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.

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.]

Lesson around the poem including wrod association starter, labelling/illustrating task, agony aunt letter writing.

Planning lesson using Blue Planet images as stimulus. Full episode available on BBC iPlayer.

Guide to the questions on this paper and examples of reading questions 1 and 2. Descriptive writing task and frame/planning ideas also given.

A lesson around the 'fight scene'. A bit choppy/easy to change around or to dip in and out of before answering a question around the presentation of Mercutio.

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

Unit of work that could be used with weaker ability students to revisit or enhance reading and writing skills. Uses extracts from Kensuke's Kingdom and asks students to consider how language is used to create an image in a reader's mind which then leads into their own extended response to language and writing tasks.

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).

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.

Lesson around newspaper article writing. Student select information around the 5Ws to plan their ideas (using a real article) then write up their own article. Includes a framework and structure for students to follow.

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.

Sounds daft but I've sometimes struggled to find all the poems in one document so this is a ready made version to print out as a booklet/one at a time for annotations.

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.)

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).

A KS3 assessment task based around Agard’s poem ‘Half-Caste’. Aimed to be used to generate class discussion and move from class modeled analysis into independent writing. Also includes a response to feedback lesson if task is used as an assessed piece.

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.

Series of lessons exploring the poem ‘Let No One Steal Your Dreams’. Includes comprehension questions, explorative response, model answer and creative writing task. Has been planned for students to work through independently at home.

Students redrafted a piece of their own Gothic writing short story/ghost story and turned their work into a book. Can be used as end of term/topic project or homework task. Includes advice and how to set out their portfolio of work and include some non-fiction writing about themselves. Used with low ability originally but could be altered for more able students.