Knowledge Organiser for the revision of Shakespeare’s Hamlet. There are also elements of narrative and character arc development. Please leave a review!

This lesson breaks down language, structure, and form with clear AO1, AO2, and AO3 focus. Activities include annotating key themes, exploring irony, and analysing poetic devices to help students develop critical interpretations. Structured writing tasks guide them in crafting analytical paragraphs, while discussion prompts and contextual links encourage deeper thinking. With a blend of exam-style questions, interactive tasks and extension challenges, this resource ensures students grasp the transience of power and Shelley’s political critique. Perfect for GCSE English!

Display that covers all letters in the alphabet of black notable figures past and current. Includes a short bio for each individual, a range of males and females, and can be used in corridors and classrooms.

LO: To look at Macbeth’s mental state and actions in Act 2 Breakdown of Dagger soliloquy LO: To explore The Porter’s opening speech and review how equivocation is explored To look at the reactions characters hold to the announcement of Duncan’s death

SOL Overview

LQ: How is Lady Macbeth presented in Act 5 scene 1. Quote explosions

Literature Paper 2, Section C Learning Questions: How do I approach unseen poetry? How can I effectively prepare for this section of the exam? Poems looked at: I look into my glass- Hardy When you are old- W.B. Yeats

LO: To explore how Shakespeare uses language to present the characters Macbeth and Lady Macbeth towards the end of Act 1

LO: To practice my writing skills and explore the different ways of telling a story Exploration into sensory writing and exploration of personification of shoes. Additional sheet to support writing task.

Learning objective: To understand the opinions presented in the novel by the press about asylum seekers Exploration of newspaper covers around immigration, letter writing activity in response to exploration.

Learning Objective: To understand how Sedgwick uses language to present Peter and his father.

LQ: Can I use Similes to describe Scrooge?

Learning Objective: To write a PEE paragraph discussing Sedgewick’s use of language features in chapters 1-4