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.

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 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.

Across 2 lessons, a variety of activities explore the form, structure, language and context of Bayonet Charge. Tasks are designed to support the needs of lower ability learners.

Designed for the needs of low ability learners, these lessons take students structure a range of tasks to explore the form, structure, language 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 to support the needs of low ability learners, this lesson takes students through a range of tasks that explore the form, structure, language 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.

Designed for low ability students, this lesson starts by considering Scrooge’s character arc through the novel and the ways in which his character has changed and developed. Students then read Stave 5 and collect a range of sentence and language techniques used by Dickens to show ways his character has developed.

This lesson explores the section of Stave 1 when Marley’s Ghost visits Scrooge. Symbolism is explored through close textual analysis of key descriptions of Marley’s Ghost.

Designed for low ability students, this lesson considers the areas of poverty on Charles Booth’s map of London, before exploring key quotes about poverty in the christmases Scrooge visits in Stave 3.

This lesson (across 2 lessons) returns to Chapter 4 in light of reading chapter 5. Students glue in extract describing Mr Hyde’s attack of Carrew and use the following prompts to guide their independent analysis before annotating together as a class: Negative language to describe Mr Hyde Dramatic verb (doing words) choices Language to describe Mr Hyde as out of control Language to describe Mr Hyde as animal-like (animalistic imagery) Students then write an analytical paragraph to answer the question: How is Mr Hyde presented as frightening in Chapter 4? Slide 7 provides suggestions of how students can challenge themselves with this piece of analysis. Students then use self-assessment sticker to mark and set targets for their own work. Finally, the lesson then focuses on the idea of manipulation, and the ways Stevenson has manipulated the reader in chapter 4: students complete partially filled in table with evidence of manipulation, and the effects this creates for the reader.

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 lesson explores the theme of Christmas, encouraging lower ability students to consider their own values around this festival, as well as the ways Victorian attitudes were different.

A lesson designed to explore the introduction of Scrooge’s character to the novel at a lower ability level. The lesson focuses on the connotations of coldness, through a range of tasks which support lower ability students to explore concrete and abstract interpretations of key quotes used to describe Scrooge.

This lesson introduces low ability students to the use of a structure strip to guide them through the written analysis of Scrooge’s character in the early part of the novel. The structure strip uses the ‘what? How? Why?’ model promoted by AQA in their recent examiner’s report for English literature. The lesson takes students through am ‘I do, we do, you do’ approach, before they used a simplified AQA Literature mark scheme to self / peer assess / or the class teachers assesses their analysis.

This student friendly knowledge map outlines: key ideas about of the characters of the novel provides a glossary of terminology students should include within a successful response a comprehensive list organised by stave and theme of the key quotes students should aim to know key information about Dicken’s context and intentions

This knowledge map is an ideal revision resource, with all the content students need to know to successfully tackle a GCSE question on An Inspector Calls. The knowledge map includes key information on the characters, context and plot, as well as key quotes organised by theme and chronology. There is also a terminology section which includes language to aid sophisticated expression.

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.