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).

THREE LESSONS TO HELP PUPILS UNDERSTAND THE POEM ‘THE DEAD’ AND THE RELEVANCE OF ASSOCIATED CONTEXT. LESSON 3 ALSO ALLUDES TO ‘PEACE’ ANOTHER OF BROOKE’S POEMS. FOCUS IS ON PATRIOTISM, IMAGERY, SONNET FORM AND GENERALLY HOW LANGUAGE CAN BE A POWERFUL TOOL. LEARNING CULMINATES IN A FINAL TASK TO WRITE A LETTER HOME FROM BROOKE TO HIS MOTHER THAT SHOWS HIS IDYLLIC VIEW OF THE WAR AND THE IDEA OF DYING DURING BATTLE. THESE LESSONS HAVE BEEN REMOTELY DELIVERED WITH Y8 BUT COULD WORK EQUALLY WELL FACE TO FACE. HOPE THEY SAVE YOU SOME WORK!

Two lessons on Mary Robinson’s Gothic Romantic poem about a murderous fisherman shipwrecked on an island. Use of images at the start to predict mood and plot, followed by vocabulary match ups, questions and information related to the first five stanzas, consolidatory activities at the end of each lesson (including writing a message in a bottle) and a bonus extra task.

Two lessons that can be delivered remotely, or face to face. Looks at Brooke’s life and how his lack of battle experience influenced his perception of the war, a focus on Brooke’s use of natural imagery by matching up images to quotations in ‘The Soldier.’ Student investigation into whether the poem is a sonnet, using a set of given criteria. Lesson 2 provides a range of questions for students, with answers for teachers, that look at a range of methods used and their effects. Final task asks students to find a piece of music that matches the tone of the poem.

This lesson is a general introduction into the artists and poets of the Romantic movement. Starts with a look at paintings by Turner and Constable, then moving onto 6 key Romantic poets - Wordsworth, Shelley, Coleridge, Keats, Byron and Blake. Ends with task to illustrate final stanza of Frost at Midnight to focus on presentation of Nature by Coleridge.

FOUR LESSON MINI UNIT. Lessons assume pupils have cold read The Speckled Band first. Copy of story included in resources. Starter asks pupils to watch brief clip on using speech marks in writing and then apply them in the correct places to an example of Holmes’ speech from The Speckled Band. Re-read the extract where Holmes is visited by Helen Stoner. The next tasks asks students to find the clues by finding evidence that matches the given inferences, from the extract. Then, students use a set of clues about an invented character in order to form a set of inferences. They can then describe this visitor, using conversation to include accurate direct speech punctuation (writing frame on slide 7). This lesson focuses on the villainous character of Dr Roylott. Students given short extract and asked to list and explain the connotations of his description. Example given. Then students explode a quotation describing this character, using given prompts, followed by two individually exploded quotations. Then, students to stick a further extract in their books and match the given connotations to the evidence. Read the article on Victorian Women and, using slide 10 and the information from the article, students should explain Dr Roylott’s motive for wanting both step daughters out of the way. Plenary asks students to decide how far Roylott matches up to given set of villainous character traits. Starter asks students to describe Holmes’ living room using a variety of sentence forms (examples given). Introduced to concept of foreshadowing and asked to identify methods in given extract which foreshadows later violence in the story. Followed by a further more detailed extract (could be printed on A3) which students annotate using a series of prompts to think about the signifcance of setting. Plenary asks students to draw the section of Stoke Moran described in the final slide. This lesson focuses on the relevance of symbolism in creating atmosphere - of the gypsies, animals and India. Information posters provided for teachers to put up around the room so that students can collect facts and then interpret them to understand how the symbolism helps create an atmospheric setting in Stoke Moran. Final task is to write a description of the grounds of Stoke Moran, using ideas learned in lesson.

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.

Copy of poem Remains is provided. First ppt begins with students reading the poem and completing a short quiz. Slides 7 and 8 provide visual or written prompts to enable students to write a detailed summary of the poem, depending on what type of learner they are. Next, students consider how the poem fits into the two themes of ‘power’ and ‘conflict’. Name the technique from the poem quiz followed by step by step writing of analytical paragraphs. Final task is to write one on their own. Second ppt introduces the idea of CLAPS (context, language, atmosphere, poetic devices an structure). Example paragraphs given for each aspect of CLAPS and students encouraged to link the examples back to the question, to ensure the answer is clear. Teacher can then choose another poem from the anthology for students to look at, using CLAPS to analyse it.

This mini unit aims to introduce KS3 pupils to the way female figures have been historically presented in poetry. Originally written as a remote scheme, these would work equally well in the classroom. Copies of the poems are included as part of the powerpoints and can be easily found on the internet. Pupils will read a range of poems (see below) which portray views of the female, in line with the context of the time period. They will be encouraged to apply new knowledge of the context in which the poem was written, in their readings. The unit will introduce inference skills, as we consider the connotations of the poets’ language choices and imagery. Poems covered are: ‘Perfect Woman’ by William Wordsworth ‘The Lady of Shalott’ by Alfred Lord Tennyson ‘Cousin Kate’ by Christina Rossetti ‘Mirror’ by Sylvia Plath.

Wondering what quotations to suggest your students learn for their exam? Here are fifteen carefully chosen quotations. Some include the ‘obvious�� ones but others are chosen to show the examiner that your students can select more judiciously. They can be edited if you wish and printed out to be stuck on walls for revision or on classroom walls. Each slide comes with an explanation of the quote with key terminology to help students understand its relevance. There are also suggested exam questions which each quotation might be useful for answering. There are similar resources on An Inspector Calls, Macbeth and Blood Brothers available in my shop.

Step by step approach to this past question on the supernatural. Students can work through the extract, finding relevant evidence and matching up suggested annotations to gain understanding of the key themes and ideas. Example paragraph response using extract evidence provided so that students can produce their own based on what they have uncovered. To address the second part of the question, students are given an example quotation from the wider play and an example paragraph which uses the reference to respond. Four further key quotations on the supernatural are provided so that students can use them to create their own paragraphs. The quotations can be printed off and used for revision purposes.

Wondering which quotations to set your students to revise for Blood Brothers? Here is a selection, carefully chosen for students to learn and apply to a number of different question possibilities. Each quotation includes a visual prompt to encourage further analysis and aid memory recall. There is also an explanation which highlights key methods (thinking about the play as a drama, in particular) and suggested essay themes. These slides could be printed off and displayed or made into flash cards for revision. Easily editable if you want to change or add anything.

This 25 slide PowerPoint contains 8 practice questions for students to try. Each question pairs two of the power and conflict poems from the AQA anthology. I have provided extracts of the longer poems for ease and to facilitate both poems being placed side by side. The chosen poems / extracts anticipate common themes and each pair has a set of highlighted colour-coordinated quotations. This is to help students anticipate connections between the poems with the exam in mind. The idea is that the students consider the suggested quotations to come up with points of connection or comparison. This will be their umbrella point (linking point / topic sentence) for each section of their answer. Examples of what these umbrella points could be are provided for each question / pair of poems. Students could then mind map the given quotations and produce their analytical paragraphs in response to the given question. Examples of a mind-mapped quotation are provided for each question. These tasks are ideal for class or independent revision in preparation for the GCSE Lit exam.

Two lessons aimed at building confidence in language analysis. Using an extract from Chris Priestley's Tales of Terror (included), students are reminded of methods in a starter task (answers provided) then led through a step by step analysis. Taking a section at a time, questions are provided that aim to get students thinking about the choices Priestley has made in creating his atmosphere. At the end of each section, there is a mini plenary task to consolidate knowledge and check understanding. The end of L2 has an extension task which encourages students to extend Priestley's extract by describing what could be seen inside the house, using similar methods.

This complete lesson takes your students through this question step by step. it is useful to break down this question since may students do least well on this question in the exam. The lesson starts by asking students to answer questions which clarify understanding of key structural terms such as ‘climax’ and ‘flashback’. Students are given tips on how to approach the extract to provide themselves with a quick summary of what happens, where and when (a key mantra for this question). They use the Tales of Terror extract (see linked language lessons that can precede this lesson) to practise the advice. They are given examples of what structural features might be selected in the given extract and tips of what key phrases to include in their written response. This is demonstrated in an example paragraph response and then students have the option to answer the question themselves, using their notes and ideas.

This lesson looks at the important character of Macduff and the theme of loyalty. Using the extract where Macduff discovers King Duncan’s body, students can work through questions that guide them through key ideas. Key quotations from the extract are provided with opportunities for students to analyse them first before being given suggested answers. An example paragraph is provided for the first bullet point of the essay. Then, three key quotations are suggested for the wider play that show Macduff’s loyalty to his country and his family, as well as to the King himself. Students can then write an analytical paragraph on one of the quotations discussed.

COMPLETE LESSON AIMED AT HIGHER ABILITY KS3. STARTS WITH SPOT THE DIFFERENCE ACTIVITIES, MOVING ONTO DISCUSSION AND ANNOTATION OF LARKIN'S POEM ABOUT CHANGE AND THE PASSING OF TIME.

THIS COMPLETE LESSON LOOKS AT PERSONIFICATION, MOOD AND RHYME SCHEME. INCLUDES POEM. AIMED AT HA KS3.