Paris Anthology: Representation of Paris (AQA) This KS5 lesson is designed for AQA A Level English Literature and Language (Paris Anthology) and focuses on comparative analysis of representation through a TripAdvisor comment and the blog ‘18 Months Later’. The lesson foregrounds how ideas about visiting Paris are constructed through language choices, rather than content recall, and prepares students for the integrated comparison required by the AQA specification. The lesson follows a task-driven, student-led approach. Students begin by reading the TripAdvisor text independently and recording initial impressions, before applying GRAMPS (Genre, Register, Audience, Mode, Purpose, Structure/Subject Matter) to establish contextual and communicative positioning. GRAMPS guidance and exemplification are provided by the teacher to support accuracy and consistency, but interpretation is intentionally student-generated. Students then complete a structured language analysis task with a clear focus on representation of Paris. They locate and annotate features across language levels, including graphology, lexis and semantics, grammar, phonology/prosodics, and discourse. The teacher supplies exemplar features and modelling for each level rather than enforcing fixed quotas, allowing flexibility while still supporting AO1 and AO2 development. The emphasis is on purposeful selection and analytical commentary rather than feature-spotting. The second text, 18 Months Later, is introduced through a comparative lens. Students apply GRAMPS again in bullet-point form, supported by teacher-provided prompts, enabling them to identify contrasts in voice, perspective, and representation. Ideas are integrated across both texts rather than treated separately, reinforcing comparative thinking and supporting AO4. The lesson culminates in exam-focused application. Students are given a Paris-style comparative question — “Compare and contrast how the writers of these texts express their ideas about visiting Paris” — and use their annotations to plan and, where appropriate, write a comparative response. This stage consolidates AO1 (coherent argument), AO2 (language analysis), AO3 (context through mode, audience, and purpose), and AO4 (connections between texts). It is not overly content-heavy PowerPoint; independent reading, annotation, and analytical decision-making are central by design. The lesson supports exam preparation while building transferable skills in linguistic analysis and comparative writing.

Mile by Mile – AQA English Language & Literature (Paris Anthology) This lesson is designed for AQA A Level English Language and Literature, focusing on the Paris Anthology text Mile by Mile. It introduces students to GRAMPS, models detailed linguistic analysis, and supports the development of strong, exam-style analytical paragraphs. What’s included: Introduction to GRAMPS (Genre, Register, Audience, Mode, Purpose, Structure) – helping students understand how Mile by Mile fits within the broader conventions of travel writing and historical documentation. Linguistic breakdown of a short extract – covering key language levels (lexis, grammar, semantics, pragmatics, discourse) to build AO1 precision and confidence. Focus on representation and purpose – guiding students in analysing how Paris is constructed through descriptive, factual, and historically grounded language. Guided annotation tasks – helping students track narrative voice, perspective, and structural choices. This resource supports students in developing a secure linguistic method, ensuring they understand both how to analyse Mile by Mile and how to transfer these skills to the wider anthology.

This lesson is designed for AQA A Level English Literature, Love Through the Ages, and focuses on planning a comparative essay on John Donne’s The Flea and Andrew Marvell’s To His Coy Mistress. The lesson centres on collaborative planning and developing confident, comparative argumentation in preparation for exam writing. Students work in pairs to plan a full comparative essay, using guided prompts to shape a coherent line of argument across both poems. The focus is on comparing how love, persuasion, time, and power are presented, with attention to poetic methods and form. Students are encouraged to move beyond feature spotting and instead develop conceptual links between the texts. The resource supports students in constructing comparative paragraphs that integrate both poems throughout, rather than treating them separately. Emphasis is placed on embedding quotations, linking ideas clearly, and maintaining a comparative voice across each paragraph. Contextual understanding is incorporated through consideration of metaphysical poetry, carpe diem traditions, and early modern attitudes towards love, gender, and sexuality. Students are guided to connect contextual insight naturally to analysis, in line with AO3 expectations. Assessment objectives are explicitly supported, with a particular focus on AO1 (clear argument and expression), AO2 (analysis of language, form, and structure), AO3 (context), and AO4 (connections across texts). Sentence starters and planning scaffolds are provided to support all ability levels. This resource is ideal for consolidating understanding before an assessed essay or exam response, helping students practise planning effectively, articulating comparisons, and preparing to write with confidence under timed conditions.

This lesson is designed for AQA A Level English Literature and focuses on responding to two unseen poems on the theme of pain and love. The lesson supports students in developing a confident, exam-ready approach to unseen poetry by addressing all assessment objectives (AO1–AO5) through structured planning and comparison. Students work collaboratively to read and annotate both poems, identifying key ideas, emotions, and patterns of meaning linked to pain and love. The lesson encourages students to explore how love is intertwined with suffering, considering emotional intensity, conflict, and vulnerability while forming an initial comparative argument. Close analysis of language, form, and structure is central to the lesson, with students guided to examine imagery, symbolism, sound patterns, and structural choices. Attention is given to how these methods shape emotional impact and meaning, directly supporting AO2. Context is addressed in a flexible way appropriate for unseen poetry, with students encouraged to consider possible contextual influences such as attitudes to relationships, desire, emotional restraint, or loss, while avoiding biographical speculation. This supports AO3 in a controlled and relevant manner. Comparative skills are developed as students plan paragraphs that integrate both poems throughout, focusing on similarities and differences in how pain and love are presented. Students are supported in making conceptual links between the texts rather than treating them separately, meeting AO4 expectations. The lesson also encourages evaluative and exploratory responses by prompting students to consider alternative interpretations of love and pain, ambiguity in tone or voice, and the effectiveness of poetic choices. This supports AO5 and helps students develop confident, critical responses. This resource is ideal for preparing students for the unseen poetry component, helping them practise close reading, comparison, and planning under exam-style conditions while building confidence across all assessment objectives.

This lesson is designed for AQA A Level English Literature and focuses on responding to two unseen poems on the theme of grief. The lesson supports students in developing a confident, exam-ready approach to unseen poetry by addressing all assessment objectives (AO1–AO5) through structured planning and comparison. Students work collaboratively to read and annotate both poems, identifying key ideas, emotions, and patterns of meaning linked to grief. The lesson encourages students to explore how grief is presented differently across the two texts, considering tone, voice, and perspective, while forming an initial comparative argument. Close analysis of language, form, and structure is central to the lesson, with students guided to examine imagery, symbolism, sound patterns, and structural choices. Attention is given to how these methods shape emotional impact and meaning, directly supporting AO2. Context is addressed in a flexible way appropriate for unseen poetry, with students encouraged to consider possible contextual influences such as attitudes to loss, relationships, spirituality, or the speaker’s situation, while avoiding biographical speculation. This supports AO3 in a controlled and relevant manner. Comparative skills are developed as students plan paragraphs that integrate both poems throughout, focusing on similarities and differences in the presentation of grief. Students are supported in making conceptual links between the texts rather than treating them separately, meeting AO4 expectations. The lesson also introduces students to different possible interpretations of grief, encouraging evaluative and exploratory responses. Students are prompted to consider ambiguity, alternative readings, and the effectiveness of poetic choices, supporting AO5. This resource is ideal for preparing students for the unseen poetry component, helping them practise close reading, comparison, and planning under exam-style conditions while building confidence across all assessment objectives.

Paris City Guide & Zara Narrative – AQA English Language & Literature (Paris Anthology) This lesson is designed for AQA A Level English Language and Literature, focusing on two Paris Anthology transcript texts: the Paris City Guide transcript and Zara’s Narrative transcript. The lesson is highly interactive and student-led, encouraging independent analysis, collaboration, and exam-style question creation. What’s included: Expert group task – students become “experts” on either the Paris City Guide transcript or Zara’s Narrative transcript, using a directional resource to guide focused linguistic analysis. Linguistic and structural analysis – students examine key language levels (lexis, grammar, discourse, pragmatics) and spoken language features such as interaction, audience address, and purpose. GRAMPS application – learners apply Genre, Register, Audience, Mode, Purpose, and Structure to their allocated text, linking form and function to representation. Paired knowledge exchange – students work in pairs to teach their findings to a partner who has studied the other transcript, reinforcing understanding through explanation and comparison. Exam-style question creation – students design their own Paris Anthology-style question based on the two transcripts, developing insight into assessment demands. Question swap and response – questions are exchanged within the class and students write a response to the question they receive, practising exam technique and adaptability. This resource supports AO1–AO4, developing confident linguistic analysis, comparative thinking, and strong awareness of exam expectations. Ideal for consolidating understanding of transcript texts while promoting independence and active learning.

Personal Narrative: Anna – AQA English Language & Literature (Paris Anthology) This lesson is designed for AQA A Level English Language and Literature, focusing on the Paris Anthology text Personal Narrative: Anna. It combines GRAMPS analysis, linguistic annotation, and comparative work to develop AO1–AO4 skills in preparation for the Telling Stories paper. What’s included: Introduction to GRAMPS – students review Genre, Register, Audience, Mode, Purpose, and Structure, and apply it specifically to Personal Narrative: Anna. Linguistic annotation – students examine key language levels (lexis, grammar, semantics, pragmatics, discourse) with guided prompts for close textual analysis. Modelled exemplars – examples provided to demonstrate how to write high-quality analysis using AO1–AO3. AO4 comparative activity – students compare Anna with Mile by Mile using a structured comparative table, considering representation, perspective, and narrative choices. Modelled response – an attached Word document shows a full exemplar response, illustrating effective integration of context, critical insight, and linguistic analysis. Student practice – learners then write their own response, using the modelled example as guidance. This resource supports AO1–AO4, helping students develop analytical precision, contextual insight, and comparative skills. Ideal for consolidating understanding of the Paris Anthology and practising exam-style responses.

A-Level AQA (Love Through The Ages) resource. Looking at Chapter 7 of The Great Gatsby and relating to Pre-1900 poetry. Relevant context, relevant informtion and clear to use. A 13 slide power point Looks at Gatsby, Daisy, Tom, Myrtle Looks at Tom and Gatsby as a contrast, includes critical quotations when looking at Gatsby and Myrtle - scaffolded too. Tasks that gets student analysing and comparing,. A comparative question from a pre-1900 poem. (poem not included)

A-Level AQA (Love Through The Ages) resource. Looking at Chapter 8 of The Great Gatsby and relating to Pre-1900 poetry. Relevant context, relevant informtion and clear to use. A 20 slide power point Looks at Nick, Daisy (or lackthereof), Wolfsheim, Mr Gatz, Klipspringer, Owl Eyes, Jordan and Nick, and Tom Looks at Nick’s loyalty, Daisy’s disappearance, Wolfsheim’s behaviour, Mr Gatz’ naivety, the American Dream, Klipspringer as a representative of 1920s Jazz Age, Owl Eyes and his sympathy, Jordan and Nick’s final words, Tom and the run in, and the last passage. Includes a couple critical comments too. A comparative question from a pre-1900 poem. (poem not included)

A-Level AQA (Love Through The Ages) resource. Looking at Chapter 5 of The Great Gatsby and relating to Pre-1900 poetry. Relevant context, relevant informtion and clear to use. A 14 slide power point Looks at Gatsby and Daisy’s reunion Tasks looking at Gatsby’s anticipation, the awkward reunion, the symbolism of the clock/green light/the shirts A comparative question from a pre-1900 poem. (poem not included)

A-Level AQA (Love Through The Ages) resource. Looking at Chapter 6 of The Great Gatsby and relating to Pre-1900 poetry. Relevant context, relevant informtion and clear to use. A 9 slide power point Looks at Gatsby, Daisy, Tom Looks at obsession with the past, the difference between East and West egg and masculinity A comparative question from a pre-1900 poem. (poem not included)

A-Level AQA (Love Through The Ages) resource. Looking at Chapter 8 of The Great Gatsby and relating to Pre-1900 poetry. Relevant context, relevant informtion and clear to use. A 13 slide power point Looks at Gatsby, Nick and Wilson Looks at Gatsby’s past and refusal to leave, the importance of Nick’s narration, critical responses, Wilson’s unravelling, Gatsby’s death and Wilson’s demise. A comparative question from a pre-1900 poem. (poem not included)

A-Level AQA (Love Through The Ages) resource. Looking at Chapter 2 of The Great Gatsby and relating to Pre-1900 poetry. Relevant context, relevant informtion and clear to use. Exemplar attached for the final task of the lesson. 24 powerpoint slide Looks at Valley of Ashes, Dr. Eckleburg, George and Myrtle Wilson, Myrtle’s apartment and the symbolism of the Swinging painting. Provides an C exemplar when looking at Gatsby and a Pre-1900 poem (poem not included)

A-Level AQA (Love Through The Ages) resource. Looking at Chapter 4 of The Great Gatsby and relating to Pre-1900 poetry. Relevant context, relevant informtion and clear to use. A 12 slide power point Looks at Gatsby’s backstory, Organised Crime and Wolfsheim, looking at a Southern Belle and Daisy’s backstory Tasks looking at Daisy Tasks looking at the chain of conversation: from Gatsby to Jordan to Nick in order to court Daisy

A-Level AQA (Love Through The Ages) resource. Looking at Chapter 1 of The Great Gatsby and relating to Pre-1900 poetry. Relevant context, relevant informtion and clear to use. Exemplar attached for the final task of the lesson. A 23 slide power point Looks at Tom Buchanan, Daisy Buchanan and their relationship as well as Jordan Baker Looks at symbolism with phone and Daisy’s voice Provides an A exemplar when looking at Gatsby and a Pre-1900 poem (poem not included)

A-Level AQA (Love Through The Ages) resource. Looking at Chapter 3 of The Great Gatsby and relating to Pre-1900 poetry. Relevant context, relevant informtion and clear to use. A 14 slide power point Looks at Prohibition, Rumours of Gatsby & his party, Gatsby’s introduction, Accommodation Theory, Nick as unreliable narrator, Nick’s relationship with Jordan A comparative question from a pre-1900 poem. (poem not included)

Neither Here Nor There – AQA English Language & Literature (Paris Anthology) This lesson is designed for AQA A Level English Language and Literature, focusing on the Paris Anthology text Neither Here Nor There. The lesson emphasises contextual understanding and how context interacts with GRAMPS, while providing a structured framework for independent linguistic analysis. What’s included: Context and GRAMPS introduction – students explore the relationship between the text, its context, and the GRAMPS framework, establishing a foundation for analysis. Rotating analysis activity – the text is divided into sections; students independently annotate and analyse key linguistic features, then rotate to review and build on each other’s observations. This encourages active engagement and peer learning. Focus on linguistic analysis – students consider lexis, grammar, semantics, pragmatics, and discourse, linking observations back to context and purpose. Optional GRAMPS paragraph task – students can practise writing a concise introduction applying GRAMPS to the whole text, suitable for exam-style responses. Independent lesson structure – designed to maximise student-led learning rather than teacher-led delivery, ideal for fostering autonomy and analytical confidence. This resource supports AO1–AO3, helping students develop critical awareness of context, mode, and linguistic choices, while providing a clear method for analysing Paris Anthology extracts independently.

Paris Anthology Introduction – AQA English Language & Literature (Telling Stories Paper) This lesson is designed for AQA A Level English Language and Literature, introducing students to the Paris Anthology through a focus on representation and analytical frameworks. It provides a clear, accessible introduction to GRAMPS, multimodality, and how to approach smaller extracts for effective linguistic analysis. What’s included: Introduction to GRAMPS (Genre, Register, Audience, Mode, Purpose, Structure) – ideal for establishing the analytical foundations needed throughout the Telling Stories anthology. Representation focus – guiding students in exploring how Paris is constructed through language, perspective, and narrative viewpoint. Linguistic breakdown of a short Paris extract – covering key language levels (lexis, grammar, semantics, pragmatics, discourse) to model effective AO1 and AO3 analysis. Task / homework activity – students explore different areas of Paris, building contextual awareness and linking real locations to the representations explored in the anthology.

This lesson is designed for AQA A Level English Language and Literature, focusing on the Paris Anthology text “Stories Are Waiting in Paris.” It provides a detailed, accessible introduction to GRAMPS analysis, multimodality, and the linguistic and structural conventions of the text type. What’s included: Introduction to GRAMPS (Genre, Register, Audience, Mode, Purpose, Structure) – perfect for early lessons in the Telling Stories anthology. Linguistic breakdown of the text, covering key language levels (lexis, grammar, semantics, pragmatics, discourse). Exploration of transcript conventions, identifying how spontaneity, performance, and persuasion are presented in spoken and scripted advertising contexts. Multimodality explained: visual, auditory, and linguistic features of the “Stories Are Waiting in Paris” video advertisement. Question exemplar for the Paris Anthology section of the Telling Stories paper, modelled in the AQA style. Linked video resource: the Eurostar “Stories Are Waiting in Paris” advert (embedded or linked for classroom viewing). This resource supports AO1–AO3, helping students understand how language and mode construct meaning, identity, and representation. Ideal for introducing the Paris Anthology and establishing key analytical frameworks for success across the paper.

Othello Act 5 Scenes 1 & 2 – Love Through the Ages (AQA A Level English Literature) This lesson is designed for AQA A Level English Literature, Love Through the Ages, and focuses on the climactic final scenes of Othello (Act 5 Scenes 1 & 2), with Scene 2 explored in more depth. What’s included: AO2 analysis of language, including iambic pentameter, key quotations, and religious imagery. Contextual insight (AO3) on Elizabethan values, gender, and morality, linked to the unfolding drama. AO4: Critical engagement using AC Bradley’s commentary and reflection on how themes have developed across the play. Close study of Emilia’s discovery of Desdemona’s fate and her active role in exposing Iago, contrasted with Desdemona’s more passive stance. Guided final reading activity using the attached resource to consolidate understanding of character, theme, and dramatic impact. This lesson supports AO1–AO5, encouraging students to combine detailed textual analysis, contextual understanding, and critical perspectives. Ideal for preparing for exam responses and exploring Shakespeare’s presentation of love, jealousy, morality, and agency in the final act.

Othello Act 1 Scene 1 – Love Through the Ages (AQA A Level English Literature) This lesson is designed for AQA A Level English Literature, Love Through the Ages, focusing on Act 1 Scene 1 of Othello. What’s included: Guided questions to support close analysis of the opening of the play. Exploration of verse vs. prose and the use of iambic pentameter, examining how Shakespeare establishes character and tone. Critical engagement with the concept of “the Other”, including a key scholarly quotation for AO4 discussion. Mapping of power dynamics between Iago, Roderigo, and Brabantio, helping students visualise relationships and status. Support for creating a contextual revision sheet linking themes, characterisation, and societal values. Optional flipped learning activity: students annotate the scene at home to deepen familiarity with Shakespearean language. This resource develops AO1–AO5 skills, encouraging students to combine textual analysis, contextual insight, and critical perspectives. Ideal for laying the groundwork for understanding character, power, and themes in the opening of the play.