This lesson and resource helps students to compare the key themes, language techniques, structure techniques and other ideas from the Farmer's Bride and Porphyria's lover. Once students have compared it then shows them how to create their own comparison and peer assess.

A lesson that looks at the question 5 section B of language paper 1. Tips and strategies for answering the question are provided, how to plan their answer as well as looking at how they can include the highest ‘compelling’ boundary with time to consider ideas. This lesson was spread into two hours- moving through the powerpoint, allowing students to plan their answer and then write for 45-minutes.

Looking at the AQA Language paper 2- Greenwich Fair and Glastonbury extract. This lesson walks students through the AQA model examples and markschemes. All abilities catered for- a great preparation lesson when focusing on the Q2 Summary.

2 lessons that analyses the use of sarcasm and humour in Bill Bryson's A walk in the woods. Created as part of a Travel Writing scheme- my class found this extract and both lessons great and because they genuinely felt the humour from the extract- analysis was easier. Complete with extract, peer assessment and discussion sections.

A lesson originally created for a mixed ability year 9 class but can easily be adapted for your own class. This lesson explores the use of language in the character Havisham from Great Expectations. Taught as part of a 'History of the English Language topic" but can also be used as a great expectations scheme or other language analysis topic. -Context of Great Expectations/Charles Dickens -Creative writing from Havisham's perspective -YouTube clips to BBC adaptation -Extract - to annotate with class or individually -Model answer to the question "How does Dickens use language to present Miss Havisham?" -Supported sentence starters to enable students to answer the question -Peer assessment

2 whole lessons that explores the Gothic Literature classic- Dracula complete with a lesson that introduces Dracula: complete with creative writing, contextual links, extract to analyse, structure grid, model answer for the question "How does Bram Stoker create tension?" differentiated activities and self-assessment. The second lesson explores How Bram Stoker uses setting in an extract- complete with extract to analyse and a group supported section on writing an answer to the question "How does Bram Stoker use description to present the setting in Dracula?"

Two full lessons that outline how Golding uses setting in the opening chapters and how the 'conch' is used as a symbol on the island. The first lesson closely analyses language and provides a broken down model answer to discuss and mark as a class. This also includes questions for pupils to consider when peer assessing their partner's response to the question. The second lesson looks at the technique of symbolism and refers to British Values and Democracy.

A lesson that lasts two-hours, taking students through the AQA exam (paper 2) which looks at writing for a purpose. This lesson reminds students of certain pointers and gives tips for the exam. The second hour allows students to have a go at writing/practicing.

A set of 3 lessons that last approximately 5 hours (depending on ability) Originally created for a group of year 8 and 9 foundation learners to help them explore Gothic literature. The lessons link to the original Bram Stoker’s Dracula, including descriptive writing, analytical writing and peer assessment. This could also be simply differentiated for younger years.

This lesson looks at the use of language and structure throughout an extract from the book 'Wonder' by R.J Palacio. Students are given a list of things to look for in the extract, a group task which allows students to work together to create a grid of techniques and effects. Complete with a model answer to be discussed as a class and the tools/support to enable students to answer the GCSE styled question "How has Palacio used language and structure to engage the reader?"

I created this lesson during a topic titled "The history of the English Language". It explores language features used within the poem and exploration of key quotations. I have attached the poem as a blank copy for students to annotate and analyse. Included is a model answer, broken into a writing format for students to learn from and then have a go at responding themselves. This also includes a series of peer assessment questions for students to ask and respond to.

This lesson was taught to a year 8 mixed ability class whilst studying the poems from other cultures. This lesson is adaptable to use and provides pupils with a model example, pre-teaching tasks and the opportunity to answer a GCSE styled question through differentiated support.

This lesson offers an adaptable PowerPoint for analysing the poem ‘Eden Rock’ from the GCSE love and relationships anthology. It provides an analysis of key points from the poem, contextual information and a model answer in preparation of the students writing their own analysis in response to a GCSE question.

A lesson that spans over two hours- Originally created for a mixed ability year 7 group but easily adapted to different classes. The lesson includes: -Links to humour in everyday life -Key terminology discussion 'malapropism' -What makes Bottom such a funny character (discussion) -Differentiated support in answering the question "How is Bottom presented as being a humourous character?" -Peer assessment -Creative Writing

A lesson that explores how Shelley uses sympathy for the monster in Frankenstein by exploring in close detail the use of language in a particular extract (attached). The lesson aims to help students to create their own monsters in a narrative but create the same sense of sympathy. Complete with YouTube links, links to modern life, peer assessment and supported sentence starters for lower ability students.

A lesson created for a Travel Writing topic based on the extract by Rupert Brook- Niagara Falls. The lesson includes: - A glossary -The extract -YouTube link to Niagra Falls clip -The question "Is Rupert Brook's Niagara Falls an effective descriptive piece?" Where students can mark/assess against the school's criteria. -A second question GCSE styled question "How does Rupert Brook use language to help create an image of Niagara Falls?" -Peer assessment -Creative writing.

This lesson explores imagery used in the poem Vultures by Chinua Achebe. The lesson explores: - The imagery of a vulture - A step to success ladder for GCSE poetry -Context of the poet - A YouTube link to the poem - The poem in text format - Exploration of key quotes linking to imagery - Steps to help students annotate the poem - A model answer - The question "How does the poet use imagery to create an effect on the reader?" -Peer assessment

This lesson explores the culture of the Caribbean and the poem Limbo by Kamau Brathwaite. The lesson looks at historical events that can have links to the poem, the linguistic meaning behind the title, a full annotation of the poem, a question based on how the themes are presented in the poem and a hot seat plenary.

A lesson that would take 2 hours- exploring the use of structure in Act 2 Scene 1 and Beatrice's views towards marriage and men. Set for a more able group but can be easily adapted to a lower ability group. Lesson also includes: A grid of structural techniques An extract for students to annotate A teacher example of analysis aimed at structure A differentiated set of tasks aimed at students completing the GCSE question "How is structure/language used to show Beatrice's views on marriage?" A model answer An ending discussion topic.

A lesson that explores structure in Act 3 Scene 1 complete with a modern and original extract for students to annotate. Aimed at a high ability but could easily be adapted. The lesson also includes: A model answer Discussion tasks in pairs Progress checks of student's understanding The GCSE question: How is the extract structured to engage the audience?