There is a multiple-choice quiz with 15 questions (answers provided). This quiz focuses on the first paragraph of a longer extract, asking students to think about the writer’s viewpoint and the methods that he uses to express this viewpoint. In class, I have used this prior to a lesson which then uses the whole text (included) which is an article from 1857 by Daniel Clarke Eddy on parenting. If you don’t wish to use it in this way, the quiz could serve as a useful homework or cover activity. The questions could be used to structure a guided reading or revision session. There is scope for students to use the text as a springboard for their own, transactional writing, expressing views about effective guidance and support for young people.

This is a gentle way into an unseen poetry response. It uses Rossetti’s poem, “Song” and there are 12 multiple-choice questions (answers provided). This could be used for flipped learning so that students have had an opportunity to think about the poem before writing an exam-style response. I’d suggest something like: How does the writer present the speaker’s feelings? For greater challenge, you could ask the students to create their own title, filling in the blank: How does the writer present the speaker’s feelings about __________? Alternatively, the questions could be used to structure a guided-reading session or used for a revision homework or for cover.

This lesson uses Jack London’s brilliant story “Moon Face” which would sit really well alongside Poe’s “The Tell Tale Heart”. Planned for a year 9 class as part of a unit on short stories but has potential to be used elsewhere at KS3. The aim of the lesson is to use inference to explore the idea of an unreliable narrator. The lesson takes the students through discussion of the effect of a simile, of personification and begins to explore the idea of the narrator’s hypocrisy. After a short time in paired discussion, students are then asked to respond to this question - In ‘Moon Face’, what do we understand about London’s unreliable narrator?

This is a short comprehension activity using an excerpt from Kipling’s “The Mark of the Beast” in which Fleete turns into a werewolf. There are 7 questions. Suggested answers are provided. This could be used as a cover activity or set for homework to support a unit on gothic horror. Alternatively, the questions could be used to structure a guided reading session.

This grid has 12, short activities, all linked to the genre of gothic horror. Activities should take roughly ten to fifteen minutes. Originally created as homework to support a unit on gothic horror but could also be developed for cover.

This resource uses Walter de la Mare’s poem, “All But Blind” and there are 9 attached tasks. Originally created for homework for a mixed-ability task, the intention was that pupils would choose five tasks from the grid. This could also be used for cover or in class. It would work well as part of a unit on writing about the natural world. Alternatively, the tasks on the grid could be used to structure a guided reading session.

This was planned as a homework task for a mixed-ability year 7 class but would work for KS2. The intention was that the pupils would choose five of the nine available tasks. This could be used in class, set as cover or even used to structure a guided reading session. Suggested responses are provided. This is a really good way into the skills of analysis that will be needed at KS3 and even more at KS4.

This is a simple and straightforward comprehension activity using a brief excerpt from “Carmilla” by Sheridan le Fanu. Questions test basic comprehension and developing analysis. Suggested answers are provided. This would sit well within a unit on gothic horror. It could be used as a homework activity or set for cover. Alternatively, the questions could be used to structure a session of guided reading.

This was planned for a group who are working to try to raise their grades from 3 to 4/5. The powerpoint uses two short extracts from “Dracula” by Bram Stoker. The focus is on questions 2 (language analysis) and 3 (analysis of structure). There are opportunities for independent work and suggested models at the relevant level.

This is an excerpt from a speech given by Dickens on 5th November 1857. There are ten questions with suggested answers provided. This could be used in class, for cover or as homework. Alternatively, the questions could be used to structure a guided reading session. Competing this activity will give students a sound understanding of Dickens’ viewpoint and so this activity could usefully be used alongside the Ghost of Christmas Past and the description of Scrooge’s schooldays.

This is a comprehension activity based on the first description of the Artful Dodger from “Oliver Twist”. There are 8 questions and suggested answers are provided. This could be used in class or set as homework or left as a cover activity. Alternatively, the questions could be used to structure a guided reading activity.

This is a multiple-choice quiz with 19 questions (answers provided) based on a description of setting from “David Copperfield”. This could be used for revision of reading skills at KS4 or could be part of a unit on Dickens at KS3. Alternatively, the questions could be used to structure a guided reading session or, as flipped learning, to identify gaps in pupils’ knowledge and understanding so that subsequent teaching can be more sharply focused.

This is a 14-slide powerpoint which guides students through an exploration of Sassoon’s blistering poem, “Atrocities”. This is easily adapted to suit the ability of your class. Slides 12, 13 and 14 can be used either to structure whole-class question and answer or could be an opportunity for students to work in pairs to discuss the questions and annotate the poem with their thoughts. The final slide reiterates the question from the lesson aim - How does Sassoon communicate his feelings towards the person being addressed in the poem? Depending on the students’ confidence, this could be an opportunity to model a paraqraph or two or they could go straight into writing a response.

This is a simple and straightforward powerpoint intended to help students practise an approach to an unseen poetry question. It uses “At the Movies” by Florence Ripley Mastin. There are several slides of questions which can be used for whole-class discussion or to prompt paired work. The powerpoint ends with an exam-style question.

The extract used describes the first sight of the old curiosity shop of the title. There are seven questions (though some are broken down into segments, so 12 to answer altogether). Suggested responses are provided. The questions test vocabulary, comprehension, analysis and evaluation, albeit at a basic level. Useful for homework or cover. Could also be used to structure a guided reading activity.

A multiple choice quiz based on Dickens’ description of Arthur Gride from “Nicholas Nickleby”. There are 15 questions and answers are provided. This could be a cover activity or used for a reading homework. Alternatively, the questions could be used to structure a guided reading activity.

This is a multiple choice quiz (answers provided) based on the description of Nicholas’s arrival at Dotheboys Hall. Useful for cover or as a homework activity. Alternatively, the questions could be used to structure a guided reading activity or for flipped learning, to identify gaps in pupils’ knowledge and understanding so that the subsequent lesson can be more precisely focused.

This is a simple and straightforward activity originally created for use as cover with a mixed-ability year 7 class but also suitable for upper primary. There is a very short extract describing the hound from Conan Doyle’s “The Hound of the Baskervilles” and 7 questions which could be used for homework or cover or to structure a guided reading activity.

Created for a year 11 class to support their learning of the Love and Relationships cluster in the AQA poetry anthology, this is a first teaching walkthrough of the poem using questioning to secure understanding of the speaker’s intention in the poem, the use of natural imagery, rhyme and sibilance and the fact that the speaker’s love remains unrequited at the end of the poem.

This is a multiple choice quiz with 18 questions (answers provided). It could be used for homework or revision. Alternatively, it could be used for pre-teaching to identify gaps in knowledge or understanding so that the subequent lesson can be more sharply focused. For less confident students, the questions could be used to structure a guided reading session.