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Chapter 7 'Jekyll and Hyde' exam task and feedback sheet (GCSE English Literature, Paper 1 - AQA)
douglaswise

Chapter 7 'Jekyll and Hyde' exam task and feedback sheet (GCSE English Literature, Paper 1 - AQA)

(2)
The extract is taken from 'Incident at the Window'. The task requires students to explore the presentation of Dr Jekyll as a troubled character. There are separate sets of targets on the feedback sheet for the extract itself and for general academic writing. Teachers can highlight the targets that are appropriate and ignore the ones that aren't. Hopefully this will help to save a bit of time.
Jekyll and Hyde: Resources for Chapters 1 - 10
douglaswise

Jekyll and Hyde: Resources for Chapters 1 - 10

(16)
Resources for Chapters 1 - 10 of The Strange Case of Dr Jekyll and Mr Hyde... Chapter 1: The historical context of the novel Chapter 2: The presentation of Edward Hyde Chapter 3: The presentation of Henry Jekyll Chapter 4: Contrasts between Edward Hyde and Sir Danvers Carew Chapter 5: Henry Jekyll's state of mind Chapter 6: The presentation of Dr Lanyon Chapter 7: The presentation of Henry Jekyll as a troubled character Chapter 8 (Part 1): The creation of a sense of fear and foreboding Chapter 8 (Part 2): The motif of the door Chapter 9: Henry Jekyll's persuasion of Dr Lanyon Chapter 10: (Part 1): The defence of Jekyll's actions Chapter 10 (Part 2): Jekyll's struggles Chapter 10 (Part 3): Jekyll's attempts to shift the blame onto Hyde.
Jekyll and Hyde Context Booklet
douglaswise

Jekyll and Hyde Context Booklet

(2)
A booklet containing a timeline of cultural events relevant to the novel, and also extracts from the texts below: Frankenstein The Origin of Species The Descent of Man Criminal Law Amendment Act, 1885 Illustrated Police News The Picture of Dorian Gray De Profoundis Dracula. Hope it’s useful -
The presentation of the speaker's emotions in 'When We Two Parted', by Lord Byron (AQA)
douglaswise

The presentation of the speaker's emotions in 'When We Two Parted', by Lord Byron (AQA)

(8)
The objective of the lesson is for students to develop their inference skills by making judgements on the way in which the speaker's emotions are presented in the poem. Students should pick the most convincing points from the first worksheet (or put forward their own) and then use them for the basis of a formal written response. A copy of the poem has been included on the presentation for group annotation.
First Days of School Extracts
douglaswise

First Days of School Extracts

(1)
Literary extracts focused on first days of school that could perhaps be used as part of a Year 7 induction lesson: - 'Jane Eyre', by Charlotte Brontë - 'To Kill a Mockingbird', by Harper Lee - 'Harry Potter and the Philosopher’s Stone', by J. K. Rowling - 'A Portrait of the Artist as a Young Man', by James Joyce - 'Cider with Rosie', by Laurie Lee - 'Boy', by Roald Dahl
'The Reluctant Fundamentalist' lesson from the GCSE AQA English Language Paper 1 anthology
douglaswise

'The Reluctant Fundamentalist' lesson from the GCSE AQA English Language Paper 1 anthology

(3)
The focus of the lesson is on exploring how Mohsin Hamid uses language to shape our impression of the speaker in the extract from 'The Reluctant Fundamentalist'. In terms of outcomes, the aim is for students to produce a relatively short, but high-quality, written response (containing appropriately used reporting and analysing verbs, conjunctions, and word-level terminology) - please see slide 3. At the beginning of the lesson, students should explore what the noun 'fundamentalist' means and how our expectations are shaped by the title of the extract. Following on from that, there's a clip from George Bush denouncing the 'axis of evil' that you might want to use to provide your wards with some contextual information. I've also added some slides that link to the November 2015 Paris attacks, plus a newspaper article. After that, students should read and discuss the extract; there's a simple retrieval task on slide 16 that can support this. Students should then discuss the question on slide 19 and make notes. They should then craft a short written response on the question, using the guidelines on slide 23. Finally, slides 24 - 27 are there just there for reference. Use them if you want to, but delete them if you don't!
The presentation of relationships in 'Climbing My Grandfather', by Andrew Waterhouse (AQA anthology)
douglaswise

The presentation of relationships in 'Climbing My Grandfather', by Andrew Waterhouse (AQA anthology)

(9)
The focus of the lesson is on exploring how Andrew Waterhouse uses imagery to help shape our understanding of the relationship presented to us in the poem. In terms of outcomes, the aim is for students to produce two relatively short, but high-quality, written responses (containing appropriately used poetic terminology, reporting and analysing verbs, and conjunctions) - please see slides 13, 14 and 15. At the beginning of the lesson, students should read and discuss the poem; there's a set of structured tasks on the worksheet. Following that, I've included a copy of the poem across five slides for teacher-lead annotation.
'Bring up the Bodies' lesson from the GCSE AQA English Language Paper 1 anthology
douglaswise

'Bring up the Bodies' lesson from the GCSE AQA English Language Paper 1 anthology

(5)
The focus of the lesson is on exploring how Hilary Mantel uses language to shape meaning in the extract from 'Bring up the Bodies'. In terms of outcomes, the aim is for students to produce three relatively short, but high-quality, written responses (containing appropriately used reporting and analysing verbs, conjunctions, and word-level terminology) - please see slide 2. At the beginning of the lesson, students should read and discuss the extract; there's a simple retrieval task on slide 4 that can support this. Students should then discuss the questions on slide 7 and make notes on the worksheet. They should then craft a short written response on the question, using the key words at the bottom of slide 8. Follow the same pattern, for slides 9 - 12. Finally, slides 13 - 16 are there just there for reference. Use them if you want to, but delete them if you don't!
The presentation of the speaker in 'Porphyria's Lover', by Robert Browning
douglaswise

The presentation of the speaker in 'Porphyria's Lover', by Robert Browning

(2)
This is a single lesson (that could perhaps be extended to two) on the presentation of the speaker in 'Porphyria's Lover', by Robert Browning. Firstly, students should put the main events of the poem in order before moving on to discuss the speaker and Porphyria. Following that, there's a close analysis task on the second worksheet. I've included a copy of the poem on the slides for group annotation. There's an optional written task at the end!
Analysis of Song Lyrics - 'Grenade', by Bruno Mars
douglaswise

Analysis of Song Lyrics - 'Grenade', by Bruno Mars

(3)
A lesson that focuses on the analysis of imagery in 'Grenade', by Bruno Mars. Students work in groups to identify and explore the central images in the song, and then individually to complete a short written task. At the end of the lesson, students are encouraged to analyse lyrics that they should have brought to the lesson for homework (I've provided additional song lyrics for forgetful students).
The presentation of relationships in 'Winter Swans' by Owen Sheers (AQA anthology)
douglaswise

The presentation of relationships in 'Winter Swans' by Owen Sheers (AQA anthology)

(6)
This is a single lesson on the presentation of relationships in 'Winter Swans' by Owen Sheers. Firstly, students should retrieve relevant quotations linked to the images on the first slide. Following that, there's a blank copy of the poem to annotate on the attached worksheet. Finally, students should aim to produce two relatively short, but high-quality, written responses (containing appropriately used poetic terminology, reporting and analysing verbs, and conjunctions) - please see slides 14, 15 and 16.