A top band, Grade 9 essay on the question of: “Starting with this speech (Act 4 Scene 3), explore how Shakespeare presents the theme of Kingship in Macbeth”. Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

This lesson covers key Jacobean context, an audience and reader’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quotes include: “Behold where stands the usurper’s cursed head” “tyranny” “this dead butcher and his fiend-like queen” “The time is free” “nation miserable, With an untitled tyrant bloody-scepter’d” Works towards: Starting with this speech, explore how Shakespeare presents the theme of Kingship in Macbeth.

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quote analysis for: I grant him bloody, Luxurious, avaricious, false, deceitful, Sudden, malicious, smacking of every sin That has a name our country sinks beneath the yoke; It weeps, it bleeds Is this a dagger which I see before me, The handle toward my hand? A dagger of the mind, a false creation, Proceeding from the heat-oppressèd brain Suitable for example questions such as: Starting with this extract, how is Kingship presented? How are Malcolm and Macduff presented as leaders? How is Malcolm presented in the play? How does Shakespeare present corruption?

An A* 1000 word essay on Monstrosity, in The Bloody Chamber and Frankenstein. Key Gothic themes, symbols, and motifs are fully explored, and grounded in degree-level context.

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quote analysis is provided for: I fear thy nature; It is too full o’ the milk of human kindness That I may pour my spirits in thine ear Come, you spirits That tend on mortal thoughts, unsex me here Yet do I fear thy nature; It is too full o’ th’ milk of human kindness The raven himself is hoarse That croaks the fatal entrance of Duncan under my battlements

An A* 1000 word essay on setting in Gothic texts - specifically Dracula and The Bloody Chamber.

A top band, Grade 9 essay on the question of: “How does Shakespeare present deception in the play?” Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

Thoughtful, critical, grade 9 analysis of quotes to assist in teaching and revision of Macbeth. This set of notes considers context, word level analysis, and nuanced interpretations of key characters.

Notes on the key contextual events of Dracula’s setting, and time of writing. Also includes key critical opinions and quotes.

A Grade 9 context lesson, covering everything required for the AQA GCSE mark scheme, to help students reach top marks in an easy to understand, simple format. This lesson covers key Gothic and Victorian context, a reader’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. CONTENT INCLUDES: The Industrial Revolution The Victorian Gentleman Victorian Hypocrisy Traditional Values Fear of the Unknown Victorian London Darwinism Physiognomy

A top band, Grade 9 essay on the question of: How does Shakespeare present masculinity in ‘Macbeth’? Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

A top band, Grade 9 essay on the question of: “Starting with this extract (Act 4 scene 3), examine how Shakespeare presents the natural order”. Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and targets provided for students to mark and improve their own work. Full quote analysis is provided for: Stay, you imperfect speakers Cannot be ill, cannot be good his virtues will plead like angels I have no spur To prick the sides of my intent, but only Vaulting ambition

Extensive, sophisticated notes on all key themes, quotes, context, and broad ideas about writing style and author’s choices. Includes university level ideas about gender, divided into over ten different aspects of women and masculinity. Also looks at identity, the Gothic genre, science, class, and many other themes and ideas.

Comprehensive notes on A Doll’s House. Includes key quotes, as well as personal and social contexts. Also includes critical interpretations, notes on themes, structure, the relationship, and character.

Sophisticated analysis of important themes, such as masculinity, society, women, and identity.

An exemplar essay on a key theme in Hamlet.

A full set of notes on all key elements of the book. Discusses context, the role of women, an analysis of narrative, egotism, the creature, science, and more.

Includes poetry and context; social and personal context, including women, religion, etc.

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Key findings from examiner reports are included, as well as grade 9 exam advice. Ideal for: How is fear presented in Macbeth? How does Shakespeare present Macbeth’s fears? How does Shakespeare present Banquo’s ghost? How does Shakespeare present guilt and paranoia?