Three lessons with each one taking a different question of the English Language Paper 1 and using an extract from the novel Of Mice and Men to look at the required skills. 3 x PPT lessons and 3 x extracts provided.

Six lessons focussing on Stave 3, The Ghost of Christmas Present. Includes a step by step approach to analysing an exam question - How does Dickens present the importance of family? Relevant extract included.

Four lessons focusing on Stave 4.

3 lessons covering Stave 2 - Ghost of Christmas Past.

This is a minimum of 2 whole lessons (of one hour), beginning with Sir Robert Peel. Students are given two slides of information about the first police force then quizzed. This is followed by a look at the fictional detective Sherlock Holmes, with some deduction tasks and a literacy correction exercise. Then on to hulk ships and writing a diary entry of someone on board serving a prison sentence for stealing onions. Links to clips re-enacting children sentenced to transportation for pickpocketing. Then, complete the outline using description of Magwitch’s character (escaped convict in Great Expectations), and some language analysis using an extract from this story. The final task uses information given in an extract from Oliver Twist to create a wanted poster for Artful Doder.

This is a step by step (1 - 2 lessons) guide to Remains by Simon Armitage. Contains 2 quizzes on content and techniques, a guided task on considering how the poem relates to the themes of power and conflict, and a step by step process of writing a response on the theme of power. Worked very well with middle ability Y9 but would also be suitable for higher sets.

In this lesson, aimed at middle to high ability Y9 or KS4, the stanzas of the poem are divided up with prompts to be given out to pairs or groups of students. Once students have thought about their individual stanza, they can feed back to the class and everyone can complete the A3 copy of the poem (with spaces for notes) to provide themselves with revision notes. The accompanying ppt provides a structure for the teacher to use when facilitating feedback.

This resource contains 3 x mini question 2 worksheets featuring two short extracts on linked topics. The topics are: UKs coasts and seas, Natural Disaster relief based on the 2013 Oaklahoma tornado and the Puerto Rico hurricane & the Indian Ocean. Easily adaptable, printable, email(able!)

THREE LESSONS TO HELP PUPILS UNDERSTAND THE POEM ‘THE DEAD’ AND THE RELEVANCE OF ASSOCIATED CONTEXT. LESSON 3 ALSO ALLUDES TO ‘PEACE’ ANOTHER OF BROOKE’S POEMS. FOCUS IS ON PATRIOTISM, IMAGERY, SONNET FORM AND GENERALLY HOW LANGUAGE CAN BE A POWERFUL TOOL. LEARNING CULMINATES IN A FINAL TASK TO WRITE A LETTER HOME FROM BROOKE TO HIS MOTHER THAT SHOWS HIS IDYLLIC VIEW OF THE WAR AND THE IDEA OF DYING DURING BATTLE. THESE LESSONS HAVE BEEN REMOTELY DELIVERED WITH Y8 BUT COULD WORK EQUALLY WELL FACE TO FACE. HOPE THEY SAVE YOU SOME WORK!

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.

Two lessons that can be delivered remotely, or face to face. Looks at Brooke’s life and how his lack of battle experience influenced his perception of the war, a focus on Brooke’s use of natural imagery by matching up images to quotations in ‘The Soldier.’ Student investigation into whether the poem is a sonnet, using a set of given criteria. Lesson 2 provides a range of questions for students, with answers for teachers, that look at a range of methods used and their effects. Final task asks students to find a piece of music that matches the tone of the poem.

Copy of poem Remains is provided. First ppt begins with students reading the poem and completing a short quiz. Slides 7 and 8 provide visual or written prompts to enable students to write a detailed summary of the poem, depending on what type of learner they are. Next, students consider how the poem fits into the two themes of ‘power’ and ‘conflict’. Name the technique from the poem quiz followed by step by step writing of analytical paragraphs. Final task is to write one on their own. Second ppt introduces the idea of CLAPS (context, language, atmosphere, poetic devices an structure). Example paragraphs given for each aspect of CLAPS and students encouraged to link the examples back to the question, to ensure the answer is clear. Teacher can then choose another poem from the anthology for students to look at, using CLAPS to analyse it.

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 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.

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.

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.

SET OF IMAGES WHICH ENCOURAGE STUDENTS TO THINK WHAT IDEAS ARE SYMBOLISED BY THEM, IN THE PLAY. FOLLOWED BY A SCAFFOLDED ACTIVITY ABOUT LADY MACBETH, USING SYMBOLISM KNOWLEDGE. LASTLY, 10 QUIZ QUESTIONS TESTING LEARNING ON SYMBOLISM. USEFUL REVISION TASKS.

This complete lesson takes students step by step through a range of descriptive writing techniques, such as alliteration, simile and adverbs. Images of Worzel Gummidge (human scarecrow) are used to enable students to identify and then use descriptive writing techniques. The final task is to describe the White Witch of Narnia, using a range of images and including a set of given success criteria. Useful for KS3 or 4 for descriptive writing skills.