A complete lesson on Chapters 9 and 10 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson recaps earlier concepts covered on the course, such as the Sublime, the Romantic protagonist and the Gothic. An exploration of allusions, such as P. B. Shelley’s poem ‘Mutability’ and Milton’s Paradise Lost (1667), and theory, such as the Gothic double, doppelgangers, and Julia Kristeva’s ‘Abjection’ are included, alongside concept checking questions and close analysis of extracts from Chapters 9 and 10. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

This fully scaffolded lesson encourages learners to analyse how Shakespeare creates initial impressions of the characters in Act 1 Scene 2, discusses Shakespeare’s use of setting and context and culminates in learners crafting a paragraph which considers our initial impressions of Brabantio and conducting peer-asessment. 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

This lesson encourages learners to differentiate between different uses of the passive voice and be able to write a short myth they have created using the passive aspect. Adapted from Speak Out! Advanced, 5.3. ‘Truth or Myth?’ (pp.59-60)

Two lessons which explore the shape and elements of a short story, using technical vocabulary and Freytag’s Linear Plot Structure. There are plenty of short stories included in this pack, which are differentiated for learners. The end result of the lesson is that learners will write a 55 word short story to be shared with the class.

In this lesson, learners use socio-linguistic lexis to describe how ‘accentism’ reinforces class stereotypes. LO1 to recall and use terminology and theory from previous lessons LO2 to identify possible linguistic variation between classes and explain why these variations may occur LO3 to debate whether one should keep their accent or change it

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

LO1 to consider the role of patriarchy in the early 1600s (AO3) LO2 to analyse evidence of the impact of patriarchy on Emilia and Desdemona (AO2) LO3 to plan an essay response about ‘dominance and submission’ in Othello (AO1, AO2, AO3, 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 complete notes on how class has been presented and dramatised (AO1, AO3) LO2 to read, analyse, and evaluate critical perspectives (AO5) LO3 to plan a response to a class question, using context and critics (AO1, AO2, AO3, 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 Complete notes on how race has been presented  and dramatised (AO1, AO3) LO2 Read, analyse, and evaluate critical perspectives (AO5) LO3 Plan a response to a race question, using context and critics (AO1, AO2, AO3, 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

This session overviews Julia Kristeva’s ‘Abjection’ from her ‘Powers of Horror’. The session then encourages learners to apply the theory to Frankenstein, The Handmaid’s Tale and Never Let Me Go. This session is part of a ‘Stretch and Challenge’ series I designed to run in my institution. The sessions are targeted at learners who are achieving at the very top of the cohort.

An scaffolded introduction to using critical lenses using Angela Carter’s ‘The Werewolf’. Theories explored Formalism Marxism Gender Studies Psychoanalysis Eco-criticism Postcolonialism

An Introduction to Kazuo Ishiguro’s Never Let Me Go (2005). Genre, terminology, and scaffolded questions for Chapter 1. Key Terminology First person unreliable limited intradiegetic protagonist Narratee Epistolary form Non-linear Foreshadowing ‘The Other’ (AO3/5) Nominalisation & Euphemism (link to genre Sci-fi/New Realism – AO3) Pathos Ecriture feminine Fictive autobiography Flashback Fragmented narrative Metanarrative **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

An Introduction to Mary Shelley’s Frankenstein ( 1831 ed.). Genre, terminology, context and scaffolded questions for Chapter 1-3. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A full lesson which takes a psychoanalytical focus to Chapters 2 and 3 of Kazuo Ishiguro’s Never Let Me Go (2005). **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A lesson which explores key structural features of drama texts using a very short one act play. Key content a comparison of script for stage and script for radio a recap of Freytag’s Pyramid Aristotle’s Thee Unities Key terminology explained: peripietia, hamartia, hubris, dues es machina, anagnorisis, catharsis a comparison of drama to poetry and prose scaffolded options for a creative editing task

A lesson for this year’s National Poetry Day 2020, on the theme of ‘Vision’. Encourages students to writer and perform a poem.

A flipped learning introduction to narrative voices and postmodern elements in J. M. Coetzee’s Foe (1986). An introduction to postcolonial texts, used as a coursework focus point. AS/A English Literature 2015+

A flipped learning introduction to symbols and motifs in J. M. Coetzee’s Foe (1986). An introduction to postcolonial texts, used as a coursework focus point. AS/A English Literature 2015+