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.

An introductory 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 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 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.

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.

This lesson is designed for low ability learners. It begins by asking them to consider why charity exists before exploring information relating to charity in the Victorian era. The lesson then moves on to consider the attitudes towards charity presented by Fred and the Portly Gentlemen through a range of close textual analysis tasks.

Designed for low ability students, this lesson explores Scrooge’s childhood. Through a range of acvitivities, students explore how a person’s past experience can shape them as an adult.

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 lesson explores the theme of rejection through key quotes from the section between Belle and Scrooge.

Designed for low ability students, this lesson explores the character of Fezziwig. through a range of activities, students contrast Fezziwig’s attitude as an employer with Scrooge.

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.

Designed for low ability students, this lesson considers the presentation of Fred’s Christmas, as well as Scrooge’s character development by this point in the novel.

Designed for low ability students, this lesson takes students through close textual analysis of the presentation of the Ghost of Christmas Yet to Come.

Designed for low ability students, this lesson walks students through analysis of key quotes for Ignorance and Want. The lesson then considers how and why Dickens juxtaposes Ignorance and Want with Tiny Tim.

Designed for low ability students, this lesson explores reactions to Scrooge’s death in Stave 4.

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)

Present students with extract from Chapter 5 and ask them to identify the gothic features used by Stevenson, as well as the atmosphere they create at this point in the novel. Students then move on to closely analyse the following phrase: ‘for even in the houses the fog began to lie thickly’. Present students with extract about the two signatures and ask them to consider what the two signatures may have looked like, as well as what they might reveal about their owners. End lesson with paired discussion of the phrase: ‘“What!” he thought. “Henry Jekyll forge for a murderer!” And his blood ran cold in his veins.’