An example essay on the theme of guilt in Macbethusing Act 5 Scene 1 as the extract. Useful for students to identify Assessment Objectives and how to develop and link ideas to form a coherent but concise essay.

Paper 1 Aspects of Tragedy Section A A worked model answer responding to an extract from Act 2 Scene 4 of King Lear . The response is colour-coded to highlight how it addresses the different assessment objectives. It is also annotated with guidance on how to structure their essays for this section of the exam paper (using the AQA guidance from the 2023 exam report). Please note, this is aimed at Year 1 students who need to be weaned off the GCSE obsession with PEEL/PEA so the first page does still have a slightly formulaic approach to writing paragraphs as scaffolding for students in need of more support.

A PowerPoint focused on the opening section of Act 1 Scene 1: Entrance task questions prompting consideration of Aspects of Tragedy; Lesson outline Key questions and prompts to promote independent thinking and discussion: e.g. what are the political implications of the opening dialogue between Gloucester and Kent A brief outline of the context of Kingship with vocab defined Student response to Lear’s introductory monologue (anticipating GCSE misconceptions), with notes based on AQA exam reports to shift students towards A Level style analysis Plenary questions

Top set lesson outline PP with starter comprehension questions, example paragraph and class discussion notes, key words: meter, ellision etc.

Grade 9 Comparison of ‘London’ by William Blake and ‘Emigree’ by Carol Rumens, written in response to the question: Compare how the poets present the power of place Includes commentary alongside each paragraph, reminding students of mark scheme requirements and tips for structuring their responses. Focused on AQA Literature spec but would work for other exam boards. Aimed at top set students who are aiming for Grade 8 and 9.

This lesson recaps the bleak ending of King Lear, Act 5 Scene 3, before guiding students through an A-A* essay structure responding to the following AQA style Section B question: The world of King Lear is one where goodness cannot prevail: “all’s cheerless, dark and deadly”. To what extent do you agree? The PP takes students through a suggested A-A* essay framework, including example introductions, conclusions and analysis for students. This is aimed at Year 12 and Year 13 students who need guidance on: constructing a clear and coherent line of argument academic writing skills There is also a scaffolding slide aimed at students who need more support with writing up their analysis of methods and meanings.

An A/A* Lit example answer to a Section B statement: ‘Despite the appalling suffering, the world of the play is not without hope.’ To what extent do you agree with this view? There is a prompt at the end for students to add another paragraph to the response.

A3 poster / revision resource showing character relationships

Example answers responding to Act 1.1 and the question - How does Shakespeare present Macbeth as a powerful leader? Paragraphs going through the AQA mark scheme bands from Band 2 - 6, modelling for students the different expectations for each band. Final paragraph is Band 6, Grade 9 response.

A Powerpoint that focuses on Act 5 as a way in to revising how to approach Section B ‘statement’ questions. Starts with a recap quiz on Act 5, then includes group activity on creating their own statements, including lots of examples.

Year 10 /Year 11 resource for the study of Shakespeare’s Macbeth, geared towards the AQA Literature specification. Using the beginning of the ‘sleep-walking’ scene (from Act 5, Scene 1) as an extract, this essay explores the ideas of Lady Macbeth’s loss of power and resulting ‘weakness’. Ideal for modelling academic writing and the detailed development of ideas and interpretations for high ability GCSE students. Also useful for demonstrating how to synthesise quotations / methods and draw connections between an extract and the rest of the play. Snippet from second paragraph: 'Shakespeare also employs fragmented, disjointed utterances in Lady Macbeth’s dialogue to mirror her fragmented psyche: ‘To bed, to bed. There’s knocking at the gate. Come, come, come, come.’ This sense of desperation may suggest weakness and perhaps evoke pity, however, its parallels with her earlier harsh, commanding dialogue means that it mostly reminds the audience of her culpability. ’