This sensory introduction provides an overview of the plot, themes and language used by Shakespeare in his 1603/4 play, Othello. Key content: blank verse iambic pentameter symbols and motifs characterisation the hankerchief scene (3.3) freytag’s pyramid I use props with this lesson, although it is possible to deliver without if not able to source props. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

This fully scaffolded lesson explores the significance of the play’s opening and how Shakespeare creates initial impressions of Iago and Roderigo, considers the malcontent and the Machiavellian villain as character types which inform Shakespeare’s portrayal of Iago and encourages analysis into how Shakespeare portrays issues of race and gender in Act 1 scene 1. Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

LO1 to consider the personality traits of each of the characters over the course of the play (AO1/AO2) LO2 to evaluate Shakespeare’s influences and intentions in shaping the characters (AO1/AO2) LO3 To write a paragraph which considers our initial impressions of Brabantio (AO1, AO2, AO3 and AO5) Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

A scaffolded lesson introducing Hemingway’s Iceberg theory using his short story ‘Hills Like White Elephants’.

A full lesson on the poem ‘Chainsaw Versus the Pampass Grass’ by Simon Armitage. Poems of Decade, Forward Poetry (2011) Edexcel AS/A English Literature, 2015+

Introduction to characterisation in drama texts using Tennessee Williams’ one act play, ‘Why do you smoke so much, Lily?’

Comprehensive powerpoint-led lesson on Chapters 6, 7, and 8 of Ishiguro’s Never Let Me Go (2005). Lesson includes: links to other dystopian literature concerned with censorships Concept checking questions for each chapter Close text analysis examples abd further questions Context for WWII concentration camps Analysis notes for students **Edexcel AS/A Level English Literature (2015+) Paper 2: Prose Comparison - Science and Society**

A flipped learning introduction to postcolonial studies. LO1 to introduce postcolonialism as a critical lens (AO1, AO3, AO5) LO2 to apply this critical lens to different modes of text (AO2, AO5) LO3 to analyse an extract from each of the six novel extracts using a postcolonial perspective (AO2, AO5)

An Introduction to Mary Shelley’s Frankenstein ( 1831 ed.). Genre, terminology, context and scaffolded research tasks. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A complete lesson on Chapters 4 and 5 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson explores and analyses Victor’s obsession and the dangers of knowledge as well as the birth scene. Allusion to Dante’s inferno explored, as well as critical reception of the birth scene from Anne K. Mellor and Marilyn Butler. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A complete lesson on Chapter 8 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson explores the trial of Justine, including close text analysis ‘Enquiry Concerning Political Justice’ (1793) and four guided group analysis tasks. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A full lesson on the poem ‘History’ by John Burnside. Poems of Decade, Forward Poetry (2011) Edexcel AS/A English Literature, 2015+

A complete lesson on Chapters 24 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson explores the final chapter of Frankenstein through analysis of Victor, Walton and the Creature’s final statements. The second task is a set of group tasks, examining how the themes of the novel are treated by the end of the novel. The final part of the lesson is a game of ‘beat the teacher’. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A full lesson on the poem ‘To My Nine-Year-Old Self’ byHelen Dunmore. Poems of Decade, Forward Poetry (2011) Edexcel AS/A English Literature, 2015+

A full lesson on the poem ‘Effects’ by Alan Jenkins. Poems of Decade, Forward Poetry (2011) Edexcel AS/A English Literature, 2015+

A revision session for Edexcel’s AS/A Level English Literature Paper 2: Prose, which revises some forty terms suitable for most prose texts, and includes two highly developed model examples which focus on the integration of terminology. There are two online activities - a mentimeter warmer and a padlet final task, which can easily be set up/restarted by teachers. Edexcel AS/A Level English Literature 2015+ Paper 2: Prose

A full lesson which guides student to closely consider Chapters 12 and 13 of Kazuo Ishiguro’s Never Let Me Go (2005). Students will also produce an essay plan for a comparative answer on ‘the presentation of desire’. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

This lesson introduces Tenessee Williams’ 1947 play, A Streetcar Named Desire. The lesson encourages learners to predict probable complications which may develop in the play based on an introduction to the themes, and begins an analysis of the scene opening of Scene One.

LO1 to compare and contrast the two main settings of Othello (AO1 and AO2) LO2 to consider the reasons Shakespeare may have chosen to set the play in Venice and Cyprus and how he uses those settings to explore key themes in the novel (AO2 and AO3) LO3 To write a paragraph which considers Shakeseare’s use of setting (AO1, AO2, AO3 and AO5) Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

LO1 To analyse how Shakespeare creates final impressions of Othello in his last speeches in the play (AO2 and AO5) LO2 To explore a critical definition of the Shakespearean tragic hero and whether Othello’s character fulfils this definition (AO5) LO3 To consider the structure of the hero’s journey through a tragedy and how far this structure could be applied to Othello (AO2) Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare