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 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. Full quote explosions are provided for: Fair is foul, and foul is fair: Hover through the fog and filthy air When the battle’s lost and won A DESERT PLACE. Thunder and lightening. Enter three witches

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, 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?

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 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 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 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 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, 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?

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.

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.

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?

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

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.

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

A collection of six university-level Gothic critics, with their detailed interpretations. Key quotes are included from the critics’ books, as well as relevant quotes from Dracula.

An explanation and definition of the sublime, including potential sources to look out for. Includes key examples from the Gothic text, with page numbers, and a full analysis of each quote.

Comprehensive notes on A Doll’s House. Includes key quotes, as well as personal and social contexts. Also includes critical interpretations, notes on themes, structure, the relationship, and character.

Includes a brilliant table of Gothic conventions, examples, quotes, and analysis. Also includes relevant context and how to apply it. Has a further section of contextual notes, divided by the French Revolution, Industrial Revolution, author’s life, etc. Critical interpretations, structure, and thematic notes also included.