2 whole lessons that explores the Gothic Literature classic- Dracula complete with a lesson that introduces Dracula: complete with creative writing, contextual links, extract to analyse, structure grid, model answer for the question "How does Bram Stoker create tension?" differentiated activities and self-assessment. The second lesson explores How Bram Stoker uses setting in an extract- complete with extract to analyse and a group supported section on writing an answer to the question "How does Bram Stoker use description to present the setting in Dracula?"

2 lessons that span over 4 hours. Each lesson looks at Stevenson's Dr Jekyll and Mr Hyde complete with comprehension questions based on the included extract, the use of diary entries and first person, exploration of each character, creative writing (diary entries), and a supported set of sentence starters to help students answer the GCSE styled question "How does Stevenson create tension during the transformation in Jekyll and Hyde?" -Complete with peer and self assessment

A lesson aimed at a mixed ability year 9 group. Analysing the key points about Curley's wife and how her character links to women during the 1930s. Includes: Teacher annotations, comprehension questions, key quotation analysis, contextual links, model answer, supported essay sentence starters to complete the question "How is Curley's wife presented?" and peer assessment.

Would last two or three lessons: This lesson explores the poem Nothing's Changed by looking at questions surrounding different cultures. A task that helps to show your student's understanding as the topic progresses on poetic techniques. Context of the poem and the poet. An analysis of language and structure within the poem and two model answers that students can mark and feedback on which one is better and why. The final question is "How does the poet present his life in Nothing's changed?

This lesson explores how structure is used in the story looking at a particular extract. The lesson covers the structure techniques and effects used in the extract (extract and revision sheet of techniques attached). Students are directed through a pre-analysed section of the extract of how to analyse the use of structure and then given the full extract to do this independently. The end result supports students in answering the GCSE styled question "How does Palacio use structure to influence the reader?"

A lesson that spans over two hours- Originally created for a mixed ability year 7 group but easily adapted to different classes. The lesson includes: -Links to humour in everyday life -Key terminology discussion 'malapropism' -What makes Bottom such a funny character (discussion) -Differentiated support in answering the question "How is Bottom presented as being a humourous character?" -Peer assessment -Creative Writing

This lessons explores the GCSE styled question "How does Palacio use allusion to create a sense of sympathy?" The lesson allows for the guided reading of certain pages, discussion questions based around the technique of allusion, identification of the difference between empathy and sympathy, analysis questions to support the annotations of the extract and a supported structure to help students answer the question. Differentiated and could be used over two lessons as peer assessment is included- students should come up with the criteria you are looking for.

A lesson that can be taught over two hours that closely analyses the poem Farmer's Bride by Charlotte Mew. This lesson was originally created for a low ability year 10 class aiming for D/C grades but can be easily adapted with challenge tasks adding on. Complete with re-caps of key concepts in poetry such as; themes, language techniques, context of the poem and the poem itself. Students are encouraged to gain their own opinions on certain aspects of the poem, arranged marriages, male dominance etc...

Shakespeare's Much Ado about Nothing- Aimed at a higher ability class but can be easily adapted. Exploring the use of structure in the tricking of Benedick. Lesson complete with: -Discussion around the use of Soliloquys and their effect on an audience -A focused analysis of structure in a shorter section of the extract -Extract included -Model answer -Steps to help answer the GCSE question "How is structure used to show the changing attitude of Benedick?" -Peer assessment- With grid for students included

A lesson aimed at a mixed ability group that looks at the analysis of Eden Rock by Charles Causley. As part of the AQA Relationships cluster it focuses on AO1, AO2, AO3 and AO4.

A lesson that explores 'The follower by Seamus Heaney' and the GCSE question 'How is structure used to create an effect on the reader in Seamus Heaney’s ‘The follower'? The lesson explores: -The context of the poem -Key terminology 'Irony' -The poem with directions for annotations -A worksheet to secure annotations -A model answer -Glossary -A Graph to plot student's progress

A lesson that explores the meeting of the star crossed lovers in Shakespeare's Romeo and Juliet. This lesson was originally taught to an able year 8 class but can be adapted to any group. The lesson is packed with helping hand tasks for lower ability and challenge tasks for the more able. The lesson includes: -A starter activity that recaps student's understanding of the two main characters. -Discussion around the key term 'Sonnet' -Comprehension questions based on the extract of the characters meeting each other. -Differentiated questions based on this section of the play. -Analysis of the use of religious imagery (Language) -A supported language analysis to support student's response to the GCSE styled question "How does Shakespeare use language to portray Romeo and Juliet’s first meeting?" -Peer assessment

A lesson that should be used over two hours. An exploration of the poem Mametz Wood- Used at GCSE level in an observation that gained outstanding. Could be used at year 9 or a high ability year 8 with some alterations. The lesson explores the context of the poem, key quotations, comprehension questions designed to help students annotate the poem, supported essay structures to complete the GCSE question "How does the poet represent war through the use of imagery?" complete with a model answer - which is a weak model for students to add input on how to make it better and peer assessment.

This lesson explores imagery used in the poem Vultures by Chinua Achebe. The lesson explores: - The imagery of a vulture - A step to success ladder for GCSE poetry -Context of the poet - A YouTube link to the poem - The poem in text format - Exploration of key quotes linking to imagery - Steps to help students annotate the poem - A model answer - The question "How does the poet use imagery to create an effect on the reader?" -Peer assessment

This lesson looks at the Myths Beowulf and Hercules in a comparative way. Students are given an overview of how both heroes can be compared and allows them to look at two extracts exploring how both heroes are presented. Students should analyse the language used to show how each hero is presented as being similar or different. They are then given a grid which enables them to find quotes and write a comparison answer in the style of GCSE.

This lesson was created as part of an observation which received positive feedback showing students had made good progress. Originally taught to a bottom set year 10 class. It could be adapted to reach a more able group or a higher ability group at KS3. The lesson begins with a creative writing starter based on the image of the ghost. Also included, a youtube clip showing ghost stories, extract of Marley's Ghost (focusing on the description), the same extract with 4 language techniques identified, a glossary, an exploration of the use of the imagery (Lobster), a model answer and a supported set of sentence openers for students to write their own answer to the question "How is language used to present Marley's Ghost"

2 full lessons which covers Act 2- Scene 1 and Act 2 scene 2. Complete with a structure to help students answer a AQA question on this scene and full extract to analysis as a class. Act 2 scene 2- Explores the symbolism of the blood on his hands, a learning grid that supports students in commenting on language, structure and effect and a support model answer for students to follow for the question of How does Shakespeare present Macbeth's growing paranoia?

A lesson that provides learners with the ability to consider the traits and characteristics of the characters in relation to holding power. Students are provided with an overview of the powerful character ‘Curley’. Here the teacher should discuss the ways in which Steinbeck is trying to portray him as the most obvious character with Power in the text. This can then transfer into what other ways can power be shown. The lesson comes with a slide that hints at some contextual information linking to power, a worksheet where students can locate quotes and personal ideas about each character. The end slide is more interactive, encouraging students to put their name on a ‘post it’ and select who they feel has the most power. Here, I separate students into the four characters (using each corner of the room) and individually we go through beginning a debate on the characters and their ‘Power’ throughout the text. Students can then extend this into a written argument or essay, considering the sides of the argument that others in the class have shared.

3 LESSONS- Analysing and understanding ACT 4: Plot line, characters and themes. Act 4 Scene 1- Students are asked to explain the change in relationship between Banquo and Macbeth as a starter activity. Includes reading act 4 scene 1- Speakers needed are outlined in the presentation. Discussion around what is an apparition? Summary of Act 4 scene 1 and then comprehension questions for students attached with a Youtube link. https://www.youtube.com/watch?v=bdoGqrizfdc The witches apparitions explained lesson- A more detailed analysis of what each apparition symbolises. Complete with an explanation slide of each apparition to spark discussion within class- allowing students to take notes. The final question is "Why did Shakespeare introduce the apparitions?" Act 4 Scene 2- Exploring the theme of violence. Lesson complete with: A whole re-cap of where violence is shown throughout the play, supported reading of Act 4 Scene 2, exploration of Lady Macduff as a minor character and the importance of this, highlighting Lady Macduff quotes and a supported structure to allow students to answer "How is the theme of violence shown in Act 4 Scene 2?"