Title of Unit / Scheme of Work: Robert Swindells, Stone Cold
Year: 9 Term: 3 Duration: 5-6 weeks Teacher:
W8 Vocabulary: connectives for developing thought
S4 Integrate speech, reference and quotation
R12 Rhetorical devices (Style)
R1 Information Retrieval
R6 Authorial Perspective
R11 Author’s standpoint
Wr2 Exploratory Writing
Wr5 Narrative techniques (explore / imagine / entertain)
Wr 17 Cite textual evidence (analyse / review / comment)
Speaking & Listening
S&L 2 Standard English
S&L 3 Interview Techniques
S1 Evaluate own talk
D12 Drama techniques
Week 1: (Lessons 1-3)
Coverage: Opening pp.1-21 & close analysis of pp.55-59 of Stone Cold.
Focus: Openings: effectiveness, rhetorical devices, and alternative narrative viewpoints.
Exploratory writing: what would it be like to be homeless?
Stylistic techniques. Short sentences, varied structure, features of language, repetition.
Outcomes: Text extract marked for rhetorical devices.
Exploratory writing task on being homeless.
Week 2: (Lessons 4-6)
Coverage: pp. 22-25, 25-39, 40-55 of Stone Cold. Information reports / articles on homelessness.
Focus: Non-Standard English cf. Formal / Informal English: contexts of use, effectiveness.
Definitions of Homelessness. Information retrieval: facts / myths about homelessness.
Group work (speaking and listening / drama): presentations of different types (dramatic scenarios)
using information gained and employing Standard / non-standard English, interview style techniques, taking into
account different points of view.
Outcomes: Text extract marked for non-Standard English cf formal / vs informal.*
Key facts about homelessness.
Beginning plans for presentations on homelessness.
Week 3: (Lessons 7-9)
Coverage: Further small group work on dramatic (S&L) presentations.
Effective presentations, use of interview and dramatic techniques, effective group work.
Focus: Effective group work, presentations and use of dramatic techniques to explore issues.
Evaluation of techniques of effective presentations.
List of key points / evaluating effective presentations.*
Week 4: (Lessons 10-12)
Coverage: pp. 80-91 (pp. 91-99 for h’wk), 99-105, 106-113 of Stone Cold.
Focus: Recap of plot / character so far.
Reported vs Direct Speech.
Tense: changes in tense when shifting from reported to direct speech.
Effective use of adjectives and verbs for character description.
Authorial / narrative perspective on characters and issues (Job Centre, parents etc) & tone.
Outcomes: Visual plot of story so far / emotional line: peaks and troughs in character’s life (Link / Shelter).
Worksheet completed on direct / indirect speech using extract from text.*
Character description of Link or another character using effective adjectives & verbs.*
Week 5: (Lessons 13-15)
Coverage: pp.114-132 of Stone Cold. Examples of book reviews.
Focus: Different Perspectives. Endings. Point of view. Irony.
What type of book is this? Discussion of genre. Purpose of book.
What makes this an effective book? Weaknesses? Using quotations to support their views.
Writing to review / analyse / comment (preparation of book review).
Connectives: use of these to link / contrast ideas / paragraphs.
Outcomes: Writing task—rewriting of ending from another character’s point of view.
Plan of book review.
Coverage: Book review writing task. (poss. also video if available)
Focus: Writing to review / analyse / comment. Use of ICT for presentation of work.
(How has the author’s viewpoint affected the video?)
Outcomes: Book reviews for display.* Discussion feedback of key points re video / author’s point of view.
Key Assessment Pieces:
Improvised presentations: assessing ability to use dramatic technique of improvisation
List of key points evaluating effective presentations: assessing ability to evaluate own talk.
Book reviews: assessing ability to write to analyse, review and comment, particularly the ability to cite
class copies of Stone Cold (page numbers refer to Puffin teenage fiction edition (Middlesex: Penguin,
worksheets as specified
copies of selected information sheets / articles on homelessness
examples of book reviews
video of Stone Cold.
access to ICT suite if needed
By resource: the worksheets supplied provide support for those less able.
The information sheets / articles and set information retrieval tasks about facts on homelessness may be
of different levels can be assigned according to ability / skill.
Presentations / group work: roles may be assigned according to abilities / needs.
Range of written and oral tasks provides opportunities for students to develop skills in both areas of
literacy; information retrieval task involves some numeracy skills.
Need to be aware when arranging group work, of specific needs of student with physical disability in this
group. Ensure that adequate assistance is provided as needed.
Able / talented students may be extended via setting of more difficult information retrieval texts, shared
reading of more difficult passages, teacher questioning, groupings and by outcome (book review).
This scheme follows the medium-term planning model of the most recent ‘Framework for Teaching English’ (May
2001). It will be adapted according to needs of class / teacher and is to be used alongside a short-term plan
which covers lessons on a week-by-week basis. This scheme may also be used alongside another focusing on
spelling or sentences if desired. In this case the lesson starter could be selected from the second scheme of