Fiction Stone Cold by Robert Swindells

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					A Bentham 2004

Entry Level English SoW
Literature Unit
Fiction: Stone Cold by Robert Swindells

General Objectives:
     Provide students with opportunities to read a literary text
     Encourage students to become independent, responsive and
     enthusiastic readers
     Guide students to read with increased fluency, accuracy,
     understanding and enjoyment
     Teach students to comment on and evaluate the text
     Give opportunities to read, select and retrieve information
     Encourage students to reflect on a writer’s presentation of
     ideas and viewpoints in the text

      Give students opportunities to demonstrate a range of writing,
         - creative/ imaginative
         - explain or instruct
         - argue or persuade
         - inform
         - describe or report

        Write for a variety of purposes and audiences
        Teach students to extend and sustain their writing
        Teach students to plan and organize writing effectively

Speaking and Listening
     Encourage students to formulate, clarify and express their ideas
     Speak for a range of purposes, including:
        - explain, describe, narrate
        - imaginative
        - responding to literature
     Give students opportunities to speak in pairs and groups
     Encourage students to listen attentively to others

Entry Level English SoW
A Bentham 2004

Suggested Activities

Activities connected with the novel ‘Stone Cold’ by Robert Swindells
could include the following:
NB Page references refer to the Windmill edition of the novel. (Puffin
edition page numbers are in brackets)
        A diary of the events that lead to Link leaving home. (Creative
        writing in character, information retrieval from the narrative.)
        Use a map to identify key locations in London mentioned in the
        novel. Mark the map and estimate routes/times/distances
        traveled by the characters. Write a key for these.
        Keep a list of new vocabulary and meanings – could be in the
        back of a book or in a separate vocab book.
        A discussion of what would be required in order to survive on
        the street after reading to p43 (p58) (Speaking and listening:
        explain, describe)
        Follow this with a task of writing a list of personal effects an
        investigative journalist would need to survive for one or two
        weeks while working undercover to discover the truth about life
        on the street (write to explain and inform)
        Write the journalist’s story in a newspaper (information retrieval
        from the novel, creative writing, writing to inform)
        A drawing or description of Shelter’s appearance and a plan of
        his flat (information retrieval, reading assignment)
        Supervised Task: turn Shelter’s interview with the police into a
        screenplay – see Supervised Fiction Task 2 in the tasks booklet)
        Predicting the ending – discussion.
        Alternative or additional Supervised Task: writing an alternative
        ending or additional final chapter for the novel – see
        Supervised Task 1 in the booklet.
        Design a campaign leaflet to raise money for children living on
        the streets (writing non-fiction).

Entry Level English SoW
A Bentham 2004

                      Scheme of Work – Lessons and Tasks

1. Begin by examining the cover and asking students to suggest what
the story might be about. What does the title mean? (Discuss
idiomatic language).

Discuss reasons why children and young people might run away from
home and what might happen to them as a result. (Need to be
sensitive to individuals’ home life/situations).

If possible, introduce some homeless charity leaflets or a copy of The
Big Issue to show some images and develop discussion further.
(There are two adverts and a copy of the Big Issue in the SoW file).

Begin reading the novel, but first explain that there are two
characters telling the story. Read the first two pages so students can
recognize the change in font and identify characters with fonts.

Read pages 3 to 6 (both editions) discuss the events, note key points
and character names on board and in books then ask the students to
write the diary of the events that led to Link leaving home. (Remind
students about writing in first person, try to include feelings as well
as events.) Use the Link’s Diary worksheet to guide their writing. It
may also help to watch the first 10 mins of the video. This could be
started in class, completed for h/w then redrafted after
marking/discussion. There is a worksheet (W/s 1) on file that can be
used to consolidate understanding before attempting the diary.

2. Use a map of London (photocopy for each student) and ask
students to identify places they know – both central and outer, if
possible. Ask them if they have seen homeless people on the streets
and where. (Offer your own experiences). Why would a homeless
person choose that location and what would they be doing there
(Sleeping? Begging?). Use photos of Central London locations if

Students should keep the map in their books or folders. You should
refer to it as the story progresses and identify named places on the

Entry Level English SoW
A Bentham 2004

map. It can be used to mark places on the map, estimate routes,
times, distances and to encourage a general knowledge of London
and its landmarks. If possible, obtain pictures/postcards to show
landmarks and/or use the library for student research.

Read to page 13 (p15) and discuss the character of Shelter. What
does his name mean? Is it his real name? Focus on the language he
uses, e.g. ‘Daily Routine Orders 1’ and ’19.00 hours’, ‘Recruiting can
now commence’. What could his background be? What is he trying
to hide or disguise? How does he feel about homeless people?

Read to p20 (p27) and discuss how Link becomes homeless. Is it his
fault? How will this make life even more difficult for him?

3. Read p21 and 22 (p28 to 30) carefully together and discuss
meanings of unfamiliar vocabulary: discourse, dispose, conceal,
dismemberment, etc. Students will need help with teasing out the
meaning of this section. Discuss the character of Shelter further –
his motivation to kill. What is a psychopath? A serial killer?

Read p23 to 26 (p31 to 35) and begin to make a list or a spidergram
of problems of living on the street. This can be kept and added to as
reading progresses.

4. Read on from p27 to p41 (p36 to 55) with discussion. Continue
with the list/spidergram. (As a h/w task, students could be asked to
produce a charity leaflet to raise money for a hostel for young
homeless people. The list could be used as bullet points). Watch to
the end of the first episode on the video.

5. Read p 40 to 43 (p55 to 59) very carefully. Explain that the
students are going to be working on the information in those pages.

Discuss what would be required in order to survive on the street.

Explain that they are investigative journalists who are going to live
rough in order to find out the true facts about life on the street. Set

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a task of writing a list of everything they would need in their
rucksacks if they were to survive for two weeks on the streets.
Discuss the lists. Are they practical? Would any items get stolen or
betray their real identity (e.g. mobile phones!). Would it all fit in a
rucksack and would they be able to carry it around, walking all day?

6. Now discuss newspaper articles: layout and also style. Use some
examples to remind students about key points such as the use of
facts, quotes, emotive language, etc. Headlines, columns, pictures,
captions can also be referred to.

7. C/W task: Ask students to draft a newspaper story about
homelessness using the details on p 40 to 43 (p55 to 59). You could
start by focusing only on the first paragraph and headline, read aloud
and compare work. Move on to the whole article, then redraft and
finally use ICT to complete. Students can use Word or Publisher to
produce the article. Ask them to select a suitable image to
accompany the text, and write a caption. Ensure they know how to
find, select, copy and paste images from the internet.

8. Continue reading. Students could be asked to build up a picture of
what Shelter looks like, his clothes and his flat. They could be asked
to draw a picture of him or write a description, and/or a plan of his
flat. Continue to add to list of problems of living on the streets.

9. When you reach p85 (p111) explain to the students that they are
going to use p85 to 86 (p111 to 113) to produce a Supervised Task
(See Supervised Task sheet). They have to turn Shelter’s
conversation with the police into a screenplay.

10. Discussion should take place here in which the students try to
predict a variety of endings for the story. This could be taped or

11. When you have finished reading the book students may be
dissatisfied with the ending because it is not a happy outcome. An
additional Supervised Task or C/W can be set to write an alternative

Entry Level English SoW
A Bentham 2004

Other ideas for C/W or h/w tasks:

        Storyboard a section of the story.
        Role play a scene on the street – a young homeless person
        begging, perhaps.
        Write a poem using some of the vocabulary used by Link to
        describe life on the street.
        Write a ‘Day in the Life of a Young Homeless Person’.
        Create a ‘Missing Person’ file or poster for Ginger, giving some
        details of his background, age, appearance, clothes, etc.
        Make an alternative book cover.
        Write or role play the TV news story on the night that the story

Resources in SoW file / in the DSB
(Please add to the list as you add materials!)
Video of Stone Cold
Big Issue and photocopied charity adverts
Map of central London
Worksheet 1 (basic details of story opening and language)
Link’s Diary worksheet
Guardian feature on young homeless people

Entry Level English SoW

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