Lesson Objective Links: - to explore Shakespeare's use of language in Act 1 Scene 7 -to explore Macbeth's indecision in his soliloquy A clear and easy-to-use sheet that allows students to access Macbeth's soliloquy in Act 1 Scene 7. Key lines are highlighted, in order for students to extract key quotations. This resource can be used to support analytical paragraphs on Shakespeare's use of language in the soliloquy.

Lesson Objective links: - to explore how Lady Macbeth's character is presented in Act 1 Scene 7 - to evaluate the impact of Lady Macbeth on Macbeth's character -to explore Shakespeare's use of manipulative language An easy-to-use abridged version of Lady Macbeth's key dialogue in Act 1 Scene 7. The resource focuses on language questioning Macbeth's courage and masculinity, as well as the love Lady Macbeth has for her husband. Key lines are written in bold, to enable students to access the text easily. A guiding task also enables students' easy access to the text. An extension task has been included for challenge. This resource can be used as the basis for a piece of extended writing on Shakespeare's use of language, and the contrast between Macbeth and Lady Macbeth in Act 1 Scene 7.

Lesson Objectives link: - to identify dramatic devices used in Act One - to explore the impact of dramatic devices in act One A useful and easily accessible resource requiring students to match up dramatic devices used in Act One, with examples from the play. This resource can be used as the basis for an essay on how dramatic devices are used by Shakespeare in Act One. An extension task is provided for challenge.

Lesson Objective link: - to understand prophecies -to be able to use the language of a prophecy Students have a lot of fun with this resource, as it requires a little bit of investigation as well as creativity! Students guess the celebrities' prophecies based on key information, and then come up with their own. This can be used as a springboard activity for some fun, competitive games in which students score points depending on whether or not they guess one another's prophecies.

Lesson Objective links: - explore the character of Lady Macbeth - explore the language Shakespeare uses to create Lady Macbeth Students imagine they are Lady Macbeth after the killing of King Duncan, whilst she is placing the bloody daggers on the king's sleeping guards. Students are required to imagine what she might be thinking about her husband and his lack of willingness to complete the bloody deed. Students are able to use higher order thinking skills, including inference and deduction. This is a great activity to use as a springboard for drama-based activities.

A double-sided full-colour Literacy Mat for KS3 and KS4 lessons, invaluable as a support aid for students. The best results are when this Literacy Mat is placed on every desk to accompany literacy tasks, in order to aid in writing and reading skills. This literacy mat contains tips on: - the "basics": capital letters, full stops, commas, sentences etc. - common word mistakes (they're/their/there, etc.) - identifying writing purposes - writing using parentheses (in order to boost confidence and attainment in Literacy) - how to write simple, compound and complex sentences - how to correctly use the apostrophe - writing using homophomes - how to write effective P.E.E.L. paragraphs - writing using effective connectives Help support your students' progress and attainment in Literacy with this great resource!

Give your students a clear idea of how to attain NC levels with this full range of KS3 reading and writing responses, fully leveled and annotated. This resource contains examples of reading responses from level 5c - 8c, and writing responses from level 5a - 7b. Each example: - is annotated, using student friendly terminology - is colour-coded, with PEE paragraph structuring clearly labelled - contains level-specific skills so that students know exactly what to do in order to attain each level This resource makes for an OFSTED-friendly excellent wall display, as well as a great resource for lessons.

Lesson Objective link: Explore Lady Macbeth's personality Analyse the good and bad sides to Lady Macbeth's personality Explore Shakespeare's use of language This is a very useful table in which students explore key quotes spoken by Lady Macbeth in Act 1 Scene 5, fulfilling Lesson Objectives linked to analysis of her personality. By using this resource, students are required to use their skills of inference and deduction, as well as evidence retrieval. The resource can then be used to construct effective analytical paragraphs.

Learning Objectives: - identify how Shakespeare uses language to create the character of Lady Macbeth -to be able to retrieve evidence to support ideas An extremely handy table for recording ideas about Lady Macbeth in Act 1 Scene 5, focusing on her key lines. Students are required to fill in the spaces, including finding evidence from the text and explaining what Shakespeare's lines reveal about Lady Macbeth's character. Ideal for preparation work for AQA Literature examination. Can be used to support students in writing an essay on Lady Macbeth's character.

Brand new AQA Paper 2 specimen exam paper written by experienced secondary teacher - Fully written exam paper with accompanying inserts and mark scheme - Two engaging non-fiction sources: 21st century non-fiction text and 19th century non-fiction text, linked thematically (fully in-line with new AQA examination policies focusing on 19th century non-fiction materials) - Both exam sections A and B are fully written - Includes fully written examination mark scheme, with content indicators and grade parameters - High-quality PDF documents - Fully created exam paper, simply print off the resources and your students are ready to go! What's in the exam paper? Section A: Reading 21st century non-fiction text,"The Horrors of Halloween Candy" 19th century non-fiction text, "Mrs Beeton's book of household management" Question 1) Choose four statements which are true... Question 2)Write a summary of the different attitudes towards food... Question 3)How does the writer use language to create a sense of concern about the food eaten by children at Halloween? Question 4)Compare how the two writers convey their perspectives on food. Section B: Writing Question 5) "Children's diets today are too unhealthy." Write an article for a local newspaper arguing either for or against this statement.