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 explores reactions to Scrooge’s death in Stave 4.

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 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.

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 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.

This lesson (to be completed over 2-3 lessons) is designed for a high ability GCSE class and introduces students to key contextual areas pertinent to their study of Jekyll and Hyde prior to reading the novel. Part 1:The lesson begins by introducing the unit objectives and asking students to reflect on prior feedback they have received in setting themselves a target for the unit. The second phase of the lesson uses images to aid students in making predictions and sparking discussions around the content and themes of the novel, before viewing a short animated summary. The final part of the lesson asks students to define the concept of ‘context’, with a challenge discussion question which asks students to consider the pros and cons of taking an historicist approach to studying literature. Part 2: The lesson begins by introducing students to key numbers surrounding the production of the novel, and the main activity: to work in groups to create posters on a specific contextual area which then be used to present to their peers, and displayed in the classroom for the duration of the unit. The word documents provided contain information and images for students to explore, and the slides on the PowerPoint provide questions for students to also consider and include their thoughts on in their presentation of their posters. Part 3: During this lesson, students will watch each groups’ context presentations and collect their notes in an A5 booklet. Homework from this lesson is to crunch and consolidate these notes onto a table.

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 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

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.

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.

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.