Wondering which quotations your students should learn for the exam? This display resource contains 10 key quotes that track the play, carefully chosen to provide students with potential evidence to use in a range of essay questions. Each key quotation is accompanied by an explanation, a colourful image to aid recall and a list of suggested essay themes to go with it. I have also made the same resource for A Christmas Carol, Macbeth and Blood Brothers, all available in my shop.

Based on Anthony Horowitz's re-telling of the myth, this resource contains several activities to work through the story. Contains a range of teaching and learning activities to stimulate children's interest, with a focus on Q1 & 2 English Language Paper 1 skills. The final task is a dramatic performance of the humorous scene where Thrym tries to kiss Thor!

THIS IS A MINI ASSESSMENT, LOOKING AT TWO EXTRACTS FROM THE DECLARATION. STUDENTS ARE REQUIRED TO EXPLAIN THE WRITER'S USE OF LANGUAGE AND STRUCTURE, AS PER Q2 & 3 STYLE QUESTIONS ON THE AQA ENGLISH LANGUAGE PAPER 1. ALSO INCLUDED IS A FEEDBACK PPT WITH EXAMPLE RESPONSES.

Three articles, article-based questions and tasks on the topic of gun crime. Suitable for KS3 or 4. Might engage boys.

AIMED AT MIDDLE TO LOW ABILITY, THIS COMPLETE LESSON LOOKS AT THE POET'S USE OF PERSONIFICATION AND METAPHOR. INCLUDES WORKSHEET WITH QUESTIONS AS AN EXTENSION TASK.

USING THE BFG BY ROALD DAHL AS INSPIRATION, STUDENTS WILL CONSIDER WHAT MAKES AN INTERESTING CHARACTER FOR A READER. THEY WILL ANALYSE DAHL'S DESCRIPTION OF FLESHLUMPEATER, WITH STEP BY STEP ANALYSIS, HELP AND SUPPORT & STRETCH AND CHALLENGE. NARRATIVE WRITING THEN FOLLOWS WITH THE OPPORTUNITY TO CREATE THEIR OWN GIANT AND PEER ASSESS USING GIVEN CRITERIA. A CREATIVE AND SKILLS BASED LESSON SUITABLE FOR BOTH KS3 & 4.

This resource includes 4 x worksheets. Each worksheet contains an extract describing a famous fictional character. Here, these are Dr No (James Bond_, Gollum, Mrs Pratchett and a witch from the Witches. Pupils are asked to identify a range of tasks using colours and symbols. Then, they are given another picture linked by the theme of the first extract. They can plan their description using the planning boxes provided. Once they have described their own character, using the image, they can then self assess which skills they have used from the reading task. Easily adaptable and easy to set for independent learning. Easier for pupils to print out and then complete the tasks. Please see my other describing character tasks (booklet).

AIMED AT HA KS3, THIS COMPLETE LESSON LOOKS AT STRUCTURE, ENJAMBMENT AND EXTENDED METAPHOR. POEM INCLUDED IN PPT.

AIMED AT MIDDLE ABILITY KS3, THIS COMPLETE LESSON LOOKS AT THE IDEA OF A POEM HAVING A SPEAKER. ALSO COVERED IS LANGUAGE USED TO CREATE TONE. INCLUDES LINK TO HOMELESS DOCUMENTARY AND INCLUDES SOME CREATIVE ACTIVITIES.

Extract question looking at how Shakespeare presents bravery and courage in given extract and in the play as a whole. Students are asked to consider these themes for the whole play and then look at the extract specifically. Using questions relating to different parts of the extract, students gradually build up an understanding of the extract. They can then begin to plan or write an answer.

Please note: resource assumes you have a copy of the Anthony Horowitz retelling of the Greek Myths, or at least the Judgement of Paris chapter. This is a range of activities that would take 2 or 3 lessons, looking at the greek gods and working through the various stories within this myth. First activity is to match the pictures of the gods in this story with their correct descriptions. Answers supplied for easy marking. Watch 10 minute clip on the greek gods. Activity 2 is to plan Peleus and Thetis’ wedding using information from the story. Next, students examine an extract and consider how the writer uses language to build tension (English Language Paper 1 Q2 style). Find evidence to show Hera’s persuasive skills, compare the descriptions of Athena and Hera (English Paper 2 style), summarise Helen’s story using given images and choose the true statements about Troy (as in Paper 2 Q1).

The main resource here is the Powerpoint presentation exploring three different possible exam questions for Blood Brothers. This includes a cut out activity as preparation for one of the questions. Once preparation has been completed, students can complete the question in full as a class activity. Other resources include various worksheets looking at Mickey and Eddie's friendship, the characters of Mrs Johnstone and Mrs Lyons and some worksheets analysing characters & themes. These can be adapted for other characters too.

This lesson looks at the context of Emmeline Pankhurst’s speech in Connecticut, 1913, which aimed to persuade the audience to support women’s suffrage. Focuses are on militaristic language, as well as other rhetorical devices and a plenary task comparing her speech for women’s rights with that of Emma Watson. Both speeches are included with this resource.

34 slides of activities to pick out key scenes, themes, characters and methods of Volume 1. These activities focus on chapters 1-18 of the novel and look at the theme of marriage, social status and key characters. Other focuses are critical interpretations such as marxist theory. Austen’s methods (dramatic irony, comedy, character foils, juxtaposition, pathetic fallacy, free indirect discourse etc) along with key moments in the plot. Very useful for teachers going through the novel for the first time to facilitate note taking for future revision purposes.

AIMED AT LOW ABILITY KS3, THIS COMPLETE LESSON LOOKS AT THE POET'S USE OF SIMILES AND METAPHORS TO DESCRIBE A LIGHTHOUSE. INCLUDES A COPY OF THE POEM AND SOME CREATIVE ACTIVITIES.

2 X LESSONS Students will look at Victorian society and the rise in crime rates that triggered the rise of the police force. They are then introduced to Jack the Ripper and encouraged to think how the context of the time actually enabled Jack the Ripper to commit his crimes so successfully / why the police were unable to catch him. Plenary tasks asks why detective fiction may have been popular at this time. Students look at the history of detective fiction, beginning with Poe / Murders at the Rue de Morgue. A focus on the character of the detective and detective conventions, testing knowledge by applying knowledge of conventions to extracts from The Sherlock Holmes Tale ‘The Adventure of the Sussex Vampire.’ Then, students look at images of Holmes study (Sherlock Holmes museum) and deduce ideas about his character. Lesson ends with fun observational skills competition where students spot the hidden animals in the pictures.

Students should produce a word cloud on what they know of Victorian society so far. They are then asked to match the image with the children's job from this era. More information is given about different child jobs and then students use this to write their own job adverts, using given examples. See other lessons for sale.

AIMED AT LOW TO MIDDLE ABILITY Y9, 10 AND 11, THIS RESOURCE CONTAINS A SHORT SUMMARY OF ALL POWER AND CONFLICT ANTHOLOGY POEMS, WITH KEY IDEAS. EACH SLIDE FOLLOWS THE SAME FORMAT AND IS DESIGNED TO BE AN UNCOMPLICATED REVISION TOOL FOR THE LESS ABLE GCSE ENGLISH LITERATURE STUDENT. USEFUL REVISION GUIDE FOR THE ENGLISH LITERATURE EXAM.

Please note: an error has been noted for a slide within MWTL ppt. Now been rectified. THREE LESSONS plus resources Assumes students have cold read The Man with the Twisted Lip first. Copy of story included. Use template to plot out the story using Freytag’s Pyramid. Idea of exposition will be returned to in the lesson. Read 'Opium in Victorian Britain article to learn about the influence of opium at this time. Look at an extract towards the start of the story to analyse how atmosphere is created, particularly with the idea of the opium den setting in mind, followed by a more detailed second extract. Plenary asks students to discuss the effectiveness of the exposition, in the context of Victorian England. Students given an outline of two scenarios and they should use inference skills to deduce what they think is happening. Tasks then given on an example crime scene with initial tasks. Then, students should apply this understanding to sketching out the crime scene in The Man with the Twisted Lip, using the facts from the story. Students use inference skills to deduce ideas about Holmes’ character from a given extract. Given a quiz on a set of detective conventions and then asked to match the conventions to the plot of Man with the Twisted Lip. Plenary asks them to think of any modern detective films / stories that also match this pattern.

This complete lesson takes students step by step through a range of descriptive writing techniques, such as alliteration, simile and adverbs. Images of Worzel Gummidge (human scarecrow) are used to enable students to identify and then use descriptive writing techniques. The final task is to describe the White Witch of Narnia, using a range of images and including a set of given success criteria. Useful for KS3 or 4 for descriptive writing skills.