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, as well as a writing question to prepare students for essay responses. Quotes included: “dark night strangles the travelling lamp” “A falcon tow’ring in her pride of place, was a mousing owl hawk’d at and kill’d” “darkness does the face of Earth entomb” “‘Tis unnatural, Even like the deed that’s done.” Working towards: Starting with this extract, examine how Shakespeare presents the natural order

This lesson covers key content for the poem, three carefuly chosen quotes for students to independently analyse 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. This lesson works well as the first in a sequence, so I have also laid out the exam structure and total list of poems students will study. 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: “I met a traveller from an antique land” “Two vast and trunkless legs of stone” “Half sunk, a shattered visage lies” “frown, And wrinkled lip, and sneer of cold command” “y name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!” Works towards: How does Shelley present the power of humans in Ozymandias?

A Grade 9 context lesson, covering everything required for the OCR A Level English mark scheme, to help students reach top marks in an easy to understand, simple format. This lesson covers key Gothic context throughout the centuries, using direct quotes from critical theorists and a modern, simplified explanation. Made for The Bloody Chamber A Level OCR spec, but suitable for any work on the book.

This lesson include extensive analysis of key quotes, notes on context, thoughtful alternative interpretations, themes, grade 9 critical ideas, and 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. Quotes included are: “Why shouldn’t they try for higher wages?’ “You’re not the kind of father a chap could go to” “I was in that state when a chap easily turns nasty” We helped to kill her You killed her - and the child … my child ‘You’re beginning to pretend as if nothing’s really happened at all. And I can’t see it like that. The girl’s still dead, isn’t she?’ Working towards: How does Priestley use language to present Eric in An Inspector Calls?

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 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. The lesson builds to the question, “Starting with this extract, how does Shakespeare present deteriorating characters?”. The main focus is on critical theories of madness, to do with Lady Macbeth.

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. There is a choice of two questions: Starting with this extract, explore how Shakespeare presents guilt. (5.1) Starting with this extract, how is guilt and deception presented in the play? (3.1)

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 provided for: Hell is murky […] Yet who would have thought the old man to have had so much blood in him? Out, damned spot! Out, I say!—One, two. Why, then, ’tis time to do ’t. Yet who would have thought the old man to have had so much blood in him? Suitable for many questions, including: How is Lady Macbeth’s madness presented? How does Shakespeare present gender? To what extent is Lady Macbeth presented as powerful throughout the play? Explore the theme of madness and guilt in Macbeth.

Sophisticated analysis of important themes, such as masculinity, society, women, and identity.

This lesson covers key Gothic Victorian settings and context for Jekyll and Hyde, an audience’s expectations, extensive analysis and questioning of various scenes and possible extracts, 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 easy way to link all context fluidly into writing, and targets for students to use to mark and improve their own work. QUOTE ANALYSIS PROVIDED FOR: "a fog rolled over the city in the small hours” “black winter morning” "like rows of smiling saleswomen” Key research is provided for: The Gothic The Uncanny Gothic Monsters Setting in Jekyll and Hyde Suitable for many questions, including: How is the setting of London presented in the novella? How do the descriptions of the street and door create an unsettling atmosphere? How does Stevenson use setting to build tension?

Sophisticated notes on all the key themes, such as family, childhood, class, women, etc. Includes critical opinions and ideas, as well as analysis of key ideas in Dickens’ writing style, tropes, and intentions. Includes all essential quotes, with in depth analysis.

Includes university-level ideas about the author, explained in easy-to-understand language and formats. Includes context, sophisticated ideas about the mood and tone of his writing style, and Grade 9 analysis of the way he writes. Also includes notes on The Prelude, comparing it to other poems, as well. Discusses important themes in great detail, with quotes and analysis. Finishes with a table of comparison to Coleridge - a poet he is often considered alongside.

A textual analysis, notes on context, and quotes / summaries from five critical texts.

This lesson covers key extracts, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, 5 slides of various 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 are two model answers and opportunities for students to mark and improve their own work. Quotes include: “Look like th’ innocent flower, But be the serpent under ’t.” “Out, damned spot; out, I say […] Hell is murky.” “who would have thought the old man to have had so much blood in him?” Works towards: Starting with this extract, explore how Shakespeare presents guilt.

This lesson include extensive analysis of key quotes, thoughtful extensive analysis on context and alternative interpretations, themes, grade 9 critical ideas, and 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. Quotes included are: ‘(about ring) - Sheila: “look mummy - isn’t it a beauty?” “But these girls aren’t cheap labour - they’re people” ‘Mother, I think it was cruel and vile’ “Between us we drove that girl to commit suicide” “Sheila: (rather distressed) Sorry! It’s just that I can’t help thinking about this girl – destroying herself so horribly – and I’ve been so happy tonight. Oh I wish you hadn’t told me. What was she like? Quite young? Inspector: Yes. Twenty-four. Sheila: Pretty?” Working towards: How is the character of Sheila Birling presented in the play?

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.

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. “Starting with the extract, how does Shakespeare use language to present Macbeth’s paranoia and confusion?”

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?

A Grade 9 context lesson, covering everything required for the AQA GCSE mark scheme, to help students reach top marks in an easy to understand, simple format. This lesson covers key Gothic and Victorian context, a 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, 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. CONTENT INCLUDES: The Industrial Revolution The Victorian Gentleman Victorian Hypocrisy Traditional Values Fear of the Unknown Victorian London Darwinism Physiognomy

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 provided for: “Yet do I fear thy nature; It is too full o’ th’ milk of human kindness” “Come, you spirits That tend on mortal thoughts, unsex me here” “The raven himself is hoarse That croaks the fatal entrance of Duncan under my battlements ” Suitable for many questions, including: How is Lady Macbeth presented throughout the play? How does Shakespeare present gender? To what extent is Lady Macbeth presented as powerful throughout the play? Explore the theme of death in Macbeth.