This lesson explores the beginning of the Balcony Scene - Originally taught at an able group of year 8 students but can be used for different abilities/classes with minimal adaptation. The lesson includes: -Discussion around the themes of the play -Guided reading of the scene -A summary section on the scene -Guided skills for annotating the extract -The lesson then prepares the students to select from three different GCSE styled questions: 1. Explore how Shakespeare presents the theme of love between the two characters. 2.Explore how Shakespeare presents the character of Romeo, in this scene. 3.Explore how Shakespeare presents the character of Juliet, in this scene.

A lesson that explores the meeting of the star crossed lovers in Shakespeare's Romeo and Juliet. This lesson was originally taught to an able year 8 class but can be adapted to any group. The lesson is packed with helping hand tasks for lower ability and challenge tasks for the more able. The lesson includes: -A starter activity that recaps student's understanding of the two main characters. -Discussion around the key term 'Sonnet' -Comprehension questions based on the extract of the characters meeting each other. -Differentiated questions based on this section of the play. -Analysis of the use of religious imagery (Language) -A supported language analysis to support student's response to the GCSE styled question "How does Shakespeare use language to portray Romeo and Juliet’s first meeting?" -Peer assessment

A lesson that explores Don John's evil plan in Shakespeare's Much Ado about Nothing. Aimed at a higher ability class but can be easily adapted. The lesson includes: -The extract for students to annotate - A task to support first impressions of the character -A YouTube link with comprehension questions - A grid full of structural techniques - A teacher annotation of a section of the extract -A model answer - A learning question GCSE styled "How is structure used to present the character?"

A lesson that would take 2 hours- exploring the use of structure in Act 2 Scene 1 and Beatrice's views towards marriage and men. Set for a more able group but can be easily adapted to a lower ability group. Lesson also includes: A grid of structural techniques An extract for students to annotate A teacher example of analysis aimed at structure A differentiated set of tasks aimed at students completing the GCSE question "How is structure/language used to show Beatrice's views on marriage?" A model answer An ending discussion topic.

Shakespeare's Much Ado about Nothing- Aimed at a higher ability class but can be easily adapted. Exploring the use of structure in the tricking of Benedick. Lesson complete with: -Discussion around the use of Soliloquys and their effect on an audience -A focused analysis of structure in a shorter section of the extract -Extract included -Model answer -Steps to help answer the GCSE question "How is structure used to show the changing attitude of Benedick?" -Peer assessment- With grid for students included

A lesson that explores structure in Act 3 Scene 1 complete with a modern and original extract for students to annotate. Aimed at a high ability but could easily be adapted. The lesson also includes: A model answer Discussion tasks in pairs Progress checks of student's understanding The GCSE question: How is the extract structured to engage the audience?

A lesson based on ACT 4 - Much Ado About Nothing aimed at a higher ability class but could be easily adapted. The lesson includes: - An imagery based starter - A class discussion on shame - A YouTube link to the scene - An analysis of language and structure used in Act 4 - How is language and structure used to present the relationship between Beatrice and Benedick? With supported tasks for lower ability and challenge task for higher ability. -Self assessment -Glossary

A lesson that explores the use of structure in the poem 'Valentine' By Carol Ann Duffy. Originally taught to a middle set group of year 8 students but can be easily adapted. Lesson would last 2 hours but again can be shortened or extended. The lesson includes: - A structure technique matching worksheet - A help sheet for the GCSE styled question "How has the poet used structure to engage the reader? - A teacher analysis of where structure is used in the poem - Comprehension questions linked to YouTube links -A model answer -A slide including a helping hand task and a challenege task- well differentiated.

This lesson looks at the Myths Beowulf and Hercules in a comparative way. Students are given an overview of how both heroes can be compared and allows them to look at two extracts exploring how both heroes are presented. Students should analyse the language used to show how each hero is presented as being similar or different. They are then given a grid which enables them to find quotes and write a comparison answer in the style of GCSE.

This lesson explores the AQA poem 'The follower' by Seamus Heaney. It looks at context of the poet, analysing the poem, a model answer and a structured set of sentence starters for students to follow to help them answer the GCSE question "How does Heaney present the relationship between father and son?"

This lesson was created as part of an observation which received positive feedback showing students had made good progress. Originally taught to a bottom set year 10 class. It could be adapted to reach a more able group or a higher ability group at KS3. The lesson begins with a creative writing starter based on the image of the ghost. Also included, a youtube clip showing ghost stories, extract of Marley's Ghost (focusing on the description), the same extract with 4 language techniques identified, a glossary, an exploration of the use of the imagery (Lobster), a model answer and a supported set of sentence openers for students to write their own answer to the question "How is language used to present Marley's Ghost"

Here you will find 7 lessons that explores in detail "Act 1 (all scenes) of Macbeth" Within the lessons you will have access to model examples of AQA styled paragraphs, analysis of key extracts and the tools to help your students develop an understanding of key scenes, characters and the plot line. I originally set this out for a bottom set year 10 class, however, some tasks have been set to a higher ability and could be easily adapted. Peer assessment and Self assessment skills are included.

This lesson enables students to think about mood and atmosphere when writing to describe. They are given the task to describe a journey and then they have to do this using the opposite mood/atmosphere. My students really responded to this lesson and can now identify mood and atmosphere differences in other texts.

Three lessons: Killing Banquo- Complete with: The rules of succession, summary of plot line, extract of scene, model answer to the AQA question "How is language used in the soliloquy to show how Macbeth is feeling?" structure to follow for students to complete the question (for lower ability) and peer assessment. Act 3 scene 2- Predator quote analysis- step by step support to help students answer the question "How is tension created before Banquo's murder?" Here students are supported in finding quotes that show tension being created with explanations in a model example. Also, a full exploration of the symbolism of Banquo's ghost with links to context. (Extracts included) Lesson 3- (Shorter lesson) - How is the witches' meeting presented as being significant in the play-exploring the role of 'Hecate" linking to context. Extract included. Peer assessment included.

2 full lessons which covers Act 2- Scene 1 and Act 2 scene 2. Complete with a structure to help students answer a AQA question on this scene and full extract to analysis as a class. Act 2 scene 2- Explores the symbolism of the blood on his hands, a learning grid that supports students in commenting on language, structure and effect and a support model answer for students to follow for the question of How does Shakespeare present Macbeth's growing paranoia?

3 LESSONS- Analysing and understanding ACT 4: Plot line, characters and themes. Act 4 Scene 1- Students are asked to explain the change in relationship between Banquo and Macbeth as a starter activity. Includes reading act 4 scene 1- Speakers needed are outlined in the presentation. Discussion around what is an apparition? Summary of Act 4 scene 1 and then comprehension questions for students attached with a Youtube link. https://www.youtube.com/watch?v=bdoGqrizfdc The witches apparitions explained lesson- A more detailed analysis of what each apparition symbolises. Complete with an explanation slide of each apparition to spark discussion within class- allowing students to take notes. The final question is "Why did Shakespeare introduce the apparitions?" Act 4 Scene 2- Exploring the theme of violence. Lesson complete with: A whole re-cap of where violence is shown throughout the play, supported reading of Act 4 Scene 2, exploration of Lady Macduff as a minor character and the importance of this, highlighting Lady Macduff quotes and a supported structure to allow students to answer "How is the theme of violence shown in Act 4 Scene 2?"

As part of the AQA relationships cluster, this lesson explores the inferences behind the poem ‘Walking away’ by C Day Lewis. The lesson includes: comments on plot line and structure Detailed language analysis- ready to prompt discussions A model example to a GCSE An opportunity to answer the GCSE Question: HOW DOES THE POET CREATE THE THEME OF CLOSE RELATIONSHIPS IN WALKING AWAY? Differentiated for different abilities and can be used as a year 10 introduction lesson to poetry or a year 11 revision of the poem.

Looking at the AQA Language paper 2- Greenwich Fair and Glastonbury extract. This lesson walks students through the AQA model examples and markschemes. All abilities catered for- a great preparation lesson when focusing on the Q2 Summary.

A set of 3 lessons that last approximately 5 hours (depending on ability) Originally created for a group of year 8 and 9 foundation learners to help them explore Gothic literature. The lessons link to the original Bram Stoker’s Dracula, including descriptive writing, analytical writing and peer assessment. This could also be simply differentiated for younger years.