Attached are materials for 5 -6 lessons where students are given a list of ambitious words. Using either a computer or dictionary, working alone or in groups, they are to look up those words and attempt to use them within sentences. They are to write their findings on the attached sheet which encourages them to guess their meaning before hand and also investigate the origins of the word before looking it up. The lessons ends with a peer assessment of the sentences that they've made with them and extension task (instructions on how to make a word cloud online). The lists of words can be edited to include easier or harder words. These lessons would be useful for stronger KS3 / 4 sets or as lessons used in GAMA/G+T withdrawal or general learning support.

In this lesson students are asked to compare two major characters in Fitzgerald's novel, leading to an essay response. This powerpoint and attached extract provides AS students with ideas to build an essay exploring characterisation and encourages them to make links across the novel or at least the first few chapters if that's all they've read. This lesson has a reminder of AQA's AS level course structure (English Literature A -7711/2) and how students are marked in the Prose Paper 2 'Love through the Ages' which is also referred to in the essay success criteria. There is a simplified mark scheme and an essay checklist attached for students to use when they peer assess each others' essays. The checklist has 3 columns for assessment - self, peer, teacher and a box for teacher feedback - there are 2 versions of this attached so you have the choice of editing this to your needs.

This lesson asks students to analyse what Sheila Birling’s dialogue shows about her as a character and consider how the audience is meant to react. The lesson starts by asking students to list the moment important moments in the play involving her. There is a ‘challenge task’ also provided which asks them to think about what she may symbolise to a modern audience. There is a list of quotes from across the play attached as a handout which students can think about in pairs and they can then be annotated on the board by students/the teacher. Students are then asked to list the positive and negative aspects of her character and what she does across the play. The lesson ends with a chance for students to write independent essay paragraphs with the AQA English Literature GCSE success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: ‘layers of meaning’, PEA, or the ‘reading ladder’ which follow the same idea. There is then an opportunity to self or peer assess according to the key skills.

In this lesson students are asked to connect the themes discussed in the novel as a whole with the background and social history in which is was set. The lesson starts by asking students what the words THEME and CONTEXT mean and then there are some prompts for a pair/class discussion on particular themes which arise in the story line. There are 3 slides with easy to follow facts on: crime, poverty and science within the Victorian period, some of which are easy to relate to moments or characters within the novel. Students are then asked in pairs or groups to read a sheet of 13 quotes from across the novel and connect to them to what they've learned about the novel's context. They can annotate and highlight them and they can then be annotated on the board when the class can feedback their ideas. The lesson ends with a chance for students to write essay paragraphs independently using provided sentence starters which come in 3 formats: a 'layers of meaning' approach, PEA or the 'reading ladder'. An opportunity to self assess essay writing follows this. The success criteria provided refers to the AQA English Literature course but can be adapted to suit your course. All lessons in this series include: - Links to online videos (see 'notes' under Powerpoint slides) - Starter tasks which introduce the main idea of the lesson - Differentiated tasks - Opportunities for pair and group talk within activities ('Talk for Writing') - Handouts of extracts/quotes from the novel - Alternating opportunities for self and peer assessment - Essay writing prompts to allow students to write about the scene - References to the AQA English Literature mark scheme, particularly to the demands for attaining a grade 5 - what is considered a 'good pass' for the qualification. It's suggested that you download the whole series to appreciate the full learning journey.

Attached is a bundle of extracts that have been adapted from the original text which are more suitable for weaker GCSE English Literature classes and/or EAL students. In some cases I have taken out words, replaced them or omitted chunks of text so that they are more manageable, whilst aiming to keep the writer's original intention. In every document there is a simple essay question which students can focus on when reading the extract. I've found them useful to annotate in lessons and then ask students to respond using structured essay paragraphs. All extracts have a word box which defines archaic words. These would be useful for studying for any exam board and the question can be adapted to refer to the rest of the storyline. There are 14 extracts as follows: - How does Stevenson introduce Hyde as a villain?, Ch 1 - How does Stevenson make this scene tense?, Ch 2 (x 2 versions) - How does Stevenson show that Mr Utterson is worried about Hyde? Ch 2 - What type of atmosphere does Stevenson create in this extract? Ch 4 - How does Stevenson make Carew's murder dramatic? Ch 4 - How does Stevenson present Dr Jekyll as an isolated and desperate character? Ch 5 - Incident at the window, Ch 7 -How does Stevenson show Poole's fear of his master? Ch 8 - What do these quotes suggest could have happened to Jekyll? Ch 8 (list of single quotes, not extract) - How does Dr Lanyon feel about Hyde here? Ch 9 - How does Stevenson present the theme of addiction? Ch 9 - How does Jekyll feel about killing Mr Carew? Ch 10 - Jekyll wakes up as Hyde, how does Stevenson make this dramatic? Ch 10 - How does Stevenson make this a dramatic ending to the novel? Ch 10