A complete lesson on Chapters 24 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson explores the final chapter of Frankenstein through analysis of Victor, Walton and the Creature’s final statements. The second task is a set of group tasks, examining how the themes of the novel are treated by the end of the novel. The final part of the lesson is a game of ‘beat the teacher’. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A complete lesson on Chapter 8 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson explores the trial of Justine, including close text analysis ‘Enquiry Concerning Political Justice’ (1793) and four guided group analysis tasks. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A full lesson on the poem ‘Out of the Bag’ by Seamus Heaney. Poems of Decade, Forward Poetry (2011) Edexcel AS/A English Literature, 2015+

A complete lesson on Chapters 20 and 21 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson explores the destruction of the female monster, using Anne K Mellor’s ‘Possessing Nature: the female in Frankenstein’ as a basis for a scaffolded paragraph task. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A complete lesson on Chapters 22 and 23 from Mary Shelley’s Frankenstein ( 1831 ed.). The lesson explores the events of Chapters 22 and 23, with a paticular focus on the death of Elizabeth and Victor’s reaction to it; close text analysis of key evidence from both chapters. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A full lesson on the poem ‘Ode on a Grayson Perry Urn’ by Tim Turnball. Poems of Decade, Forward Poetry (2011) Edexcel AS/A English Literature, 2015+

LO1 To explore the connotations of different settings used within Othello and the impact on the characters of this setting shift (AO1/AO2/AO3) LO2 To summarise Shakespeare’s presentation of characters and structure of the plot in this scene (AO1/AO2/AO3) LO3 To consider, plan and write a paragraph in response to an exam question, considering staging and proxemics. (AO1/AO2/AO3) Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

LO1 To explore the symbolic and dramatic significance of Desdemona’s handkerchief in Act 3 scene 4 (AO2) LO2 To consider how Shakespeare uses the concept of the four humours in Act 3 scene 4 (AO2 and AO3) LO3 To analyse the role of Bianca in Act 3 scene 4 (AO2) Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

LO1 To develop our ability to respond to alternative readings of the opening to Act 4 (AO5) LO2 To explore how Iago stages ‘ocular proof’ of Desdemona’s unfaithfulness in Act 4 scene 1 (AO2) LO3 To introduce the significance of Shakespeare’s use of verse and prose (AO2) and analyse how Shakespeare uses this to suggest Othello’s collapsing state of mind (AO1 and AO2) Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

A full lesson, including a ‘do now’ activity as students settle, an overarching session question, detailed context, scaffolded guided questions for analysis of sound, language, figurative language, structure and form. EdExcel AS/A Level English Literature Paper 3: Poetry, Section B: The Romantics

This fully scaffolded lesson explores the significance of the play’s opening and how Shakespeare creates initial impressions of Iago and Roderigo, considers the malcontent and the Machiavellian villain as character types which inform Shakespeare’s portrayal of Iago and encourages analysis into how Shakespeare portrays issues of race and gender in Act 1 scene 1. Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

LO1 To consider the dramatic significance of Act 5 scene 1 and to reflect on Roderigo’s role in the play (AO2) LO2 To reflect on the dramatic role and thematic significance of Bianca in the play (AO1 and AO2) LO3 To explore whether Shakespeare portrays Desdemona and Emilia as passive victims or being active in determining their own fate (AO2 and AO5) Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

LO1 to mind-map our ideas about jealousy (AO1) LO2 to try to come up with around 3 statements of what Shakespeare seems to be saying about or through jealousy  in Othello and to organise our ideas into a coherent essay plan (AO1) LO3 to make sure we have considered elements we can include that respond to AO2 (analyse how meaning is shaped), AO3 (contextual factors) and AO5 (other critical readings) (AO2, AO3, and AO5) Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

An scaffolded introduction to using critical lenses using Angela Carter’s ‘The Werewolf’. Theories explored Formalism Marxism Gender Studies Psychoanalysis Eco-criticism Postcolonialism

An Introduction to Mary Shelley’s Frankenstein ( 1831 ed.). Genre, terminology, context and scaffolded research tasks. **EdExcel AS/A Level English Literature 2015+. Paper 2: ‘Science and Society’. **

A full lesson which revises the plot of Shakespeare’s Othello. The lesson gets students to revise over 40 key quotes from the text , considering their position in the text and their significance to the play as a whole. The powerpoint also includes a scene by scene synopsis and list of key quotes explained. The second half of the session revises the difference between the use of verse and prose in the text, with self-directive questioning encouraging learners to examine Othello and Iago’s speech throughout the play. Edexcel AS/A English Literature 2015+ Paper 2: Prose

A full lesson, including a ‘do now’ activity as students settle, an overarching session question, detailed context, scaffolded guided questions for analysis of sound, language, figurative language, structure and form. Very detailed, full analysis of poem given. EdExcel AS/A Level English Literature Paper 3: Poetry, Section B: The Romantics

This sensory introduction provides an overview of the plot, themes and language used by Shakespeare in his 1603/4 play, Othello. Key content: blank verse iambic pentameter symbols and motifs characterisation the hankerchief scene (3.3) freytag’s pyramid I use props with this lesson, although it is possible to deliver without if not able to source props. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare

This fully scaffolded lesson encourages learners to reflect on and respond to alternative readings of the play’s opening, consider the significance of the political backdrop to Act 1 scene 3 and to explore how Shakespeare creates initial impressions of Desdemona’s character. Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. ** AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare**

LO1 To recap the first section of Act 3 (AO1/AO2) LO2 To consider the dramatic and contextual significance of the Clown’s role in Act 3 scene 1 (AO1/AO2/AO3) LO3 To explore and respond to alternative interpretations of Emilia’s role in the play so far (AO5) Extension and stretch and challenge activities are embedded throughout; the lesson has an overarching question which encourages the development of higher order thinking. Opportunities for paragraph writing and peer assessment are also utilised. AS/A Level English Literature (2015+) Paper 1, Section A: Shakespeare