This is a very straightforward powerpoint using John Drinkwater’s public domain poem, “Moonlit Apples”. The powerpoint takes the students through a range of questions about the effect of methods used in the poem and concludes with an exam-style question.

This is a walkthrough of Tennyson’s “The Eagle”, asking the questions that candidates will need to ask of themselves during the exam. The powerpoint asks them to focus on various methods including anthropomorphism, rhyme, rhythm and contrast. The final slide is an exam-style question. As the poem is so short, it could be useful for building confidence when tackling an unseen poetry question.

This is a short and (hopefully) straightforward powerpoint using a very short extract from “The Island of Dr Moreau” by H.G.Wells. The lesson uses questioning to provide the ideas for a modelled first paragraph of a response after which students are asked to work more independently to complete the response. For less confident students, the evidence is already selected. You may wish to add challenge by asking students to select their own evidence. The last two slides are the printables. At the end of the lesson, students are asked to identify two of Wells’ effective methods and use them in their own descriptive writing. This task could be used to extend the lesson or set for homework.

This is a short and straightforward activity giving students an opportunity to practise and develop the skills of writing an analytical essay about an unseen poem. The poem is “A Birthday” by Christina Rossetti so no issues with copyright. The first slide of the ppt has a copy of the poem and the essay question. The second slide gives students a suggested pattern for tackling the task, the idea being that they should go through each of the steps in every paragraph of their response. The third slide can be used for self/peer assessment and developing the response further.

This is a 14-question multiple-choice quiz (answers provided) on John Clare’s lovely sonnet about the spring. Could be used as a starter activity prior to a deeper analysis of the poem. Could work as a homework activity. The questions could be used to stucture a guided reading activity.

I made this as a cover activity for a year 10 class with targets of 3 and 4. Could be used as a recall/revision activity, set as homework or used for cover. There are 10 questions which could also be used as a starting point for a guided reading activity.

This is a worksheet using Emily Dickinson’s poem, “Fame is a Bee” (in the public domain). There are ten questions and then a task for the pupils. This could be used to structure a guided reading or literacy lesson. Alternatively, it could be set for cover or used as a homework to support a unit on poetry or metaphor.

This activity uses an extract from “Carmilla” (public domain text) and there are ten questions which could be used in class, as cover or set as homework. Alternatively, they could be used to structure a guided reading session. Might be of use as part of a unit on gothic literature.

This is a simple and straightforward activity using the opening of Bram Stoker’s “Dracula’s Guest”. There are four, short tasks dealing with vocabulary, information retrieval, inference and analysis. Useful for homework or as home learning. Could be used to structure a guided reading activity. Could be used for flipped learning prior to analysing the next (more gothic) segment of the story in class. Useful for students at KS3 or to embed key sklls and build confidence at KS4.

This is a multiple choice quiz with 25 questions (answers provided) that could be used as a homework, as a revision activity or as a flipped learning activity, to support students working from home as they work through the poem independently - and then for the teacher to identify gaps in knowledge and understanding prior to teaching the poem. Alternatively, the questions could be used to structure a small-group revision or catch-up session. Some questions lend themselves to further exploration of the poem; others assess whether basic knowledge is in place.

This straightforward task uses an excerpt from Oscar Wilde’s story “Lord Arthur Savile’s Crime” and the questions are divided into sections echoing many of the reading skills that will be tested at GCSE: information retrieval, inference, analysis of language, analysis of structure and evaluation. Useful as a homework or cover activity. Created as part of a unit of home-learning during lockdown.

This straightforward task uses a couple of paragraphs of Charles Dickens’ impressions of travelling in France and there are 20 multiple-choice questions (answers provided) which could be set as homework to form part of a unit on Dickens, used for pre-reading or flipped learning or used to structure a guided reading or catch-up session.

Lesson 2 of a sequence planned for a year 8 class. This lesson focuses on looking closely at evidence to explain characterisation. The lesson is intended to get the pupils to zoom in more closely as the lesson progresses. The focus in the text is the part of the story where Helen Stoner is telling Sherlock Holmes about her family history and introduces information about her stepfather, Dr Roylott. There are prompts (in the form of questions) for the explosion of one quotation; students are then asked to work more independently to explode a second quotation, using the first as a model.

This uses an excerpt from “Dracula” in which the vampire hunters have lain in wait for Dracula who confronts, taunts and escapes them. There are 11 questions focusing on the writer’s methods and their effects with a couple on vocabulary and inference. Useful for homework or for setting as a cover activity. A useful addition to any study of the gothic horror genre. Alternatively, the question could be used for structuring a guided reading activity.

This uses the description from “Dracula” of Dracula’s ship arriving at Whitby in the midst of a terrible storm, steered only by a dead man… There are ten questions, focused mainly on the writer’s methods and their effect. This would be useful as a cover activity or for homework as part of a unit on gothic horror. Alternatively, the questions could be used to structure a guided reading session.

Created for a year 8 class but suitable at the top of KS2 as well as KS3, this lesson uses the poem “Leisure” by William Henry Davies and asks the pupils to update the poem for their own context. Prior to that, however, the pupils are asked to explore and comment on the effect of the long vowel sounds and the simile used in the poem, being able to explain what is Davies’ message in the poem. My own class worked in pairs to create their own poems and I was genuinely impressed by many of the outcomes! They seemed to find that matching their ideas to Davies’ structure worked as a scaffold.

I created this short comprehension activity for my year 7 class to be used alongside their class reader, "Love That Dog". It uses an excerpt from "The Call of the Wild" describing Buck's kidnap. Alongside the extract are ten questions focusing on vocabulary and understanding. This works as a homework but could also be used as a cover activity. Alternatively, the questions could be used to structure a guided reading session.

Created for a higher-ability year 7 class as part of a unit of work on "Treasure Island" and pirates, this lesson plan takes the pupils through "The Ballad of John Silver" by John Masefield. Using images and drama to embed the idea of writing having a mood, the lesson culminates with the pupils selecting one of the verses from the poem and re-writing it in script form (model given on one of the slides), creating the same mood as the original poem.

Planned for a year 10 group all of whom have targets of a grade 5, this ppt leads the students through the presentation of Gerald Croft, up to the exploration of his affair with Daisy Renton. Students are encouraged to think about the method Priestley uses to link Gerald to Mr Birling, one way in which the theme of hypocrisy is explored and the way in which Gerald is used to explore the idea of different attitudes and values across generations.

This lesson uses the excerpt in which Mrs Joe is introduced. Students are asked to work through 3 of Dickens’s methods for characterisation: contrast, symbolism (specifically, the symbol of Mrs Joe’s apron) and the use of a semantic field. Through a mixture of questioning and discussion, pupils are guided through some ideas about the effect of these methods. Thereafter, they are asked to write a response to this question: Explain how Dickens uses contrast, the symbol of the apron and a semantic field to create the character of Mrs Joe. The final slide of the powerpoint is a self-assessment grid.