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 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?

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?

Three starters are included, with enough content for 4-6 hours, so you can split the slides into around three different lessons. 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. There is a focus on understanding chapter 3 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. A debate lesson is included for engagement, oracy skills, and developing ideas. Quotes include: The doctor gave one of his pleasant dinners to some five or six old cronies, all intelligent reputable men, and all judges of good wine. “a large, well-made, smooth faced man of fifty, with something of a slyish cast perhaps, but every mark of capacity and kindness” “The large handsome face of Dr Jekyll grew pale to the very lips and there came a blackness about his eyes.” “Man is not truly one but truly two” Works towards: “How is Jekyll presented throughout the novella?”

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.

A full landscape sheet of key quotes, analysis notes, contextual facts, secondary supporting quotes, and grade 9 thoughtful, critical ideas. This could be used for revision, or given to students to help them write a practise essay on Juliet’s character.

A full landscape sheet of key quotes, analysis notes, contextual facts, secondary supporting quotes, and grade 9 thoughtful, critical ideas. This could be used for revision, or given to students to help them write a practice essay on Juliet’s character.

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 the supernatural?

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, 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.

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, 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: “Looking, as if she were alive.” “gave commands” “all smiles stopped” “Her looks went everywhere” Works towards: How is the abuse of power presented in My Last Duchess 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?

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, explain how Shakespeare presents masculinity.

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 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?