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.

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.

GCSE AQA mark scheme focused. This lesson covers a poem by a British poet standard for the AQA style of poetry chosen.Examples of good quotes have been chosen with steps that students can use to easily analyse them. Language and Structure is covered, 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 is a second poem and question in case you have some extra time.

Covers mainly The Inspector, Gerald and Mrs Birling, 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. Quotes include: “Go and look for the father of the child. It’s his responsibility.” “She was claiming elaborate fine feelings and scruples that were simply absurd in a girl in her position.” “I hate those hard-eyed dough-faced women … She was very pretty – soft brown hair and big dark eyes” “gave me a glance that was nothing less than a cry for help” “All she wanted was to talk – a little friendliness – and I gathered that Joe Meggarty’s advances had left her rather shaken” “she was desperately hard up and at that moment was actually hungry” “She felt there’d never be anything as good again for her” Works towards: How is Mrs Birling presented throughout the play?

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.

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: “Blind me to my own identity.” “Dem tell me bout de dish run away with de spoon but dem never tell me bout Nanny de maroon” “But now I checking out me own history I carving out me identity” Works towards: How do the writers in London and one other poem present identity

A top band, Grade 9 essay on the question of: “Starting with this speech (Act 4 Scene 3), explore how Shakespeare presents the theme of Kingship in Macbeth”. 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.

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?

Fully differentiated with essay practice included. 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 class conversations, and opportunities for students to mark and improve their own work. Quotes include: “fair is foul, and foul is fair: Hover through the fog and filthy air.” “A DESERT PLACE. Thunder and lightening. Enter three witches” “When the battle’s lost and won” Works towards: Starting with this extract, explain how Shakespeare presents the Witches as mysterious and frightening.

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.

This lesson covers the structure of the exam paper, so students are aware of which questions are coming and how many paragraphs to write for each, as well as timings. The lesson sets out a simple strategy for approaching this question, to make it as accessible as possible for students. Writing an introduction (thesis) statement is included, as well as writing about structure. The lesson can be used as a template and adapted in order to practice many different poems before the exams.

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: “Well myself and somebody else and somebody else” “His blood-shadow stays on the street” “probably armed, possibly not” “One of my mates goes by and tosses his guts back into his body” “his bloody life in my bloody hands.” “he’s there on the ground, sort of inside out, pain itself“ Works towards: How does Simon Armitage present the effects of war in Remains and one other poem ?

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 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?

Macbeth GCSE. This lesson covers a summary of his character, possible extracts with prompt questions for student thought or discussion, critical theorists and relevant quotes surrounding Kingship, a quote recall task, 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. Writing task: Starting with this speech, explore how Shakespeare presents the theme of Kingship in Macbeth.

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, 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: “Half sunk a shattered visage lies.” “sneer of cold command” “'My 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? (This lesson is intended to be the first in a sequence so introduces students to writing on one poem before they begin writing comparatively)

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.