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The Lost by Alex Shearer
Ch Content Teaching Chunks AFs
1 Siren Section 1: Introduction to main characters and AF3 (R)
the setting for the story. AF1 (W)
-Start a tension chart to continue throughout. AF2 (W)
-Joe writes a letter of confession to his mother
giving an explanation of why he has hidden the
2 The Stranger
truth.
- Pupils write an additional dialogue for Jonah
explaining where he might be. This will also tie
in later to the concept of a dual narrative.
3 The Truth
Section 2: The Search AF2 (R)
- Pupils use the PEE technique to gather AF6 (R)
4 Re-enactment evidence from the text based on information AF7 (W)
about Jonah’s disappearance. Drama Skills
- Pupils work in allocated groups to produce a
crime watch style sketch including a re-
enactment using the information from the PEE
5 The Alley exercise. Before rehearsing the sketch pupils
much work together to produce their written
parts using the writing to inform framework.
6 The Days Section 3: ‘A new character’
-Look at the entrance of the woman and AF4 (R)
highlight the stereotypes of male and female AF5 (R)
7 strangers, look at advertising material i.e. police AF1 (W)
ads, leaflets for kids, websites – which sex does AF3 (W)
The Shop it generally pinpoint? AF5 (W)
- Have pupils write a summary of the woman AF8 (W)
based on their initial impressions.
Pupils prepare an article (or a presentation) for
The Holly Hall Maths and Computing College Autumn 2006
8 their school newsletter based on the dangers of
talking to strangers.
The Woman
9 Séance
Section 4: ‘’Spiritual’
Split the group into two halves, taking into AF3 (R)
consideration any ethical concerns, one group AF6 (R)
10 The Lamb that will argue for the use of séances and AF4 (W)
contacting the dead and one against. Questioning a responding
Independently the pupils must prepare a speech
arguing their case, giving an opportunity to look
11 The Ouija Board at the writing to persuade, argue and advise
triplet. Pupils then have a debate controlled by
the teachers set rules to highlight their key
ideas.
12 The Name Section 5: ‘Meet Jonah’ AF2 (R)
- Look at the Impact of the dual narrative AF4 (R)
consider how it contributes to the overall plot of AF1 (W)
the story as well as the structure. Get pupils to AF6 (W)
replace the beginning of the narrative
elsewhere.
- Pupils write another narrative from Matthew’s
perspective. (the boy who is contacted)
13 Thirst Section 6: ‘Realisation’
- Complete tension graph from where it was left AF3 (R)
in the last lesson. Look at how the tension and AF4 (R)
14 Question … suspense is built into the plot throughout. AF6 (R)
- Pupils then link all of the clues throughout the
plot to help them conclude for themselves
15 And Answer Jonah’s whereabouts. They should try to make
16 Matthew a valid prediction from their knowledge of the
text
The Holly Hall Maths and Computing College Autumn 2006
17 Prisoner Section 7: ‘The Truth’
- Look at the switch in characters personalities,
18 Night
how do they develop i.e. Joe becomes brave AF5 (R)
enough to find his friend, the woman changes AF2 (R)
etc. AF2 (W)
19 Day - Write some case notes from a Doctors AF4 (W)
perspective explaining any reasoning’s behind AF7 (W)
the woman’s behaviour.
20 Fire - Produce a different ending to the text as it
comes across as a little disappointing.
The Holly Hall Maths and Computing College Autumn 2006
