This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quote analysis for: I grant him bloody, Luxurious, avaricious, false, deceitful, Sudden, malicious, smacking of every sin That has a name our country sinks beneath the yoke; It weeps, it bleeds Is this a dagger which I see before me, The handle toward my hand? A dagger of the mind, a false creation, Proceeding from the heat-oppressèd brain Suitable for example questions such as: Starting with this extract, how is Kingship presented? How are Malcolm and Macduff presented as leaders? How is Malcolm presented in the play? How does Shakespeare present corruption?

This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quotes include: “EDNA, the parlourmaid, is just clearing the table” “Edna’ll answer it.” “All right, Edna. Show him in here. Give us some more light.” Works towards: How does Priestley present class in An Inspector Calls?

A top band, Grade 9 essay on the question of: “How does Shakespeare present deception in the play?” Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

Planned for an A Level lesson, appropriate for students who have never read the text before. Covers comprehension, key quotes, memorising tasks, context, and critical theory. This can be linked to analysis and context for top band answers. A slide for essay writing practice is included.

Covers Mr Birling, Mrs Birling, Sheila, Eric, gender, and class. Fully differentiated and ready to go lesson, which can be done in 2-4 hours depending on which slides you use. This lesson covers key context, an audience and reader’s expectations and reactions, extensive analysis and questioning of key ideas, key quotes chosen with analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are targets for students to use to mark and improve their own work. Quotes include: “substantial and heavily comfortable but not cosy and homelike” “The lighting should be pink and intimate until the INSPECTOR arrives and then it should be brighter and harder.” “unsinkable, absolutely unsinkable.” “a man has to make his own way—has to look after himself—and his family, too, of course” “I’m talking as a hard headed, practical man of business.” Works towards: How does Priestley present the theme of social class in An Inspector Calls?

This lesson covers key Jacobean context, an audience and reader’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quotes include: “Behold where stands the usurper’s cursed head” “tyranny” “this dead butcher and his fiend-like queen” “The time is free” “nation miserable, With an untitled tyrant bloody-scepter’d” Works towards: Starting with this speech, explore how Shakespeare presents the theme of Kingship in Macbeth.

This lesson includes Essay Plans for all key characters, with prepared quotes and clear points. Students can use these to prepare for any character question that may come up, revising and remembering their analysis for each quote. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Working towards: How is Mrs Birling presented throughout the play?

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, relevant quotes, thoughtful extensive analysis on Kingship and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Key findings from examiner reports are included, as well as grade 9 exam advice. Ideal for: How is fear presented in Macbeth? How does Shakespeare present Macbeth’s fears? How does Shakespeare present Banquo’s ghost? How does Shakespeare present guilt and paranoia?

This lesson covers key content for the poem, three carefuly chosen quotes with steps that students can use to easily analyse them as well as prepared notes, extensive analysis and exploration of context, example comparative points to another poem from the anthology, as well as a writing frame to support all students and make the comparison paragraphs easy work. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. Quotes include: “A samurai sword” “Huge flag waved” “Little fishing boats” “a shaven head full of powerful incantations” Works towards: Compare how the poets convey conflicting emotions in the poem ‘The Emigree’ and one other poem

This lesson covers key content for the poem, three carefuly chosen quotes with steps that students can use to easily analyse them as well as prepared notes, extensive analysis and exploration of context, example comparative points to another poem from the anthology, as well as a writing frame to support all students and make the comparison paragraphs easy work. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. A summary of the exam paper is included, so students can prepare to see the real thing. Quotes include: There once was a country… I left it as a child But my memory of it is sunlight-clear for it seems I never saw it in that November The city “may be at war, it may be sick with tyrants” but “the worst news I receive of it cannot break my original view” which is “the bright, filled paperweight” Works towards: Compare how identity is presented in 'The Emigree’ and one other poem.

This lesson covers key content for the poem, carefuly chosen quotes with steps that students can use to easily analyse them as well as prepared notes, extensive analysis and exploration of context, example comparative points to another poem from the anthology, as well as a writing frame to support all students and make the comparison paragraphs easy work. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. Quotes include: “well-used books, the back of the Koran” “Maps too. The sun shines through their borderlines” “paper that lets the light shine through” Works towards: How does Dharker explore the fragility of human life in this poem? Compare her approach to that of another poet.

This lesson covers key content for the poem, four carefuly chosen quotes with steps that students can use to easily analyse them, extensive analysis and exploration of context, example comparative points to another poem from the anthology, as well as a writing frame to support all students and make the comparison paragraphs easy work. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. Quotes include: “his bloody life in my bloody hands.” “hearing bullets smacking the belly out of the air” “he’s there on the ground, sort of inside out, pain itself, the image of agony” “He lugged a rifle numb as a smashed arm” Works towards: Compare the ways in which poets present ideas about war in Bayonet Charge and Remains. Made for Poetry and COnflict Anthology, AQA GCSE curriculum.

This lesson covers key context, including politics, gender, and the impact of war, extensive analysis of possible extracts, thoughtful extensive analysis on gender expectations and context, as well as a question for independent student work, with a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work.

A collection of six university-level Gothic critics, with their detailed interpretations. Key quotes are included from the critics’ books, as well as relevant quotes from Dracula.

This lesson covers key Jacobean context, an audience and reader’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Full quote explosions are provided for: Fair is foul, and foul is fair: Hover through the fog and filthy air When the battle’s lost and won A DESERT PLACE. Thunder and lightening. Enter three witches

This lesson covers key Edwardian context, an audience and reader’s expectations, extensive analysis and exploration of context, an example extract, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. Quotes include: “substantial and heavily comfortable but not cosy and homelike” “EDNA, the parlourmaid, is just clearing the table … of the dessert plates and champagne glasses” “decanter of port, cigar box and cigarettes” “The lighting should be pink and intimate until the INSPECTOR arrives and then it should be brighter and harder.” Works towards: How does Priestley present the theme of social class in An Inspector Calls?

A top band, Grade 9 essay on the question of: “Starting with this extract (Act 4 scene 3), examine how Shakespeare presents the natural order”. Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

Covers mainly Eric and The Inspector, considering gender and class. Fully differentiated and ready to go lesson, which can be done in 2-4 hours depending on which slides you use. This lesson covers key context, an audience and reader’s expectations and reactions, extensive analysis and questioning of key ideas, key quotes chosen with analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are targets for students to use to mark and improve their own work. Works towards: How does Priestley present change in An Inspector Calls?

A Grade 9 lesson on Key Gothic Themes in The Bloody Chamber, for A Level English. Includes key themes, critical quotes and analysis, and how to link this to not only TBC but also other Gothic texts, for context marks. Key quotes are highlighted from The Bloody Chamber, and linked to their wider patterns in the text. Made for The Bloody Chamber A Level OCR spec, but suitable for any work on the book.

Designed for Jekyll and Hyde as a GCSE text, and the slides include the AQA mark scheme for the relevant question, but this can be changed for different exam boards. This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, what makes a good vs grade 9 point, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. A key extract, key vocabulary, terminology, and paragraph structuring is included, as is a model answer paragraph. Targets are included so students can mark and improve their own work. Two starters are included, so you can split the slides into two different lessons. Quotes include: “rugged countenance, that was never lighted by a smile” "it offended him, both as a lawyer and a lover of the sane and customary sides of life” “it was frequently his fortune to be the last reputable acquaintance and the last good influence in the lives of down-going men” Works towards: How is Mr Utterson presented in the beginning of the novella?