections and quotes needed for preparation for the AQA literature exam. Retrieval of prior knowledge is embedded throughout the unit through a variety of starter tasks. Written analysis of extracts is supported through use of the ‘what? how? why?’ approach promoted by AQA in the recent examiner’s comments. There are also mid-point and end of unit assessments with preparation lessons to support students in tackling exam-style tasks.

The lesson begins by asking students to consider two hypothetical situations and their behaviour in these. This discussion is then used to Freud’s theory of the Id, the Ego and the Superego: students watch a short clip to review this theory and are provided with a range of questions to find the answers to as they watch. Students then consider the questions: What would happen if we all let our ID rule our behaviour? What would society look like? alongside some picture prompts. The lesson then introduces two terms important to the study of behaviour in the novel: ‘civility’ and ‘respectability’ - considering the etymology of these words. Finally, students consider how civility and respectability formed a code of behaviour for men and women in Victorian society, and then as a challenge how this is threatened by Freud’s theory of the Id.

Students begin the lesson by exploring the importance of the chapter title. This is a long and complex chapter, so while reading the chapter, students have a range of questions to find the answers to in order to demonstrate and consolidate their understanding. The students then consider the question: How does Stevenson want the reader to feel towards Jekyll? There are two options for them to do this: option 1 - provide them with extracts to explore; option 2 - students identify and explore their own quotes in the chapter. Then consider the end of the novel through the extract and guide questions to analyse Stevenson’s language and syntax choices. In the plenary, students read a short opinion on the novel and consider their own response to this opinion, using their knowledge of the text to justify their position (good practice for Language paper 1 question 4).

The lesson begins by considering students’ responses to the question: How would Victorian society feel about somebody doing ‘God’s work’ at this time? A range of follow up questions are provided on slide one to help you and the students develop this discussion. Students then read chapter 9 with some prompt questions to guide their thinking. Students explore two extracts from the chapter - the Letter and Lanyon’s description of how the potion takes over Jekyll. Students then consolidate their work on the extracts by completing a table on which they collect the key parts of their discussion (a useful resource to return to in later revision). The lesson then ends with students discussing the question: How does Stevenson present Jekyll in Chapter 9? A range of follow up question are provided to develop this discussion.

The lesson begins with a retrieval starter: students review language terminology by matching them to their definitions before adding examples of these techniques used in the novel. Read Chapter 8 and then have students work in groups of 4 on an aspect of the chapter (see slide 4 for clear instructions on this carousel task). Students create their own notes page for this chapter where their collect their own work and other students’ ideas during feedback. The students then complete close readings of Poole’s description of Hyde and the description of Hyde’s body, using the prompts questions on the slides to guide their analysis. the lesson ends by considering the way Jekyll signs off his letter, with a selection of questions for students to choose from.

Designed for the needs of low ability learners, these lessons take students through a range of tasks which explore the form, language, structure and context of the poem.