This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, 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: ‘millions and millions and millions of Eva Smiths and John Smiths still left’ “She’d swallowed a lot of strong disinfectant. Burnt her inside out, of course” "Young and fresh and charming” “Pretty” “isn’t it a beauty?” Works towards: How does Priestley present Eva Smith as powerless? How does Priestley present the lower class in An Inspector Calls?

A top band, Grade 9 essay on the question of: Starting with this extract (act 2 scene 2), how does Shakespeare present paranoia? The response considers both Lady Macbeth and 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 extracts, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists, as well as a mock question for a writing task. Quotes include: Methought I heard a voice cry ‘Sleep no more! Macbeth does murder sleep’, the innocent sleep To be thus is nothing; But to be safely thus.–Our fears in Banquo Stick deep The thane of Fife had a wife: where is she now?– What, will these hands ne’er be clean? Works towards: Starting with this extract, how is fear presented in the play? or How are Macbeth’s fears presented throughout the play?

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 provided for: “Yet do I fear thy nature; It is too full o’ th’ milk of human kindness” “Come, you spirits That tend on mortal thoughts, unsex me here” “The raven himself is hoarse That croaks the fatal entrance of Duncan under my battlements ” Suitable for many questions, including: How is Lady Macbeth presented throughout the play? How does Shakespeare present gender? To what extent is Lady Macbeth presented as powerful throughout the play? Explore the theme of death in Macbeth.

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 include extensive analysis of key quotes, notes on context, thoughtful alternative interpretations, themes, grade 9 critical ideas, and a question for independent student work with 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. Quotes included are: “Why shouldn’t they try for higher wages?’ “You’re not the kind of father a chap could go to” “I was in that state when a chap easily turns nasty” We helped to kill her You killed her - and the child … my child ‘You’re beginning to pretend as if nothing’s really happened at all. And I can’t see it like that. The girl’s still dead, isn’t she?’ Working towards: How does Priestley use language to present Eric in An Inspector Calls?

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.

Covers mainly The Inspector, Gerald and Mrs Birling, considering gender and class. Fully differentiated and ready to go lesson, which can be done in 2-4 hours depending on which slides you use. This lesson covers key context, an audience and reader’s expectations and reactions, extensive analysis and questioning of key ideas, key quotes chosen with analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are targets for students to use to mark and improve their own work. Quotes include: “Go and look for the father of the child. It’s his responsibility.” “She was claiming elaborate fine feelings and scruples that were simply absurd in a girl in her position.” “I hate those hard-eyed dough-faced women … She was very pretty – soft brown hair and big dark eyes” “gave me a glance that was nothing less than a cry for help” “All she wanted was to talk – a little friendliness – and I gathered that Joe Meggarty’s advances had left her rather shaken” “she was desperately hard up and at that moment was actually hungry” “She felt there’d never be anything as good again for her” Works towards: How is Mrs Birling presented throughout the play?

A Grade 9 lesson on Key Gothic Themes in The Bloody Chamber, for A Level English. Includes key themes, critical quotes and analysis, and how to link this to not only TBC but also other Gothic texts, for context marks. Key quotes are highlighted from The Bloody Chamber, and linked to their wider patterns in the text. Made for The Bloody Chamber A Level OCR spec, but suitable for any work on the book.

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. The lesson builds to the question, “Starting with this extract, how does Shakespeare present deteriorating characters?”. The main focus is on critical theories of madness, to do with Lady Macbeth.

This lesson covers key content for the poem, three carefuly chosen quotes with steps that students can use to easily analyse them as well as prepared notes, extensive analysis and exploration of context, example comparative points to another poem from the anthology, as well as a writing frame to support all students and make the comparison paragraphs easy work. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. Quotes include: “Well myself and somebody else and somebody else” “His blood-shadow stays on the street” “probably armed, possibly not” “One of my mates goes by and tosses his guts back into his body” “his bloody life in my bloody hands.” “he’s there on the ground, sort of inside out, pain itself“ Works towards: How does Simon Armitage present the effects of war in Remains and one other poem ?

This lesson covers key content for the poem, four carefuly chosen quotes with steps that students can use to easily analyse them, extensive analysis and exploration of context, example comparative points to another poem from the anthology, as well as a writing frame to support all students and make the comparison paragraphs easy work. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. Quotes include: “his bloody life in my bloody hands.” “hearing bullets smacking the belly out of the air” “he’s there on the ground, sort of inside out, pain itself, the image of agony” “He lugged a rifle numb as a smashed arm” Works towards: Compare the ways in which poets present ideas about war in Bayonet Charge and Remains. Made for Poetry and COnflict Anthology, AQA GCSE curriculum.

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.

Marked by an experienced examiner and secondary school teacher. 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.

This lesson covers key content for the poem, three carefuly chosen quotes with steps that students can use to easily analyse them as well as prepared notes, extensive analysis and exploration of context, example comparative points to another poem from the anthology, as well as a writing frame to support all students and make the comparison paragraphs easy work. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. A summary of the exam paper is included, so students can prepare to see the real thing. Quotes include: There once was a country… I left it as a child But my memory of it is sunlight-clear for it seems I never saw it in that November The city “may be at war, it may be sick with tyrants” but “the worst news I receive of it cannot break my original view” which is “the bright, filled paperweight” Works towards: Compare how identity is presented in 'The Emigree’ and one other poem.

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. “Starting with the extract, how does Shakespeare use language to present Macbeth’s paranoia and confusion?”

This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, 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: “EDNA, the parlourmaid, is just clearing the table” “Edna’ll answer it.” “All right, Edna. Show him in here. Give us some more light.” Works towards: How does Priestley present class in An Inspector Calls?

This lesson includes Essay Plans for all key characters, with prepared quotes and clear points. Students can use these to prepare for any character question that may come up, revising and remembering their analysis for each quote. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Working towards: How is Mrs Birling presented throughout the play?

This assembly is aimed at higher secondary school year groups (years 10-11), or sixth form students. Can also be used for form time. The slides cover the basics of saving money so they are ready to take on their first jobs or the first steps in their savings journey. The information is provided as a starting point and is in no way exhaustive: hopefully, a conversation can be started with students and the assembly can be adapted to their specific circumstances.