Three poems which could be discussed individually or in groups to fuel a response around unseen poetry. Uses the MRS TEAR structure (meaning, structure, reason followed by TEAR paragraphs) Technique Evidence Analysis Reader response Model answer included and all poems can be taken from PowerPoint for printing.

Assessment style question around how Priestley presents the character of Eric in the play. Class must have read play to complete task. Uses PEELECMT (point, evidence, explain, language, empathy, context, multiple interpretations, theme) structure and offers framework/paragraph starters for students to organise their ideas about the character throughout the whole play. Could be adapted to suit another character(s).

Lesson exploring how Sheila changes within the play. Uses the PEELECMT structure (point, evidence, explain, language, empathy, context, multiple interpretations, theme) to organise ideas around how Sheila changes and adapts through her experience in the play. Could be used alongside new AQA GCSE English Literature specification. Can easily be adapted to suit another character - model answer for Sheila is provided.

Lesson around each character’s acceptance (or denial) of their responsibility towards to death of Eva Smith. Includes clip around social responsibility. Students to discuss what they understand about each character’s involvement in groups then apply knowledge onto a table including textual evidence. Framework given and model answer to structure own response including textual evidence to the question - ‘How does Priestley present the theme of social responsibility in ‘An Inspector Calls’?’ Could be used alongside new AQA GCSE English Literature specification.

Exploration of how Dickens presents the convict in the opening of his novel 'Great Expectations'. Students discuss what makes the perfect villain, homework tasks support their initial ideas, which is then followed up into an extended analytical response of the opening. Uses PEELECMT structure (point, evidence, explain, language, empathy, context, multiple interpretations and theme). Could fit into a general reading of 19th Century fiction or a more focused study of the novel itself. Could be differentiated and altered to make an assessment task. Model answer and extract provided.

A discussion task of Tennyson’s poem and an annotating task of each verse in groups. Students then create a freeze frame for each verse and perform the play whilst teacher/other student reads the whole piece aloud. Times article (which inspired the poem) can be found at https://en.wikisource.org/wiki/The_Times/1854/News/The_Charge_of_the_Light_Brigade

Students analyse the poem 'Suicide in the Trenches' and explore Sassoon uses language to create tone within the poem. Moves into an extended response after initial discussion and includes a framework and prompts for students to include textual evidence and focus on specific word types.

A creative task which can be used after reading or analysing an extract of Mary Shelley's Frankenstein. Students select key quotes for the two characters - Dr Frankenstein and his creation. They must use textual evidence to shape and form two contrasting images: one the 'mad' doctor and one the terrifying creation. Quotes and examples provided.

Can be used alongside BBC RSC version of The Tempest or 2010 film version. Students work in groups to translate Prospero's speech to Miranda discussing their life on the island. Students build up knowledge and look at connotations of language before expanding their ideas to explore how Prospero is shown as a father.

A group task discussion leads to an individual language analysis which then fuels an analytical response. Students identify what Prospero proposes in Act 5 Scene 1. Then, when they have deciphered the meaning behind the language, they can look deeper at how the comparisons used and the emotive language embedded creates a powerful image of the character of Prospero.

Two lessons which look at an extract from The Lord of the Rings describing the first encounter of Gollum. Students explore the character by selecting and retrieving textual evidence, pick key quotes to discuss and then write up their ideas using a framework. Could fit into a scheme that includes fantastic beats/mythology or as a stand alone build up to assessment (starter requires discussion of prior knowledge).

'Scattegories' game in which students are given a list of items/topics and they have to come up with that begin with the same letter of the alphabet. Random letter generator needed beforehand. Could be used as a starter/plenary and to generate some vocabulary ideas.

Presentation to inform students about the content of the new AQA GCSE English Literature Paper 2. Includes list of Conflict and Power poetry and a breakdown of questions in Section A, B and C. Could be used as introduction to new content and re-visited to look over how exam questions could be worded.

Using the MRS TEAR structure students analyse and write up their understanding, interpretation and knowledge of John Agard's poem 'Flag'. Lesson also discusses the new AQA English Literature Paper 2 in which poetry analysis is assessed. Reading around the poem is required beforehand.

Lesson around Shelley’s creation in chapter five of the 19th Century novel. Includes an introduction to features of Gothic writing based on prior knowledge. Leads on to reading a short extract from the chapter, then looking at the language used. Also includes a creative writing task from a different perspective the climax of the creation of Frankenstein’s creature. Could be used or tweaked as an introduction to AQA GCSE 19th Century fiction or Literature progress tests.

Tasks round Angelou's poem 'The Caged Bird'. Some clips used to explore context and author's opinion throughout the poem which leads on to discussion and consolidation of understanding and a visual thematic collage. Can be used with varying abilities and could lead on to an assessment/extended writing task around the use of extended metaphors within poetry. (Reading around the poem required beforehand.)

Key Stage 3 task around the Tennyson poem. Some basic discussion of poetic devices and then a class discussion could be held around the poem, leading on to a translation of the poem into modern English. ‘The Kracken’ word document contains a glossary and should be used to annotate meaning on to during class discussion. (Reading around the poem is required beforehand)

Selection of resources for a speaking and listening task to persuade for or against to existence of the Loch Ness monster. Includes articles for and against which can be used as evidence in students' speeches and some time to collect ideas and embed AFORESTY features throughout. Good idea for KS3 and could work alongside a more structured writing task at a later date.

A KS3 reading task around an extract from 'A Thousand Splendid Suns'. Covers prior knowledge around the tradition of arranged marriage and allows some discussion. Uses a framework structure to closely analyse language used in the extract to explore different emotions.

A Drama and English resource which summarises the plot and key characters of William Shakespeare's 'The Tempest'. Uses the whole class and teacher to bring the story to its feet within the classroom. A large (ish) space is required for the task as the class need to be sat in a circle. Includes a homework or extension design task at the end of lesson - costumes for four key characters. Can be used as both an introduction or consolidation task. Ideal for KS3 and as a way to allow students to access Shakespeare through modern language and adaptation. ['Whoosh' text not my own.]