A lesson exploring how PF is used in opening . Extracts used are Scrooge sitting counting money in his counting house, and Scrooge going home at the end of the day. differentiated and an opportunity for extended writing.

A lesson analysing aspects of chapter 3, and how foreshadowing is used. Starts of with chapter 3 recall, before looking at model of lang analysis to build as a class. Students then work in pairs, and then individually, to analyse scaffolded quotes. Final part of lesson is looking at a model answer and checklist, before writing their own paragraph using lesson resources and checklist. Potentially need 1 and a half lessons for this.

Using Jamie Oliver and social media is a topic, lesson teaching very low ability how to write a letter. There had been prior learning of letter writing techniques.

Lesson plan notes. Start off lesson recapping previous one where we had looked at scene 4 and learnt what dramatic irony was. Use of images to recap and check understanding. (answer notes beneath slide) Information sheet on women in Jacobean England - read and consider references to where LM is different (knowledge from having watched film). Read scene with context activity. Students put in differentiated groups - with one HAP in each group to support - to look at quotes. Group one have easiest quotes - HAP to help develop. Groups 3 and 4 - same quotes but opposite way round - this means if they only get one done, the other group have analysed the other in detail. LSA works with group 2, teacher to work with group 1 and circulate with 3 and 4 from time to time to check progress and understanding. Students to present their quotes - other groups to make notes around their text.

A lesson exploring the context of the poor in Victorian England, and how Scrooge represents this. starts with differentiated cloze taken from tes and adapted.

A lesson exploring the presentation of Macbeth. I try to drip feed them the context so that they know where to link. I also introduce them to new vocab each lesson too - and recap the next. With this lesson, I annotated my own copy of the text. I looked at how he is presented as an "eagle" and "lion" - like an apex predator- unbeatable. Also, "cannons overcharged" - like a lethal weapon, ruthlessly attacking. I also explored idea of a tragic flaw - character has to appear noble so that the downfall is even more shocking. Challenge part of the lesson - how does Shakespeare perhaps subtly suggest that Macbeth has ability to be evil? "bathe in reeking wounds" and "Golgotha" quotes - suggest that he actually enjoys death, and takes pleasure in it. Killing the traitor was not just a task, but something he enjoyed - sadistic? Those were the notes I used for the lesson.

A lesson exploring the relevance of the idea of the ghost to the novella, and then analysing the presentation of Marley's ghost.

A lesson introducing the context of class - top set year 9.

Exploring Act 1, Scene 5 - lots of challenge for HA. Next lesson - writing about scene 5 - is also available for purchase.

Exploring the opening - HA Year 9

Students exploring how characters are presented in Ch2, making links to context. Put into 6 groups - nominate a group leader who can help to guide group - probably a HAP. Rotate every 10 minutes.

Leading on from lesson 2, where students explored Old Major and Karl Marx, this lesson begins analysis skills. In this lesson, I also taught the y into -ies rule where I spoke to one student specifically about it and explained a few times throughout the lesson, and then I asked that student to teach the whole class. Worked very well.

A lesson exploring how the farm changes in chapter 6, and specifically at how Animalism is corrupted. Most of slide 2 will be reading the chapter and employing guided questioning.

A booklet to enable teacher to lead students through stave 4 of ACC, with references to key context and focus questions. Very chalk and talk, but necessary at this point.

A booklet to enable teacher to lead students through stave 3 of ACC, with references to key context and focus questions. Very chalk and talk, but necessary at this point.

A booklet to enable teacher to lead students through stave 5 of ACC, with references to key context and focus questions. Very chalk and talk, but necessary at this point.

Observed (grade 1) lesson exploring language in Dulce. the class have been using the writing frame for a while, so we are starting to lessen the amount of frame they have.

model; scaffold etc

The class had spent 2 lessons exploring Exposure. This lesson they worked on writing critical and analytical paragraphs.