A workmanlike comprehension activity based on the excerpt from chapter 23 in which Victor discovers that Elizabeth has been strangled and tries to shoot the creature. There are ten questions focusing on comprehension, inference, methods and their effect. Useful for homework, for cover or even for structuring a guided discussion of the text.

A walkthrough of Thomas Hardy’s “Neutral Tones” intended to be a first teaching of the poem for candidates preparing for their GCSE English Literature exam. When it comes to looking at Hardy’s use of oxymorons with “tedious riddles” and “grin of bitterness”, the ppt makes reference to some of Shakespeare’s methods in “Romeo and Juliet”. This is because this class is also studying the play so the references are intended to support a bit of recall. The final slide sets a homework - there is a multiple-choice quiz also available on TES (though listed separately).

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.

Powerpoint presentation looking at emotive language and linking the use of emotive language to Priestley’s intentions. Students are asked to write using emotive language with picture prompts that echo Priestley's attitudes. Students are then asked to explore Priestley's use of emotive language, linking it to his message in the play.

This lesson uses Margaret Postgate Cole’s “The Falling Leaves”. The lesson was originally planned as cover. There is a short powerpoint (only 9 slides and one of those slides is a printable) accompanied by a worksheet which has a copy of the poem together with six questions, two of which are on the poem’s structure and its effect; the others focus on Cole’s use of simile and its effect. The main focus of the lesson is on the use of simile. Once the analysis of the poem is done, the pupils are then asked to create their own similes to go alongside an image of a WW1 soldier in a trench. Having done this, they are asked to use their similes along with four of Cole’s words to produce a piece of creative writing, either in poetry or in prose.

Useful to structure a guided reading activity, to set as homework or to use as cover, this is a comprehension activity based on a single paragraph from Dickens’s “The Uncommercial Traveller” in which he recounts the appeal of a churchyard he nicknames St Ghastly Grim and describes an evening that he visited it in a thunderstorm. There are ten comprehension questions.

This is an exam practice task created for “Romeo and Juliet”. It differs from the ‘real thing’ in that the extract used is longer than students are likely to find in their exam - and there are prompts for the 3 assessment objectives down the right hand side of the paper, though these could be very easily deleted.

A very matter of fact comprehension exercise based on an excerpt from chapter 19 of “Frankenstein” in which Victor ‘hides out’ on Orkney in order to create a bride for his creature. There is a focus on inference and the characterisation (in terms of thoughts and feelings) of Victor Frankenstein as he narrates this part of his story.

This is an old-school comprehension activity focusing on the excerpt from “Great Expectations” in which Mrs Joe is introduced. Created for a year 8 class who needed a cover lesson in the middle of a Dickens SOW, this has 17 questions and could be used as intended - for cover - but also for homework or even to structure a guided reading activity. If you find this useful then I would be very grateful if you could take the time to leave a review.

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.

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.

A short and bog-standard revision powerpoint on “When We Two Parted”, from the AQA GCSE English Literature Love and Relationships poetry cluster. There is a slide offering some brief information about context and then one slide per verse, each slide offering five notes. Created for my year 11 class to support their revision. If you find this useful, it would be great if you could take the time to leave a review.

This is Belloc’s cautionary tale of Jim who was eaten by a lion and there are 16 multiple-choice questions focusing on vocabulary with some basic comprehension. Originally set for h/w but could be used as a pre-reading activity to identify and address any misconceptions prior to some more work on the poem.

A simple and straightforward comprehension activity on Walt Whitman’s poem, “The World Below the Brine”. Questions focus on language, structure, viewpoint and ideas. There are 11 questions in total. Could be used for homework or set as cover. Alternatively, the questions could be used to structure a guided reading activity or prompt class discussion.

This straightforward activity uses Sara Teasdale’s poem, “Summer Storm”. There are 12 multiple-choice questions. Answers are provided. This quiz could be used to embed knowledge and understanding once the poem has been taught. Alternatively, it could be set as pre-reading or used to structure a guided reading session, as some questions could be used as a springboard into further discussion.

This is a straightforward multiple-choice quiz (answers provided) on Sara Teasdale's "There Will Come Soft Rains". There are 14 straightforward questions. Could be set for homework either after having studied the poem or as a pre-reading activity to identify any gaps that need particular focus in the lesson. Could also be used to structure a guided reading activity, in which case you will find that several of the questions invite follow-up questioning.

This straightforward activity uses Sara Teasdale’s “Central Park at Dusk” and there are ten, multiple-choice questions (answers provided). Could be set as homework after teaching the poem to embed and consolidate knowledge. Could be set as a pre-reading activity so that subsequent teaching can be more sharply focused. Could be used to structure a guided reading session.

This straightforward activity uses Sara Teasdale’s love poem, “Come”. There are 11 multiple-choice questions. Answers are provided. This quiz could be used to embed knowledge and understanding once the poem has been taught. Alternatively, it could be set as pre-reading or used to structure a guided reading session, as some questions could be used as a springboard into further discussion.

Planned for year 7 as part of their home learning work, this might also be of use for children at the top end of KS2. This straightforward activity uses an excerpt from Ingersoll Lockwood’s “Baron Trump’s Marvellous Underground Journey”. There are ten questions. This task could be used for home learning, as a cover activity, for homework or to structure a discussion about the text, either whole-class or as part of a guided reading session. The third page has notes in italics which suggest the kind of answers that might be expected from a student at KS3.

This is a simple powerpoint intended to teach or embed the skills of analysis of an unseen poem. The aim of the lesson is to explore an unseen poem using ‘what’, ‘how’ and ‘why’ questions. The poem used is Edna St Vincent Millay’s ‘Witch-Wife’. There are ten slides using questioning - and modelling on slides 6 and 9. Could be used at KS3 or at KS4.