The aim of this series of starters is to show students that they do possess the skills required for the course; also, that the skills required for the nonfiction media paper is the same as for the literature paper and vice versa. There is also a quick test to see if they've got the hang of inference.

Help students to see how quotes can suit a variety of questions: this enables them to choose apt quotes to memorise, saving time in the exams, or just to find quickly. The poets focused on here are Tennyson and Coleridge, but the idea can be adapted for any texts. Matt Posner: how to use quotations -- good training for college research papers. However, the resource doesn't provide all the information. The teacher will have to do much prep to get the students familiar with the cited poems. All will be on the web, but none are identified in the resource. One = Rime of the Ancient Mariner.

The aim of this series of starters is to show students that they do possess the skills required for the course; also, that the skills required for the non-fiction media paper is the same as for the literature paper and visa versa. Emphasizes the basic skill of comparison and contrast.

The aim of this series of starting activities is to show students that they do possess the skills required for the course; also, that the skills required to study non-fiction media is the same as for the literature and visa versa. there is also a quick te

Although these extracts are chiefly for display - printed on colored paper is best - they are also useful to get students imagining or as starters for creative writing and unseen poetry discussions.

With language becoming an even higher priority in the new Specs, vocabulary is a vital – but difficult to teach- component to preparing KS3 students for the years ahead. This series of starters focuses on building up their word-hoard [as the Anglo-Saxons called it]. Little and often is the best way to extend vocabulary and if it’s a game, so much the better. ‘Odd one out’ is a quick self-check starter with a handout version for weaker students. Reasons can be given verbally or in writing and any reasonable response is acceptable. This is probably a good place to begin the series as it is quick, easy, and introduces a range of words that can be used as synonyms.

This fun, illustrated novel by David Almond is ideal for KS2 & weaker KS3 readers, especially those who don't like reading much. This first task is a word recognition exercise that helps improve spelling by getting students to notice words within words. This also makes a good homework task. To facilitate peer or self-assessment, the answers on p2 can be projected. You can extend the task by setting a spelling test on the words. The PP takes the challenge further: students are shown how to memorise the spelling of words and then asked to find 3-5 of their own errors to learn to spell correctly using the technique. Tip: let them use colours to show the words within words.

In this lovely, easy to read novel by David Almond, the author uses both past and present tense. This starter brings this to their attention and begins a discussion about the merits of each. The task is really simple, just changing the verbs, but it can be developed into a discussion that moves analysis of reading to a higher level for some. Suitable for KS2 & weaker KS3/ reluctant readers. In addition, there is a starter on tense for those who feel imparting grammatical knowledge is important: students could take notes or just discuss tense, but this is a useful opportunity to give some clarity on a topic often left to 'what sounds right'.

This 'recreative' lesson prepares students in KS3 and KS4 for writing based on another creative text. Particularly useful for section B of the new [2015 for 2017]AQA English paper 1, where students have to write 'their own creative text, inspired by the topic that they have responded to in section A to demonstrate their narrative and descriptive skills in response to a written prompt, scenario or visual image'. In this case it is a poem, 'Down the Laundrette' , and they are given a range of writing options, culminating in peer assessment. 'Down at the Launderette' is from Hiding Out by Irene Rawnsley (Smith|Doorstop Books, 1996) and is used with the publisher's permission. Top Tip: when checking peer assessed work, give rewards not only for good work, but perceptive peer comments; that way you keep students taking peer assessment seriously and raise the standard of response- the last slide suggests the type of comment looked for.

The lesson starter can easily become a discussion lesson with an enthusiastic class, but a 'one-liner' mumble if the class isn't interested: either have a discussio topic on each desk as students enter or put them in a hat for pairs to pick out. This gets them thinking about the themes covered by the collection of short stories. The lesson consists of short extracts promoting close reading in order to infer and deduce information about the characters and the setting. This is an important skill and if students say they didn't find the stories frightening, ask them whether they are just reading words or actually infering and deducing - I liken the difference to a balloon with and without the breath that blows it up. This is all about making reading a 3-D experience!

The focus of this exercise is the contrast in feeling between Ernie and Stan. Some of the words appear in the chapter, some are inferred. This task could be done as a plenary after reading the chapter or as a simple homework. Page 2 gives the answers and sets an extra challenge as extension work. This novel by David Almond is published by Walker Books and is suitable for KS2 & KS3 reluctant readers. The starter, which could be be done as a way of introducing the homework or as a starter when the homework/ plenary is being marked. Suitable for using individual white-boards as well as for exercise books.

Designed to suit AQA, KS5 Lit B, this task makes an ideal homework task or lends itself to group work, where there can be more discussion. The idea is to use the given 'possible content' from the mark scheme to prompt students to find evidence that could be used in a coherent response to the question. While it would be limiting to over-do this approach, it is an excellent way of getting students to think about ways of approaching a question, especially creating an element of debate. In a lesson after, the PP is a useful way fo turning the ideas into an essay that could be peer assessed using the exam board's memo [download from their site - it is a generic one, so any Q1 will do] Stronger classes can watch & discuss, then write the essay, weaker students may need to take it paragraph by paragraph - for them a handout of the PP might be a good way to proceed if the class is very mixed in ability.

It is best to print this on A3. The point is for students to be able to choose which stories to write about quickly as soon as they see the question, so they map out which stories cover which aspects of gothic writing and list a key quote from each story that supports several points. The PP begins by explaining how the grid works. Then students fill in the grid - set the time in the space provided. The next two activities are covered over - the text is revealed on the click- if you want to edit this, just pull the blackened text box to one side and replace after. Using the grid as a help, students then decide which texts would be suitable for each past/ possible question. This should lead to discussion of several possibilities and reasons given...revision by stealth!

One of the unusual things about this novel is that author David Almond not only speaks to the reader in various places, but also invites them to mention how the strands of the story end. Here students are invited to imagine - and then write in 3 -5 paragraphs - what happens to Clarence P. Clapp. Before they do, they create success criteria for themselves [pitch to class ability - 'Begin every sentence with a capital letter' to 'Use a wide range of punctuation for effect': you know what your class needs to work on] and collect useful words and imagery from the text - the foundations of 'close reading'! As an additional challenge or homework, students can find more information on websites given and a PP slide allows the teacher to project the information. This also makes it easier to go to the sites as a class if preferred.

A wordsearch with a difference - find the synonyms in the text, write them down and find both clue and answer in the wordsearch. 'The Undoor' is a short story in Chris Priestley's 'Uncle Montague's Tales of Terror. This task promotes literacy and could be a homework activity. The answers are on p2 and can be projected or handed out. A useful starter activity could be a quick re-cap of synonyms and antonyms, using some of the words from the wordsearch [don't tell them thhe words are coming up, but do link them to the story; that way the alert students feel rewarded when they notice some work has already been done for them] Apart from the activity given on slide 2, students could make a note of the definitions on slide 1 for future reference.

The most challenging wordsearch ever! Students have to find synonyms in the text for the listed words then find the synonyms, not the given words, so no mindless highlighting of any recognisable words. To make it slightly easier, two words are given for every word in the text and the chapter and page number are given too. Page 2 has the answers - the list of words to find and where they are in the grid. Do reward students who haven't fallen into the trap of highlighting any recognisable word rather than only the synonyms from the text.

This is a self-check starter that could develop into a full lesson by letting students find their own words to build. The PP begins with a definition of both prefix and suffix, goes on to list common prefixes and suffixes, which students then use to build up words. To help students get the hang of it, 'source' is one you can do together, beginning with 'resource'! Create a more competitive atmosphere by setting time limits and letting students work in teams. While they don't need to copy all the answers, they should write a few they didn't get because the whole exercise is to widen their vocabulary. The work sheet supports the PP task for weaker or slower students. The spelling test included for extension work doesn't focus on word building specifically, but provides a less threatening way of helping poor spellers focus on accuracy.

This quiz is foremost about remembering key quotes by remembering the covered word. Students discuss the relevance of the quote and what points it could evidence as well as which story it belongs to. In this way it could be used as a starter. To build on this, students could create their own quote quiz, perhaps working in groups and focusing on a particular story. An alternative strategy is to give students the fill-in sheet to do first, in pairs or groups, thus making the feedback ‘quiz’ session livelier (recommended with a weaker group). If there isn’t time for students to make their own quizzes as a plenary, they can at least find one more quote to share with the class. Having a filled in sheet (corrected) gives students handy notes for revision. However, don’t despair if paper use / printing/copying is limited: so that each student can be given a different slide [or slides] to prepare, the page is arranged to make cutting it into strips do-able.

This worksheet makes a quick plenary or homework for KS2 or KS3 reluctant readers or less able spellers. Although it can be used without reading the novel, the context does give it more appeal. The story is written by David Almond and published by Warner books, 2012. Using the PP, students check their work or peer assess if that is easier than projecting the answer page, then move on to a short homophone task. If the spelling was done as homework, this makes an ideal starter for the 'hwk due' lesson.

In this quick quiz students have to guess which story the quote comes from. In the process, they learn a useful quote and a point to make about gothic writing, for which the quote is evidence. However, if your class needs more than a quick brushing up on the stories, use the worksheet first as a long starter or homework prior to the lesson. Discussion is key to the success of this lesson - the 'reveal' is not definative, its to stimulate thought. Ask students to recall what is happening n the story - the 'moment' - to put the quote in context and then to think about all the things they might say about the gothic on the strength of it. This type of exercise should leave them with an armoury of quotes and able to recall one suitable to the exam question, as well as generally revising the stories.