This scheme of work incorporates a range of analysis, summary and descriptive writing tasks inspired by events and characters in Robert Cormier’s ‘Heroes’. Videos are hyperlinked to images on the slides and thorough sentence starters are provided to scaffold the teaching of this novel. All page number references are to the Pearson Longman edition.

This resource guides students through a reading of Act 2 Scene 4 and looks at reactions to Duncan’s murder. Visual prompts are used to encourage students to explore ideas about the disruption of the natural order and the wider consequences of treason upon Scotland.

This full scheme of work is designed for KS3 students. It includes a range of creative writing, linguistical and character analysis lessons. Sentence starters and prompts are provided for differentiation. All page number references are to the Bloomsbury edition.

This resource looks at an article written by a firefighter on duty on the day of the terrorist attacks. The lessons work very well as part of any non-fiction / issues and opinions / argumentative + descriptive writing scheme.

This series of four lessons is perfect for teaching unseen poetry to either high level KS3 or KS4 Literature students. The PowerPoint resources include individual analysis of both Ted Hughes’ ‘Wind’ and Wordsworth’s ‘I wandered lonely as a cloud’ before the final lesson guides students through a comparison of the presentation of nature. Example comparisons are also included to support students.

This lessons guides students through a close study of Scrooge’s changing emotions when he is taken back to his past. The sentence starters provided for students encourage them to link his emotions to Dickens’ notion that he is on a path to redemption. Visual prompts are included in the starter task to recap the presentation of characters that have been met so far in the novella.

This lesson involves students reading the end of Stave One (from Scrooge seeing Marley’s face in the knocker). The idea of the tasks are to encourage students to consider: how Scrooge starts to change through his feelings of terror, the contextual ideas behind ‘change’, the words said by Marley’s ghost about what is required of ‘every man’ and the last task enables students to explore the significance of the items on Marley’s chain and how they reflect a life of greed and selfishness. This resource has been designed as a revision tool for y11 Literature students.

This scheme of work consists of over 50 lessons covering every scene from the play. Tasks are tailored towards the analysis requirements for GCSE English Literature. Throughout the scheme, opportunity is given for students to analyse: characterisation, themes, context and language. I use these scheme alongside the CGP full copy of the play, with students annotating their own copies as we deconstruct each scene in class.

A selection of lessons intended for an intense 5/6 week period of revision of the play for AQA GCSE English Literature. Covering aspects of characterisation, context, themes, structure and language.

Second set of resources covering analysis of multiple aspects of the play. Suitable for teaching Macbeth as part of GCSE English Literature.

This lesson is designed as a revision resource for KS4 students. The idea being that time is initially spent considering and discussing key contextual ideas. As the lesson progresses, classes are to read the opening of the story up until the point that Fred leaves his uncle’s office. The main analysis task encourages students to consider how the two characters are used by Dickens to represent contrasting ideas surrounding society and poverty.

This lesson is designed to encourage students to explore the significance of the way Dickens describes the charity workers and how Scrooge’s apartment is used symbolically to highlight his negative personality and traits in Stave One. This lesson is suitable alongside first reading of the novella or as revision for year 11 Literature students.

This source encourages students to develop their skills in evaluating the author’s use of language with reference to linguistice methods. The extract is ‘The Sniper’ The resource includes sentences starters, a modelled exemplar for a structural analysis response and reading section questions.