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Three lessons: Killing Banquo- Complete with: The rules of succession, summary of plot line, extract of scene, model answer to the AQA question "How is language used in the soliloquy to show how Macbeth is feeling?" structure to follow for students to complete the question (for lower ability) and peer assessment. Act 3 scene 2- Predator quote analysis- step by step support to help students answer the question "How is tension created before Banquo's murder?" Here students are supported in finding quotes that show tension being created with explanations in a model example. Also, a full exploration of the symbolism of Banquo's ghost with links to context. (Extracts included) Lesson 3- (Shorter lesson) - How is the witches' meeting presented as being significant in the play-exploring the role of 'Hecate" linking to context. Extract included. Peer assessment included.

2 full lessons which covers Act 2- Scene 1 and Act 2 scene 2. Complete with a structure to help students answer a AQA question on this scene and full extract to analysis as a class. Act 2 scene 2- Explores the symbolism of the blood on his hands, a learning grid that supports students in commenting on language, structure and effect and a support model answer for students to follow for the question of How does Shakespeare present Macbeth's growing paranoia?

A set of 3 lessons that last approximately 5 hours (depending on ability) Originally created for a group of year 8 and 9 foundation learners to help them explore Gothic literature. The lessons link to the original Bram Stoker’s Dracula, including descriptive writing, analytical writing and peer assessment. This could also be simply differentiated for younger years.

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.

Small display cards that provide the meaning and an example of the most common techniques found frequently in poetry. I encourage students to visit the POETREE wall (A wall with a tree displayed, leaves and the techniques surrounding the tree) when they are unclear or have forgotten a technique. This provides students with independence and encourages their default to not always be to ask the teacher. I have previously used them as packs of laminated cards pinned on the wall in polly pockets, students studying or revising poetry can take a pocket with the cards in to use. Some have even taken them home to support with particular homework pieces. The display includes the techniques: -Mood -Tone -Emotive Language -Imagery -Enjambment -Simile -Personification -Stanza -Oxymoron -Hyperbole -Metaphor -Connotation -Cliche -Rhythm -Allusion -Rhyme -Repetition -Assonance -Onomatopoeia -Alliteration Can be used for most ages/abilities. Does not act to challenge GCSE stage but simply as a prompt or reminder of basic techniques.

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

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?"

Lessons used as a walkthrough of AQA Language Paper 2. Contains 3 x Lessons Usual pace of teaching is around 10-12 hours - dependent on level of independence. Includes a quick quiz sheet and model answer.

3 Lessons including revision discussion and essay work on The beginning impression of the Inspector Sheila’s Interrogation How the theme of responsibility is presented in the play. Lessons for able students would take approx 1-2 lessons. Less able students may need 2-3 lessons or further guidance.