This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Edgar Allan Poe’s dark-romantic poem ‘The Raven.’ Teachers have found the activities particularly useful throughout teaching, or for exam revision or guided reading sessions. They are perfect for aiding the progress of students towards meeting the key English Literature assessment objectives - suitable for all examining bodies. Students have found these resources extremely engaging, and it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. It is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This engaging and interesting lesson enables students to develop the knowledge and skills needed to analyse the language features of previously unseen poems. In particular, they define and understand each of the key language devices, practice identifying them in poems and analyse their effectiveness upon the reader. The lesson utilises a range of tasks, that require students to be both independent and collaborative learners. It follows this learning journey: -Defining and exemplifying each of the language features through a group card-sorting activity; -Identifying each of the language features in examples of poetry in a fun, interactive game; -Understanding the writer’s intentions and the effect on the reader of various language techniques; -Applying their understanding of the language features and their effect to a comparison between two related poems; -Peer-evaluating their learning in the lesson. Included in this resource pack are: -A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; -Language features cards for the card-sorting activity; -‘Analysing Language Techniques’ worksheet for the development task; -Copies of the poems ‘Dulce et Decorum est’ by Wilfred Owen and ‘The Soldier’ by Rupert Brooke for annotation (both freely available online); -A structure strip, a model example and a success criteria to guide the students throughout their comparative essay attempts; -A comprehensive teacher guidance form/lesson plan to assist delivery. Resources are provided in both Word (for easy editing - find in the zip file)and PDF (to prevent formatting issues between computers). All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

This engaging and interesting lesson enables students to develop the knowledge and skills needed to analyse the structural features of previously unseen poems. In particular, they define and understand each of the key structural devices, practice identifying them in poems and analyse their effectiveness upon the reader. The lesson utilises a range of tasks, that require students to be both independent and collaborative learners. It follows this learning journey: -Defining and exemplifying each of the structural features through a group card-sorting activity; -Identifying each of the structural features in two poems through an exploratory task; -Understanding the writer’s intentions and the effect on the reader of various structural techniques; -Applying their understanding of the structural features and their effect to a comparison between two related poems; -Peer-evaluating their learning in the lesson. Included in this resource pack are: -A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; -Structural features cards for the card-sorting activity; -‘Analysing Structural Techniques’ worksheet for the development task; -Copies of the poems ‘The Falling Leaves’ by Margaret Postgate Cole and ‘next to of course god america i’ by E.E. Cummings for annotation (both freely available online); -A structure strip, a model example and a success criteria to guide the students throughout their comparative essay attempts; -A comprehensive teacher guidance form/lesson plan to assist delivery. Resources are provided in both Word (for easy editing - find in the zip file)and PDF (to prevent formatting issues between computers). All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

This engaging and interesting lesson enables students to develop the knowledge and skills needed to establish the content (e.g. the subject matter, poet’s key messages, and surface/ deeper meanings) of previously unseen poems. In particular, they define and understand each of the key features of content, practice identifying them in poems and analyse their effectiveness upon the reader. The lesson utilises a range of tasks, that require students to be both independent and collaborative learners. It follows this learning journey: -Defining and exemplifying each of the features of content through a group card-sorting activity; -Discussing , understanding, and practicing some of the skills and techniques needed to initially explore a poem for content; -Considering the ideas of interpretation, inference, surface/deeper meaning, and textual evidence as important mechanisms for exploration; -Applying their understanding of the features of content and the skills needed to find them through a jigsaw activity; -Self-evaluating their own learning in the lesson. Included in this resource pack are: -A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; -Content features cards for the card-sorting activity; -‘Establishing Content’ worksheet for the development task; -Copies of the poems ‘Two Scavengers in a Truck…’ by Laurence Ferlinghetti, ‘Nothing’s Changed’ by Tatamkhulu Afrika, ‘Hitcher’ by Simon Armitage and 'Island Man’ by Grace Nichols for annotation (both freely available online); -A comprehensive teacher guidance form/lesson plan to assist delivery. Resources are provided in both Word (for easy editing - find in the zip file)and PDF (to prevent formatting issues between computers). All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of William Blake’s poem 'The Tyger.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Nissim Ezekiel’s poem 'Night of the Scorpion.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Grace Nichol’s poem 'Island Man.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of William Wordsworth’s romantic poem ‘I Wandered Lonely as a Cloud.’ Teachers have found the activities particularly useful throughout teaching, or for exam revision or guided reading sessions. They are perfect for aiding the progress of students towards meeting the key English Literature assessment objectives - suitable for all examining bodies. Students have found these resources extremely engaging, and it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. It is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Chinua Achebe’s poem 'Vultures.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Edward Kamau Brathwaite’s poem 'Limbo.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Lawrence Ferlinghetti’s poem 'Two Scavengers in a Truck, Two Beautiful People in a Mercedes.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Imtiaz Dharker’s poem 'Blessing.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Denise Levertov’s poem 'What Were They Like?’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This detailed and visually-appealing resource offers a complete reference point for students learning or revising David Almond’s ‘Skellig’. It contains comprehensive sections on: Context; Chapter by Chapter Summary (with quotes); Main Characters; Themes; Almond’s Language Devices; Almond’s Influences. Key words and ideas are underlined for easy reference. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This engaging and informative lesson helps students to identify and analyse the descriptive language techniques used by David Almond to describe the derelict garage in Skellig, before creating their own descriptive language techniques to describe an old and run-down setting. The lesson follows a step-by-step learning journey, in which children learn through: - Defining and exemplifying the key descriptive techniques through a group activity; - Reading and comprehending an extract from Skellig, in which Michael's old and run-down garage is described; - Identifying the descriptive techniques within the extract and analysing their effectiveness; - Learning how to create effective and imaginative adjectives, verbs, similes, metaphors, and personification; - Creating their own device-filled descriptions of an old and decrepit place; - Peer assessing each other's learning attempts; Included is: - Whole lesson PowerPoint - colourful and comprehensive; - Word Bank template (pdf and word); - Selected extract - Skellig - Michael's Garage; - 'Create Your Own Personification' worksheet (pdf and word); - Cards for the card-sorting activity; - Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with a year 7 class, however colleagues have used them for between years 4 and 9 with minimal adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This detailed and visually-appealing resource offers a complete reference point for students learning or revising R.J. Palacio’s ‘Wonder.’ It contains comprehensive sections on: Context; Section by Section Summary (with quotes); Main Characters; Themes; Palacio’s Literary Devices; The Narrative Point of View. All key words and ideas are compartmentalised for easy reference. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included). It is suitable for all students, but was originally made for those between years 5-8.

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Sujata Bhatt’s poem 'Search for My Tongue.’ They are perfect for aiding the progress of students learning poetry either in KS3 and KS4 in preparation for poetry/unseen poetry at GCSE, as the tasks draw on English Literature assessment objectives - suitable for all examining bodies - it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. The booklet is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This engaging and informative lesson enables students to understand the role that Via Pullman plays in R.J. Palacio’s ‘Wonder.’ In particular, students consider how Via fits the role of the ‘Helper’ in the novel, whilst also managing to traverse her own issues and difficulties. After reading and analysing how Via meets each of the features of the ‘Helper’ role, students consider Palacio’s intentions for including a character like Via, before designing their own appropriate and imaginative Helpers for the novel. There is easily enough content for at least 2 lessons here, following a step-by-step learning journey. Children learn through: -Comprehending how each of the characters in ‘Wonder’ corresponds to Vladimir Propp’s character types, including Via as ‘The Helper’; -Comprehending further details about Via’s character, through close reading and understanding of identified extracts in Wonder; -Analysing how Via meets the role of the Helper in the text, whilst also considering J.P Palacio’s intentions in her characterisation of Via; -Creating their own additional ‘Helper’ characters for the text, using their imaginations, and the understanding of character type that they have gathered over the course of the lesson; -Peer assessing each other’s learning attempts. Included is: Whole lesson PowerPoint - colourful and comprehensive; Via as the Helper worksheet Character profile template; Comprehensive lesson plan. All resources are provided in Word (for easy editing) and PDF (to ensure formatting remains fixed between different computers). Word documents are in the zip file. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with a year 6 class, however colleagues have used them for between years 5 and 8 with only minor adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This 16-page resource booklet contains a wide range of challenging and engaging comprehension activities for use throughout the reading of Simon Armitage’s love and relationships poem ‘Mother, Any Distance.’ Teachers have found the activities particularly useful throughout teaching, or for exam revision or guided reading sessions. They are perfect for aiding the progress of students towards meeting the key English Literature assessment objectives - suitable for all examining bodies. Students have found these resources extremely engaging, and it is clearly highlighted within each task regarding which assessment strands the task is designed to demonstrate. It is provided in both Word (to allow for easy editing) and PDF (to ensure for consistency of formatting between computers). Activities within the booklet include (amongst many others): ‘Analysing Context’ - helping students to ‘Show understanding of the relationships between texts and the contexts in which they were written.’ ‘Analysing Subject Matter, Language and Structure’ - to help students to ‘Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.’ ‘Diary Entry’ - to help students to ‘Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Make an informed personal response, recognising that other responses to a text are possible and evaluating these.’ ‘The Speaker’ - to help students to ‘Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.’

This engaging and detailed lesson aids students’ ability to understand and explain the structural style of limericks, understand the topics and content used in limericks, and create their own interesting and appropriate limericks. Students follow a clear and logical learning journey, in which they: -Define and identify the key structural features of limericks; -Read limericks, answering questions about the content and use of language and structure; -Hone their rhyming skills through a fun and interactive game; -Create a success criteria for effective limerick writing (a ready-made success criteria is included) -Write their own limericks, using the techniques that they have learnt; -Peer/self-assess their learning attempts. There are enough resources here for two lessons, including: -Visually engaging whole-lesson PowerPoint; -Two interesting, imaginative, and well-presented worksheets; -Detailed success criteria; -Step-by-step lesson plan. All images are licensed for commercial use, and are cited on the final page of the slide.