Planned for a less able KS4 class, this powerpoint recaps some of the key ideas from Stave 1 of “A Christmas Carol”. The focus is on Scrooge and the lesson aims to embed the idea that Scrooge is in very real danger of going to hell and that time is running out. The lesson also touches on how Dickens uses setting for the characterisation of Scrooge.

Planned for a year 8 class as part of a unit of work on Charles Dickens, this lesson focuses on Dickens’s use of setting for characterisation. The extract used (a short one; printable is on slide 11); prior to that, the pupils are asked to look at the description of the Chocolate Room from ‘Charlie and the Chocolate Factory’, explaining how Dahl’s use of colour suggests the character of Willy Wonka. There is then a focus on concrete nouns and pupils are asked what these suggest about Willy Wonka - what aspect of his personality they might reflect. Having built confidence in this skill, the focus then shifts to the more challenging text - from ‘Great Expectations’. Having gone through some text marking, pupils are then asked to share what they think the setting suggests about Miss Havisham - then pick one aspect of that setting and write up an analytical paragraph. For homework, pupils are asked to describe a room that gives the reader clues as to their own character - describing the room’s colour, temperature, listing at least 3 concrete nouns and mentioning the view from the window.

Created for a year 7 class as a homework to go alongside our class reader of 'Love That Dog', this is a comprehension (close reading and response) activity based on the segment from "The Call of the Wild" in which Buck fights Spitz to become top dog. There are 14 questions in total, focusing on vocabulary, inference and the effects of language. This would be a good cover activity or the questions could be used to structure a guided reading session.

This 21 slide powerpoint is a walkthrough of paper 2, question 4. It uses two shortened texts, one pre-1914 and one contemporary and the lesson focuses on clear comparison and explaining how the writers’ words, phrases and patterns convey their feelings about zoos.

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.

The extract used is the description of Jonathan Harker’s journey towards Dracula’s castle. There are 12 questions focusing mainly on the writer’s methods and their effect. Useful for homework or as a cover activity. Could also be used to structure a guided reading session.

A simple and straightforward revision activity. 20 questions (suggested answers provided on a separate sheet). Could be used in class as a springboard for more developed answers through discussion. Useful for homework or cover. Created as a revision activity to enable students to identify gaps in their knowledge so that they can focus their next steps.

This uses an extract from Arthur Machen’s story, written in 1914, (it is in the public domain) in which a group of English soldiers are facing a mighty German advance. There are 12 questions. The questions cover the reading skills of information retrieval, inference and explaining the effect of the writer’s methods. This task could be used for cover or for homework. Alternatively, the questions could be used to structure a guided reading activity. Suggested answers are provided - which means that this task could also be set for a student working from home who would like to do some self-assessment.

Useful for a homework task or for cover, this uses the description from “Dracula” where Jonathan Harker is being driven through the Transylvanian darkness to Dracula’s castle. The questions are divided into four sections: vocabulary, information retrieval, inference and the effect of the writer’s methods. This worksheet could be used to structure a guided reading session.

This is a comprehension activity - structured for increasing difficulty - with the tasks and questions divided into four sections: vocabulary, information retrieval, inference and explanation of methods. Useful for cover or for homework. Useful for a focused study of this particular section of Stoker’s novel.

This is a simple and straightforward activity based on a letter of 4th February 1917 written by Wilfred Owen to his mother, Susan. The letter has been slightly abridged. There are 12 multiple-choice questions (answers provided). The first question is basic information retrieval. Subsequent questions ask pupils to identify methods and draw inferences. Some questions can act as springboards for deeper questioning. This could be set for a homework or used as a pre-teaching activity to identify gaps in pupil knowledge and understanding.

This lesson was planned as part of a unit on gothic horror for y8 but could work for any class at KS3. The powerpoint includes both reading and writing activities. The lesson forms part of a SOW focusing on writing in the gothic genre. The initial focus is on the characterisation of Dracula and the creation of a foil. The focus then moves to the idea of characterisation through setting and introduces the idea of “Frankenstein”.

This is a straightforward comprehension activity using an excerpt from Conan Doyle’s gothic horror story, “Lot 249”. At this point in the story, Smith is being pursued by a re-animated mummy! There are ten questions. These could be set for homework or as cover as part of a unit on gothic horror. Alternatively, the questions could be used to structure a guided reading session.

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.

A straightfoward worksheet with a copy of Sassoon’s poem (which is in the public domain) and 12 questions which could be used to structure a guided reading session, or for assessment. Alternatively, this work could be set as cover or as a homework to support a unit of work on poetry, particularly the poetry of the first World War.

Sassoon’s “The Dug Out” (in the public domain) and 10 questions which could be used for cover or homework, or to structure a guided reading activity.

Planned for a year 8 class, this explores Holmes’ and Watson’s vigil towards the end of “The Adventure of the Speckled Band”. Pupils are guided through an understanding of the meaning of tension. There is a text marking activity after which a grid is used to clarify their thinking. The lesson concludes with a piece of evaluative/comparative writing in which pupils are asked which of their identified methods is most successful in creating tension; which is least successful. Depending on the amount of modelling/scaffolding needed and the length at which you want your pupils to write, this lesson could be extended over two hours - although it was planned to occupy one hour.

Aim - link characters’ names to the play’s themes. Powerpoint encouraging the students to explore the significance of the names Eva Smith and Daisy Renton and including a focus on the name of Inspector Goole.

This is a revision powerpoint, more didactic than interactive, best used in year 11 for revision.

A multiple-choice quiz on Stave 3 of “A Christmas Carol” inviting students to consider Dickens’ message about family and how that message is communicated. 23 questions in total. Answers provided.