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?"

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.

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.

A lesson aimed at lower-middle ability year 11 students in a revision lesson. AQA's An Inspector Calls lesson focuses on the use of language in the final speech, analysis of context and the speech's structure. This leads a prompted answer to a GCSE question. The answer attached is a 'pretend' example of a pupil response that pupils can criticise, mark and improve according to the AQA mark scheme.

This lesson is aimed at a lower ability year 10 English class but can be differentiated to encompass more challenges or simplified for younger years. It has a quick quiz at the beginning with answers for students to embed key concepts around the play. Students are then provided with the reading of act 3 scene 2, a Youtube clip of the analysis of this scene and a breakdown of key quotations and their inferences. Students are then given a learning question to write.

A lesson that provides learners with the ability to consider the traits and characteristics of the characters in relation to holding power. Students are provided with an overview of the powerful character ‘Curley’. Here the teacher should discuss the ways in which Steinbeck is trying to portray him as the most obvious character with Power in the text. This can then transfer into what other ways can power be shown. The lesson comes with a slide that hints at some contextual information linking to power, a worksheet where students can locate quotes and personal ideas about each character. The end slide is more interactive, encouraging students to put their name on a ‘post it’ and select who they feel has the most power. Here, I separate students into the four characters (using each corner of the room) and individually we go through beginning a debate on the characters and their ‘Power’ throughout the text. Students can then extend this into a written argument or essay, considering the sides of the argument that others in the class have shared.

2 lessons that span over 4 hours. Each lesson looks at Stevenson's Dr Jekyll and Mr Hyde complete with comprehension questions based on the included extract, the use of diary entries and first person, exploration of each character, creative writing (diary entries), and a supported set of sentence starters to help students answer the GCSE styled question "How does Stevenson create tension during the transformation in Jekyll and Hyde?" -Complete with peer and self assessment

A lesson aimed at working in groups to analyse 4 different speeches and create a second group to teach each other about their speech. Lesson includes: -4 speeches from movies: Armageddon, Independence day, Braveheart and Coach Carter. -YouTube links to all speeches to spark discussion with the class. -Guided steps to help students annotate their speeches -Independent structure used to help students answer the question "How does the language used in the speech help motivate the audience?"