This is a booklet that can be used to analyse the characters of Beatrice and Benedick in the following key scenes of Much Ado About Nothing: Act 1 Scene 1 Act 2 Scene 1 & 3 Act 3 Scene 1 Act 4 Scene 1 Act 5 Scene 2 & 4 Each Act’s tasks should take approximately two lessons, giving around 10 hours of tasks to complete. Thorough investigation into their characters through extracts from key scenes and related tasks. Possible assessment question provided, taken from an AQA’s English Literature Paper 2.

This is a set of revision tasks which takes students through all three acts of the play, looking at characters, the theme of responsibility, younger versus older generation and Priestley’s message. Activities include match up the quotations to the characters, multiple choice answer quiz on Act One, order the plot for ‘Gerald’s bit’ in Act 2, analyse Mrs Birling’s refusal to accept responsibility for her actions and write on her metaphorical wall, highlight an extract for evidence of the difference between the younger and older generation and match up the statements with the evidence to confirm Priestley’s message. Copy of An Inspector Calls needed for the Mrs Birling wall task.

This is the first four lessons aimed at Y7 or 8 for working in pairs or groups to create their own theme park. Lessons 1 and 2 include some engaging activities to consider the idea of themes and look at examples of existing theme parks. They watch clips, name rides and create 3 rides for a blank dinosaur theme park. Lessons 3 and 4 are geared towards them creating their own theme park map after looking at Chessington World of Adventures’ example and answering some questions to illustrate the importance of a clear and informative park map.

Use some images to create ideas for descriptive sentences. Look at two examples and analyse them. See how Charles Dickens does it and then have a go!

A positive view on the consequences of war, through Kathryn Tynan’s poem ‘The Broken Soldier’ and Agnes Herbertson’s 'The Seed Merchant’s son. Aimed at middle to high ability, there is some focus on structure and rhyme, along with general poetic techniques to build towards some analysis. Example TEAL paragraph given (Technique, Evidence, Analysis & Link to question) before students asked to write their own analytical paragraph. This could be adapted to fit a different structure. Plenary asks students to compare the two views of war presented in both poems.

There are 3 Q2 style summary questions (English Language Paper 2) that ask pupils to read two short sources linked by a theme and then answer the summary question that follows. The themes are: New York, Australia and UK holidaying and each source for all topics uses perspectives from different centuries. Suitable for upper KS3 and KS4. Please see other mini tasks available.

This booklet uses a variety of extracts (easily available on the internet) which, in some cases have been simplified e.g. the Dickens Great Expectations extract, and short structured comprehension and written tasks that are linked to the extracts. Each extract and set of tasks aim to focus on a particular technique including vocabulary choices, considering connotations, simile, pathetic fallacy, personification. There is also some focus on sentence variety including using lists and varying sentence openers. The final task asks pupils to try to use all the skills covered in the activities. Would suggest aimed at low ability for KS4 students. Easily adaptable.

Two lessons on Mary Robinson’s Gothic Romantic poem about a murderous fisherman shipwrecked on an island. Use of images at the start to predict mood and plot, followed by vocabulary match ups, questions and information related to the first five stanzas, consolidatory activities at the end of each lesson (including writing a message in a bottle) and a bonus extra task.

This is one complete lesson, analysing Malala’s speech to a group of young people at the United Nations Youth Assembly. She is advocating the importance of the right to education. This lesson looks at her background, to put the speech into context, Aristotles 3 modes of persuasion and how Malala uses it, other rhetorical devices used, a BBC article written a year after and then asks students for their own opinion of Malala. Copy of speech included.

Please note: an error has been noted for a slide within MWTL ppt. Now been rectified. THREE LESSONS plus resources Assumes students have cold read The Man with the Twisted Lip first. Copy of story included. Use template to plot out the story using Freytag’s Pyramid. Idea of exposition will be returned to in the lesson. Read 'Opium in Victorian Britain article to learn about the influence of opium at this time. Look at an extract towards the start of the story to analyse how atmosphere is created, particularly with the idea of the opium den setting in mind, followed by a more detailed second extract. Plenary asks students to discuss the effectiveness of the exposition, in the context of Victorian England. Students given an outline of two scenarios and they should use inference skills to deduce what they think is happening. Tasks then given on an example crime scene with initial tasks. Then, students should apply this understanding to sketching out the crime scene in The Man with the Twisted Lip, using the facts from the story. Students use inference skills to deduce ideas about Holmes’ character from a given extract. Given a quiz on a set of detective conventions and then asked to match the conventions to the plot of Man with the Twisted Lip. Plenary asks them to think of any modern detective films / stories that also match this pattern.

FOUR LESSON MINI UNIT. Lessons assume pupils have cold read The Speckled Band first. Copy of story included in resources. Starter asks pupils to watch brief clip on using speech marks in writing and then apply them in the correct places to an example of Holmes’ speech from The Speckled Band. Re-read the extract where Holmes is visited by Helen Stoner. The next tasks asks students to find the clues by finding evidence that matches the given inferences, from the extract. Then, students use a set of clues about an invented character in order to form a set of inferences. They can then describe this visitor, using conversation to include accurate direct speech punctuation (writing frame on slide 7). This lesson focuses on the villainous character of Dr Roylott. Students given short extract and asked to list and explain the connotations of his description. Example given. Then students explode a quotation describing this character, using given prompts, followed by two individually exploded quotations. Then, students to stick a further extract in their books and match the given connotations to the evidence. Read the article on Victorian Women and, using slide 10 and the information from the article, students should explain Dr Roylott’s motive for wanting both step daughters out of the way. Plenary asks students to decide how far Roylott matches up to given set of villainous character traits. Starter asks students to describe Holmes’ living room using a variety of sentence forms (examples given). Introduced to concept of foreshadowing and asked to identify methods in given extract which foreshadows later violence in the story. Followed by a further more detailed extract (could be printed on A3) which students annotate using a series of prompts to think about the signifcance of setting. Plenary asks students to draw the section of Stoke Moran described in the final slide. This lesson focuses on the relevance of symbolism in creating atmosphere - of the gypsies, animals and India. Information posters provided for teachers to put up around the room so that students can collect facts and then interpret them to understand how the symbolism helps create an atmospheric setting in Stoke Moran. Final task is to write a description of the grounds of Stoke Moran, using ideas learned in lesson.

3 x Q2, 2 x Q3 & 3 x Q4 resources. Each task could probably be one lesson worth of revision or you could combine tasks. Each one is a step by step approach to answering the question, with focus on what the question is asking, identifying the best evidence, mind mapping selected quotations and practising a response. Some tasks match against Level 3 of the mark scheme to ensure clarity and so that students can assess their own standard of work. This is exactly what I would need at this point in the year. . All lessons contain the section referred to in the tasks but, should you need anything further, they are readily available on the internet and AQA website.

Wondering which quotations to set your students to revise for Blood Brothers? Here is a selection, carefully chosen for students to learn and apply to a number of different question possibilities. Each quotation includes a visual prompt to encourage further analysis and aid memory recall. There is also an explanation which highlights key methods (thinking about the play as a drama, in particular) and suggested essay themes. These slides could be printed off and displayed or made into flash cards for revision. Easily editable if you want to change or add anything.

This lesson looks at the important character of Macduff and the theme of loyalty. Using the extract where Macduff discovers King Duncan’s body, students can work through questions that guide them through key ideas. Key quotations from the extract are provided with opportunities for students to analyse them first before being given suggested answers. An example paragraph is provided for the first bullet point of the essay. Then, three key quotations are suggested for the wider play that show Macduff’s loyalty to his country and his family, as well as to the King himself. Students can then write an analytical paragraph on one of the quotations discussed.

This resource is a printable sheet to aid student revision. It contains a selection of key quotations that link to a variety of key themes within the play for Act II. For each quotation, students are told who said it, provided with detailed analysis of language and methods along with how they can use the quotation to bring in contextual knowledge. It comes complete with all answers but you could delete all or part of them to create a revision activity for your students depending on their ability. I have created the same resource for the other four acts of the play which are available in my shop at only £1.50 each. The bundle can be purchased for a discounted £5 - only £1 for each act and it will save you loads of time!

This resource is a printable sheet to aid student revision. It contains a selection of key quotations that link to a variety of key themes within the play for Act I. For each quotation, students are told who said it, provided with detailed analysis of language and methods along with how they can use the quotation to bring in contextual knowledge. It comes complete with all answers but you could delete all or part of them to create a revision activity for your students depending on their ability. I have created the same resource for the other four acts of the play which are available in my shop at only £1.50 each. The bundle can be purchased for a discounted £5 - only £1 for each act and it will save you loads of time!

This (primarily) A level resource is a printable sheet to aid student revision. It contains a selection of key quotations that link to a variety of key themes within the play for Act I. For each quotation, students are told who said it, provided with detailed analysis of language and methods along with how they can use the quotation to bring in contextual knowledge. It comes complete with all answers but you could delete all or part of them to create a revision activity for your students depending on their ability. I have created the same resource for the other four acts of the play which are available in my shop at only £1.50 each. The bundle can be purchased for a discounted £5 - only £1 for each act and it will save you loads of time!