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 takes students through close textual analysis of the presentation of the Ghost of Christmas Yet to Come.

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.

Students start by defining the term ‘irony’ using the two literary examples on slide 1. Before reading chapter 3, students consider the importance of the title, our expectations and how this might create irony within the story. After reading the chapter, students then explore this key quote, using prompt questions to guide their discussion and notes: “The moment I choose, I can be rid of Mr Hyde… this is a private matter, and I beg of you let it sleep.” Students can then complete a creative writing task (with reminders to support their writing for Language Paper 1 Section B) from the perspective of either Mr Utterson or Dr Jekyll. Students then peer assess one another’s pieces, using the guide on the final slide, before explaining how Chapter 3 is ironic.

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.

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 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 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 to support the needs of low ability learners, this series of lessons explores the poem Exposure through a range of tasks around form, structure, language and context.

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.

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 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.