This story is based on homophobia. My daughter is bisexual, and training to become a teacher. When I released this on video, I was astonished at the number of English teachers who assumed both characters in the story were dislikable, simply because they are both gay. It is also based on the Daphne Du Maurier extract from the 2017 AQA paper. It keeps exactly the same grammar and sentence structure and punctuation. This means that you can rerun all the 2017 questions using this text, to see if your students have learned anything from doing their mock. Here is the beginning. I hope you like it. Twitter Queen Over the face of her keyboard, Regina began a barrage of abuse, and that was usually the way she spent such a brilliant evening – because a Twitter account, and a poisonous tongue and a quiver of quips are just perfect for some social media trolling on a laptop. As she tweeted the world on the web, swigged her wine with one gulp and spat at her victims in 140 characters, Regina decided she could have sold her mother for a viral tweet, something vindictive and destructive and glorious. Regina gazed down at the screen; her fingers were buzzing and furious, the tweets whipping through the ether lacerated her victims with sarcasm and emojis, and their pathetic replies tweeting about this were drowned kittens. Her eyes were blazing hot, and she imagined the tips of her fingers and teeth could be sharpened with cold, mercilessly steel. There was an exponential trend of outraged followers – it seemed to be exploding out of every screen in the city – and each sought the same target, crying so softly, sobbing in her room. Regina laughed delightedly and shrieked at the 10 best tweets from her followers… she felt almost invincible. Inside her power crazed mind, the whole Internet of users across the planet seemed to worship her blank, airbrushed face.

This resource takes you through 6 ways to link details of Shakespeare’s marriage to Macbeth and Romeo and Juliet. Here’s one of them: Now, let’s consider the subservient role of women in the patriarchal society of the day. Yes, women were considered the property of their husbands by law, but what did that mean in everyday life? Is it likely that the 17 or 18 year old Shakespeare seduced Anne, or is it more likely that she took the initiative? When we think this way, we can clearly see why he would write parts for clever, passionate, powerful women, like Lady Macbeth. We might infer that he did not see women as weaker or inferior beings, but men’s equal in many respects. It also links to two videos, one for each play.

Grades 7, 8 and 9 depend on students exploring different interpretations. Focus on why Stevenson, the atheist, writes the novella with Christian themes. Then see how his description of Jekyll undermines these themes, promoting a freer society. Watch the video to see how to get the most out of this PPT, or print it off for your students to take notes on while they watch the video. You’ll also see how Hyde acts as Jekyll’s bravo, and why only Jekyll has a motive to kill Sir Danvers Carew and cause the death of Lanyon. This is also explained by the historical context and the 1885 Act of Parliament outlawing homosexuality. Finally, explore why Stevenson might prefer Hyde to Jekyll and how he chooses to reject England and it’s Christian society to live the rest of his life in Samoa.

What this resource includes: 10 Steps: Just tell me what to do Sample Question 4 Student misconceptions The marks scheme explained Exam tactics Glossary of terms: 15 of them, with 3 examples of each Sample texts: The 39 Steps, by John Buchan, CHAPTER ONE, The Man Who Died Sample texts: Call of the Wild, Jack London, Chapter I. Into the Primitive 11 techniques to teach from these extracts What does the examiner really want? Model Question Model Answer Colour coded Model Answer to show how to get rid of PEE paragraphs and write like an expert The Magic Finger: the technique for finding quotations to write about 14 Skills common to questions 3 and 4

This resource is so comprehensive, that it also explains the whole of the play. Because the Inspector deals with every character, the whole play is covered. Because he is the proxy for Priestley’s viewpoint, every possible exam question can be answered simply by knowing this resource. Can your students do without it? Try a flavour of it in this extract:

Arthur Birling in more depth than you ever thought possible. I guarantee you’ll never see him the same way again. Here is an extract to show you what I mean: Social Class is More Damaging to Society Than Capitalism However, as we have seen, this sacking actually led to a better job at Milwards. In this way, capitalism is not the direct cause of her tragedy. Social class, and the immorality of the upper classes, however, is responsible. Birling feels able to justify this cruelty by referring to how much paying his employees would cost the business, “Well it’s my duty to keep labour costs down” rather than increase them by “twelve percent”. Of course, while this seems cruel, it is also true. By 1945, as you will see later in the guide, Britain had lost its monopoly on the cotton trade, precisely because foreign competitors could pay their workers much less. Priestley understands Birling’s view on wages, and knows many in his audience will share it, which is why he has worked so hard to discredit everything else about him. He hopes this will make the audience more likely to question their own belief about fair wages. Priestley also uses Birling quite subtly to criticise the upper classes. Birling has become successful through business, he wasn’t born into privilege. This is the opposite of his son, Eric, who he now criticises, “That’s something this public-school-and-varsity life you’ve had doesn’t seem to teach you.” Even Birling is critical of the effect of being brought up as part of the ruling classes. This symbolises his message to his wealthy audience, a warning to stop trying to climb the social hierarchy, and instead make society fairer. Why pursue higher social status when it will only damage your character? We will see that most when we find out how Gerald and Eric are most responsible for Eva’s tragedy.

This powerpoint covers comprehensive themes: Ambition, Masculinity and Cruelty, The Divine Right of Kings, Tyranny, The Psychology of Guilt, Fate, Prophecy and Free Will, Violence, and The Ambiguity of Reality. There are a range of quotations for each theme, from different characters’ perspectives. Each slide has engaging images which should help to make your teaching memorable. An in depth approach to each slide is also available in my free videos on YouTube. You can find over 600 useful videos at Or follow the link to the precise video on Macbeth’s themes.

This is a really in depth analysis of Gerald, and you will see him differently after you have read it. Your students will have a completely new perspective. Here is an extract to show you what I mean: Gerald’s Affair with Daisy Renton Although Sheila is the first to expose Gerald’s affair at the start, the language they both use strongly hints that she will forgive him after breaking off the engagement and that, after the end of the play, they will marry. Gerald’s first impulse is to lie, because Priestley wants to present all capitalists as hypocrites. He denies knowing any “Eva Smith”. Sheila points out that she knows he is simply using his intelligence to maintain a veneer of honesty, as he knew her as “Daisy Renton”. This is called sophistry – using clever arguments which appear true but which the speaker knows to be false. Although Sheila insists on the truth, her language is also a kind of sophistry. She uses euphemism. Instead of asking for how long he had sex with Daisy, she only insists he “knew her very well”. This is important, as while she is at her most angry now, her own language minimises what he has done. This will make it much easier for her to forgive him in the future. Clever as he is, Gerald picks up on this weakness in her resolve, calling her “darling” in order to manipulate her. He immediately asks her to keep the affair secret from The Inspector. This might seem astonishingly arrogant. However, Priestley is again showing the corruption of the patriarchy. He expects a woman to protect him even at the expense of her own happiness, in return for the financial security and status that marriage to him will offer her.

Sheila Birling as you have probably never thought about her before, and in more detail than your students have thought about before. Here’s a sample from the beginning:

Mrs Birling as you’ve never thought of her before. This is an analysis which goes much deeper than you would expect. Here is a sample to show you what I mean: But What if Mrs Birling is Right? However, a counter argument to that is how Priestley reveals Eric’s exploitation of Eva last, as though to emphasise that his actions were worse. There is also a further counter argument. Eva could actually have accepted the stolen money. She could actually have accepted Eric’s offer of marriage. And she certainly did tell the charity and Mrs Birling a number of lies: • That she was called Mrs Birling. • That she was married. • That her husband had “deserted her”. So, in terms of the facts, she is quite right to say “The girl had begun by telling us a pack of lies.” When Eva tells her that she wouldn’t take stolen money, Sybil’s reaction “all a lot of nonsense – I didn’t believe a word of it” is not just snobbery. It is also a logical doubt to have given the lies which preceded it. Another psychological problem for Mrs Birling to accept is that Eva would rather commit suicide than take the stolen money, or marry Eric, even though she describes him as “he didn’t belong to her class, and was some drunken young idler”.

Eric is analysed in more depth than you’ve ever read before. You’ll know him better than you’ve ever done before, and your students will be able to excel. Here is a small sample so you can see what I mean:

What this resource includes: Sample question 6 Steps: Just tell me what to do The mark scheme explained Mnemonic for persuasive techniques: MAD FATHERS CROCH 19th century text Original modern text Perfect model answer to teach from, 530 words Perfect model answer annotated and explained How to analyse a writer’s tone How to infer Here is the beginning of the model answer: Model Answer Dominic Salles uses direct address to take the reader on a journey around the city, “as you walk the battlements”. While Salles tours this city, Dickens uses direct address to take the reader to the centre of Greenwich fair, “imagine yourself… in the very centre and heart of the fair.” Both writers therefore experience the city on foot. This metaphor, and the positive connotations of “heart”, imply that the fair will be a joyous experience. Salles begins with similar praise, using the hyperbole of the reader “gasping at the beauty of the town.” However, Salles takes the reader on a series of experiences which will make the reader wish to leave. Thus the alliteration of “cramped and crowded” lanes emphasises how little you might enjoy walking the streets. He uses the threatening simile of tourists “swarming like locusts” to convey his horror at being trapped in the crowds. In contrast, Dickens celebrates being in “an extremely dense crowd”, using language from the semantic field of play, so that the crowd “swings you to and fro” like a game, before delivering you to the “centre”.

This comprehensive and beautiful resource teaches all the themes of An Inspector Calls. It is filled with detail which will help most students access grade 7, and the more able to get grades 8 and 9. It summarises most of The Mr Salles Guide to An Inspector Calls, which you can see on Amazon https://amzn.to/2DDPl91 Each PPT slide can be printed as a revision card there are 32 in total. A video showing you how to teach from it is also included. You can play this to your class, or pick out the salient points you want to cover yourself.

What does the examiner’s report have to tell us about teaching Romeo and Juliet? Learn how to write about more than one interpretation for the top grades. Take opposing views about the role of the Friar in bringing peace to Verona, but upsetting the social order. About Romeo and Juliet’s love representing the passion of the individual, or the error of challenging social conventions. Relate their marriage to the potential tragedy of Shakespeare’s marriage to Ann Hathaway. Or alternatively, understand the play as a celebration of his own marriage in contrast to social conventions of Verona and Shakespeare’s audience. Find alternative perspectives on the Nurse, so that she is both hero and villain. See how a contemporary audience might well have seen Capulet as a model father. Follow the link to my video to see how to use the presentation to teach your students.

What does the examiner’s report teach us about getting top grades when answering questions on Macbeth? Show students how to consider alternative interpretations. How themes and characters develop over time in the play. How to link context to each interpretation, so that it scores highly, and doesn’t just get added in as an irrelevant paragraph. How to come up with interpretations which go beyond what most students will write. The danger of getting subject terminology, and why naming words as parts of speech is likely to lead to lower grades, and will probably preclude a grade 8 or 9. Consider how Macbeth might actually have a deep love for his wife. Or how Macduff deliberately sacrifices his family. Or how Banquo needs Macbeth to become a tyrant king in order to fulfil the prophecy of Fleance’s kingship Or how the supernatural element might not just pander to King James, but actually undermine his belief in the power of witchcraft. The attached video will also teach you this in much more depth, so that you can share it with your students.

Propel students to top grades in their full understanding of the context of this poem. It is propaganda, we know. But teaching the rhyme scheme and dactyl metre reveals a surprising alternative, that Tennyson is horrified at the senseless slaughter of the soldiers. Students who understand ‘form and structure’ achieve at least grade 7. A video also explains everything, so your students can follow up the lesson with homework, or can use it as flipped learning before you teach the poem.

This resource teaches students how to use Here is an extract to show you what this resource teaches. What does the AQA mark scheme say? Convincing Critical analysis Conceptualised Exploration of context to author’s and contemporary readers’ perspectives Give interpretation(s) Response to the whole text Analyse it as a play, and deal with the structure Precise references Analysis of writer’s methods Subject terminology used judiciously Exploration of effects of writer’s methods on reader They basically mean this: What you must do Give more than one interpretation of the characters or events. Make sure you write about Priestley’s viewpoint and ideas about his society at the time, in 1945 Write about how the society of 1945 would respond to these ideas, characters and events. Write about the ending of the play, to show how characters have or haven’t changed Write about the ending to show Priestley’s viewpoint. When you do it, make sure you Embed quotations all the time Only use terminology if it helps explain an idea Better still, go back and look at the words in bold in the short essay. This is subject terminology. What does “subject terminology” mean? The words a student of literature at university would use in nearly every literature essay. You could argue that connectives fall under this category as well, if you want. How do you integrate context? All the italics in the short essay is context. Sometimes this is the context of the world inside the play, at other times it is Priestley’s viewpoint and history, and at others it is the shared experience or viewpoints of his contemporary audience. You should notice that it is impossible to write about any author’s purpose or viewpoint without delving into context, which makes it very easy to integrate as part of the evidence for your interpretation. Now we’ve read the key criteria from Edexcel, you can see that “what you must do”, and “make sure you” work perfectly for this exam board as well. There’s a reason for that, whichever exam board you study: literature essays always demand the same skills.

All the themes of Jekyll and Hyde, with precise quotations to teach them. A 42 minute video showing you what to teach if you want it. Great to set for homework. A beautifully presented PowerPoint which you can teach from or print off as revision cards for your class. As always, the presentation links to my videos on Mr Salles Teaches English, so you can get even more tips on how to teach from it. Includes themes of women and femininity, duality, hypocrisy, repression, violence, duality, friendship, appearances, the house as a metaphor, science and evolution, and Christianity, curiosity, drug taking…

Every to grade idea you’ll ever need. Boost students’ grades, because top level analysis is just knowing stuff. Understand interpretations you’ve not met before and help your students stand out from the crowd.

This resource teaches students how to take even ordinary people they know and shape a story round them. Teach 7 techniques which guarantee a good story. It shows them how to structure what they know so that it has a beginning, a middle and an end. It illustrates how to craft the ending with a twist. It provides the full short story, as well as questions to help students realise how it is put together, so that they can plan and write their own. The story is also provided in Word form, so you can adapt it for your class, or annotate it with them, or print it for them.