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.

Aimed at low to mid ability KS4, this extract to whole question about poverty, takes students through an exam question. First, students will look at the extract part of the question. Secondly, the whole novel will be covered. Includes a brief example response and an annotated copy of the extract.

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.

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.

These worksheets provide a handy outline of things to keep in mind when writing a narrative or a description. Could be given out to students as revision aids.

Drama scheme of six lessons, aimed at KS3. Ideal for end of term activities. Covers a range of drama skills with easy to follow lesson ideas.

A lesson looking at the pros and cons or breast and bottle feeding. Includes links to quiz.

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.

Using Anthony Horowitz's re-telling of the story, these couple of lessons look at the relevance of the four seasons and ask pupils to consider how they affect people in everyday life. This starter activity helps them understand the ending of the story later in the lesson. Following more reading, there is a 'What do we learn about Hades' Q2 type task, with given answers for use with peer or self assessment. Then, students examine Demeter's feelings for her daughter by selecting evidence to support a number of given inferences. After discussion of the ending, pupils are asked to invent a fifth season and a god / goddess to control it.

THIS IS A MINI ASSESSMENT, LOOKING AT TWO EXTRACTS FROM THE DECLARATION. STUDENTS ARE REQUIRED TO EXPLAIN THE WRITER'S USE OF LANGUAGE AND STRUCTURE, AS PER Q2 & 3 STYLE QUESTIONS ON THE AQA ENGLISH LANGUAGE PAPER 1. ALSO INCLUDED IS A FEEDBACK PPT WITH EXAMPLE RESPONSES.

Aimed at low to middle ability KS3, this resource will provide 2 - 3 lessons of horror based tasks to improve students' reading and writing skills.