Jekyll and Hyde lesson plan inclusive of a brief outline of a model answer for an exam type question.

These lessons are based around: character understanding and revelance, context, structured exam type paragraphs and themes. You can use them as stand alone lessons or take a methodic approach to build greater understanding and consistency.

Methodic lessons based around Macbeth including : character outline, key themes, starter activities, main tasks, plenaries and success criteria which help guide and govern each lesson strategically.

How does Priestley use dramatic irony to discredit Mr. Birling?

Introduction to Romeo and Juliet to those with low abilities. This outlines the themes, basic storyline which covers 3-4 lessons.

This is a lesson based around the importance of the Inspector within Inspector calls. His presence, his views and the ways in which Priestley uses him to express his political views.

These are two worksheets designed in order to develop the students knowledge on the Inspector and the significance of his presence. They are also present to test and examine the students understanding on the character of Mr. Birling in the play and the reason behind his characteristics as per Priestley. Students are being challenged to apply AO1, AO2 and AO3 throughout these worksheets. Can they find relevant quotes, analyse the quote and then bring into context the context of the play ( social and historical background). These are student led worksheets. All students showed a level of progress. ( YEAR 10 and 9s)

These are a bulk of lesson plans based around writing speeches effectively. These lessons plan focus on English Language Paper 2 ( Section B) students were given the opportunity to incorporate language devices and different strategies in order to develop an effective speech and deliver your message with strategy. See below the specific lesson objectives which are included: LO: Can I effectively add language devices to my speeches? LO: How can I effectively structure my speech properly LO: How can I engage the reader and interact with the audience

Learning Objective: Iago’s soliloquy: why does he hate Othello? This lesson is based around focuses on the monologue that Iago carries out which reveals fundamental reasons behind his hatred towards Othello. Students are given the opportunity to understand Shakespearian language and terms and then implement this within their own soliloquy which they had to create thereafter. Starter Activity: Involves a drama game where names are written on a piece of paper of famous people inclusive of singers, the current Prime minister etc ( students and teachers have to act out the name on the piece of paper without revealing the paper to the class). This is then linked to the idea that we are getting to know Iago in detail and understand who he is along with his personality and his hatred towards specific things. Main task Analysing Iago’s soliloquy in detail ( visuals avaliable) This is so students understand the language so we talk and go through this together. Plenary What are his motives? Where does his hatred come from? Create their own soliloquy

These are a series of lessons that were delivered in both outstanding and good schools. To both high ability and low ability students all students were stretched and able to achieve the expected success criteria. This was an introduction to the Inspector calls ( with no prior knowledge of the play) and can be delivered amongst 4-5 lessons dependent on the understanding of the classes and the cohort of the kids. All lessons were marked as outstanding or good with outstanding features by SLT leaders. It is imperative however that you make these lessons your own and ensure it is student led for the best outcomes and for advanced progress. Ensure you make lessons very engaging! No student wants to learn if it is perceived as boring. The learning objectives include: the understanding of the text, the context behind the text ( Marxism and Socialism), the development of the characters and the significance of Inspector calls. This can be carried out in any order that you desire dependent on your students and where you are up to.