Fully differentiated and resourced lesson that focus on key scenes from William Shakespeare’s Romeo and Juliet. Part of a ten lesson scheme of work. Act 1 Scene 2 (Language analysis. Exam question and model paragraphs. Elizabethan gender roles) Aimed at the new AQA specification for English Literature. Outstanding observation lesson.

Fully differentiated and resourced lesson that focus on key scenes from William Shakespeare’s Romeo and Juliet. Part of a ten lesson scheme of work. Prologue (Language analysis, key themes) Aimed at the new AQA specification for English Literature. Covers plot, characters, themes and context in detail.

LO: to be able to develop a thoughtful informed personal response by considering contextual factors. Key quotations Character analysis Change in Lady Macbeth Uses video clip Key vocabulary GCSE level Written response Peer assessment Contextual links Complete lesson designed to evaluate the presentation of Lady Macbeth against the contextual expectations of Jacobean society. Aimed to stretch and challenge students to link character and context. Activities recap the characteristics Jacobean women were expected to possess, teach the key vocabulary of conform and subvert, explore the change in Lady Macbeth, use and learn key quotations, writing a personal response and peer assessment. Engaging lesson, outstanding in lesson observation.

Reading intervention aimed at improving students’ reading ages. Booklet that supports in delivery and monitoring of reading intervention. Opportunity for student leadership. LO: Helps students develop the literacy skills they need to do well at school and in their future lives. Contains: A reading challenge with different genres and suggestions for book selections. (Initiative can be linked to any current challenges or targeted genres). A section for recording new vocabulary learnt. A section for reviews with scaffolded sentence starters and structures to support students. Can be used with small groups or whole year groups to help develop your school library provision and demonstrate the wide ranging impact an effective school library can have in your school. Designed for Year 7, however suitable for KS2 and KS3 students. Print off these booklets as a reading intervention, can be used in conjunction with reading mentors / student literacy representatives / librarians / class teachers.

An engaging approach to reading and writing non-fiction. It uses an article on the video game Fortnite to enable students to recognise the features of a newspaper article, what makes them effective and write their own interesting and appropriate newspaper articles. In particular, students learn to identify the features of a newspaper article, discuss their purpose and create their own. There are easily enough resources here for 3 lessons on this topic. Uses an article on Frotnite as an engaging and interesting topic for students’ discussion. Over the course of their learning journey, students: Understand and categorise the different techniques used by newspapers; Identify the features of newspapers in a model example; Analyse the effect of techniques in newspapers upon the reader; Use techniques effectively in writing their own newspaper articles; Peer self assess each other’s newspaper article attempts. The resources include: -Clear and engaging whole-lesson PowerPoint; -A model article on Fortnite, which is an effective topic to engage students in discussion.

Lesson to practise unseen poetry analysis using Dylan Thomas’ Do Not Go Gentle. Uses: Introduction to theme, references to AQA Literature Paper 2 mark scheme, support in analysing form, language and structure.

Revision for Stevenson’s Jekyll and Hyde. Set of chronological images to represent 19 key quotations for the text Jekyll and Hyde. Students to recall key quotation to match the image, which leads well into discussions about patterns of imagery and recurring motifs. 2 AQA exam style questions. Includes slides with a support process for approaching and answering the specific question. One with an exemplar answer. Please review. Feedback is appreciated.

Revision for Shakespeare’s Macbeth. Set of images to represent 8 key quotations for the characters of Lady Macbeth and Macbeth. Students to recall key quotation to match the image. 2 AQA exam style questions. Includes slides with guidence for approaching and answering the specific question. Please review. Feedback is appreciated.

Complete lesson on analysing Thomas Hardy’s The Ruined Maid. It uses artwork and interactive pair work to explore the purpose of imagery, teaches the different types of imagery, teaches students to identify and analyse these types of imagery in the poem, consolidates / assesses knowledge through a writing task and peer assessment of the clear success criteria. Includes extensions. Engaging lessons, outstanding in lesson observation.

Valuable introduction to poetic features and how to approach analysing poetry. The 5- lesson sequence begins with a recap of poetic features using Simon Armitage's poem 'The Manhunt'. Each lesson consists of a series of tasks that analyse the: Meaning, Imagery, Tone and Structure of the poem.

Sequence of lessons teaching the skills required for the New AQA specification - English Language Paper 1. These lessons use an extract from Sebastian Faulks’ Birdsong to teach the key skills required for Questions 1 -5. The BBC version of Birdsong is a useful tool to support the teaching of structure and language. (Modified Presentation) The sequence of lessons link well to the teaching of the Conflict and Power cluster of poems by exploring the theme of conflict and nature of trench warfare. Lessons include: example paragraphs, paragraph structures, explicit links to the mark scheme, opportunities for self and peer assessment, scaffolds to help students plan their answers and a range of individual, pair and group tasks. They are designed using the AQA recommended paragraph structures SQI for Questions 2 and 3. A sequence of questions: What, How and Why are established to meet the criteria set in the AQA preparing to teach resources that suggests the ability to comment, explain and analyse is internal hierarchy of progression. The question 4 lessons focus on teaching students how to develop a critical and evaluative response to a statement using a routine that can be applied to any question 4. The question 5 lessons are designed to enable students to create interesting and convincing story openings using The Sins of the Mother by Jamil Ahmad as a model text. AO1: Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts. AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO4: Evaluate texts critically and support this with appropriate textual references.

Great Expectations. Sequence of lessons teaching the skills required for the New AQA specification - English Language Paper 1. These lessons use an extract from the opening of Great Expectations to teach the key skills required for Questions 1 -5. The BBC version of Great Expectations is a useful tool to support the teaching of structure and language. Lessons include: example paragraphs, paragraph structures, explicit links to the mark scheme, opportunities for self and peer assessment, scaffolds to help students plan their answers and a range of individual, pair and group tasks. They are designed using the AQA recommended paragraph structures SQI for Questions 2 and 3. A sequence of questions: What, How and Why are established to meet the criteria set in the AQA preparing to teach resources that suggests the ability to comment, explain and analyse is internal hierarchy of progression. The question 4 lessons focus on teaching students how to develop a critical and evaluative response to a statement using a routine that can be applied to any question 4. The question 5 lessons are directs at Higher Ability students, focusing on using complex ideas and extended metaphors in descriptive writing. AO1: Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts. AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts. AO4: Evaluate texts critically and support this with appropriate textual references.

Sequence of lessons teaching the skills required for the New AQA specification - English Language Paper 1. These lessons use an engaging Life of Pi extract to teach the key skills required for Questions 1 -5. Also, drawing on David Attenborough's Planet Earth II voice-over to teach descriptive register and ambitious vocabulary. Lessons include: example paragraphs, paragraph structures, explicit links to the mark scheme, opportunities for self and peer assessment, scaffolds to help students plan their answers and a range of individual, individual, paired and group tasks. They are designed using the AQA recommended paragraph structures SQI for Questions 2 and 3. A sequence of questions: What, How and Why are established to meet the criteria set in the AQA preparing to teach resources that suggests the ability to comment, explain and analyse is internal hierarchy of progression. AO1: Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts. AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts. AO4: Evaluate texts critically and support this with appropriate textual references.