A booklet comprising of a series of tasks and exam strategies to develop the quality of response to the essay question around the portrayal of change in ‘A Christmas Carol’.

Through the use of the short story ‘The Bridge’, students will explore the theme of guilt in ‘An Inspector Calls’.

A six-week weekly study of key extracts from ‘Romeo and Juliet’. Each week, students explore a different extract from the play and complete a close reading. Teachers have space to differentiate tasks and select work appropriate for their group. These booklets are used for the whole-class, but with intervention students identified for support by Accelerated Reader. Easily adapted for any age or ability.

A six-week scheme for weekly reading lessons. Tasks are set by the classroom teacher and differentiated based on the needs of the class. Each week, the text is treated as the ‘beating heart’ of the lesson and develops reading skills through a close reading of famous science-fiction texts.

A sequence exploring the role of Jacobean women, linking this to ‘Macbeth’, and exploring the wider theme of masculinity in society and the play as a whole.

A collection of resources/knowledge recall starters for Romeo and Juliet.

A single lesson exploring structure through multi-media (a clip of the water scene in Jaws) to track the events and focus of the audience. This is then developed into the text version and how to track structure in this.

A two-part, fully resourced lesson introducing students to fairy tales, including conventions. Lesson Two: What are fairy tales Students will gain an initial understanding of the genre to support their homework research, which will include conventions and key-terms to be utilised throughout the topic. Students should be informed of their assessment task and informed of the skills they will need to develop over the course of this term. Lesson Three: Fairy tale conventions Students will explore and identify the conventions in fairy tales. This lesson should link, yet differentiate the conventions in Fantasy fiction (Term 5 SOL). Week Overview: By the end of the week, students need an understanding of what makes a fairy tale, common conventions, different types of fairy tales, and the oral origins of the genre.

Lesson Ten: Allegories Students will explore allegories in fairy tales. For LA students, this can be supported with Aesop’s fables. Students will explore an article exploring why fairy tales are used to challenge issues in society. Lesson Eleven: Personification and Symbolism Continuing to unlock deeper meanings in fairy tales, students will explore the use of challenging devices. This lesson will explore ‘The Snow Queen’, where students will identify, analyse, and evaluate (HA) the use of personification and symbolism. Lesson Twelve: Subverting Fairy Tales For this lesson, students should compare an original fairy tale with The Brothers Grimm version (e.g., Cinderella and Aschenputtel). After comparing the two and identifying differences, students will practise how they can subvert a traditional fairy tale (Three Little Pigs) with class modelling. Weekly Overview: To develop their ability to craft allegorical and sophisticated subverted fairy tales, students will explore HA techniques to develop their understanding of deeper meaning in literature.

Lesson Thirteen: Vladimir Propp and Crafting Characters (Exposition) Students will be introduced to Propp characters and identifying these in fairy tales. Students will differentiate between heroes and villains. Lesson Fourteen: Linear/Circular Narratives and Crafting Settings (Exposition) This lesson, students will explore linear and circular narratives, including a close reading of ‘The Tell-Tale Heart’. Students will then begin to plan how they can subvert narrative structures in their assessment next week. Lesson Fifteen: Advanced Features Continuing to explore crafting of narrative, students will explore how they can build better sentences, utilise a range of punctuation, craft their vocabulary choices for effect, and incorporate high-level features in their writing.

A lesson responding to the AQA Rosabel Language Paper Q5 task.

A single lesson exploring P1, Q5, the mark scheme, using a WAGOLL, evaluating against the mark scheme, and crafting a response for peer-assessment.

A single lesson exploring how to craft meaningful descriptions for AQA Langugae Paper 1, Section B.

KS3/KS4 MA challenging extract.

A 3 part lesson which builds the necessary skills to push for higher marks designed for language paper 1, question 5. However, differentiated versions have been used with a variety of ages and abilities with much success also. This resource is designed to respond to an assessment for a Year 9 class, but is easily edited to match the needs of the class. Lesson one focus: structuring a response, lesson 2: some elements of linguistic devices and advanced vocabulary, and then concluded with the production of a Section B response. Multiple hours of designing, editing and careful thought, so please let me know how your classes get on and any suggestions you would make to make this better.

A single lesson introducing non-fiction, with a focus on purpose, audience, text type, and annotating any non-fiction extract. MA/HA KS3.

A single lesson exploring AO1 and AO2 in ‘Not My Business’. Slide 7 uses LitDrive’s ‘Differentiated Annotation Sheets’ - Not owned by me and therefore not attached. However, a great accompanying resource.