Lesson One (1984 Lesson): This lesson explores the concept of totalitarianism, and has the students analyze the opening scene of 1984 in order to detect evidence of totalitarianism in the environment. Lesson Two (O’Brien and the rats): This lesson focuses on the idea of false consciousness, and the character of O’Brien. The students will explore how O’Brien uses torture and fear to brainwash and control Winston, and in the end, students will write a paragraph analyzing O’Brien’s character. Lesson Three (Key Concepts): This lesson focuses on understanding the key concepts in 1984: The War, Doublethink/speak, and Hate Week. By the end the students will be writing their own polemical pamphlet using doublespeak, promoting hate towards the new enemy (Eastasia) and promoting Eurasia as an ally.

Lesson 1: Intro to Dystopian Environments Lesson 2: Dystopian Character Archetypes Lesson 3: The Context Behind Dystopia Lesson 4: Analysing the Setting of 1984 Lesson 5: Analysing the Character of O’Brien in 1984 Lesson 6: The Key Dystopian Concepts of 1984 Homework Sheet 1: Creating a Dystopia Worksheet Homework Sheet 2: Dystopian Verbs

Lesson 1: Students will be introduced to the 5 senses, and how to implement them into a descriptive piece Lesson 2: Students will consolidate their understanding of the 5 senses, and also language techniques. They will write a descriptive piece about the sinking of the Titanic.

Lesson One (Opening): This is the first lesson on ‘A Handmaid’s Tale’ in a dystopian SOW. This lesson introduces the students to the concept of objectification, and the key themes and techniques present in the opening chapter (surveillance, biblical allusion, threat). Lesson Two (Horrors of Gilead): This lesson has students analyze the use of power and indoctrination in chapter 2 of A Handmaid’s Tale. After a class annotation task, students will construct an analytical point independently. **Lesson Three (Aunt Lydia Analysis): **This lesson focuses on the character of Aunt Lydia, and the concepts of internalized misogyny, and indoctrination. The students will complete a pair-analysis task, and then at the end, they will construct an analytical paragraph in response to a GCSE style question.

Lesson One: In this lesson, students will act out Act 3 of ‘Dara’, and answer IGCSE Section A style questions at the end. They will contemplate the staging of certain scenes, and the changing relationships between characters - in particular, the relationship between Dara and Aurangzeb. Lesson Two: This lesson focuses on the events and key themes in Act 4 of the play Dara. After reading the act in it’s entirety, students will have the chance to answer some comprehension questions, and reflect on the way they would stage the execution scene.

Lesson 1: This lesson is essentially a context lesson. To prepare Year 10 students for a mock paper (past paper 12, IGCSE 2020 June), this lesson will introduce students to the background of the play, the key events and characters, and give them the opportunity to predict and analyze some themes of the play. Lesson 2: In this lesson, students will perform the whole of Act 1 (timed at around 33 minutes if the reading is slow), and have some time left for a starter, and a main character analysis task. Lesson 3: This lesson gives students the chance to act out Act 2 of Dara, and answer some component 1, section A style questions in preparation for their mock exam (the June 2020 Paper 12). Lesson 4: In this lesson, students will act out Act 3 of ‘Dara’, and answer IGCSE Section A style questions at the end. They will contemplate the staging of certain scenes, and the changing relationships between characters - in particular, the relationship between Dara and Aurangzeb. Lesson 5: This lesson focuses on the events and key themes in Act 4 of the play Dara. After reading the act in its entirety, students will have the chance to answer some comprehension questions, and reflect on the way they would stage the execution scene. Lesson 6: This lesson focuses on the final act of the play Dara. The students will read the play, and then answer a series of comprehension questions, and one IGCSE style long answer question. The final slide will have students reflecting on their own feelings about the ending, and the change in Aurangzeb’s character between scenes 1 and 2. Lesson 7: This assessment prep lesson includes a link to the IGCSE past paper that the assessment will be based on, (only section A) and a preparation lesson explaining to students how to best tackle Section A questions. I’ve chosen to only test my students on Section A, but this preparation lesson could help with Section B as well. This also includes a student assessment reflection sheet for when you give back their marked work. Lesson 8: Assessment lesson (no lesson for this, but the assessment paper is linked in the assessment prep lesson Lesson 9: Students will receive back their graded papers, and complete the reflection sheet in purple pen (attached in assessment prep lesson)

The first lesson focuses on Robert Louis Stevenson’s background, and the cultural anxieties that inspired Jekyll and Hyde. The second lesson focuses on linking psychoanalytical theory to Jekyll and Hyde (mostly an exploration of the ego, superego and id/conscious and unconscious mind).

Lesson One: How to structure a persuasive piecce of writing (ethos, logos and pathos) Lesson Two: Using AFOREST (persuasive) techniques Lesson Three: Studying TED talks an planning a persuasive TED talk

Lesson one: Tragic conventions Lesson two: Tragedy in Othello

This is a fun lesson and worksheet that can come directly after watching the film ‘Elf’ and looking out for themes of identity/cultural identity. This lesson/sheet includes: An analysis task A poetry task A film review task A fun ‘elf-on-the-shelf’ creative task

Lesson 1: King Cnut and Æthelred the Unready, the Viking presence in England, Edward the Confessor’s early years Lesson 2: The reign of Edward the Confessor, his relationship with Godwine, the failures of his rule. Lesson 3: The claimants to the throne after the death of Edward the Confessor, class research and presentation task.

Lesson 1: Focuses on England pre-1066, the reign of Cnut, and the difficulties Edward faced in his early life Lesson 2: Explores the reign of Edward, his relatioship with Godwine, and the failures of his rule.

3 lessons on Commedia Dell’Arte. Lesson One: Introduction Lesson Exploring the comedy genre Introducing Commedia as a whole Introducing Commedia characters Lesson Two: Practice Lesson Focus on center of leading and tension states Improvising a performance Focusing on two characters in particular Lesson Three: Test and Performance Lesson Recapping the weeks’ knowledge of comedy types and commedia with a low stakes multiple choice quiz Finalizing with a guided Lazzi performance.

Helpful Resources for Power and Conflict.

This 12 lesson scheme of work focuses on the first three questions of the AQA Language Paper 1. In these lessons, students are given the necessary knowledge and resources to be able to answer all three of these questions confidently. SOW Summary: Lesson 1: Question 1 focus, reading Stephen King’s ‘IT’. Students have a chance to write their own question 1 as well! Lesson 2: Question 2 focus, with a guided annotation of King’s ‘IT’ extract. Lesson 3: A focus on language techniques, and testing language analysis with an excerpt from Peter Benchley’s ‘Jaws’. Lesson 4: A focus on analyzing setting, using an extract from Khaled Hosseini’s ‘The Kite Runner’. Lesson 5: A focus on allusion and advanced language techniques in Steinbeck’s ‘Of Mice and Men’. Lesson 6: Finalizing the study of question 2 by analyzing an extract from Tolkien’s ‘Lord of The Rings’. Lesson 7: Intro to question 3 and metamorphosis extract used for event tracking. Lesson 8: Focus on voice and tracking events, using an extract No Country for Old Men. Lesson 9: Focus on tracking events, using extract from The White Tiger. Lesson 10: Focus on structural devices, using extract from A Christmas Carol Lesson 11: Focus on key changes in a text, using the lyrics from ‘Let it Go’. Lesson 12: Finalizing the exploration of question 3. A study of a text’s ‘focus’ and sentence types, using an extract from Voices from Chernobyl.