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This engaging and thought-provoking lesson introduces students to the concept of dystopian fiction, setting the stage for an in-depth study of The Handmaid’s Tale by Margaret Atwood. Designed for GCSE and A-Level English Literature students, this resource includes: A comprehensive and visually engaging PowerPoint presentation A KWLS chart to activate prior knowledge and track learning progress Discussion prompts and key questions to encourage critical thinking Contextual links to real-world dystopias and historical influences Students will explore the conventions of dystopian fiction, consider Atwood’s influences, and begin forming their own interpretations of the novel’s themes. This lesson is ideal for sparking curiosity and laying the foundation for analytical study. Perfect for in-class teaching or online learning, this resource saves planning time while ensuring high-quality, structured engagement with the text. Check out the full teaching pack or download individual lessons as needed! 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Lesson 19: The Historical Notes – Rewriting Offred’s Story A Complete GCSE/A-Level English Literature Lesson on The Handmaid’s Tale Overview This fully resourced lesson explores the Historical Notes section of The Handmaid’s Tale, challenging students to consider how history is written, whose voices are prioritised, and how Atwood critiques male academic authority. Through structured discussion, textual analysis, and critical perspectives, students will assess the reliability of Offred’s story and examine the implications of historical interpretation. Key Learning Objectives Understand the purpose of the Historical Notes. Analyse how Atwood critiques historical narratives and academic authority. Assess the reliability of Offred’s account. Lesson Activities Starter Task: First impressions – students reflect on their initial reactions to the Historical Notes and compare its tone to Offred’s narrative. Who Controls the Narrative? Independent analysis of Professor Pieixoto’s lecture, followed by a class discussion on male academic authority. Debate: Can Offred’s account be trusted, or is it shaped by her perspective and limitations? Critical Interpretations: Feminist, postmodern, and dystopian readings of the Historical Notes. Challenge Task: Short response on how history remembers women’s stories. Exit Task: Reflecting on Atwood’s use of metafiction and narrative ambiguity. Resource Includes A full presentation covering key discussion points and textual analysis. A structured handout for analysing Professor Pieixoto’s lecture. Ready-to-use lesson activities that encourage critical thinking and debate. Why Choose This Resource? Engaging and thought-provoking content aligned with GCSE and A-Level English Literature. Encourages deep analysis of Atwood’s themes and literary techniques. Ideal for classroom discussion, independent study, or essay preparation. Looking for more lessons on The Handmaid’s Tale? Visit my shop for the full 30-lesson pack covering the entire novel. The Handmaid’s Tale lesson, GCSE English Literature, A-Level English, Margaret Atwood, Historical Notes, narrative authority, feminist criticism, dystopian fiction, literary analysis, English teaching resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

This lesson delves into the character of Serena Joy in The Handmaid’s Tale, exploring how Atwood critiques conservative feminism through her portrayal. Students will examine Serena’s background, her contradictions between her past beliefs and her current role in Gilead, and her complex position within the regime’s power structure. Learning Objectives: To understand Serena Joy’s background and beliefs. To be able to evaluate how Atwood uses her character to critique conservative feminism. To be able to analyse Serena’s role and power within Gilead, and compare her experiences with those of other women in the society, such as the Handmaids, Wives, and Marthas. Lesson Activities: Starter Task: Students will discuss in pairs what students already know about Serena Joy, her role in Gilead, and her motivations. Class Discussion: Share initial thoughts before delving deeper into the lesson with targeted questions. Reading: Students will revisit Chapters 8 and 13, focusing on Serena Joy’s pre-Gilead speeches. Group Work: Students will rotate through four stations to explore key concepts, including conservative feminism, complicity in oppression, Atwood’s views on Serena, and Atwood’s critique of conservative feminism (all handouts included). Extension Task - Comparison Activity: Students will use the provided table to compare the privileges and restrictions of Serena Joy and Offred, considering the power dynamics between the two women and how Serena is both an oppressor and a victim under Gilead’s regime. Extension Task: Write a paragraph comparing the extent to which Serena Joy is a victim of Gilead and how much she is responsible for its oppression, incorporating Atwood’s critique of conservative feminism. Exit Task: Students will summarise key insights from the lesson before leaving. This lesson is part of a comprehensive 30-lesson teaching pack on The Handmaid’s Tale. For the full unit, including all 30 lessons, visit my TES shop. The entire teaching pack will be available from 8th March 2025. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

The Handmaid’s Tale – Lesson 6: Women in Gilead In this lesson, students will explore the essential question: How does Atwood present female roles and relationships in Gilead? Through analysis of The Handmaid’s Tale, students will examine the societal roles of women—including Handmaids, Wives, and Marthas—and how these roles reinforce Gilead’s power structures. They will also consider how Atwood’s portrayal of women reflects both historical and contemporary gender dynamics, highlighting tensions, alliances, and power struggles between female characters. Lesson Objectives: To be able to identify the key societal roles of women in Gilead and their purpose within the regime. To understand how Atwood presents female relationships, including rivalry, resentment, and solidarity. To be able to analyze the ways in which women experience oppression differently based on their status. To be able to compare Gilead’s gender hierarchy to real-world historical or literary examples. Lesson Activities: Starter Task – Quick Discussion: Students will explore the following questions: What roles do women traditionally occupy in patriarchal societies? How might these roles be used to maintain power structures? Task 1: Understanding Women’s Roles Students are assigned one of the following groups: Handmaids, Wives, or Marthas. Using Chapters 11-13, they identify key characteristics, duties, and limitations of their assigned group. Groups present their findings, discussing how these roles enforce Gilead’s control. Task 2: Female Relationships & Oppression Close analysis of key interactions between Serena Joy, Offred, and Rita. Discussion of how power shifts within female relationships. Task 3: Comparative Analysis Students compare Handmaids, Wives, and Marthas to real-world historical or literary examples of gender oppression. Exit Task – Quick Reflection: Which female character in Gilead do you think has the most power, and why? Students write a short response in their workbooks or discuss in pairs before sharing key ideas. For the full unit pack and other resources in this unit, visit my TES shop—available on 8th March! 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Lesson 13: Nick – Love, Freedom or Another Form of Control? The Handmaid’s Tale | Chapters 30-32 Essential Question: Does Nick offer Offred freedom, or is he just another means of control? This engaging lesson guides students through a critical analysis of Nick’s role in The Handmaid’s Tale, encouraging them to explore the ambiguity of his relationship with Offred. Through discussion, textual analysis, and structured written tasks, students will assess whether Nick represents genuine love and protection or is simply another instrument of control in Gilead’s oppressive system. Learning Objectives: Identify and evaluate Nick’s role in Offred’s life. Analyse the complexity of their relationship and its implications. Assess different interpretations of Nick’s character using textual evidence. Lesson Activities: Starter Task: Discuss Nick’s character so far – his actions, motives, and status in Gilead. Debate whether Offred can truly trust him. Discussion Questions: How does Offred’s relationship with Nick compare to her past with Luke? Does Offred seek comfort in Nick out of love, desperation, or manipulation? Is Nick an ally, a tool of Gilead, or something more complex? Written Task: Write an analytical paragraph assessing whether Nick offers Offred freedom or control. Work in groups to explore different interpretations, using textual evidence. Reflection & Exit Task: Consider Offred’s emotional state and agency in this relationship. Reflect on how today’s discussion has influenced your perception of Nick. Why Choose This Lesson? Perfect for GCSE and A-Level students studying The Handmaid’s Tale, this lesson provides a structured yet thought-provoking approach to analysing character motivation, power dynamics, and Atwood’s commentary on control and autonomy. Full 30-Lesson Pack Available from 8th March 2025 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Master Analytical Essay Writing – The Handmaid’s Tale | AQA English Literature Prepare your students for success with this comprehensive lesson on essay planning for The Handmaid’s Tale. Designed to develop critical thinking and structured writing skills, this resource equips students with the tools needed to craft high-quality analytical essays for AQA English Literature. What’s Included? Detailed Lesson – Clear step-by-step guidance to ensure smooth delivery. Engaging PowerPoint Presentation – Visually structured slides covering key concepts. Essay Planning Worksheet – A scaffolded resource to help students organise ideas. Model Thesis Statements and Exemplar Responses – Demonstrating effective essay structuring. Critical Thinking Activities – Prompts to deepen engagement with the novel. Peer and Self-Assessment Tools – Encouraging reflective learning and essay refinement. How This Resource Supports Learning Outcomes Curriculum-Aligned – Designed for AQA English Literature, covering key assessment objectives (AO1, AO2, AO3). Develops Key Writing Skills – Supports students in structuring arguments, integrating evidence, and analysing Atwood’s use of language and narrative structure. Enhances Critical Thinking – Encourages discussion on power, control, and resistance in The Handmaid’s Tale, connecting themes to real-world contexts. Differentiation for All Learners – Scaffolded tasks and model examples provide support and challenge for different ability levels. Easy to Use and Adapt This resource is fully editable, making it easy to tailor to your students’ needs. Whether used as a standalone lesson, part of a revision series, or for exam preparation, this pack provides everything needed for an engaging and effective classroom experience. Why Choose This Resource? Saves hours of planning time with a structured, ready-to-use lesson. Engages students with interactive and thought-provoking activities. Supports independent learning through guided scaffolding. Designed for GCSE and A-Level English Literature teachers looking for high-quality, curriculum-aligned resources. Explore More High-Quality Resources If you found this resource helpful, please leave a review to support other teachers. Looking for more English Literature or PSHE resources? Visit our shop for a wide range of engaging, ready-to-use lessons. lesson planning, curriculum-aligned resources, engaging classroom activities, differentiation, and subject-specific terms like AQA English Literature and The Handmaid’s Tale essay writing.

How do stories shape our understanding of the world and ourselves? This lesson explores Act 1, Scene 2 of Romeo and Juliet, focusing on how Juliet’s future is decided through marriage negotiations. Students will examine the historical role of marriage in Elizabethan society, its impact on women, and how these themes remain relevant today. Through structured discussion and textual analysis, students will engage critically with Shakespeare’s presentation of power and choice. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Interactive Quiz Starter – Students vote on whether key facts about marriage traditions come from the past or present, linking historical and modern contexts. Act 1, Scene 2 Video Viewing – A performance of the scene to aid comprehension and discussion. Close Reading Task – A 10-minute text analysis, followed by a written summary to consolidate understanding. Socratic Circle Discussion – A structured class discussion on key themes, including: Juliet’s role in family decision-making Social expectations and marriage negotiations Education and social class in Shakespeare’s time Exit Task – Students summarise Juliet’s situation in three key words, encouraging concise and impactful reflection. Key Skills Developed: Critical thinking and analysis of historical and literary themes Close reading and interpretation of Shakespeare’s language Verbal communication skills through structured discussion Understanding of social expectations in literature and history This lesson is ideal for GCSE English teachers looking to help students engage with Shakespeare’s themes in a thought-provoking and discussion-based format. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now and help students explore the power dynamics and choices in Romeo and Juliet! If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

How do stories shape our understanding of the world and ourselves? This lesson explores Act 1, Scene 4-5 of Romeo and Juliet, focusing on the Capulet ball, Romeo and Juliet’s first meeting, and the rising tension with Tybalt. Through structured discussion and textual analysis, students will examine themes of love at first sight, fate vs. free will, and family loyalty vs. personal desire. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Interactive Starter Task – Students vote on statements about love at first sight to spark discussion on how Shakespeare’s portrayal compares to modern perspectives. Act 1, Scene 4-5 Video Viewing – A performance of the scene to aid comprehension. Close Reading Task – A 10-minute text analysis, followed by a written summary to consolidate understanding. Socratic Circle Discussion – A guided discussion exploring key themes: Love & Family Loyalty – How does Romeo’s attraction to Juliet challenge his allegiance to his family? Fate vs. Free Will – Is Romeo’s love for Juliet destiny or impulsive action? Foreshadowing & Imagery – How does Shakespeare use dreams, religious metaphors, and dramatic contrasts to set the tone? Exit Task – Students summarise how Romeo and Juliet’s first meeting sets up the central conflict of the play in a single sentence. Key Skills Developed: Analytical thinking and literary interpretation Discussion and debate through Socratic dialogue Understanding of dramatic structure and imagery in Shakespearean text Making connections between Elizabethan and modern portrayals of love This lesson is ideal for GCSE English teachers looking to help students critically engage with Shakespeare’s themes while making real-world connections. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now to explore Shakespeare’s portrayal of love, fate, and conflict. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Good Intentions, Bad Outcomes? – Act 2, Scene 3 Analysis How do stories shape our understanding of the world and ourselves? This lesson explores Act 2, Scene 3 of Romeo and Juliet, focusing on Friar Laurence’s response to Romeo’s love for Juliet. Students will examine how Shakespeare presents themes of decision-making, guidance, and unintended consequences. They will also explore how Romeo’s passionate nature contrasts with Friar Laurence’s more measured approach. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Starter Task: Wise or Impulsive? – Students evaluate and discuss statements such as: “Marry someone you’ve known for less than a day.” “Use love to unite opposing groups.” “Sometimes, good intentions lead to unexpected consequences.” Act 2, Scene 3 Video Viewing – A performance of the scene to aid comprehension. Close Reading Task – A 10-minute analysis, followed by a written summary to consolidate understanding. Quick Discussion – Students reflect on: What risks come with Friar Laurence’s plan? Does he make a wise decision, or is he acting too quickly? Socratic Circle Discussion – A structured discussion exploring: What motivates Friar Laurence’s actions? Does Shakespeare present Romeo’s decisions as admirable or flawed? How does this scene connect to later events in the play? Exit Task – Students respond to: “Does Friar Laurence’s guidance help or harm Romeo and Juliet?” They write a sentence explaining their viewpoint. Key Skills Developed: Analysing contrasting perspectives on decision-making Examining Shakespeare’s presentation of choice and responsibility Engaging in structured discussion and critical thinking Developing argument-building skills through literary analysis This lesson is ideal for GCSE English teachers looking to encourage critical engagement with Shakespeare’s portrayal of choices, relationships, and consequences. This lesson follows the Socratic Circle Workbook, available in Lesson 1. Download now to help students explore Friar Laurence’s role and decision-making in Romeo and Juliet. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

This KS3 English resource introduces students to key character types found in literature, using Holes by Louis Sachar as the core text. It supports analytical reading by helping students identify and classify characters such as protagonists, antagonists, static and dynamic characters, and more. Perfect for: Building literary vocabulary Deepening understanding of narrative structure Active, discussion-based starters Developing inference and analysis skills Included in this resource: A list of key character types with clear definitions Cut-and-match starter activity (ideal for laminating) A student worksheet with a table to complete, linking character types to specific characters in Holes This resource provides a meaningful and interactive way for students to engage with characterisation while expanding their understanding of literary conventions. 51���� Notice: This resource is the intellectual property of Revolutionary Education and is protected under UK copyright law. © Revolutionary Education, 2024. This resource is for single-classroom use only and must not be shared, reproduced, resold, or uploaded to shared platforms (including school drives or VLEs) without express permission. For multiple licences, please purchase additional copies. Looking for more? Visit the Revolutionary Education shop for high-quality English and PSHE resources from Nursery to Key Stage 5.

How do stories shape our understanding of the world and ourselves? This lesson explores Act 1, Scene 3 of Romeo and Juliet, focusing on Juliet’s response to marriage and the expectations placed upon her. Through close reading, structured discussion, and creative writing, students will examine how Shakespeare presents family relationships, gender roles, and personal choice. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Quote Matching Starter Task – Students match key quotes to their speakers, analysing different attitudes towards marriage: Juliet – expresses hesitation about marriage. Lady Capulet – views marriage as an opportunity for status. The Nurse – focuses on the romantic and physical aspects of marriage. Act 1, Scene 3 Video Viewing – A performance of the scene to support comprehension. Close Reading Task – A 10-minute text analysis, followed by a written summary to consolidate understanding. Socratic Circle Discussion – A guided discussion on key themes, including: Family influence and expectations Personal choice versus duty How Juliet’s introduction shapes her future decisions Creative Rewriting Activity – Students rewrite the scene while keeping the core ideas intact, allowing them to explore: A different setting or time period Alternative dialogue and character motivations How Juliet might respond differently under different circumstances Exit Task – Students summarise how Juliet’s introduction in this scene foreshadows later events in a single sentence. Key Skills Developed: Analysing character motivations and relationships Engaging in structured discussion and debate Developing creative writing skills through scene adaptation Understanding the historical and literary context of marriage in the play This lesson is ideal for GCSE English teachers looking to help students engage with Shakespeare’s themes in a meaningful and creative way. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now to guide students through Juliet’s first major dilemma in the play. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

This resource has been designed to effectively teach Romeo and Juliet through the Socratic discussion method, a student-led approach that fosters critical thinking, communication, and deeper textual understanding. A Socratic Circle is a structured discussion where students explore ideas through open-ended questioning, rather than simply memorizing facts. In this resource, you will find both a Teacher’s Guide and a Student Guide to support effective facilitation. Student Guide: Includes space for students to summarize scenes, answer critical questions in advance, and develop informed personal responses. It also features an observation page for peer feedback, ensuring students refine their discussion skills. Teacher’s Guide: Provides answers and key discussion points to assess student understanding of the themes, plot, and character development in the play. By using the Socratic Method, students engage deeply with Shakespeare’s language, improve analytical skills, and build confidence, essential for GCSE English Literature success. Included in this resource: 1 full Teacher’s Guide PDF 51 pages (includes socratic questions and answers as well as scene by scene summaries) 1 full Student’s Guide PDF 79 pages (includes information on how to engage in a socratic discussion, sentence starters, observation sheets, spaces to write their scene summaries and socratic questions with space to answer). **51���� Notice: **This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Exploring the ‘At’ Word Family This engaging educational resource is designed to help young learners build foundational literacy skills by focusing on the ‘at’ word family. Perfect for homeschooling, classroom use, or supplemental practice, this resource includes: PDF Presentation: A short presentation that introduces every word in the ‘at’ family (e.g., cat, hat, bat, rat, sat, mat, pat). Each slide features bold illustrations and clear text, making it easy for learners to recognize, read, and understand the sound and structure of the ‘at’ family. Five Interactive Worksheets: Family Tree Activity: Learners expand their creativity by brainstorming ‘at’ words and writing them on the branches of a tree diagram. Identify Activity: Learners circle the image that belongs to the ‘at’ word family from a set of pictures, reinforcing their ability to recognize and differentiate these words. Giant ‘At’ Page: A fun craft opportunity where learners color, paint, or decorate a giant “at” graphic while staying connected to the word family. Writing Practice Page: Dedicated space for learners to practice writing each word in the ‘at’ family, enhancing their spelling and handwriting skills. Silly Sentence Challenge: A creative writing page where learners craft a silly sentence using as many ‘at’ words as possible, boosting vocabulary, imagination, and sentence structure skills. This resource offers a playful and interactive way to master phonics and early reading while fostering creativity and critical thinking. Suitable for early learners aged 4-7. **51���� Notice: **This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

This engaging and flexible English Literature lesson introduces students to the concept of theme and how it operates within fiction texts. Ideal for KS3 and KS4 learners, this resource builds analytical skills by helping students identify, interpret, and discuss key themes across a range of literature. It can be used as a standalone lesson or embedded within a wider scheme of work. Perfect for: KS3 and KS4 English Literature Introducing or revising literary analysis Cover lessons or intervention groups Building confidence with GCSE-style thinking Included in this resource: A full Powerpoint lesson Guided examples and modelled analysis Independent and collaborative activities Discussion prompts to explore common literary themes Worksheet or slide-based task to apply learning The lesson supports deeper reading and encourages students to connect abstract ideas to character, plot, and context—essential skills for success in English Literature. 51���� Notice: This resource is the intellectual property of Revolutionary Education and is protected under UK copyright law. © Revolutionary Education, 2024. This resource is for single-classroom use only and must not be shared, reproduced, resold, or uploaded to shared platforms (including school drives or VLEs) without express permission. For multiple licences, please purchase additional copies. Looking for more? Visit the Revolutionary Education shop for high-quality English and PSHE resources from Nursery to Key Stage 5.

This complete 5-lesson unit is designed to help KS2 and lower KS3 students master the use of adjectives in their writing. With a clear focus on building descriptive language and writing confidence, this pack includes full lesson slides, engaging tasks, and optional home learning activities for each session. Perfect for: English lessons or SPaG focus weeks Creative writing and vocabulary development Homework or remote learning Differentiated classroom instruction Included in this resource: 5 fully planned lessons with PowerPoint slides Activities to support a range of abilities Home learning tasks to extend learning beyond the classroom Creative and analytical tasks to reinforce adjective use in writing Teacher notes and suggested answers This unit is ideal for strengthening grammar, building confidence with descriptive language, and enhancing writing fluency in both fiction and non-fiction contexts. 51���� Notice: This resource is the intellectual property of Revolutionary Education and is protected under UK copyright law. © Revolutionary Education, 2024. This resource is for single-classroom use only and must not be shared, reproduced, resold, or uploaded to shared platforms (including school drives or VLEs) without express permission. For multiple licences, please purchase additional copies. Looking for more? Visit the Revolutionary Education shop for high-quality English and PSHE resources from Nursery to Key Stage 5.

Start the school year strong with this engaging Getting to Know You bundle, packed with five creative activities designed to help you understand your students’ personalities, interests, and learning styles. Ideal for the first week of term, this resource supports relationship-building, classroom community, and student voice—all while helping you plan more personalised and impactful lessons. Perfect for use in: Tutor/form time English or PSHE lessons Transition days and new class introductions Back-to-school planning from KS2 to KS4 Included in this bundle: All About Me Worksheet – A simple, reflective activity for students to share key information about themselves Silent ID – A fun, interactive task to help students learn about one another Multiple Intelligences Quiz – Encourages students to identify their learning styles and reflect on how they learn best What I Like Worksheet – Gives insight into student interests, helping you tailor lessons and build rapport What I Will Learn Worksheet – A reflective exit task for students to record their expectations and goals for the term ahead Each activity is designed to promote student engagement, self-awareness, and strong teacher-student relationships from day one. 51���� Notice: This resource is the intellectual property of Revolutionary Education and is protected under UK copyright law. © Revolutionary Education, 2024. This resource is for single-classroom use only and must not be shared, reproduced, resold, or uploaded to shared platforms (including school drives or VLEs) without express permission. For multiple licences, please purchase additional copies. Looking for more? Visit the Revolutionary Education shop for high-quality English and PSHE resources from Nursery to Key Stage 5.

In this lesson, students will explore the Essential Question: How does Offred’s fragmented storytelling shape our understanding of her experiences and emotions? This lesson delves into Margaret Atwood’s use of narrative voice and memory in The Handmaid’s Tale, exploring how Offred’s storytelling affects the reader’s perception of her reality. Students will analyse the structure of Offred’s narration, the impact of memory on dystopian narratives, and how shifting perspectives influence meaning. Lesson Objectives: To understand how Atwood structures Offred’s narration. To be able to explore the role of memory in dystopian fiction. To be able to analyse the effects of narrative style on meaning and reliability. Lesson Activities: Starter Task: Memory Exercise – Students recall and compare personal memories, considering how clarity and reconstruction influence perception. Discussion: Why might Offred’s memory be unreliable? How does her fragmented storytelling shape the novel’s meaning? Exploring Narrative Style: A guided workbook task examining Offred’s shifts between past and present, her intimate tone, and the impact of uncertainty on reliability. Thought-Tracking Monologue Task: Students reinterpret passages from Chapters 4-6, performing them for different audiences (herself, a future friend, or someone in Gilead) to explore shifts in meaning. Discussion: How does the implied audience change our understanding of Offred’s control over her story? Writing Challenge (Extension Task): Students experiment with fragmented storytelling by rewriting a personal memory in Offred’s style, using shifts in time and perspective. Exit Task: How would a clear, linear narrative change our understanding of Offred’s emotions and experiences? This is an ideal lesson for GCSE and A-Level English Literature, encouraging critical thinking, discussion, and creative engagement with Atwood’s narrative techniques. Download now to deepen your students’ understanding of narrative voice in The Handmaid’s Tale. Visit my shop to find the other lesson’s for this unit or to download the whole pack (available 8th March 2025). 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

In this lesson, students will explore the Essential Question: How does Atwood use historical and contemporary influences to construct the dystopian world of Gilead? This engaging and thought-provoking lesson explores the real-world historical, political, and feminist influences behind The Handmaid’s Tale. Students will examine how Margaret Atwood critiques society through fiction and apply contextual knowledge to their analysis of the novel. Lesson Objectives: Understand the historical, political, and feminist influences on The Handmaid’s Tale. Analyse how Atwood uses real-world events to shape her dystopian vision. Apply contextual knowledge to develop deeper textual analysis. Lesson Activities: Starter: “Dystopia or Reality?” – Students engage with a quiz featuring real-world events and determine whether they are fictional or factual. Exploring Context – A deep dive into Atwood’s key influences. Atwood Interview – Students will watch and discuss a video where Atwood explains the truth behind The Handmaid’s Tale. Research Task – Students choose one of Atwood’s key influences to investigate further. Exit Task: Students show how Atwood’s use of real-world influences strengthens the novel’s warnings in a quick exit task. Perfect for GCSE and A-Level English Literature, this resource promotes critical thinking, discussion, and independent research skills. Download now to enhance your students’ understanding of Atwood’s dystopian warning! 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

The Handmaid’s Tale – Lesson 5: Who Holds the Power? In this lesson, students will explore the Essential Question: *How does Atwood present power and control in Gilead? * This lesson consolidates students’ understanding of power structures in The Handmaid’s Tale by analysing how Atwood presents fear, surveillance, and ritual humiliation as tools of control. Students will develop their analytical writing skills by breaking down an exam-style question, generating their own sub-questions, and completing a timed essay response. Lesson Objectives: To be able to identify how Atwood presents power and control in The Handmaid’s Tale. To be able to analyse how narrative methods and historical context shape the reader’s perception of Gilead’s regime. To be able to construct a well-structured, analytical response to an exam-style question, applying AO1, AO2, AO3, and AO5. Lesson Activities: Starter Task: Students brainstorm how regimes maintain power, drawing on historical and fictional examples, then discuss their ideas in pairs. Essay Question Breakdown: “In Gilead, power is maintained through fear, surveillance, and ritual humiliation.” Students annotate the question, highlight key terms, and translate it into their own words. Generating Sub-Questions: Students will be shown how to generate sub-questions from an essay question in order to break it down and form their answers. Quote Collection Task: Using a worksheet, students find evidence from Chapters 1-10 to support each theme. WAGOLL (What A Good One Looks Like): Students analyse a high-quality example essay to understand effective structure and analysis. Timed Essay (30 mins): Students write an analytical response to the exam-style question. Exit Task: Quick reflection—students decide which power mechanism (fear, surveillance, or ritual humiliation) is most effective in Gilead and justify their choice in a short written response. This lesson provides students with a structured approach to essay writing while deepening their understanding of power and control in The Handmaid’s Tale. For the full pack and other lessons within this unit, visit my Tes shop! 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

A Level English Literature: The Handmaid’s Tale – Lesson 11 Prepare your A Level English Literature students for their exams with this in-depth lesson on The Handmaid’s Tale, focusing on Chapters 27-29. This engaging and analytical resource explores how Jezebel’s exposes the hypocrisy of Gilead’s ruling class, offering students key insights into themes of power, sex, and control in dystopian fiction. Through thought-provoking discussion questions, written analysis tasks, and group activities, students will: Examine how Jezebel’s challenges Gilead’s public morality. Analyse Atwood’s critique of male hypocrisy. Discuss the intersection of power and sexuality in dystopian literature. This lesson includes a detailed starter activity, structured class discussions, an analytical writing task, and a final exit task to consolidate learning. Ideal for AQA and other exam boards, this resource supports critical thinking and textual analysis skills essential for A Level success. Find the full 30-lesson bundle, available from 8th March 2025, in my TES shop! 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.