Unit: Stone Cold by Robert Swindells

Unit: Stone Cold by Robert Swindells
LO: To become familiar with homelessness. Year 8 Lesson 1: Homelessness Stone Cold ALL will have an understanding the term ‘homeless’. MOST will be able to make appropriate links to previous knowledge and begin to consider how and why people become homeless. SOME will be able to consider the different perceptions and views of homelessness within society.

Warm Up: What would it be like to be invisible?
Unit: Stone Cold by Robert Swindells LO: To become familiar with homelessness. Year 8 Warm Up: What would it be like to be invisible? Challenge: Can you think of advantages and disadvantages to being invisible? Killer Challenge: Can you think of any people in society who might be considered invisible? Keywords: Homeless Judgement Stereotype Opinions

LO: To become familiar with homelessness. Year 8 Active Listening: Listen to the extract and look at the images on the slide. Keywords: Homeless Judgement Stereotype Opinions

LO: To become familiar with homelessness. Year 8 Think Pair Share: With your learning partner discuss how the images and the description made you feel. Challenge: Do you feel sympathy for homeless people? Why? Killer Challenge: What do you think peoples’ view of homeless people is? Keywords: Homeless Judgement Stereotype Opinions

An estimated 75,000 children will woke up homeless on Christmas Day.
Unit: Stone Cold by Robert Swindells LO: To become familiar with homelessness. Year 8 An estimated 75,000 children will woke up homeless on Christmas Day. 1.6 million children live in housing that is overcrowded, temporary or run-down. There are two main types of homelessness. Statutory homelessness: This refers to people or households who are recognised by Local Authorities as homeless . Hidden homelessness: This refers to those people who are not on the streets but with no home of their own are living on friend’s floors, in hostels, night shelters etc. Keywords: Homeless Judgement Stereotype Opinions

LO: To become familiar with homelessness. Year 8 Collaborative Learning: With your learning partner, list all the factors/events you can think of that could lead to someone becoming homeless. For example: mental health, domestic violence… Challenge: How many of the causes you have listed could also be effects of homelessness? Killer Challenge: How could homelessness be prevented? Keywords: Homeless Judgement Stereotype Opinions

LO: To become familiar with homelessness. Year 8 Active Viewing: Watch the documentary on homelessness. Without a Roof (Homelessness) Youtube Keywords: Homeless Judgement Stereotype Opinions

LO: To become familiar with homelessness. Year 8 Plenary: Imagine you suddenly had to leave your home. One a post it note answer the following questions: Where would you go and how long do you think you could stay there? What items would you take? What you miss the most? Keywords: Homeless Judgement Stereotype Opinions

LO: To become familiar with homelessness. Year 8 Lesson 2: Homelessness Stone Cold ALL will have an understanding the term ‘homeless’. MOST will be able to make appropriate links to previous knowledge and begin to consider how and why people become homeless. SOME will be able to consider the different perceptions and views of homelessness within society.

Jobless Lonely Discarded Alcoholic Warm Up: Create a list of words to describe this person. Try to consider different opinions.

LO: To become familiar with homelessness. Year 8 Collaborative Task: With your learning partner, think about what it would be like to not have a bed to sleep in. How would you feel? Challenge: What barriers do you think you would face being homeless? Killer Challenge: How do you think you could help yourself? Keywords: Homeless Judgement Stereotype Opinions

LO: To become familiar with homelessness. Year 8 Collaborative Task: You will be split into groups. With your group and the items you have been given, you need to create a “home” that will keep you dry, warm and comfortable for a night on the streets. Quick 30 Second Challenge: How many people do you think sleep on the street in England every night because they have nowhere else to go? Approx 2,200 When students have made their homes, question them about how it might feel to be in there. Capture what they safe on card and place around the homes. Keywords: Homeless Judgement Stereotype Opinions

LO: To become familiar with homelessness. Year 8 Independent Writing Task: Imagine, now you have made your home, that you are about to spend your first night on the streets. Write a diary entry explaining how you feel. Challenge: Explain your thoughts and feeling in detail. Killer Challenge: Explain how people passing by view and treat you. Keywords: Homeless Judgement Stereotype Opinions

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Lesson 3: Link Stone Cold All students are able to identify most relevant points clearly. Students will make comments and generally support them using relevant quotation(s), even though sometimes their points are not always accurate. Most students are able identify relevant points clearly, including summarising and synthesizing information. Students will comment on the text incorporating apt textual reference and quotation to support their main ideas or argument. Some students are able to read and carefully select the right words and phrases in a text to support the point they want to make about it. Students are learning to draw on knowledge of other sources to develop or clinch an argument when discussing a point they want to make about a text.

What can we infer from each of these items?
Who would own a bag like this? What might be their back story?

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Collaborative Task: In your books create a semantic field linked to homelessness. Challenge: Write down words that capture homelessness from the view of a homeless person. Killer Challenge: Write down words that capture homelessness from the view of a passerby. Semantic Field: When a text has a topic or subject that a group of words relate to. If a passage of writing included the words "heart", "flower", "passion" the semantic field would most likely be considered 'love'. Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Collaborative Task: With your learning group, read through the extract and think about what you can infer about the character from the words/phrases used. What overall impression do we get of the character Link from this extract? QUICK ONE MINUTE CHALLENGE: What are the connotations of the name Link? Challenge: Zoom in on key words and find out what word class they are and what their connotations might be. Killer Challenge: Consider what the reader’s response might be to reading this extract. What thoughts and feelings might they have? Roll on the object. Students should capture their first impressions on card and place it on and around the jumper. Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse As you annotate write down adjectives you might use to describe Link and place them on Link’s jumper.

Year 8 You can call me Link. It’s not my name, but it’s what I say when anybody asks, which isn’t often. I’m invisible, see? One of the invisible people. Right now I’m sitting in a doorway watching the passers-by. They avoid looking at me… They don’t like reminding I exist. Me, and those like me. We’re living proof that everything’s not all right and we make the place untidy. Hang about and I’ll tell you the story of my fascinating life.

“invisible” (adjective)
“invisible”: lacks self worth, sees himself as unimportant He doesn’t even use his real name, as if he has lost his identity for some reason “invisible” (adjective) – unseen, undetectable, hidden, undistinguishable You can call me Link. It’s not my name, but it’s what I say when anybody asks, which isn’t often. I’m invisible, see? One of the invisible people. Right now I’m sitting in a doorway watching the passers-by. They avoid looking at me… They don’t like reminding I exist. Me, and those like me. We’re living proof that everything’s not all right and we make the place untidy. Hang about and I’ll tell you the story of my fascinating life. “avoid looking”: too disgusted, side-lined from society. An outcast “make the place untidy”: feels he is viewed as an inconvenience, discarded, worthless. “fascinating” (adjective) has a sarcastic tone

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Consolidation: Write a short paragraph about your first impressions of Link. For example: I think that Link is a character who has a very low opinion of himself and of what people think of him as he calls himself “one of the invisible people”. Challenge: Try to use quotes to support your first impressions. Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Plenary: What themes do you think are being introduced in this introduction? Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse an idea that recurs in or pervades a work of art or literature. One of the themes in Romeo and Juliet would be love.

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Lesson 4: Shelter Stone Cold All students are able to identify most relevant points clearly. Students will make comments and generally support them using relevant quotation(s), even though sometimes their points are not always accurate. Most students are able identify relevant points clearly, including summarising and synthesizing information. Students will comment on the text incorporating apt textual reference and quotation to support their main ideas or argument. Some students are able to read and carefully select the right words and phrases in a text to support the point they want to make about it. Students are learning to draw on knowledge of other sources to develop or clinch an argument when discussing a point they want to make about a text.

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Warm Up: What are the connotations of the word SHELTER? Challenge: Try to think of alternative interpretations of the name. Killer Challenge: Can you think of any companies called Shelter? Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Collaborative Task: What is a dual narrative? Discuss with your learning partner. 1 Minute Recap: With your learning partner, discuss what we have learnt so far. Challenge: Can you think of any examples of books you have read that use dual narrative? Killer Challenge: Why do you think writer’s might use a dual narrative? Dual narratives of Link and Shelter juxtaposed = put side by side/run in parallel Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Collaborative Task: With your learning group, read through the extract and think about what you can infer about the character from the words/phrases used. What overall impression do we get of the character Shelter from this extract? Challenge: Zoom in on key words and find out what word class they are and what their connotations might be. Killer Challenge: Consider what the reader’s response might be to reading this extract. What thoughts and feelings might they have? Roll on the object. Students should capture their first impressions on card and place it on and around the jumper. Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse As you annotate write down adjectives you might use to describe Shelter and place them on Shelter’s jacket.

Year 8 Daily Routine Orders 1 Shelter. Yes. I like it. It’s got a ring to it as I’m sure you’ll agree. Shelter, as in shelter from a stormy blast. It’s what they’re all seeking. The street people. What they crave. If they can only find shelter, everything will be fine. Well – get fell in my lucky lads. I’m ready for you.

“I” (personal pronoun)
Unit: Stone Cold by Robert Swindells “I” (personal pronoun) arrogant, self-obsessed, egotistical narcissistic. Year 8 He doesn’t even use his real name, like Link, but rather than losing his identity he is hiding his. Daily Routine Orders 1 Shelter. Yes. I like it. It’s got a ring to it as I’m sure you’ll agree. Shelter, as in shelter from a stormy blast. It’s what they’re all seeking. The street people. What they crave. If they can only find shelter, everything will be fine. Well – get fell in my lucky lads. I’m ready for you. Army, military. “The street people” The proposition the suggests they aren’t human, not part of his society. Removes himself from them. Short, simple sentences give a very unformed and controlled voice. Very direct and blunt.

Skill Stop Connectives
Warm Up: What are connectives? Challenge: When and why do we use them? Killer Challenge: How many connectives can you name and can you put them into different catergories? Connectives

Together we will look at an example and box it up!
LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Consolidation: How does Swindells present the characters of Link and Shelter? You need to write a comparative PEE sandwich. Together we will look at an example and box it up! Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

Robert Swindells presents the two characters, Link and Shelter, as very different and uses the dual narrative structure to create a contrast between the two voices. Link is presented as a very vulnerable character who has a very low opinion of himself and of what people think of him as he calls himself “one of the invisible people”. The adjective “invisible” has connotations of being unseen, undetectable, hidden and undistinguishable. Swindells’ intentions here are to show that Link lacks self worth and sees himself as unimportant. The reader feels sympathy for Link and his situation. In contrast, Shelter is presented as a very cold character as exemplified in the quotation “The street people”. The proposition “the” suggests he views homeless people and inhuman and not part of his society. He tries to remove himself from them. Swindells’ intentions here are to show that Shelter is very selfish and lacks empathy for people less fortunate than him. The reader would have an instant dislike for Shelter. Year 8 Give this to the students and ask them to box it up. They are looking for the point, the evidence, language analysis, writer’s intentions and reader response.

Robert Swindells presents the two characters, Link and Shelter, as very different and uses the dual narrative structure to create a contrast between the two voices. Link is presented as a very vulnerable character who has a very low opinion of himself and of what people think of him as he calls himself “one of the invisible people”. The adjective “invisible” has connotations of being unseen, undetectable, hidden and undistinguishable. Swindells’ intentions here are to show that Link lacks self worth and sees himself as unimportant. The reader feels sympathy for Link and his situation. In contrast, Shelter is presented as a very cold character as exemplified in the quotation “The street people”. The proposition “the” suggests he views homeless people and inhuman and not part of his society. He tries to remove himself from them. Swindells’ intentions here are to show that Shelter is very selfish and lacks empathy for people less fortunate than him. The reader would have an instant dislike for Shelter. Year 8 Give this to the students and ask them to box it up. They are looking for the point (RED), the evidence (GREEN), language analysis (BLUE), writer’s intentions (PURPLE) and reader response (PINK). Students may also highlight any phrases that they could use again in their own responses – see bold and underlined. You may want to show students how to use this structure and write one together first.

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Consolidation: How does Swindells present the characters of Link and Shelter? You need to write a comparative PEE sandwich. You should have: Point Evidence Detailed language analysis Writer’s intentions CHALLENGE! Readers response KILLER CHALLENGE! SKILL STOP CHALLENGE: Different connectives! Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Prediction Plenary: What do you think is going to happen as the story unfolds? Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

LO: To begin to make inferences and deductions by drawing on evidence across the text. Unit: Stone Cold by Robert Swindells Year 8 Lesson 5 Stone Cold All students make inferences based on evidence from different points in the text. Their inferences are often correct, even if they don’t always pick the best words and phrases from the text to make their point . Most students are able make comments that develop an explanation of inferred meanings drawing on evidence across the text – they can read between the lines. Their comments make inferences and deductions based on textual evidence. Some students are able to make comments that are securely based in textual evidence and can identify different layers of meaning, with some attempt to explore these meanings in detail.

LO: To begin to make inferences and deductions by drawing on evidence across the text. Unit: Stone Cold by Robert Swindells Year 8 WARM UP: Definition Decision Choose the correct definition of the word: complacent. a friend happy with the way things are closely and firmly packed together an electronic machine which stores and calculates data Then work out the words for the other three definitions (Clue: they all begin with ‘comp’) Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

Inference and Deduction
Skill Stop What can we infer? When Sally arrives home from work she notices all of the lights are off. Lauren’s toddler is in bed upstairs. She hears a bang and crying. Jennifer hears her mailbox close and her dog is barking. Bob eats salad for lunch each day and is a PETA member. Susan turned away and her wiped her cheeks dry. Warm Up: What do these words mean? Write a definition in your book. Challenge: When and why do we use these skills in English? Killer Challenge: What other subjects might you use these skills in and how might they be used differently? Inference and Deduction

LO: To begin to make inferences and deductions by drawing on evidence across the text. Unit: Stone Cold by Robert Swindells Year 8 Active Reading: We are going to read pages 3-16. As you read through. Check students understanding with question. Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

LO: To begin to make inferences and deductions by drawing on evidence across the text. Unit: Stone Cold by Robert Swindells Year 8 Plenary: Re-read the paragraph, on page 11, that starts “Christmas didn’t help..”. Write down three emotions that Link may have felt when receiving the sleeping bag. Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

LO: To write an additional chapter. Year 8 Lesson 6 Stone Cold All students will use . Most students Some students

Warm Up: Create a list of words for this image.
Take feedback and cross question students.

LO: To write an additional chapter. Year 8 Active Reading: Together we will read pages 17 and 18.

LO: To write an additional chapter. Year 8 Collaborative Task: With your learning group, re-read the extract. Inside the body, write down Shelter’s thoughts and feelings about homeless people, i.e. despises them. Outside the body, write down adjectives to describe Shelter and his thoughts and feelings after the murder, i.e. egotistical, pleased with himself. Challenge: Add quotations from the text. Killer Challenge: How do we view Shelter?

Skill Stop Simple Sentences Recap: What is a simple sentence.
Challenge: What must it do and contain? Killer Challenge: Can you re-write Mr Jingle’s speech in simple sentences? “Played it! Think I have – thousand times – not here – West Indies – hot work – very. Played match once – heat intense – couldn’t bowl me out. Simple Sentences Have I played it? I have indeed. I have played it thousands of times. I haven’t played it…

The lights were not lit, which struck me as odd
The lights were not lit, which struck me as odd. I wondered if Scudder had turned in already. I snapped on the switch, but there was nobody there. Then I saw something in the far corner which made me drop my cigar and fall into a cold sweat. My guest was lying sprawled on his back. There was a long knife through his heart. Do the last two sentences show that the narrator is: shocked, excited, surprised, bored or sad? Do they speed up or slow down the story? Short, simple sentences can be used for dramatic effect in stories. Look at the last two sentences of the extract taken from John Buchans thriller “Thirty-Nine Steps”.

Skill Stop Simple Sentences
Short sentences make ideas, or sudden shocks and surprises in a story, stand out. They are useful to give emphasis. Complete a short, shock sentences to finish off one of these beginnings: When I got home, I found a parcel waiting for me. I opened it carefully. It was horrible. Inside… I turned on the news. An awful thing had happened. The… Simple Sentences As a challenge students could change b to a surprise – good thing – by changing the word awful.

LO: To write an additional chapter. Year 8 Independent Task: Write an additional chapter from the perspective of Shelter. It will follow the murder. Challenge: Use vocabulary Shelter might use. Killer Challenge: Create a convincing voice. Skill Stop Challenge: Use simple, short sentences to create shock. Sentence Starter: Murder. One of the worst sins a human can commit. Sure that’s what they’d say if they ever found out, which they won’t!

LO: To become more confident in making inferences and deductions by drawing on evidence across the text. Unit: Stone Cold by Robert Swindells Year 8 Lesson 7 Stone Cold All students will use . Most students Some students

LO: To become more confident in making inferences and deductions by drawing on evidence across the text. Unit: Stone Cold by Robert Swindells Year 8 WARM UP: Remember: List 3 things you know about Link . This could be a fact, a word or a phrase to describe him. Understand: Summarise, in no more than 25 words, what has happened in the story so far. Apply: Write two interview questions you would like to ask Shelter. Analyse: Are Link and Shelter similar? Evaluate: How do you think the story will end? Create: Think about the names of the characters, Link and Shelter, if you had to create a new character what would you name them?

Skill Stop Commas in a list.
What is a comma? How and when do we use them? Discuss with your learning partner. Commas are often used to divide a list of adjectives used to describe a person, place or object. “Scrooge was a squeezing, wrenching, grasping, scraping, clutching, covetous old sinner!” Task: Write your own sentence, using a list of adjectives to describe a sportsman, an actor, a singer or friend. Commas in a list. A comma (,) shows a short pause in a sentence. It is used between items in a list of words, phrases or clauses. Glossary Clause: part of a sentence that would make sense on its own.

LO: To become more confident in making inferences and deductions by drawing on evidence across the text. Unit: Stone Cold by Robert Swindells Year 8 Active Reading: Together we will read pages 19 to 38.

LO: To become more confident in making inferences and deductions by drawing on evidence across the text. Unit: Stone Cold by Robert Swindells Year 8 Prediction Plenary: What do you think will happen next?

LO: To create a new character.. Year 8 Lesson 8 Stone Cold All students will use . Most students Some students

LO: To create a new character.. Year 8 Warm Up: Who am I? As students enter the room place a post it note on their back with a character name from the novel (you may choose to do characters in films they might know etc.) This can be differentiated to challenge and support. Students should go around the room asking yes or no questions and try and guess who they are.

LO: To create a new character.. Year 8 Independent Task: On your character outline, write down notes about your new character. Think about their age, height, shape, hair colour, hobbies etc. Last lesson one of the questions was to think about the names of the characters, Link and Shelter, and create a name for a new character. Today, you are going to take that name and create a new character. Challenge: Think about their mannerisms – how do they move. What habbits do they have? Killer Challenge: Think about your characters voice. Link talks very differently to Shelter.

Skill Stop What is an adverb? How and when do we use them? Discuss with your learning partner. Which sentence is better? Why? As I opened the gate, I saw my mum looking at me through the window, As I hurriedly opened the creaking garden gate, I saw my mum looking angrily at me though the window. Adverbs Glossary Adverbs: words that describe verbs (doing words) – “the cold wind blew sharply.”

LO: To create a new character.. Year 8 Trembling, she sat in the doorway of the shop, listening intently for any noises which might signal a threat. Suddenly, the distant sound of approaching footsteps made its way into her consciousness. She sat dead still, praying for him to go past without stopping. He stopped. Her fingers were like frail brown twigs that would snap if she released the sleeping bag, which she clutched tightly. Her brown, matted, straw like hair covered her eyes. She looked up at him. She waited for him to speak first. “Do you mind if I share your doorway?” he croaked. “My name’s Link.” “They call me Sweets” she replied nervously. Show student’s this model and discuss it. What works, what doesn’t. Talk about the sentence structures, the use of commas to separate adjectives, the use of adverbs etc. What do we infer about this character? Show students’ how they can use this as a writing frame to structure their own intros. (TALK FOR WRITING TECNHIQUE)

LO: To create a new character.. Year 8 Consolidation Task: Write your character’s introduction to the novel. Challenge: Use ambitious adverbs and adjectives to help your reader imagine your character. Killer Challenge: Create a convincing voice for your character. Skills Stop Challenge: Use commas in a list and short simple sentences.

LO: To create a new character.. Year 8 Plenary Reflection: Read through your word and write yourself a WWW and EBI. Consider the skills we have learnt and whether you have included them.

LO: To understand Link’s state of mind. Year 8 Lesson 9 Stone Cold All students will use . Most students Some students

LO: To understand Link’s state of mind. Year 8 Warm Up: Shades of Meaning Place the words in the table into order of most to least powerful. Be prepared to justify your decisions. unhinged deranged crazy mad troubled disturbed

LO: To understand Link’s state of mind. Year 8 Active Reading: Together we will read pages 39 to 45. Ask questions and cross question as you read.

LO: To understand Link’s state of mind. Year 8 Collaborative Task: With your learning group, find quotes that show us how Link is feeling. You should try to find at least 7 quotes from different pasts of this section. For each quote write down an emotion. You may want to give students’ the quotes. It’s time I had a go at getting some dosh myself. It was hard at first. Really hard. It’s futile. I took it personally, which is fatal. I too became indifferent. You wont sleep unless your dead drunk or zonked on downers. How it feels to know you’re a social outcast in fact, a non-person. A thought from out of nowhere – my old room at home. Do you miss me? I’d had enough […] he just sat there looking at me through his blue-tinted specs, and when I’d finished he repeated word for word and without facial expression what he’d said to me before. How’d you like a proper kip tonight, Link old son – roof over your head, the works?

Quick one minute challenge: What is a diary? Why do we write in them?
Unit: Stone Cold by Robert Swindells LO: To understand Link’s state of mind. Year 8 Quick one minute challenge: What is a diary? Why do we write in them? A diary is used to write down important things that have happened to you and to express how you felt about them. Diaries are personal; the only person who reads them are the people who write them. They contain a person’s inner most private thoughts and feelings. Consolidation Task: Imagine you are Link, and that you have spent the past week begging for money to buy food. You have nowhere to sleep and it has rained heavily every night. Your clothes are damp and you smell revolting. You are cold and hungry. Write a diary entry.

LO: To understand Link’s state of mind. Year 8 Plenary: Write your thoughts on a post it note. At the start of this term we looked at causes and effects of homelessness; one of the key issues was mental health. Why do you think homeless people may suffer from mental health issues?

LO: To understand how writer’s use language for effect. Year 8 Lesson 10 Stone Cold All students will use . Most students Some students

LO: To understand how writer’s use language for effect. Year 8 Ask students what emotions they might feel when looking at these images. Try to develop their discussion by considering alternative interpretations. Share with students the idea that writers use language in the same way.

LO: To understand how writer’s use language for effect. Year 8 QUICK TWO MINUTE CHALLENGE: Why do writer’s choose their vocabulary carefully? Collaborative Task: In the section we read yesterday, Swindells has chosen vocabulary very carefully to describe Link’s situation. With your learning group, find 6 phrases that you find particularly emotive or powerful. For example: “chattering teeth”.

E Writer’s effect analysis: A search for the reader’s response.
Reader UNDERSTANDS: The fact Link gives a physical response, helps us to understand just how cold it is. “Chattering Teeth” Reader FEELS: sympathy, compassion, empathy. Give each group a large letter (cardboard, 2d or 3d and a quote to analyse. Quotes can be used for differentiation). Students should write their quote down the spine or on their letter and then write down what the reader imagines, feels and understands. Give them 5-10 minutes. Throw letters to another table. Get them to feed back and celebrate success. Reader IMAGINES: Link shivering, shaking and shuddering in the cold.

LO: To understand how writer’s use language for effect. Year 8 Consolidation Task: How does has Swindells chosen vocabulary carefully to describe Link’s situation? Write a brief paragraph. MODEL: Swindells choses his vocabulary carefully to describe Link’s awful situation. He writes “chattering teeth”. Swindells is suggesting that being homeless is hellish and bitterly cold. The reader imagines Link shivering, shaking and shuddering in the cold. Furthermore, the fact Link has a physical response helps us to understand just how cold it is. The reader feels sympathy and compassion for Link.

LO: To understand how writer’s use language for effect. Year 8 Plenary: Write a sentence to describe this image, choosing your vocabulary carefully to ensure you have an effect on your reader.

LO: To write a character description. Year 8 Lesson 10 Stone Cold All students will use . Most students Some students

LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Warm Up: Find synonyms for the following: tall short slim pretty ugly thick

Killer Challenge: Can you create “homeless” similes?
LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Collaborative Task: With your learning group create a villainous semantic field. Find sophisticated adjectives you might use to describe a villain. Challenge: Can you find ambitious verbs and adverbs to describe how they might move or talk? Killer Challenge: Can you create “homeless” similes? Model 1: Tatty. Scrawny. Unkempt. Model 2: He shrieked. He said nervously. He shuffled across the floor. Model 3: His hands were thin, stretched looking things; like a garden rake in a fun house mirror. Class feedback.

LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Independent Task: Draw your version of Doggy Bag and label it with descriptions. Class feedback.

Skill Stop Bracketing commas
What is a bracketing comma? How and when do we use them? Discuss with your learning partner. Bracketing commas are used to add extra information or ideas to a sentence. Let’s have a look at Robert Louis Stevenson’s description of Long John Silver, the pirate turned innkeeper. He was hunched up as if he was very old or sick and covered from head to foot with a huge hooded cloak. He pulled on his cloak and grabbing his stick tapped his way to the door. Bracketing commas On the last slide as students to identify where the comma should go. Discuss the idea that the sentence would make sense on its own if you removed the extra idea and description. Extension: ask students to write an additional sentence about Long John Silver.

Model Doggy Bag was a tall, thin and rigid figure. His grey, dull hair, or rather the slicked and shining patch on his head, was always hidden beneath a hat; usually tatty, which tipped slightly at the edge and was never without a hole or two. His hands were thin, stretched looking things; like a garden rake in a fun house mirror; accentuated by the incredible length of his nails; broken, dirty and dishevelled. But the eyes were striking. Beautiful in a sort of way- pools of hidden thoughts and motives. The blue was not so much a blue as a deep grey which sparkled in any light; candle, day and moon. The rest of his bodily features were hidden under the mighty, baggy coat. No sign of his feet…ever. He shuffled with an intense purpose, eyes ahead and head slightly bowed. Sniffing out left over food. Show student’s this model and discuss it. What works, what doesn’t. Talk about the sentence structures, the use of commas to separate adjectives, the use of adverbs etc. What do we infer about this character? Show students’ how they can use this as a writing frame to structure their own intros. (TALK FOR WRITING TECNHIQUE)

LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Consolidation Task: Write a description of Doggy Bag. Challenge: Use ambitious adverbs and verbs to help your reader imagine your character. Killer Challenge: Use similes. Skills Stop Challenge: Use bracketing commas. Describe a night sleeping on the streets

LO: To plan for the assessment. Year 8 Lesson 11 Stone Cold All students will use . Most students Some students

LO: To become more confident in making inferences and deductions by drawing on evidence across the text. Unit: Stone Cold by Robert Swindells Year 8 WARM UP: Remember: List 3 things you know about Ginger . This could be a fact, a word or a phrase to describe him. Understand: Summarise, in no more than 50 words, what has happened in the story so far. Apply: Write two interview questions you would like to ask Link. Analyse: How do you think Link feels about living on the streets of London? Evaluate: Has your prediction about the end of the story changed? Create: Create a title for a new book about homelessness.

When should you use an apostrophe? Discuss with your learning partner.
Skill Stop When should you use an apostrophe? Discuss with your learning partner. Apostrophes (‘) can seem very confusing, but a few simple rules will help you remember when to use them. They are used to show that letters are missing in shortened forms of words. They are also used to show possession. Task: Can you correct this extract? I dont like Ryans dog. Its always running away and theres no way to stop him. Im really frightened when he jumps up at me. Apostrophes Glossary Singular: one Plural: more than one

LO: To become more confident in making inferences and deductions by drawing on evidence across the text. Unit: Stone Cold by Robert Swindells Year 8 Active Reading: Together we will read pages 56 to 70.

LO: To become more confident in making inferences and deductions by drawing on evidence across the text. Unit: Stone Cold by Robert Swindells Year 8 Prediction Plenary: Who do you think Gail is?

LO: To plan for the assessment. Year 8 Lesson 12 & 13 Stone Cold All students will use . Most students Some students

LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Warm Up: Create a list of adjectives to describe this scene. Challenge: Write a sentence that uses a simile, metaphor or alliteration. Killer Challenge: Write a sentence that uses one of the five senses.

LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Guided Tour: In your learning pair, number yourselves A and B. Imagine you are Link, you are walking the streets of London in search of Ginger, describe what you see, smell, hear, feel. Get students to feedback what they are being described. You might capture their ideas on card and place around the room. Get them to swap roles.

LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Assessment Task: Describe a night sleeping on the streets. The purpose of the description is to paint a picture in the reader’s mind of the harsh conditions and the difficulties the homeless person faces.

LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Independent Task: Complete your planning sheets with ideas for your assessment.

LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Recap: What Skill Stops have we had this term?

Model It was a cold and cheerless evening. The fog seemed to hover over the street, clutching the buildings, the streetlamps – the entire city – in a damp, icy grip. As I stood still, passers-by emerge briefly from the gloom, only to disappear again after taking a few steps forward. These ghostly apparitions torment me. They haunt me. They, in their own way, are all the ghost of Ginger. Show student’s this model and discuss it. What works, what doesn’t. Talk about the sentence structures, the use of commas to separate adjectives, the use of adverbs etc. What do we infer about this character? Show students’ how they can use this as a writing frame to structure their own intros. (TALK FOR WRITING TECNHIQUE)

LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Independent Task: Write your opening paragraph.

LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Peer Assessment: Swap your book with your learning partner. Read through their work and mark it. You should look for: Commas in lists and bracketing commas Sophisticated adjectives and adverbs Similes, metaphors, alliteration, personification Simple sentences Write an EBI and a WWW.

LO: To write a character description. Unit: Stone Cold by Robert Swindells Year 8 Stone Cold Writing Assessment: Write a descriptive piece imagining yourself homeless on the streets of London. Use descriptive devices to explore senses, as well as the character’s feelings.

LO: To create a public appeal. Unit: Stone Cold by Robert Swindells Year 8 Lesson 14&15 Stone Cold All students will use . Most students Some students

LO: To create a public appeal. Unit: Stone Cold by Robert Swindells Year 8 Warm Up: Create a list of feelings we might feel when hearing that several homeless people are missing, presumed dead. Challenge: What do we know about Ginger’s disappearance? Where was he last seen? Who was he with? Killer Challenge: Do we have any suspects?

LO: To create a public appeal. Unit: Stone Cold by Robert Swindells Year 8 Active Reading: Together we will read pages 71 to 84.

LO: To create a public appeal. Unit: Stone Cold by Robert Swindells Year 8 Collaborative Task: You are detectives searching for the murderer of the missing homeless people. You have found a page from Shelter’s diary. You don’t know who he is, but you hope it will give you some clues. With your partner’s analyse the evidence. Give students the diary extract Daily Routine Orders 9 (I have three recruits now […] in my line of work) in a plasctic bag marked evidence. It might be worth writing it out in hand and photocopy to add authenticity. Complete evidence sheet on the next slide.

EVIDENCE Name of inspectors analysing evidence:
Description of evidence: Key words or phrases: What do they suggest about the suspect? Is it difficult to read? Why? What does this suggest about the suspects state of mind? Does he mention his victims? What does he call them? Does he describe the murders or how he treated the bodies? What does this suggest? Additional Notes:

LO: To create a public appeal. Unit: Stone Cold by Robert Swindells Year 8 Independent Task: The lead detective has decided to appeal to the public, on CRIMEWATCH, for help in tracking this man down. You have been chosen to appear on the programme and provide any information you have. You need to make a short statement. Students should provide: a description of the man - likely to be wearing an army uniform / voice / speech a description of his behaviour extracts from the diary and what they show about him

LO: To create a public appeal. Unit: Stone Cold by Robert Swindells Year 8 Performance Plenary: In small groups, take it in turns to perform your appeals. Whilst watching you should provide a WWW and EBI on a post it note. Collect all of your post it notes and stick them in your book. Read through them and collate all your feedback into one target.

LO: To analyse Shelter. Year 8 Lesson 17 Stone Cold All students are able to identify most relevant points clearly. Students will make comments and generally support them using relevant quotation(s), even though sometimes their points are not always accurate. Most students are able identify relevant points clearly, including summarising and synthesizing information. Students will comment on the text incorporating apt textual reference and quotation to support their main ideas or argument. Some students are able to read and carefully select the right words and phrases in a text to support the point they want to make about it. Students are learning to draw on knowledge of other sources to develop or clinch an argument when discussing a point they want to make about a text.

LO: To analyse Shelter. Unit: Stone Cold by Robert Swindells Year 8 Warm Up: Create a list of adjectives to describe Shelter. Challenge: Has Shelter changed during the course of the story? Killer Challenge: Can you create a backstory for Shelter that might make us understand him? Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

1 Minute Recap: With your learning partner, discuss the story so far.
LO: To analyse Shelter. Unit: Stone Cold by Robert Swindells Year 8 Collaborative Task: With your learning group, read through the extract and think about what you can infer about Shelter from the words/phrases used. 1 Minute Recap: With your learning partner, discuss the story so far. Challenge: Zoom in on key words and find out what word class they are and what their connotations might be. Killer Challenge: Consider what the reader’s response might be to reading this extract. What thoughts and feelings might they have? Daily Routine Orders 15 Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse As you annotate write down adjectives you might use to describe Shelter and place them on Shelter’s jacket.

Together we will look at an example and box it up!
LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Consolidation: How does Swindells present Shelter at the end of the novel Stone Cold? Together we will look at an example and box it up! Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

At the end of the novel, Robert Swindells presents Shelter as narcissistic. This is exemplified in the quotation “I was magnificent.”. The adjective “magnificent” has connotations of being impressive, grand and imposing. Swindells’ intentions here are to show that Shelter is a very egotistical and arrogant character who has a very high opinion of himself and of what people think of him. The reader begins to see Shelter’s confidence increase rapidly with each murder. Year 8 Give this to the students and ask them to box it up. They are looking for the point, the evidence, language analysis, writer’s intentions and reader response.

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Consolidation: How does Swindells present Shelter at the end of the novel Stone Cold? You need to write a PEE paragraph. You should have: Point Evidence Detailed language analysis Writer’s intentions CHALLENGE! Readers response KILLER CHALLENGE! Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

LO: To retrieve appropriate information from the text To begin investigating theme and character. Unit: Stone Cold by Robert Swindells Year 8 Recruiting to Kill! Homeless Horror! Plenary: Create a headline for a newspaper covering this story. Keywords: Retrieve Investigate Theme Character Inference Homelessness Analyse

LO: To write a newspaper article. Year 8 Lesson 18 Stone Cold You may want to do a lesson on newspaper reports depending on the group and their prior knowledge. All students Most students Some students

LO: To write a newspaper article. Unit: Stone Cold by Robert Swindells Year 8 Active Reading: Together we are going to read the end of the novel. As you read the end of the novel get students to make notes on the key facts to support their newspaper.

LO: To write a newspaper report. Unit: Stone Cold by Robert Swindells Year 8 Collaborative Task: Imagine you are Gail. Shelter’s reign of terror over homeless people in London is over and the grisly truth about what went on at 9 Mornington Place is spreading fast. As a key witness, and reporter, your editor has asked you to write a front page article for tomorrow’s paper. You should include: Dramatic headline Background information on Shelter – 47 year old serial killer Details about the victims and some information about the plight of homeless people Details of his dramatic capture and those involved A picture – you may use an old army photograph

Unit: Stone Cold by Robert Swindells

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