A booklet containing a timeline of cultural events relevant to the novel, and also extracts from the texts below:
The Origin of Species
The Descent of Man
Criminal Law Amendment Act, 1885
Illustrated Police News
The Picture of Dorian Gray
Hope it’s useful -
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.
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.
Two lessons on the ‘Touching the Void’ extract from the Edexcel iGCSE anthology, focusing on how tension is created by Joe Simpson. The second lesson requires students to produce a piece of analytical writing.
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.
A single lesson on the 'I'm the King of the Castle' extract, by Susan Hill, from the 2015 GCSE AQA English Language Paper 1 Anthology. Much of the extract is formed of direct speech, without any authorial mediation, so the focus is on getting students to make informed inferences.
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 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!
This is a single lesson on the presentation of the speaker's relationship with his son in 'Walking Away'. Firstly, students should discuss the poem generally, before moving on to focusing on the five images on the worksheet. There's a written task to finish. I've included a copy of the poem on the slides for group annotation. Hope the resources help!
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 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.
Exploration of how Stevenson presents six key themes in 'The Strange Case of Dr Jekyll and Mr Hyde'. The six key themes are:
- The duality of human nature
- Science and the unexplained
- Urban terror
- Secrecy and silence.
The focus of the lesson is on how Tim Dowling and one other writer from the anthology convey their different views and experiences of conflict (relevant for Q4 of paper two of the English Language exam). In terms of an outcome, the aim is for students to produce a piece of high-quality academic writing.
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.