This complete lesson takes your students through this question step by step. it is useful to break down this question since may students do least well on this question in the exam. The lesson starts by asking students to answer questions which clarify understanding of key structural terms such as ‘climax’ and ‘flashback’. Students are given tips on how to approach the extract to provide themselves with a quick summary of what happens, where and when (a key mantra for this question). They use the Tales of Terror extract (see linked language lessons that can precede this lesson) to practise the advice. They are given examples of what structural features might be selected in the given extract and tips of what key phrases to include in their written response. This is demonstrated in an example paragraph response and then students have the option to answer the question themselves, using their notes and ideas.

This 25 slide PowerPoint contains 8 practice questions for students to try. Each question pairs two of the power and conflict poems from the AQA anthology. I have provided extracts of the longer poems for ease and to facilitate both poems being placed side by side. The chosen poems / extracts anticipate common themes and each pair has a set of highlighted colour-coordinated quotations. This is to help students anticipate connections between the poems with the exam in mind. The idea is that the students consider the suggested quotations to come up with points of connection or comparison. This will be their umbrella point (linking point / topic sentence) for each section of their answer. Examples of what these umbrella points could be are provided for each question / pair of poems. Students could then mind map the given quotations and produce their analytical paragraphs in response to the given question. Examples of a mind-mapped quotation are provided for each question. These tasks are ideal for class or independent revision in preparation for the GCSE Lit exam.

Two lessons aimed at building confidence in language analysis. Using an extract from Chris Priestley's Tales of Terror (included), students are reminded of methods in a starter task (answers provided) then led through a step by step analysis. Taking a section at a time, questions are provided that aim to get students thinking about the choices Priestley has made in creating his atmosphere. At the end of each section, there is a mini plenary task to consolidate knowledge and check understanding. The end of L2 has an extension task which encourages students to extend Priestley's extract by describing what could be seen inside the house, using similar methods.

Please note: this resource assumes you have a copy of the Anthony Horowitz retelling of this story. This is a fun and engaging couple of lessons on the story of Glaucus and Scylla (the one where gets Circe to change Scylla so that she loves him but actually changes her into a monster). Starter activities include a Greek Goddess memory game and a look at the symbols of some of the goddesses. Students then imagine what they would like to control, if they were a Greek god or goddess and design a symbol to represent their power. Following this, there are language activities looking at the writer’s use of words and phrases and sentence forms (as in Language Paper 1) when introducing the character of Circe. Then an examination of the language techniques used to describe Scylla’s transformation.

This lesson works through Q1 and Q3 of one of AQA's KS3 practice papers for GCSE English Language. Answers are provided for Q1 to enable self assessment. Pupils are then asked to identify a set of given structural features before considering 4 different levels of example responses and deciding which is the 'best' one. Cloze exercise as a creative writing extension task.

This resource comprises of an introductory personification task, followed by analysis of Daphne du Maurier's use of personification and pathetic fallacy in her novel Rebecca. Concludes with a creative task to continue the author's description using the same techniques.

AIMED AT HA KS3, THIS COMPLETE LESSON LOOKS AT METAPHOR AND SIMILES. INCLUDES POEM.

AIMED AT HA KS3, THIS COMPLETE LESSON IS A STEP BY STEP GUIDE TO HOW DUFFY USES THE EXTENDED METAPHOR OF THE ONION. POEM INCLUDED AS PART OF PPT.

COMPLETE LESSON AIMED AT HIGHER ABILITY KS3. STARTS WITH SPOT THE DIFFERENCE ACTIVITIES, MOVING ONTO DISCUSSION AND ANNOTATION OF LARKIN'S POEM ABOUT CHANGE AND THE PASSING OF TIME.

This lesson recaps what a metaphor is and uses the Northern Lights to create some direct comparisons. Students are given a range of light related images to create a ten line metaphor poem on the theme of light. Focus on selecting the best verbs and adjectives too.

Extract question looking at how Shakespeare presents bravery and courage in given extract and in the play as a whole. Students are asked to consider these themes for the whole play and then look at the extract specifically. Using questions relating to different parts of the extract, students gradually build up an understanding of the extract. They can then begin to plan or write an answer.

This is a made up specimen descriptive writing question, with a sample response to facilitate student discussion.

2 x Macbeth exam questions, looking at Lady Macbeth being controlling just after Duncan's murder and Macduff's loyalty towards King Duncan. Includes sample answer for the first question. Pupils could plan out / answer the second exam question.

An introductory task for pupils to complete on computers or phones, complete with answers for the teacher. Ideal for researching the context in which A View from the Bridge was set.

A twelve lesson resource working through the story, with a focus on the character of Crookes the Negro slave.

A poster containing key images and quotes from the play. In small groups, pupils take it in turns to memorise the poster and the aim is to reproduce it as a group, as precisely as possible. Facilitates discussion of characters, themes and predictions of what the story may be about.

This is a set of five lesson plans, with homework tasks and other resources, on Charles Dickens' Great Expectations.

Aimed at middle to top ability, these two lessons look at the imagery in Island Man, idea of connotation and enjambment. Haiku is also used as a way of encouraging students to consider vocabulary choice more carefully and think about why poets choose their words precisely. Mix of analytical and creative tasks.

This complete lesson shows students how to identify the rhythm of a poem and to think about its effects. The lesson also asks students to analyse the poem using CLAPS as an approach. Copy of the poem included.