A table map I used to help students develop their responses to a literature text in order to move their responses up. Can be adapted for any text/question.

A lesson that asks students to look at both characters and link them to context.

A plan for a discursive essay.

I use this frame as a lesson starter and place an image in the middle relating to the lesson topic. This can be used to develop students questioning techniques or to 'hook' students as they enter a lesson. Can be used for any subject.

Lesson surrounding the violent imagery the servants use at the opening of the play.

An article about including a variety of accents on the radio. Can be used as a style model. More AQA AS/A Level resources available on my shop.

Good to use as a starter Instructions: Students complete as many connections as they can (in rows/columns/diagonal) between the images finding an ‘odd one out’. E.g. row c = two metaphors Romeo uses for Juliet = angel/sun but ‘foot’ is uttered by Juliet All images relate to a quote/image mentioned in the opening of Act 2:2

Sheets that I have pinned to the wall as a 'Plenary Choice and Challenge Wall'.

A word document containing all relevant critical quotations from the tragedy anthologies supplied by Edexcel for Paper 1 - Drama - Othello.

A knowledge organiser for the poems studied for Edexcel A Level English.

Quotes from famous novels

A display that I change weekly with Shakespeare's 'Tweet of the Week'. There are 14 slides so there are enough slides to last a full term. I have also attached a 'Trending This Week' display I change on a weekly basis to go alongside on a Twitter display board.

A PPT containing mind maps for the relevant characters and themes for all of Othello and A Streetcar Named Desire. Incudes: Themes Characters Quotations Contextual points Critical quotations Methods Tips for the exam

Students complete 5 of the random questions at the start of each lesson. This allows for students to cover basics in grammar, punctuation, word class, vocabulary and terminology.

An example question for the Literature AQA paper. The question has specific steps needed for to answer the questions along with timings.

I designed this lesson for my year 10 class with the objective of improving their vocabulary and sentence structure. The lesson focuses on article writing and how to use connectives in their work. I have also attached the sheet of advanced vocabulary choices.

This lesson was planned as part of a KS3 scheme (available on my shop: https://www.tes.com/teaching-resources/shop/reaton290) The lesson caters for a high ability class and is challenging in areas. Within the PPT (which is suitable for 2-3 lessons) there is the following: - A key word for the lesson - A series of interactive starters and settlers - Extracts from the novel - Slides suitable for printing - Links to the GCSE new AQA specification (English Language Paper 1) - Reference to specific Assessment Objectives (contextual) - Colourful and visual displays to put on the board

These lessons have been taken from the KS3 scheme available on my shop:https://www.tes.com/teaching-resources/shop/reaton290 The lessons follow the character of Prospero. From our initial reactions in 1:2 to his end portrayal in 5:1. Within the PPTs there is the following: - A key word for the lesson - An interactive starter and settler - Slides suitable for printing - Links to the GCSE new AQA specification (English Language Paper 1- writing) - Reference to specific Assessment Objectives - Colourful and visual displays to put on the board

This lesson has been taken from the KS3 scheme of work (War and Conflict) and will be available on my shop along with other individual lessons. This is the first lesson on the scheme and addresses expectations of war and conflict. The lesson explores the media's representations of war. The lesson is suitable for the new GCSE specification as it includes AOs and a non-fiction text based on the experience of a soldier. All resources have been attached.

Lesson that focuses on analysing an article. The lesson then develops as students use this article as a style model to produce another paragraph.