Year 9

Introductory Unit

Homelessness
LowAbility

Copyright © 2006 www.englishteaching.co.uk + www.english-teaching.co.uk

 Homelessness

Introductory Unit
Low Ability

Summary of National Curriculum Coverage

National Literacy Compliance

National Curriculum Coverage Speaking and Listening

National Literacy Compliance
AT1: 1.1, 2.6, 3.1,3.2,
Reading:
AT2: 1.1, 1.2, 1.3, 2.2, 2.6, 2.7, 2.8, 2.10, 2.11, 2.12,
2.13, 3.1, 3.2, 3.6
Writing:
AT3:1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.4, 2.5,
Word Level
o Recognise layers of meaning in writer’s choice of
word
Sentence Level
o Analyse and exploit stylistic conventions of main
text types
Text level – reading
o Comment on authorial perspective
o Review and extend own strategies for locating,
appraising and extracting relevant information.
o Evaluate the relevance, reliability and validity of
information available.
o Synthesise information from a range of sources.
o Increase speed and accuracy of note-taking skills.
o Comment on interpretations of same text in
different media.
o Analyse language, form and dramatic impact of
text.
Text level – writing
o Cite specific and relevant textual evidence to
justify critical judgements about texts.
o Choose, use and evaluate a range of presentational
devices.
o Integrate diverse information into comprehensive
account
o Review ability to write of a range of purposes.
o Explore different structures.
o Exploit creative and aesthetic features of
language.

Please note that for low ability classes, the pace is totally up to teacher
discretion, as long as core activities are completed.

Copyright © 2006 www.englishteaching.co.uk + www.english-teaching.co.uk

 Year Nine – Introductory Unit

Lesson One NLS Compliancy

Aims: - Encourage talk for range of Word Level: recognise layers of meaning in
purposes writer’s choice of word.
- to encourage research and also Text Level: comment on authorial perspective
empathy offered in texts on society.
Objectives: - read extract from ‘Stone
Cold’
- Research 5 facts on National Curriculum:
homelessness AT1: 1.1, 3.1
Resources: AT2: 1.2, 2.2, 2.7, 2.8
OHT – opening of Stone Cold
- Second extract
Starter Class Activity o Write down the following words on the board:
Activity Standard English/ formal/ friendly.
(5 minutes) o Pupils copy the words. If you wish write a
definition for each or ask class to have a go.
Introduction Shared Reading o Explain that extract comes from the book
(10 minutes) ‘Stone Cold’ and it is half told by a homeless
boy.
o Class reads extract from ‘Stone Cold’ on OHT
but also have sheet in front of them.
o In pairs/teacher lead, pupils underline three
things they have learnt about Link.
o Feedback.
o Ask pupils to guess if the story is written in
Standard English, is formal or is friendly.
(10 minutes) class discussion o Ask pupils to imagine why Link is homeless.
This can be in pairs or as a class.
o Allow pupils to develop their ideas about him.
o Ideas recorded as a brainstorm.
(10 minutes) Class work o After the discussion ask pupils what
questions they might ask him.
o Write questions on board and ask pupils to
copy them down.
(15 minutes) Shared Reading o Read second extract from Stone Cold.
o Pupils try and answer the questions they
raised. They should be encouraged to refer
to the text.
o Ask pupils to find the two reasons why Link
can’t get help.
Plenary Class activity o Check understanding of the key words given
(5 minutes) at the beginning of the lesson.
Homework Research o Find 3 facts about homelessness in the UK –
can be anything and should be set out in
bullet points.

Copyright © 2006 www.englishteaching.co.uk + www.english-teaching.co.uk

Lesson Two NLS Compliancy
Aims: Text level – Reading
- Identify ideas/themes/characters Comment on authorial perspectives
- Use quotes to back up opinions Text level – Writing
- Discussion of language Cite specific and relevant textual evidence to
- Introduce SATS style reading justify critical judgements about texts.
Objectives:
- Comprehension and answers National Curriculum:
AT1: 1.1, 2.6
Resources: - Comprehension AT2: 1.1, 1.2, 2.8
AT3:1.1,1.2,
Starter Class work o Recap on work done last lesson
Activity o Feedback on facts found for homework
(10 minutes)
Introduction Shared Reading o Read through the comprehension from Stone
(15minutes) Cold
o Point out main features of a SATS reading
exam – including the line references, the
points available for each question and the
kind of skills needed for the higher level
answers.

(15 minutes) Class work o Read the longer Extract to the class right
through once, then guide them through the
questions and how best to answer.
o Do the first two together and then ask pupils
to answer questions 3 and 4 individually.
o Feedback (peer marking)
o Encourage class to decide if answer is right
or wrong and why

(5 minutes) Class Activity o Look closely at question 5. Encourage pupils

to refer to the text, possibly giving them a
structure: ‘I learnt that the streets are
__________ because Link says “________”.
o Model first part to them.
(10 minutes) Individual Activity o Pupils finish question 5

Plenary Question and answer o Recap on importance of decoding questions.

(5 minutes) o Ask pupils whether Link’s account is Standard
English or if he has used any colloquialisms.

Homework o Finish question 5

Copyright © 2006 www.englishteaching.co.uk + www.english-teaching.co.uk

Lesson 3 NLS Compliancy
Aims: Text level – Reading
- study of non-fiction Synthesise information from a range of sources
- use of numeracy in curriculum Increase speed and accuracy of note-making skills.
Objectives: National Curriculum:
- present information in new way AT1: 1.1, 3.2, 3.1
- analysis of language of case study AT2: 2.2, 2.11,3.6
- make notes AT3: 1.3,
Resources: Numeracy Across the Curriculum
Homeless booklet Graph paper Use a bar chart to display information (up to level 5
Maths)
Introduction Spelling o Introduce two words for pupils to look at.
(5 minutes) ‘Arrears’ and ‘per cent’.
o Explain that ‘arrears’ comes from the Old French
word which means ‘to go backwards’.
o ‘Per-cent’ comes from Latin meaning each hundred.
o Make sure pupils understand what rent
arrears/mortgage arrears means.
Starter Pair work o Give pupils the top five reasons why people become
Activity homeless. This can be done as a card game.
(5 minutes) o In pairs, pupil rank those reasons, with the most
common reason first.
o Then give pupils the numbers for each of the
reasons. Pupils allocate numbers.
o Feedback.

Introduction Teacher led o Give pupils the figures from 2001.

(15 minutes) o Explain they are going to represent the data in a
bar chart.
o Pupils should be reminded of SALTY: Scale, axis,
labels, title. They should also be encouraged to
use the whole sheet of paper.
o Draw the X and y axis. The limit of the Y axis
should be 50 and it should begin at 0. Along the x
axis the reasons for homelessness should be
written.
(10 minutes) Individual work o Pupils represent the information on graph paper
which will be stuck in their books.
(10 minutes) Shared Reading o Explain that they are now going to back up their
findings by reading a true story.
o Check pupils understand what is being said.
o Ask pupils if there is any difference between the
writing in italics and the other writing.

(10 minutes) Individual work o Make notes on what happens to Robert. They
should use bullet points to map how he became
homeless and what his experiences were. Five
bullet points only and in note form.
o Model how this is to be done.
Plenary Question and Answer o Recap on reasons for homelessness
(5 minutes) o Recap on what is the difference between
Standard English and non-Standard English.

Copyright © 2006 www.englishteaching.co.uk + www.english-teaching.co.uk

Lesson 4 NLS Compliancy
Aims: Sentence level – analyse and exploit stylistic
To do further research on presenting conventions of the main text type.
non-fiction Text level – reading
Review and extend their own strategies for locating,
Objectives:
appraising and extracting relevant information.
To produce a leaflet persuading a
Evaluate the relevance, reliability and validity of
target audience to donate to the information available.
homeless. Text level – writing
Resources: Choose, use and evaluate a range of presentational
White board devices.
New English Hodder Gold 1 – pg 126 - Integrate diverse information into comprehensive
130 account.
National Curriculum:
AT2: 2.10, 2.12, 2.13
AT3: 1.1, 1.2. 1.3
Starter Individual work o Pupils jot down five things they know about
Activity homelessness on a white board
(10 minutes) o Feedback

Introduction Class Activity o Explain pupils are going to produce a leaflet

(10 minutes) on Homelessness that will be one sheet of A4
only.
o Brainstorm what is already known about
leaflets with the class.
o Explain that they will be researching leaflets,
using Hodder Gold.

(20 minutes) Class Activity work o Using the text book, follow the activities as
far as page 130.
o Do whatever exercises that will ensure pupils
can set out their leaflet without too many
problems.
(10 minutes) Class Discussion o What information are pupils going to include
in their leaflet: statistics, case studies,
surviving on the streets, information about
help available, information about charities.
o Pupils should make a list of what they are
going to include.

(5 minutes) Individual work o Discussion of what should be on the front

cover – and also about colours to be used.

Plenary Question and Answer o Key features of leaflets.

(5 minutes)
Homework o Continue research on homelessness.

Copyright © 2006 www.englishteaching.co.uk + www.english-teaching.co.uk

Lesson 5 NLS Compliancy
Aims: Text level – reading
Research Homelessness using internet Review and extend their own strategies for locating,
Objectives: appraising and extracting relevant information.
Evaluate the relevance, reliability and validity of
To produce a leaflet on homelessness.
information available.
Resources:
Text level – writing
Help sheet on researching on the Choose, use and evaluate a range of presentational
internet. devices.
Integrate diverse information into comprehensive
account.
National Curriculum:
AT2: 2.10, 2.12, 2.13
AT3: 1.1, 1.2. 1.3

Introduction Class Activity o Discuss the kind of information to be looked

(10 minutes) for on net.
o KWL – establish what needs to be learnt.
o Go through advice sheet for research and
suggested websites.
o Pupils will be working in pairs to find
information.

(40 minutes) Pair work o Pupils use this time to research..

(10 minutes) Individual work o Pupils feedback what they have found and
what they think will be of most use to them.

Plenary o Recap on what has been learnt during the

(5 minutes) previous lessons about leaflets.
o Remind pupils that the purpose of their
leaflet is to inform. Therefore no persuasive
techniques need to be employed.

Homework o Complete leaflet. (one lesson could be used

to work on this if thought necessary)

If you think the Dylan Thomas poem is inaccessible for your pupils, please do the
work in English Matters 3 pg 10 and 11.

Copyright © 2006 www.englishteaching.co.uk + www.english-teaching.co.uk

Lesson 6 NLS Compliancy
Aims: Text level – reading
Read a poem with a Welsh Relevance Comment on interpretations of same text in different
Close reading followed by empathetic media.
Analyse language, form and dramatic impact.
work.
National Curriculum:
Objectives:
AT2: 1.1, 1.2, 1.3, 2.6, 2.7
To write one piece of imaginative
AT3: 1.6,
writing.
Resources:
White boards
Extract from Dylan Thomas’ interview.
‘The Hunchback in the park’
Old magazines/crayons etc.
Poly pockets/ Glue scissors
Starter Individual work o Pupils write down five words that they
Activity associate with the word homeless.
(5 minutes) o Pick certain pupils to explain why they have
chosen those particular words.
Introduction Class Activity o Brainstorm the descriptions they might have
(5 - 10 of a homeless person – specifically someone
minutes) who would be considered to be a ‘tramp’
(10 minutes) Shared Reading o Put up OHT of Dylan Thomas’ radio interview
about a park he used to go to as a child in
Swansea.
o Identify the people he writes about.
o Which one would they expect to be the
tramp.
o Read the poem ‘the Hunchback in the Park’
(10 minutes) Class activity o Read through the poem and check for
understanding.
o Divide the poem up between the class – pupils
should work in pairs at least threes at most.
o Each pair has one verse to illustrate. They
can find a picture of what is described or
they can find pictures that represent it.
o Go through the first verse, suggestion ideas
and then ask class to suggest others for each
of the verses.

20 minutes Pair work o Pairs work on their collages.

o Ask pupils as they are working why they have
chosen particular pictures.
Plenary o Discuss how Dylan Thomas might have felt
(5 minutes) towards the tramp.
Homework Spelling o Give pupils a list of ten descriptive words
that will help with their imaginative writing.
o These can be words they suggest or words
you think will be suitable.

Copyright © 2006 www.englishteaching.co.uk + www.english-teaching.co.uk

Lesson 7 NLS Compliancy
Aims: Sentence Level
Read a poem with a Welsh Relevance Analyse and exploit stylistic conventions.
Close reading followed by empathetic Text level – Writing
Review ability to write for a range of purposes.
work.
Explore different structures.
Objectives:
Exploit creative and aesthetic features of language.
To do poetry analysis Analyse language, form and dramatic impact.
To write one piece of imaginative National Curriculum:
writing. AT2: 1.1, 1.2, 1.3, 2.6, 2.7
Resources: AT3: 1.1, 1.2, 1.3, 1.5, 2.1, 2.4, 2.5.
White boards
Extract from Dylan Thomas’ interview.
‘The Hunchback in the park’
OHT of paragraph plan.

Starter Individual work o Pupils write down on white boards five things
Activity they remember about the Thomas poem
(5 minutes) o Feedback.
Introduction Class Activity o Explain pupils will be presenting the Tramps
(15 minutes) day as a piece of descriptive writing.
o Re read the poem and next to each verse ask
pupils to write one sentence explaining what
happens. (A lot of guidance will be needed
here.)

(10 minutes) Class Activity o Ask pupils to tell you what makes a good
piece of descriptive writing.
o Write down their ideas on the board. They
should copy it down so that it acts as a check
list for their first draft.
(10 minutes) Class activity o Give pupils hard copies of the plan for the
piece of work.
o Use the space under each section to give
them vocabulary or ideas – depending on their
need.
25 minutes Individual work o Pupils begin writing their story.

Plenary o Recap on what makes an effective piece of

(5 minutes) descriptive writing.
Homework o Finish first draft of story to be checked by
peers in class next lesson. The next lesson
should be spent with the pupils re-drafting.
o When work is returned, the assessment
sheet should be filled out.

Copyright © 2006 www.englishteaching.co.uk + www.english-teaching.co.uk