English literature helps high school students think better and write/speak clearly. Reading stories teaches them about different people and cultures, which builds understanding and kindness (empathy). It makes them better at analyzing ideas and seeing different points of view.
Poem and Song for Compare & Contrast Activity
Poem: “A Red, Red Rose” by Robert Burns
O my Luve is like a red, red rose
That’s newly sprung in June;
O my Luve is like the melody
That’s sweetly played in tune.
As fair art thou, my bonnie lass,
So deep in luve am I;
And I will luve thee still, my dear,
Till a’ the seas gang dry.
Oh il mio amore è come una rosa rossa, rossa
È appena spuntato a giugno;
O il mio amore è come la melodia
che è dolcemente suonato in sintonia.
Quanto sei bella, mia bella ragazza,
Sono così profondamente innamorato;
E ti amerò ancora, mia cara,
Finché tutto il mare non si sarà asciugato.
Song: “Perfect” by Ed Sheeran (Excerpt)
I found a love for me
Darling, just dive right in
And follow my lead
Well, I found a girl, beautiful and sweet
I never knew you were the someone waiting
💡 Discussion Points for Students
Aspect | Poem: “A Red, Red Rose” | Song: “Just the Way You Are” |
Language Style | Formal, poetic, metaphorical, uses similes | Informal, conversational, straightforward |
Imagery | Uses nature (rose, melody) to describe love | Describes physical appearance directly |
Tone | Romantic, gentle, timeless | Affirming, casual, personal |
Structure | Rhymed quatrains | Repetitive chorus, simple structure |
Emotion | Expresses deep affection poetically | Expresses admiration and acceptance simply |
Personal Connection | Abstract and idealized | Direct and relatable |
AT for Specific Times:
Clock times: at 8:30 a.m.
Mealtimes: at lunchtime, at dinnertime.
Fixed points: at night, at midnight, at the weekend (British English), at Christmas/Easter (referring to the general holiday period).
ON for Days and Dates:
Days of the week: on Tuesday.
Specific dates: on June 5th, on the 4th of July.
Day + Part of the day: on Sunday morning, on Friday night.
Single-day holidays: on Christmas Day, on New Year's Day.
Weekend (American English): on the weekend.
IN for Longer Periods:
Parts of the day: in the morning, in the afternoon, in the evening (BUT at night is the exception).
Future periods: in a few minutes, in two weeks.
No Preposition (Special Cases):
Do not use in, on, or at before the words last, next, this, or every when they are used with time expressions.
Example: I saw her last week. (NOT in last week). We meet next Tuesday. (NOT on next Tuesday).
This lesson focuses on the importance of accepting and valuing every person in the school community.
Acceptance means agreeing that someone is okay and valid, just the way they are. It means you don't try to change them or judge them for their differences.
It's NOT: Agreeing with everything they say or do.
It IS: Treating them with respect and kindness, even if you don't understand them or share their opinions.
People are different in many ways. This diversity is what makes our school and world interesting! These differences can include:
| Category | Examples | Importance of Acceptance |
| Culture/Background | Language spoken at home, traditions, food, country of origin. | Acceptance makes everyone feel at home and respected. |
| Interests/Hobbies | Loving sports, art, reading, video games, or being quiet. | Acceptance means you don't make fun of their hobbies. |
| Learning Styles | Needing to work slowly, learning by listening, or needing extra help. | Acceptance ensures no one feels stupid or left behind. |
| Appearance | Clothes, hair style, body size, physical abilities. | Acceptance focuses on the person inside, not just what they look like. |
When we accept others at school, good things happen:
Better Learning: When students feel safe and accepted, they are more confident to ask questions and share ideas. This helps everyone learn better.
Stronger Friendships: Acceptance builds trust. When you accept someone fully, you build a genuine, lasting friendship.
A Safer School: Bullying and unkindness happen when people do not accept differences. Acceptance creates a peaceful, kind, and inclusive environment for all students and staff.
You can show acceptance every day with simple actions:
Listen First: When someone speaks, truly listen to understand their perspective, even if you disagree.
Use Kind Language: Avoid using offensive words or making jokes about a person's differences.
Be Inclusive: Don't leave anyone out of a group activity or conversation during lunch or break time.
Stand Up: If you see someone being treated unfairly or being mocked for being different,speak up or get help from a teacher.
Characters:
Maya: A student who is very organized and likes to work fast.
Ben: A new student who has different ideas about how to start the project and struggles a bit with speaking English quickly.
Alex: A student who notices Ben is being ignored.
Situation: Maya, Ben, and Alex are assigned a history project. Maya starts giving out tasks immediately and seems annoyed that Ben is slow to respond to her instructions. Ben tries to suggest a new topic idea, but Maya says, "No, that's too difficult. We need to do it my way."
The Task: Alex needs to step in and show acceptance and inclusion towards Ben. How does Alex help Ben feel valued and make sure his idea is considered?
Discussion Questions:
How did Ben feel when Maya ignored his idea?
What specific phrase did Alex use to include Ben?
Did the group's idea get better because they accepted Ben's input?
Characters:
Chloe and Liam: Two friends sitting together at lunch.
Sam: A student who likes different food (maybe from a different culture) and has a quieter, shyer personality.
Situation: Chloe and Liam are laughing and talking about a popular TV show. Sam walks by and stands awkwardly near the table, holding a lunchbox with a strong-smelling, unfamiliar food. Chloe sees Sam and quickly looks away, whispering to Liam, "Don't look."
The Task: Liam needs to act differently from Chloe. How does Liam show acceptance toward Sam's presence and differences (both personality and food)?
Discussion Questions:
How did Chloe's actions make Sam feel?
What could Liam say to invite Sam to sit down?
What could Chloe and Liam learn if they accept Sam's difference in food or interests?
Use these words when discussing the scenarios to improve your vocabulary related to acceptance and inclusion.
| Word | Definition/Meaning | Example Sentence |
| Acceptance | Taking someone as they are; being okay with differences. | Showing acceptance makes new friends easier. |
| Respect | Treating someone kindly and valuing their feelings. | We should respect everyone's opinion in a discussion. |
| Judge | To form an opinion about someone quickly or unfairly. | Don't judge a person until you know their story. |
| Value (verb) | To think something or someone is important. | We value every student's contribution to the school. |
| Belong (verb) | To feel like you are a part of a group. | I feel like I belong when people listen to me. |
| Exclusion | The act of leaving someone out of a group or activity. | Exclusion can make people feel sad and lonely. |
| Perspective | A way of looking at something; an opinion. | Try to understand the problem from his perspective. |
| Speak up | To say something, especially when you need to defend someone. | It's important to speak up against unfair treatment. |
| Unfair (adj.) | Not right or equal; unjust. | It was unfair to only choose the popular students for the team. |
| Difference | The way people are not the same. | Our differences make our class interesting and strong. |
I think my sister (is going to have / is having) a baby. (Prediction based on evidence/feeling, not an arrangement with the baby.)
My train to Paris (is going to leave / is leaving) at 7:00 AM tomorrow. (Fixed schedule/arrangement.)
The windows are dirty. I (am going to wash / am washing) them after lunch. (Intention/decision made.)
We (are going to see / are seeing) a concert on Friday. I already bought the tickets. (Fixed arrangement.)
The core concept is:
'Be going to' is for Intentions (a plan/decision you have made).
Present Continuous is for Arrangements (a fixed plan, often involving other people, a time, or a place).
Intention: I'm going to clean my room this weekend. (Just a plan in your head.)
Arrangement: I am meeting the plumber at 10:00 AM on Friday. (Fixed time/person, a definite step taken.)
Key Concept Analogy:
Intention (Be Going To): It's a wish list or a personal resolution.
Arrangement (Present Continuous): It's a signed contract or a date in your diary.
| Future Action | Intention (Be Going To) | Action Step (makes it an arrangement) | Arrangement (Present Continuous) |
| Travel | I'm going to visit Spain next year. | Bought the ticket, booked the hotel. | I am flying to Madrid on July 10th. |
| Meet | I'm going to talk to my boss about a raise. | Sent the meeting request, they accepted. | I am having a meeting with my boss tomorrow at 2 PM. |
| Party | We're going to have a party next Saturday. | Sent out the invitations. | We are having a party next Saturday! |
DESCRIBE A FRIEND OF YOURS
1. What does he-she look like?
2. How long have you known him-her?
3. How did you meet?
4. What was the first thing you talked about?
5. What sort of person is he-she? (don’t make a list of adjectives- try to tell a story about him -
her)
Avoid saying simple things like:
She is polite
He is very smart
Use stories
Let’s look at an example.
I like my friend because he is funny.
One time we were in class and the teacher asked if anyone knew anything about frogs. My friend
told us a story about when he went to the park and saw some frogs in the pond. He tried to catch
one but fell in the water. He then tried to dry his clothes before getting home by standing in the
middle of the park with his arms and legs open wide. He thought the wind would dry his clothes
in time but it didn’t work.
6.Do you get on well with him-her?
7.What do you like about him-her?
8.What do you have in common?
9.What does your friend like doing in his or her free time?
10.What don’t you like about him-her?
11.Have you ever had a quarrel?
12. Do you think one day you’ll break up?
Try to use the following words
Cheerful
Amusing
Shy
Outgoing
Generous
Confident
Reliable
Active
Kind
Brave
Practical
Fair
Proud
Jealous
Lazy
Bossy
Helpful
Hardworking
Chatty
Moody
Stubborn
Oliver Twist is born in a workhouse in an unnamed English town in the 1830s. His mother dies immediately after his birth, and Oliver is left an orphan, given the generic name "Twist" by the parish beadle, Mr. Bumble. He spends his early years in an orphanage starved and neglected. At almost nine, he's sent to a workhouse where he and the other starving boys are subjected to terrible conditions. During a desperate supper, Oliver asks for more gruel, a shocking transgression that leads to him being sold for a small sum as an apprentice.
Oliver is sold to an undertaker, Mr. Sowerberry. He is taunted and bullied by the older apprentice, Noah Claypole, and the maid, Charlotte. When Noah insults the memory of Oliver's dead mother, Oliver snaps and attacks him. This leads to a violent uproar and Oliver is severely beaten and locked up by Mr. Sowerberry.
Feeling completely alone and unjustly punished, Oliver makes the decision to run away. He walks for many days, enduring hunger and hardship, aiming for London, believing he can make a new life there. Exhausted and faint, he is eventually met on the road near London by a boy named Jack Dawkins, better known as the "Artful Dodger." The Dodger is street-smart and immediately takes Oliver under his wing, promising him food and lodging with a "nice old gentleman" in London. Oliver, desperate for help, trusts him and follows him to a house where he meets the criminal Fagin.He is the boss of a gang of pickpockets. He trains boys to steal wallets or handkerchief.
What shocking act by Oliver leads to him being removed from the workhouse and sold as an apprentice?
Who are the two individuals that bully Oliver during his apprenticeship to the undertaker, Mr. Sowerberry?
Why does Oliver decide to run away from the undertaker's house, and where does he decide to go?
What is the real name and common nickname of the boy Oliver meets on the road to London?
Who’s Fagin?
SDG 13:
Climate Action is one of
the 17 Sustainable Development Goals adopted by the United Nations in 2015
as part of the 2030 Agenda for Sustainable Development. It is considered one of
the most critical goals, as climate change impacts virtually every other area
of development.
SDG 13:
Climate Action in Short
The main objective
of SDG 13 is to "Take urgent action to combat climate change and its
impacts."1
It is a universal
call for all countries to:
In essence, SDG 13
is about shifting the world to a low-carbon, climate-resilient economy
to protect people and the planet from catastrophic consequences.
The Unity of
Humanity and Nature
The Link: This holistic vision is a precursor to modern ecological
consciousness. The Agenda 2030 framework, particularly its emphasis on "Planet"
and the interdependence of environmental, social, and economic goals, is built
on an understanding that human well-being is inseparable from ecological
health. Wordsworth provides the ethical and emotional foundation for this
recognition—that to harm the planet is to harm ourselves.
She sells seashells by the seashore. The shells she sells are surely seashells
Susie works in a shoe shine shop; where she shines she sits, and where she sits she shines.
Susan's cousin goes to the zoo to see the zebras
the lazy lizards sometimes shore in the sun
I hope this easy lesson isn't too stressful
Fill in the blank spaces with an appropriate greeting or reply for the situation. Choose the correct tone (Formal or Informal) for each dialogue.
Here are some possible answers for the blanks:
How are things / How's it going / What's new
Pleased to meet you / It's a pleasure to meet you
Hello? / Hi? / Speaking. (When answering the phone)
Have a good day / I look forward to our next meeting / Goodbye
Hi there / Long time no see / Look who it is
I am very well / Everything is fine / Things are proceeding well
Nothing much / Just relaxing / Oh, I'm okay
I am perfectly well / Yes, quite well
Take care / Later / Catch you then
Good afternoon / Hello
WordOpposite (Antonym)
PLEASED Upset, Disappointed, Angry
MISERABLE Happy, Joyful, Cheerful
AFRAID Brave, Confident, Fearless
DELIGHTED Upset, Disappointed, Sad
RELIEVED Stressed, Worried, Anxious
THRILLED Bored, Unexcited, Disappointed
ASHAMED Proud, Honored
GUILTY Innocent
CONFIDENT Insecure, Doubtful, Timid
TERRIFYING Soothing, Calming, Reassuring
INSPIRATIONAL Demotivating, Discouraging, Uninspiring
ANNOYED Pleased, Delighted, Satisfied
BRILLIANT Dull, Stupid, Terrible (depending on context)
Students will explore and analyze how beauty ideals for women have changed across centuries (16th–21st), considering cultural, political, economic, and media influences.
Divide the class into 6 groups, each assigned a century:
16th (1500s)
17th (1600s)
18th (1700s)
19th (1800s)
20th (1900s)
21st (2000–present)
Each group investigates beauty standards of women during their assigned century by collecting:
Portraits or paintings (e.g., Renaissance art, Rococo, Victorian)
Fashion trends (corsets, powdered wigs, body shapes, makeup)
Cultural expectations (skin tone, body weight, hairstyles, accessories)
Beauty rituals or bizarre trends (e.g., lead-based makeup, waist training, tanning)
Ask each group to reflect on:
What did "beautiful" mean in this century?
What body shape, skin tone, or facial features were valued?
Who decided these standards? (Royal court, artists, fashion houses, media?)
Were these ideals natural or hard to achieve?
How were women affected socially or physically by these ideals?
How does this beauty ideal reflect the values of the time?
Each group creates a visual display of their century’s beauty ideal:
Title: “Beauty in the ___ Century”
3–4 representative images
Key traits (e.g., pale skin, wide hips, small feet, etc.)
Famous icons (e.g., Queen Elizabeth I, Marie Antoinette, Marilyn Monroe)
Quote from the era or a modern reflection
Prompt questions for whole-class reflection:
How have beauty ideals shifted over time?
Are we more inclusive today—or just more commercial?
Which century had the most “natural” standard? The most extreme?
Are beauty ideals less harmful now? Why or why not?
Ask students to respond to:
“If you were a teenage girl in one of these centuries, how would these beauty standards affect how you see yourself?”
or
“How do today’s beauty standards compare to those of the past—and are we really free from them?”
Compare Eastern and Western ideals during the same centuries
Explore masculine beauty standards over time for contrast
Analyze social media trends (filters, surgeries, TikTok aestheticspl) as modern beauty pressures
Discuss body positivity movements today
Image:
This image, representative of the Renaissance and early modern Europe, showcases a beauty standard that prioritized:
Body Type: A fuller figure—softly rounded stomach, hips, and arms—was considered the pinnacle of beauty and health. It signaled wealth, as only the rich could afford a plentiful diet and avoid manual labor.
Skin Tone: Extreme paleness was essential, confirming the woman did not work outdoors (a sign of poverty) and was thus a lady of high social status.
Hair: Often elaborately braided, long, or styled, and sometimes light in color.
In this era, beauty was often associated with fertility, wealth, and idleness.
Image:
This image, typical of high-fashion and commercial media today, represents a sharp departure from historical standards, emphasizing:
Body Type: A lean, athletic, or "toned" physique. While "thinness" is still a prominent feature, it is often paired with an emphasis on fitness and muscle definition. This signals not wealth from idleness, but discipline and health.
Facial Features: Angular, strong bone structure (often enhanced by contouring makeup), and large, striking eyes.
Skin Tone: A healthy, sometimes tanned or bronzed look is often preferred, suggesting time for outdoor leisure or travel.
The shift illustrates a move from valuing "softness" and "paleness" as signs of wealth to valuing "fitness," "health," and "discipline" as modern aspirational traits.
