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.
This short and simple activity could be used for cover or set as homework. Alternatively, the questions could be used to structure a guided reading session. The excerpt is Oberon’s short speech about the part of the enchanted wood where Titania sleeps. There are thirteen questions requiring some simple analysis - and the final question could be used as an extension task - asking the pupils to evaluate a simple statement. Suggested answers are provided
This is a comprehension activity that could be used in class or at home. There are ten questions, some closed and some more open-ended and developed. This could be set as homework or a cover activity. Alternatively, it could be used to structure a guided reading session.
This is a straightforward comprehension activity that uses only one paragraph from “The Canterville Ghost” in which the Otis family approach Canterville Chase and there is a discernible change of mood. There are 14 questions that could be used for homework, as a cover activity or to structure a guided reading session. Works for remote learning. Suggested answers are provided although some questions will elicit a range of responses, of course.
This is a comprehension activity based on the description of Fagin scuttling through the darkness to Bill Sikes. The Word document is editable so you can tailor the questions to suit the ability level of your class, if necessary. There are ten questions, some of which require extended answers, so this would be a useful activity for a cover lesson. Alternatively, the questions could be used to structure a guided reading activity.
Created as a homework task as part of a unit on gothic horror, this would also work as a cover activity. It uses a short extract from “The Mysteries of Udolpho” by Ann Radcliffe and there are 8 questions, most requiring a more extended answer, focusing on analysis. Useful for honing the reading skills that will be tested at GCSE and for exploring a less common text from the genre of gothic horror.
The aim of this lesson is to explore the methods Shakespeare uses to present the character of Egeus. The lesson begins with a brief prose overview of the start of of the play and then the lesson moves to focus on Egeus’s speech to Theseus. The lesson uses questioning and asks the pupils to annotate their copy of the speech as well as zooming right in on a specific quotation and exploding it (again, through prompt questioning). There is a homework - a 10-question multiple-choice quiz intended to consolidate some of the learning from the lesson.
My students' mock revealed that they were not planning their answers - and that they hadn't got to grips with the need to compare. This ppt was planned to address both of those weaknesses, asking them to think about the most effective choice of poem for the comparison and trying to encourage them to use a double bubble map as part of their planning.
In which Jonathan Harker attempts to leave Dracula’s castle but cannot… This worksheet has the excerpt from chapter 4 of Stoker’s novel together with ten questions which are intended to elicit close reading and thinking. The questions focus on inference, the writer’s methods and their effect and on vocabulary. Useful for homework or to set as cover. The questions could also be used to structure a guided reading session. Handy as part of a unit on gothic horror.
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 powerpoint lesson on the opening of “The Speckled Band”, planned for a middle-ability year 8 class but suitable at any point in KS3. The lesson begins with a settler activity looking at the word ‘axiom’ and drawing an inference about Sherlock Holmes from his maxim. Pupils are then guided through Watson’s opening narration, making inferences from selected evidence. The focus then turns to Helen Stoner whereupon the inference is developed into deduction and pupils’ attention is turned to what can be inferred and deduced from the simile - and how that simile can be linked to other aspects of the description. Finally, pupils are asked to draw an inference from the way in which two paragraphs of the story have been structured.
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.
Planned for a year 8 class, this lesson takes as its central idea Holmes’s comment at the end of “The Adventure of the Speckled Band” that, ‘I am no doubt indirectly responsible for Dr. Grimesby Roylott’s death, and I cannot say that it is likely to weigh very heavily upon my conscience.’ After a recap of what’s meant by a noun phrase, pupils are directed to choose adjectives to develop nouns from the story into emotive noun phrases, thereby building a word bank. They then use their word bank in developing Holmes’s sentence into a speech to Watson in which he expands and develops his viewpoint.
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 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.
Created for my year nine group as part of a non-fiction SOW on journeys, this uses Scott’s diary and focuses on the pupils using their skills of inference to link Scott’s feelings to his use of language. The lesson culminates with the writing of a P.E.E response.
This lesson uses four stanzas from Oscar Wilde’s “The Ballad of Reading Gaol”. In these stanzas, there is a very clear, critical viewpoint about the prison system and its impact. The stanzas contain a wealth of language methods which should enable less confident pupils to find something to explore and give more confident pupils the opportunity to link ideas.
Planned for a year 9 class to build and hone the skills of analysis of previously unseen poetry, this lesson uses close questioning and modelling to support the pupils in a response to a question requiring analysis of the writer’s methods. The wording of the question echoes the question to be found on AQA’s English Literature GCSE Paper 2. Slide 3 of the ppt can be used as a printable.
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.
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 very bog-standard powerpoint using some questioning to support students’ recall of Hardy’s ‘Neutral Tones’ and ‘Singh Song’, “Love’s Philosophy” and Sonnet 29 - prior to asking them to tackle a question about the presentation of feelings about romantic relationships.
Might come in useful as a starting point for revision. If you find this of use, I would very much appreciate you taking the time to leave a review.