An A* 1000 word essay on Monstrosity, in The Bloody Chamber and Frankenstein. Key Gothic themes, symbols, and motifs are fully explored, and grounded in degree-level context.

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, 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 targets provided for students to mark and improve their own work. Full quote analysis is provided for: Stay, you imperfect speakers Cannot be ill, cannot be good his virtues will plead like angels I have no spur To prick the sides of my intent, but only Vaulting ambition

This lesson focuses on the opening stage directions as a way for students to use structure in their responses. The slides include extensive analysis of possible quotes, thoughtful extensive analysis on class, 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. This lesson also covers key context, including politics, gender, and the impact of war. Quotes included are: “The lighting should be pink and intimate until the INSPECTOR arrives and then it should be brighter and harder.” “EDNA, the parlourmaid, is just clearing the table … of the dessert plates and champagne glasses” “substantial and heavily comfortable but not cosy and homelike” “decanter of port, cigar box and cigarettes” Working 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.

An A* 1000 word essay on setting in Gothic texts - specifically Dracula and The Bloody Chamber.

Notes on the key contextual events of Dracula’s setting, and time of writing. Also includes key critical opinions and quotes.

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 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.

Planned for an A Level lesson, appropriate for students who have read the text before. fully differentiated, with explanations provided for all critical theories. Multiple critics are considered, with links to Angela Carter and the text. The examiners report is analysed for advice to students for top answers. Context is woven in throughout, and a slide for essay writing practice is included. Tes paid licence

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 context, an audience and reader’s expectations and reactions, 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. 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.

The sheet allows students to fill in their own = key quotes, analysis notes, contextual facts, secondary supporting quotes, and grade 9 thoughtful, critical ideas. This could be used for revision, or filled in as a class to identify gaps. Made to fulfill all the requirements of the AQA mark scheme, but can of course be used for other exam boards.

This lesson covers key content for the poem, highlighted key quotes 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: “This wizened earth has never troubled us” “leaves and branches Can raise a tragic chorus” “You might think that the sea is company, Exploding comfortably” "“spits like a tame cat Turned savage.” Works towards: How is nature presented in ‘Storm on the Island’? and then Compare how nature is presented in 'The Prelude’ 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.

Fully differentiated with essay practice included. This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, analysis and questioning of key ideas, key quotes that can be analysed individually or as a class, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for class conversations, and opportunities for students to mark and improve their own work. Works towards: Starting with this extract, how does Shakespeare present appearances?

This lesson covers key content for the poem, highlighted key quotes with guided notes that students can use to easily analyse them as well as prepared ideas, 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 huge peak, black and huge, / As if with voluntary power instinct, / Upreared its head.” “growing still in stature the grim shape / Towered up between me and the stars” "like a living thing, / Strode after me.” “Small circles glittering idly in the moon, / Until they melted all into one track / Of sparkling light.” Works towards: How is nature presented in 'The Prelude’? or Compare how nature is presented in 'The Prelude’ and one other poem.

This lesson covers key extracts, sumamry of the character, comparisons to Lady Macbeth, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists, as well as a mock question for a writing task. A possible plan is included with three clear points and quotes Quotes include: “the poor wren, The most diminutive of birds, will fight, Her young ones in her nest, against the owl.” ‘Poor birds” “why then, alas, Do I put up that womanly defence, To say I have done no harm?” Works towards: Starting with this extract, explain how Shakespeare presents Lady Macduff

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?

Thoughtful, critical, grade 9 analysis of quotes to assist in teaching and revision of Macbeth. This set of notes considers context, word level analysis, and nuanced interpretations of key characters.