An original poem written in rhyming couplets. Can be used for analysis, breaking down the meaning - Author available for Skype discussion with class on this and other poetry if required by Teacher/Department. Author has written plays, books and a range of poetry.

The original 8,000+ word magazine article (1993) which preceded the 1996 non-fiction book and 2007 American biographical drama survival film written and directed by Sean Penn. The book is a brilliant example of investigative journalism and details the adventure-fuelled and tenacious life of Christopher Johnson McCandless, also known by his self-attributed title: Alexander Supertramp.

Original sonnet.

An original poem.

Student responses to War Poetry. Single page A4.

William Shakespeare plays in chronological order.

Tracking Sheet used to log lesson progression throughout two terms.

Poster used when mentoring/working with unemployed adults who attended Gateshead College over a four-week period. They all had strengths but many had accumulated so many layers of loss of self-belief and severe barriers to learning. This poster, together with a wide-range of 'business' resources, was designed as a motivation tool, in order to explore the 'superbness' in each individual. This type of positive affirmation tool, together with some emotionally-intelligent response to viewing their situation through fresh eyes, really did assist their journey. Why shouldn't we celebrate our superbness, in a reality picture where, quite often, it is only our faults and weaknesses that are examined? If others will not, then celebrate it yourself! Or email me at eyeofthefly@hotmail.com and I'll tell you myself.

A piece of poetry written as homage to Prince, aka Prince Rogers Nelson (June 7, 1958 – April 21, 2016), an American singer, songwriter, multi-instrumentalist and record producer. This piece combines words and lines from Prince's lyrics - could be used in schools for the purpose of showing alternative poetry which combine the lyrics with the more traditional form. I was really into Prince as a teenager, aged 11 when the film Purple Rain was release in 1984. At the time (and still) I was influenced by anything different/unique and I was particularly captivated by American TV and film. As I writer I respond to the internal and seem to express more as an internal requirement, i.e. I have to pour out on a regular basis. This has led to compiling poetry, plays, books and anything involving The Word. Go crazy!! This is the 100th resource I have uploaded. The resource Author is available to provide any further information if required by teachers/schools on this or any resources. Kind regards Tor

Discussion and Debate sheet prompting student critical-thinking and wider subject interest. Used with Year 9's and 10's in 2016, prompting a discussion that spanned three lessons, with students choosing the 'hot seat' to constructively debate their point of view.

WHAT ARE YOUR VIEWS RELATING TO THE REALITY PICTURE YOU WILL INHERIT? Include comments on the political system; thoughts on war; the media; cultural boundaries; your right as an individual to stand and voice your individual thoughts and feelings. Is the war about people and beliefs or money and resources, or both?

Another day awake is one to feel thankful for - poster.

A poster. I feel suffocated if I am not in some way creating and spilling out the words which, if left unsaid, unwritten, unleashed, feel to me like the spikes of a porcupine turned inward against my soul.

Create a single page piece of writing incorporating metaphor, influenced by the photograph on the front page - a two-page resource.

Used in class (June 2016) with Year 9's and 10's, linking their responses the trial exam questions to words they can add to improve vocabulary. Particular relevance to MacBeth, though the words themselves, plus pronunciations, could apply to any text where these features are apparent. CHIASMUS, HYPERBOLE, SYNECDOCHE, EUPHEMISM FOR USE WITHIN TRIAL EXAMINATION RESPONSES AND GENERAL DISCUSSION A TWO-PAGE RESOURCE.

A resource used in English to encourage the Learner to describe their own evidence of meeting outcomes in Reading, Writing, Analysing, Interpreting, Extrapolating, Discussing, Researching, Opinion-Sharing, Evaluating. The student level is measured using the Green, Amber, Red, with emphasis on the 'learner&' completing their own chart and gaining writing/typing/ICT skills as a result. Developed in classroom practice by Tor Alexander Bruce.

Examples of language features from A Christmas Carol, within a two-page resource containing a table for students to develop their own features and then incorporate one or more of these in a paragraph. Useful for students who can identify language features but who need to respond more fluidly with writing their own.

A read and respond resource. Whole Book Summary in a single-page. Student chooses eight items to banish from the current system/reality then narrow down to two and describe in a table the full reasons to support their choices. Then: Fourteen items to take to new planet. Then: A4 page response relating to the student thoughts on ‘whole’ book summary.

A nine-page resource, prints as five-page double-sided. Initially discusses Sir Robert Walpole's 'The Castle of Otranto', then mentions modern-day books influenced by this genre, such as the Twilight series. Provides a template of an 'ancient book' so the students (suited more to KS3) can create a cover/title and a synopsis. The pages then contain 'gargoyles' to suggest the student plans their own Gothic Story and complete this within the lined-pages provided.

Used this resource in class this week - works with fantastic results when students asked to complete second draft using 'Effective Connectives' - found a full table of these online and projected it. The difference between the Year 7 first-draft response compared to the second draft, incorporating 'and' highlighting the connectives was amazing in terms of the fluidity of their writing. Currently using with Year 7's so they can achieve a snapshot of the entire storyline. First-page summary used for shared classroom reading. Then in pairs the students describe their own understanding of the story. They then feed this information back to the whole class. Then tackle a first draft - summary writing in their own words. Finally, they complete a final draft of the summary, introducing connectives. A four-page resource, printing double-sided 2 pages. Very effective to achieve an general understanding of the novel through writing and discussion, not solely through reading.