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.

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 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 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?

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: ‘millions and millions and millions of Eva Smiths and John Smiths still left’ “She’d swallowed a lot of strong disinfectant. Burnt her inside out, of course” "Young and fresh and charming” “Pretty” “isn’t it a beauty?” Works towards: How does Priestley present Eva Smith as powerless? How does Priestley present the lower class in An Inspector Calls?

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: “We’re respectable citizens and not dangerous criminals” “I hate those hard-eyed dough-faced women.” “We’ve no proof it was the same photograph” “Everything’s all right now, Sheila. What about this ring?” Works towards: How does Priestley present Gerald’s character throughout the play?

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 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: ‘Arthur you’re not supposed to say such things’ ‘Now Sheila don’t tease him. When you’re married you’ll realise that men with important work to do sometimes have to spend nearly all their time and energy on their business.’ “I’m sorry it should have come to such a horrible end. But I accept no blame for it” “She was claiming elaborate fine feelings and scruples that were simply absurd in a girl in her position.” “Go and look for the father of the child. It’s his responsibility.” Working towards: How is Mrs Birling presented throughout the play?

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 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?

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 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. Two starters are included, so you can split the slides into two different lessons. Quotes include: “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 use present the character of Mr Birling in Act 1?

A top band, Grade 9 essay on the question of: Starting with this extract (act 2 scene 2), how does Shakespeare present paranoia? The response considers both Lady Macbeth and 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.

Marked by an experienced examiner and secondary school teacher. A top band, Grade 9 essay on the question of: How does Shakespeare present masculinity 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.

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.

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.

A top band, Grade 9 essay on the question of: How does Shakespeare present the relationship between Macbeth and Lady 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, as well as critical theories.

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?

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?