Full SOW for A Level OCR American Literature - The Grapes of Wrath by John Steinbeck. Takes you through the whole novel, context and links to critical articles. The second PowerPoint focuses on the ending of the novel, Chapters 25-30, and takes a much more collaborative approach. There are lots of links made between the novel and today’s society, something which is helpful for AO3.

COMPLETE SOW POWERPOINT I made this for my Year 8 class who are mixed ability but generally very able. It goes through the complete play, and aids their reading of the whole text or the No Fear version. The lessons could be taught through the PowerPoint so that's why there's just one document. I really hope it's useful to you!

For use with A Level and to extend the understanding of GCSE students of English Literature, I have created a glossary of useful poetry terminology for the study of poetic techniques (for AQA, this is for AO1).

I’ve made a handy revision sheet for the AQA A Level English Literature (Paper 1: Love through the Ages - Section B), focusing on the development of Jane in relation to ‘love’. Hope it’s helpful!

FULL SOW for Shakespeare’s Julius Caesar - Ideal for AQA GCSE and suitable for high-attaining KS3 Please note - all page references in this SOW are to the Cambridge School Shakespeare edition. I have put together a detailed scheme of work for all of Shakespeare’s Julius Caesar, comprising of lots of close reading of the play. It is not a prescriptive or particularly active SOW - indeed, I anticipate it guiding my set through the play’s language and structure so it can stand alongside close reading done as a class. I have tried to set this to be a challenging scheme of lessons for my year 9 set, but it is tied as much as possible to GCSE skills required for AQA and additional exam boards.

A resource for the following poems Climbing my Grandfather Letters from Yorkshire Follower Eden Rock Walking Away

I have put together very detailed stanza by stanza notes on Owen's poem 'Exposure'. This is my favourite poem in the anthology. I have also made some suggestions at the end of the document for poems you could link it to in the anthology. I made these notes with my top set year eleven group; however they would help a teacher who didn't know the poem really understand it and then could be adapted/differentiated appropriately. If you like them, please let me know and I can produce some more for other poems, especially tricky ones like 'Tissue'!

I have created an anthology of poems and an accompanying SOW PowerPoint for use with a KS3 class. I have a very able Year 7 group, hence the selection of some challenging poems, who I will be teaching this to. When you purchase this resource, you will receive: - A SOW PowerPoint which is well-organised and well-written. - An anthology of poems, focused around Different Cultures (but not called such!), which is also well-structured and can be printed as it is.

I have created a scheme of work on the Stevenson's novel, 'The Strange Case of Dr Jekyll and Mr Hyde', designed for use with year 9 students, but would equally work for GCSE. It deals with the whole novella and contains a couple of quizzes (credit Teachit for these slides!). It takes the form of a PowerPoint but I have also attached it as a .pdf for ease of sharing with students.

A one-off lesson on this wonderful poem. I have used this with a mixed-ability year 7 class, but would also suit primary age.

A resource which encourages students of A Level English Literature to consider ways of connecting their prose texts.

Detailed notes for HAP on Simon Armitage's poem 'Remains'; the notes are designed to challenge grades 7-9 students by showing them not just detailed interpretations but the sophisticated expression required for the top grades and beyond. It also suggest pairings with other poems in the anthology.

I have put together a user-friendly anthology of Gothic extracts with supporting information. I will be using with a high-ability KS3 class, but it could be easily adapted for all secondary ages. Mary Shelley, E. A. Poe, Oscar Wilde, Bram Stoker, H. G. Wells and Susan Hill feature.

A detailed SOW for high ability year 9 students but can be adapted for GCSE which takes the theme of ‘love’ and uses this as a route through the first two acts of the play. The idea is to give an introductory 8 lessons on a Shakespeare play without necessarily dealing with the whole thing and trying to cram it all into six/seven weeks. This SOW is: Clear Accurate Challenging You will need a supporting doc from TeachIt which I can’t upload due to copyright but it is Act 1 Scene 5 extract. The Balcony Scene extract I intend to use is: http://www.canadianshakespeares.ca/pdf/activity1_5_balcony.pdf

Some advice on how to approach a top-level answer for AQA English Literature Paper 1. Macbeth is the focus but can be applied to all Shakespeare’s plays.

An anthology of Women Writers for use with Y8. I have an accompaying PowerPoint which I’ve created, too - I’ll add it in if anyone could make use of it.

SOW for around 10-14 lessons depending on pace/ability. This scheme was taught to a mixed ability year 9 class but did challenge them to approach the novel both creatively and analytically. Really hope it helps!

This scheme of work was written for a mixed ability year 8 class. It was designed to be taught over ten lessons but could easily be extended as a large part of Stave 3 is missed out. Some resources have been borrowed and adapted from other TES users whose work is distributed for free on this website. I hope this is useful for you - leave feedback!

I've really struggled to find useful KS3 resources on Twelfth Night, particularly on characters from the sub-plot. I've got lots more resources so if you find this useful, leave a comment and I can upload some more.

I have created a revision resource for students looking to revise Paper 1. This is designed to get students to think critically about the fiction extract they have been given and take a step back from the text to truly consider the writer’s choices. I have put it up for free because I think there is quite a lot confusion about high level answers on the Language exam so I wanted to create something which encourages critical, higher-level thinking about literature without confusing this with using complex terminology or particular writing frames.