Lesson 1: Intro to question and metamorphosis extract used for event-tracking. Lesson 2: Focus on voice and tracking events, using an extract No Country for Old Men. Lesson 3: Focus on tracking events, using extract from The White Tiger. Lesson 4: Focus on structural devices, using extract from A Christmas Carol Lesson 5: Focus on key changes in a text, using the lyrics from ‘Let it Go’. Lesson 6: A study of a text’s ‘focus’ and sentence types, using an extract from Voices from Chernobyl.

Three lessons on Question One and Two of the AQA Language Paper 1. These lessons include quality resources, and opportunities for students to use both critical and creative skills, in preparation for the next questions.

This IS A three lesson SOW that introduces the students to the origins of the tragic genre. Lesson 1: In this lesson, students become familiar with vocabulary associated with the tragic genre, with a particular focus on Sophocles’ Oedipus Rex. Lesson 2: In this lesson, students analyse the origins of the tragic genre. Students will analyse and become familiar with the themes and characters of the play ‘Medea’. Lesson 3: In this lesson, students will become familiar with different tragic solilquies throughout history: from Antigone, to Othello, to Death of a Salesman. The students will choose to analyse one of six soliloquies, and then get into pairs so that they can present a comparative analysis.

These lessons were originally planned for my bottom set intervention Y7 group, and therefore would work for a Y5/6 group, or any bottom set Y7 or perhaps Y8. Lesson 1: Intro to Romanticism Lesson 2: Intro to I wandered Lonely as a Cloud Lesson 3: Finding techniques in IWLAAC Lesson 4: Writing a paragraph on IWLAAC Lesson 5: Intro to ‘Wind’ by Ted Hughes, and finding connotations Lesson 6: Finding violent verbs and onomatopeia in ‘Wind’ by Ted Hughes Lesson 7: Planning and Writing a paragraph for ‘Wind’ by Ted Hughes Lesson 8: Introduction to ‘The Moon’ by Robert Louis Stevenson Lesson 9: Planning an assessment response on ‘The Moon’. Lesson 10: Writing an analytical paragraph on ‘The Moon’ Lesson 11: Paragraph Improvement Lesson (with teacher feedback sheet)

Lesson 1: Intro to Dystopian Environments Lesson 2: Dystopian Character Archetypes Lesson 3: The Context behind Dystopia Lesson 4: Analyzing the Setting of 1984 Lesson 5: Analyzing the Character of O’Brien in 1984 Lesson 6: The Key Dystopian Concepts of 1984 Lesson 7: Intro to A Handmaid’s Tale Lesson 8: Horrors of Gilead – HMT Lesson 9: Aunt Lydia Analysis - HMT Lesson 10: Intro to the Hunger Games Lesson 11: President Snow Analysis Lesson 12: Revolution & Rebellion in The Hunger Games

This SOW combines both Media and English in order for students to construct a film review during their assessment week. They will also have the chance to explore elements of cinematography, scriptwriting and analysis of cliche in film. This is the first two weeks of a five week SOW, which is also available as a bundle. Each week is also available to purchase seperately.

Lesson One: Narrative Hooks Lesson Two: Sentence structure Both are available individually in my shop, however, this offers you a discounted price.

The Hunger Games: Lesson Summaries Lesson 1: This lesson will give students an understanding of subjugation as a concept, and will allow students to detect evidence of government subjugation in an extract of ‘The Hunger Games’. After they have completed some analysis questions, students will be writing their own ‘choosing ceremony’ scene, and peer-reviewing each others creative efforts at the end. Lesson 2: This lesson focuses on analyzing the character of President Snow, and the contextual influences behind dystopian antagonists. The students will be introduced to the idea of a ‘facade’ and how dictators use facades of fairness and benevolence to maintain power. The students will read and analyze an extract from Catching Fire. Lesson 3: This lesson focuses on acts of rebellion in Dystopian Fiction, in particular the ‘berries scene’ in The Hunger Games. The students will detect rebellious/revolutionary language in the extract, and then write their own revolutionary speech against the Capitol and President Snow.