A top band, Grade 9 essay on the question of: “Starting with this speech (Act 4 Scene 3), explore how Shakespeare presents the theme of Kingship in Macbeth”. Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

AQA Poems. This lesson covers key comparisons between all the poems studied in this anthology. Poppies, Kamikaze, Exposure, War Photographer, Bayonet Charge, and Remains are all paired up with examples given on how the poetry can be compared. Tissue, The Emigree, London, Checking Out Me History, MLD, The Prelude all have similar slides with examples of Grade 9 ideas to discuss. Context is woven in throughout. An example essay slide is provided, with a question on Exposure, sentence starters, and key context.

A top band, Grade 9 essay on the question of: How does Shakespeare present the relationship between Macbeth and Lady Macbeth? Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included, as well as critical theories.

This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Two starters are included, so you can split the slides into two different lessons. Quotes include: “unsinkable, absolutely unsinkable.” “a man has to make his own way—has to look after himself—and his family, too, of course” “I’m talking as a hard headed, practical man of business.” Works towards: How does Priestley use present the character of Mr Birling in Act 1?

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, relevant quotes, thoughtful extensive analysis on Kingship and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Key findings from examiner reports are included, as well as grade 9 exam advice. Ideal for: How is fear presented in Macbeth? How does Shakespeare present Macbeth’s fears? How does Shakespeare present Banquo’s ghost? How does Shakespeare present guilt and paranoia?

Planned for the Dr Jekyll and Mr Hyde text at GCSE level. Slides are included for themes of good and evil, science, duality, appearances vs reality. Quote recall tasks included for students to learn and complete quotes, as well as themes given so they can link them to essay questions. Three slides included for students to practise essay planning, as well as a mock question. Key vocabulary, terminology, and paragraph structuring is included, as well as opportunities for students to mark and improve their own work.

This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quotes include: “We’re respectable citizens and not dangerous criminals” “I hate those hard-eyed dough-faced women.” “We’ve no proof it was the same photograph” “Everything’s all right now, Sheila. What about this ring?” Works towards: How does Priestley present Gerald’s character throughout the play?

Covers mainly The Inspector, Gerald and Mrs Birling, considering gender and class. Fully differentiated and ready to go lesson, which can be done in 2-4 hours depending on which slides you use. This lesson covers key context, an audience and reader’s expectations and reactions, extensive analysis and questioning of key ideas, key quotes chosen with analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are targets for students to use to mark and improve their own work. Quotes include: “Go and look for the father of the child. It’s his responsibility.” “She was claiming elaborate fine feelings and scruples that were simply absurd in a girl in her position.” “I hate those hard-eyed dough-faced women … She was very pretty – soft brown hair and big dark eyes” “gave me a glance that was nothing less than a cry for help” “All she wanted was to talk – a little friendliness – and I gathered that Joe Meggarty’s advances had left her rather shaken” “she was desperately hard up and at that moment was actually hungry” “She felt there’d never be anything as good again for her” Works towards: How is Mrs Birling presented throughout the play?

This lesson covers key content for the poem, three carefuly chosen quotes with steps that students can use to easily analyse them as well as prepared notes, extensive analysis and exploration of context, example comparative points to another poem from the anthology, as well as a writing frame to support all students and make the comparison paragraphs easy work. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. A summary of the exam paper is included, so students can prepare to see the real thing. Quotes include: There once was a country… I left it as a child But my memory of it is sunlight-clear for it seems I never saw it in that November The city “may be at war, it may be sick with tyrants” but “the worst news I receive of it cannot break my original view” which is “the bright, filled paperweight” Works towards: Compare how identity is presented in 'The Emigree’ and one other poem.

This lesson covers key content for the poem, three carefuly chosen quotes with steps that students can use to easily analyse them as well as prepared notes, extensive analysis and exploration of context, example comparative points to another poem from the anthology, as well as a writing frame to support all students and make the comparison paragraphs easy work. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. Quotes include: “Blind me to my own identity.” “Dem tell me bout de dish run away with de spoon but dem never tell me bout Nanny de maroon” “But now I checking out me own history I carving out me identity” Works towards: How do the writers in London and one other poem present identity

This lesson include extensive analysis of key quotes, thoughtful extensive analysis on context and alternative interpretations, themes, grade 9 critical ideas, and a question for independent student work with a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Quotes included are: ‘(about ring) - Sheila: “look mummy - isn’t it a beauty?” “But these girls aren’t cheap labour - they’re people” ‘Mother, I think it was cruel and vile’ “Between us we drove that girl to commit suicide” “Sheila: (rather distressed) Sorry! It’s just that I can’t help thinking about this girl – destroying herself so horribly – and I’ve been so happy tonight. Oh I wish you hadn’t told me. What was she like? Quite young? Inspector: Yes. Twenty-four. Sheila: Pretty?” Working towards: How is the character of Sheila Birling presented in the play?

This lesson covers key Jacobean context, an audience and reader’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. The lesson builds to the question, “Starting with this extract, how does Shakespeare present deteriorating characters?”. The main focus is on critical theories of madness, to do with Lady Macbeth.

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quote analysis is provided for: I fear thy nature; It is too full o’ the milk of human kindness That I may pour my spirits in thine ear Come, you spirits That tend on mortal thoughts, unsex me here Yet do I fear thy nature; It is too full o’ th’ milk of human kindness The raven himself is hoarse That croaks the fatal entrance of Duncan under my battlements

A top band, Grade 9 essay on the question of: Starting with this extract (act 2 scene 2), how does Shakespeare present paranoia? The response considers both Lady Macbeth and Macbeth. Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

This lesson include extensive analysis of key quotes, notes on context, thoughtful alternative interpretations, themes, grade 9 critical ideas, and a question for independent student work with a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Quotes included are: ‘Arthur you’re not supposed to say such things’ ‘Now Sheila don’t tease him. When you’re married you’ll realise that men with important work to do sometimes have to spend nearly all their time and energy on their business.’ “I’m sorry it should have come to such a horrible end. But I accept no blame for it” “She was claiming elaborate fine feelings and scruples that were simply absurd in a girl in her position.” “Go and look for the father of the child. It’s his responsibility.” Working towards: How is Mrs Birling presented throughout the play?

This lesson covers key Edwardian context, an audience and reader’s expectations, extensive analysis and exploration of context, an example extract, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. Quotes include: “substantial and heavily comfortable but not cosy and homelike” “EDNA, the parlourmaid, is just clearing the table … of the dessert plates and champagne glasses” “decanter of port, cigar box and cigarettes” “The lighting should be pink and intimate until the INSPECTOR arrives and then it should be brighter and harder.” Works towards: How does Priestley present the theme of social class in An Inspector Calls?

This lesson includes Essay Plans for all key characters, with prepared quotes and clear points. Students can use these to prepare for any character question that may come up, revising and remembering their analysis for each quote. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Working towards: How is Mrs Birling presented throughout the play?

This lesson include extensive analysis of key quotes, notes on context, thoughtful alternative interpretations, themes, grade 9 critical ideas, and a question for independent student work with a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Quotes included are: “Why shouldn’t they try for higher wages?’ “You’re not the kind of father a chap could go to” “I was in that state when a chap easily turns nasty” We helped to kill her You killed her - and the child … my child ‘You’re beginning to pretend as if nothing’s really happened at all. And I can’t see it like that. The girl’s still dead, isn’t she?’ Working towards: How does Priestley use language to present Eric in An Inspector Calls?

This lesson covers key Jacobean context, an audience and reader’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. There is a choice of two questions: Starting with this extract, explore how Shakespeare presents guilt. (5.1) Starting with this extract, how is guilt and deception presented in the play? (3.1)

A succinct poster resource detailing key characters, quotes, author’s intentions, context, plot, and themes.