Students use this sheet to chart their sympathy for Candy throughout the novel. This sheet could be blown up to A3 to allow students lots of room to annotate the chart with key quotations from the text.

Students to correct these commonly mixed-up idioms. This activity could lead into a lesson about the origin of idioms and why idioms are part of the English language.

Put students into 6 groups and issue each group one section of the Wife of Bath and one translation sheet. Students are spend 3 minutes with each section and write the modern translation on their translation sheet. IMPORTANT: Students must make sure they write their translation in the correctly numbered space on the sheet to ensure it's in order at the end of the task. They're to use the helpful hints to guide them. After students have had all 6 sections, they're to read out what they've translated. Discuss as a class.

Ask students to close their eyes and put their heads on the table. Play Thomas Newman track and read the second-person edit of Chapter Two's description of the garage. Read the description slowly to allow students to imagine how Michael would feel entering the garage. After you've read the description, allow students 1-2 minutes to reflect with their eyes closed. Explain that once they open their eyes, they're to write down how they felt in the given situation. Ask students to share with a partner. De-brief post-activity; ask students: ‘How did it feel to do that?’ This activity should help students to engage with Michael's character and how he feels when entering the garage where Skellig resides.

Students will need access to a computer to complete this activity. Put students into small groups and issue A4 paper one of the questions from the Questions Pack.. Students are to create an attractive poster which provides the answers to the question(s) they've been given. After 30 minutes, students are to 'present' their poster to the rest of the group. Students are to make notes in their books so that they have a record of the contextual information about Skellig. Display students' posters in your classroom as a point of reference throughout the study of Skellig.

This resource offers a fun way of researching WW1 context. Before the lesson print of the questions and put them into colour-coded piles. You'll need as many questions as you have groups of students. For example, if you have 6 groups, you must have 6 print-outs of the questions. You'll need 6 x yellow questions, 6 x green questions, 6 x blue questions etc. Put students in teams of 3-4 students. Students must have immediate access to a laptop or computer to be able to find the answers to the questions. You need to put the piles of questions on your desk. Issue Q1 to all groups and 1 piece of paper to all groups for them to write their answers on. Groups must find the answer to Q1, write it down on their answer sheet and then bring their answer sheet to you. If the answer is correct, you issue them with Q2, and so on until groups have found all the answers to all the questions. It is basically a race to the finish, but the answers must be of quality because you have to 'okay' them before they're issued with the next question. Students enjoy the competitive element of this task. You may wish to give the winning group a small prize as an added incentive. Discuss the contextual research once the task is over and discuss its links with the poems being studied.

A 30-minute activity for students to understand what makes a great story opening. Students analyse some of the world's most renown story openings, they identify what's effective about them and then they use their new-found knowledge to craft their own enticing story opening. There are 13 story openings including The Lovely Bones, Orwell's 1984, Jane Eyre and The Curious Incident of the Dog in the Night-time - a real mix for students to get their teeth into. I dare say this activity may encourage some students to read the books after being drawn in by some of the openings.

Poetic devices glossary to assist with students' study of poetry.

This resource contains a PPT and a selection of poems for students to practise approaching unseen poetry. The PPT guides students through the following: 1. Title 2. Shape/form 3. Personal response 4. Voice 5. Vocabulary 6. Imagery 7. Structure 8. Interpretation Encouraging students to look at these aspects of a poem will enable them to engage and understand the unseen poem.

Students are to work in pairs. Issue one line from the poem to each pair. Students are to analyse the language closely to try to learn about the speaker’s feelings. Motivate students by asking them to imagine their police detectives, with only one sentence of the criminal’s confession to analyse. They are to read the line deeply to consider the multiple layers of meaning. Model activity. Whole-class feedback. Students should write down what their peers say.

This short activity tests students' ability to follow instructions. It is a fun starter and shows students the importance of reading ALL the instructions before starting a task.

This is a fun way of offering further exploration of Bayonet Charge by appealing to students' different strengths and skills, e.g. artistic, creative, visual, mathematical or social. This is an engaging, outstanding lesson, and was designed with Garner's Multiple Intelligences in mind. You will need to prepare for this lesson beforehand by creating the 'resource stations': Resource Station 1: Visual – Saving Private Ryan Clip, available on YouTube, lined paper (x5), instructions Resource Station 2: Creative – activity (x5), lined paper (x5), instructions Resource Station 3: Social – activity, instructions Resource Station 4: Artistic – plain A4 paper, activity, instructions Resource Station 5: Mathematical – activity (x5), instructions Lesson Plan: Ensure that students are sat in groups of five. Tell them that the group they’re sat with is their ‘home group’. Show students the ‘resource stations’ slide. Explain to students that they’ll see five different resource stations around the room. Explain the activity at each resource station. Explain that each group will send one group member to each resource station to complete the activity. After 20 minutes, all group members will return to their home group and feedback what they’ve learnt. Give groups one minute to decide which group member will go to each resource station. If they cannot decide, then they’ll be randomly numbered one-five and will go to the corresponding station. Check students’ understanding by using ‘thumbs-up’. Ask a student to re-explain if there’s misunderstanding. Allow students to move to their designated resource station to start their activity. Instructions and resources will be ready at each station. Teacher facilitates, circulates, ask students questions to deepen their learning. After 20 minutes, students are to return to their ‘home groups’ to feedback. Tell them that they have 10 minutes and they should hear from everybody. Ask students in their books to write down three things they feel they’ve learnt from other people about Bayonet Charge.

Issue sets of these cards to groups or pairs. Students are to sequence them in the correct order. Great as a quick starter activity to get students thinking about the order of events in the play. Extend the task by asking students to find quotations to accompany all or some of the events.