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: “A samurai sword” “Huge flag waved” “Little fishing boats” “a shaven head full of powerful incantations” Works towards: Compare how the poets convey conflicting emotions in the poem ‘The Emigree’ and one other poem

This lesson covers key content for the poem, 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-used books, the back of the Koran” “Maps too. The sun shines through their borderlines” “paper that lets the light shine through” Works towards: How does Dharker explore the fragility of human life in this poem? Compare her approach to that of another poet.

This lesson covers key content for the poem, highlighted key quotes with guided notes that students can use to easily analyse them as well as prepared ideas, 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: ““a huge peak, black and huge, / As if with voluntary power instinct, / Upreared its head.” “growing still in stature the grim shape / Towered up between me and the stars” "like a living thing, / Strode after me.” “Small circles glittering idly in the moon, / Until they melted all into one track / Of sparkling light.” Works towards: How is nature presented in 'The Prelude’? or Compare how nature is presented in 'The Prelude’ and one other poem.

This lesson covers key context, including politics, gender, and the impact of war, extensive analysis of possible extracts, thoughtful extensive analysis on gender expectations and context, as well as 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.

This lesson covers key Edwardian context, an audience and reader’s expectations, extensive analysis and exploration of context, an example extract, 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 are opportunities for students to mark and improve their own work through target codes. Quotes include: “substantial and heavily comfortable but not cosy and homelike” “EDNA, the parlourmaid, is just clearing the table … of the dessert plates and champagne glasses” “decanter of port, cigar box and cigarettes” “The lighting should be pink and intimate until the INSPECTOR arrives and then it should be brighter and harder.” Works towards: How does Priestley present the theme of social class in An Inspector Calls?

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

Covers Mr Birling, Mrs Birling, Sheila, Eric, 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: “substantial and heavily comfortable but not cosy and homelike” “The lighting should be pink and intimate until the INSPECTOR arrives and then it should be brighter and harder.” “unsinkable, absolutely unsinkable.” “a man has to make his own way—has to look after himself—and his family, too, of course” “I’m talking as a hard headed, practical man of business.” Works towards: How does Priestley present the theme of social class in An Inspector Calls?

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. There is a choice of two questions: Starting with this extract, explore how Shakespeare presents guilt. (5.1) Starting with this extract, how is guilt and deception presented in the play? (3.1)

Fully differentiated with essay practice included. This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, analysis and questioning of key ideas, key quotes that can be analysed individually or as a class, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for class conversations, and opportunities for students to mark and improve their own work. Works towards: Starting with this extract, how does Shakespeare present the supernatural?

A succinct poster resource detailing key characters, quotes, author’s intentions, context, plot, and themes.

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

Covers mainly Eric and The Inspector, 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. Works towards: How does Priestley present change in An Inspector Calls?

Macbeth GCSE. This lesson covers a summary of his character, possible extracts with prompt questions for student thought or discussion, critical theorists and relevant quotes surrounding Kingship, a quote recall task, 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. Writing task: Starting with this speech, explore how Shakespeare presents the theme of Kingship in Macbeth.

Designed for Jekyll and Hyde as a GCSE text, and the slides include the AQA mark scheme for the relevant question, but this can be changed for different exam boards. This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, what makes a good vs grade 9 point, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. A key extract, key vocabulary, terminology, and paragraph structuring is included, as is a model answer paragraph. Targets are included so students can mark and improve their own work. Two starters are included, so you can split the slides into two different lessons. Quotes include: “rugged countenance, that was never lighted by a smile” "it offended him, both as a lawyer and a lover of the sane and customary sides of life” “it was frequently his fortune to be the last reputable acquaintance and the last good influence in the lives of down-going men” Works towards: How is Mr Utterson presented in the beginning of the novella?

The sheet allows students to fill in their own = key quotes, analysis notes, contextual facts, secondary supporting quotes, and grade 9 thoughtful, critical ideas. This could be used for revision, or filled in as a class to identify gaps. Made to fulfill all the requirements of the AQA mark scheme, but can of course be used for other exam boards.

This lesson covers key content for the poem, highlighted key quotes 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: “This wizened earth has never troubled us” “leaves and branches Can raise a tragic chorus” “You might think that the sea is company, Exploding comfortably” "“spits like a tame cat Turned savage.” Works towards: How is nature presented in ‘Storm on the Island’? and then Compare how nature is presented in 'The Prelude’ and one other poem.

This lesson covers key content for the poem, highlighted key quotes with guided notes that students can use to easily analyse them as well as prepared ideas, 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: “Half sunk a shattered visage lies.” “sneer of cold command” “'My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair” Works towards: How does Shelley present the power of humans in Ozymandias? (This lesson is intended to be the first in a sequence so introduces students to writing on one poem before they begin writing comparatively)

This lesson covers key content for the poem, three carefuly chosen quotes for students to independently analyse 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. This lesson works well as the first in a sequence, so I have also laid out the exam structure and total list of poems students will study. 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: “I met a traveller from an antique land” “Two vast and trunkless legs of stone” “Half sunk, a shattered visage lies” “frown, And wrinkled lip, and sneer of cold command” “y name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!” Works towards: How does Shelley present the power of humans in Ozymandias?

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: Hell is murky […] Yet who would have thought the old man to have had so much blood in him? Out, damned spot! Out, I say!—One, two. Why, then, ’tis time to do ’t. Yet who would have thought the old man to have had so much blood in him? Suitable for many questions, including: How is Lady Macbeth’s madness presented? How does Shakespeare present gender? To what extent is Lady Macbeth presented as powerful throughout the play? Explore the theme of madness and guilt in Macbeth.

This lesson covers key Gothic Victorian settings and context for Jekyll and Hyde, an audience’s expectations, extensive analysis and questioning of various scenes and possible extracts, 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 easy way to link all context fluidly into writing, and targets for students to use to mark and improve their own work. QUOTE ANALYSIS PROVIDED FOR: "a fog rolled over the city in the small hours” “black winter morning” "like rows of smiling saleswomen” Key research is provided for: The Gothic The Uncanny Gothic Monsters Setting in Jekyll and Hyde Suitable for many questions, including: How is the setting of London presented in the novella? How do the descriptions of the street and door create an unsettling atmosphere? How does Stevenson use setting to build tension?