William Collins’ dream of knowledge for all began with the publication of his first book in 1819. A self-educated mill worker, he not only enriched millions of lives, but also founded a flourishing publishing house. Today, staying true to this spirit, Collins books are packed with inspiration, innovation and practical expertise. They place you at the centre of a world of possibility and give you exactly what you need to explore it.
Collins. Do more.
Published by Collins
An imprint of HarperCollins Publishers
77 – 85 Fulham Palace Road
Hammersmith
London
W6 8JB
Browse the complete Collins catalogue at www.collinseducation.com
Visit the Collins Readers website at www.collinseducation.com/collinsreaders
Text

HarperCollins Publishers Limited 2006
Extracts from The Edge © Alan Gibbons
Collins Readers Teacher’s Resources can be downloaded and duplicated as required for institutional use.
However, this material is copyright and under no circumstances may copies be offered for sale.
Acknowledgements
The following permission to reproduce material is gratefully acknowledged:
‘Half-Caste’ by John Agard from Half-Caste and Other Poems (Heinemann, 2005), p12.
Author: Sarah Withall
ICT Activities Programming: Infuze
2

Introduction
Medium-term plan
Scheme of work
Lesson 1: The escape
Worksheet 1: Different views
Worksheet 2: Storyboard
Lesson 2: Half-Caste
Worksheet 3: Half-Caste
Worksheet 4: Card match
OHT 5: SATs information sheet 1
OHT 6: Reading the question
Worksheet 7: SATs reading practice
Lesson 3: Different voices
OHT 8: Living room theatre
Worksheet 9: Role-play cards
Worksheet 10: Self-assessment sheet
Lesson 4: Problem page
Worksheet 11: Email versus letters
OHT 12: Explain and advise
Worksheet 13: Problem page
Lesson 5: Danny ’s mind map
OHT 14: Mind map
Lesson 6: Headlines and deadlines
Worksheet 15: Newspaper terms
Worksheet 16: Writing your article
Worksheet 17: SATs news article
Lesson 7: A talk in assembly
OHT 18: SATs information sheet 2
Worksheet 19: SATs writing practice
Worksheet 20: Assessment sheet
5
7
8
9
10
11
12
13
14
15
16
22
23
24
25
18
19
20
21
32
33
34
36
26
27
28
29
30
31
3

Lesson 8: Longer reading questions
Worksheet 21: Harry and Chris
Worksheet 22: Longer reading questions
Worksheet 23: PEE chart
Worksheet 24: Letting Cathy down
Lesson 9: The Animal
Worksheet 25: Animal imagery
OHT 26: PEE paragraphs
Lesson 10: Prejudice
Worksheet 27: Abbie’s text messages
Worksheet 28: Racial prejudice
Lesson 11: Changing characters
Worksheet 29: Frozen language
Worksheet 30: Changing their spots?
Lesson 12: Multiple perspectives
Worksheet 31: Who is speaking?
Lesson 13: Writing a book review
OHT 32: Quiz
Worksheet 33: The critics say…
49
50
51
52
53
54
55
56
43
44
45
46
47
48
37
38
39
41
42
4

Collins Readers
From well-known classics to award-winning contemporary fiction, Collins Readers are a series of hardback class readers written by leading children’s novelists and selected by teachers and educational advisors based on their teaching potential and ability to inspire your students.
In line with our brand promise – Freedom to Teach – our teachers’ notes provide a fun, engaging and comprehensive set of resources to save you time and help you use Collins Readers more effectively in your classroom. For each novel we provide a complete scheme of work, including creative lesson plans based on the four-part Framework lesson model , worksheets, OHTs and ICT activities . All lessons are produced in Microsoft
Word so that they can be customised according to your needs, and are focused around specific Framework
Objectives . They also provide many opportunities to incorporate differentiation and Assessment for Learning into your teaching.
The Edge
The Edge is a tense and dramatic thriller about a mother and son’s attempt to escape from domestic violence. The novel was shortlisted for the prestigious Carnegie medal, the Booktrust Teenage Prize and the Birmingham KS3
Explores Award, and also went on to win the Angus Book Award for 2004. Michael Rosen described it as “an excellent, challenging, rough-tough read”.
The novel presents us with an account of domestic violence and racial prejudice from a number of different points of view, including Danny, a popular and talented athlete, who flees his mother’s abusive boyfriend with her but encounters prejudice and danger in his new home; Cathy, Danny’s mother, who seeks shelter in her childhood home and finally confronts the ghosts of her past; and a number of other characters of various shades of morality and differing degrees of power to prevent Danny and his mother from coming to harm. It is an excellent model for the study of multiple narration and explores emotive contemporary issues with sensitivity, linking to Citizenship and PSHE. A compelling plot involves even reluctant readers, and students will find many opportunities for discussion.
Students do not need to have any specific background knowledge before studying The Edge . However, it may be helpful in some cases to discuss the issues of racism and domestic violence beforehand.
The Author
Alan Gibbons was born in Warrington and brought up as a farm labourer’s son in the Cheshire countryside. He trained as a teacher, and it was through the books he read to his students that he was first inspired to write. He published his first novel in 1993 and has since written more than 25 books for young people. In 2000 he won the
Blue Peter Book Award for Shadow of the Minotaur .
Alan is now a full time writer and visiting speaker at schools, colleges and literary events nationwide. He lives in
Liverpool with his family, and likes reading, writing, football and music.
5

Other resources
Alternative teaching materials are available at the following URL:
 www.standards.dfes.gov.uk/keystage3/downloads/en_novel_edge.doc
Further reading

The Edge (Audio) by Alan Gibbons
ISBN 0 75 286140 9

Caught in the Crossfire by Alan Gibbons
ISBN 1 84 255096 9

The Defender by Alan Gibbons
ISBN 1 84 255098 5

Ganging Up by Alan Gibbons
ISBN 1 85 881194 5

Hold On by Alan Gibbons
ISBN 1 84 255176 0

The Lost Boys’ Appreciation Society by Alan Gibbons
ISBN 1 84 255095 0

Shadow of the Minotaur by Alan Gibbons
ISBN 1 85 881721 8
6

Year:
9
Term:
Literacy Objectives
Duration:
4–6 weeks
Set:
All
Word

W2 High-frequency words

W7 Layers of meaning

W8 Connectives for developing thought
Sentence

S3 Degrees of formality

S4 Integrate speech, reference and quotation

S5 Shape paragraphs rapidly

S7 Exploit conventions

S8 Conventions of ICT texts

S9 Sustained standard English

S10 Attitudes to standard English

S11 Trends over time
Reading

R1 Information retrieval

R3 Note-making at speed

R5 Evaluate own critical writing

R6 Authorial perspective

R7 Compare texts

R16 Different cultural contexts

R18 Prose text
Writing

Wr1 Review own writing

Wr2 Exploratory writing

Wr4 Presentational devices

Wr5 Narrative techniques

Wr9 Integrate information

Wr10 Explain connections

Wr11 Descriptive detail

Wr12 Effective presentation of information

Wr15 Impartial guidance

Wr16 Balanced analysis

Wr17 Cite textual evidence
Speaking & Listening

S&L2 Standard English

S&L9 Considered viewpoint

S&L11 Evaluate own drama skills

S&L12 Drama techniques

S&L14 Convey character and atmosphere
Teaching sequence
Lesson 1: Storyboarding the events of Chapter 1 (Chapter 1)
Lesson 2: Looking at a poem and practising SATs reading questions (Chapter 2)
Lesson 3: Developing understanding of characters through work in role (Chapter 3)
Lesson 4: Writing an email from Danny’s point of view and then offering him advice (up to the end of Chapter 5)
Lesson 5: Exploring Danny’s perspective and using this to create a mind map (up to the end of Chapter 7)
Lesson 6: Writing a newspaper article about the fire (up to the end of Chapter 9)
Lesson 7: Writing a talk for assembly under SATs conditions (up to the end of Chapter 11)
Lesson 8: Practising longer SATs reading questions based on Harry and Chris (up to the end of Chapter 13)
Lesson 9: Tracing the use of animal imagery in the novel and using it to write PEE paragraphs (up to the end of Chapter 14)
Lesson 10: Discussing incidents of racial prejudice in the novel (up to the end of Chapter 16)
Lesson 11: Tracing character development in the novel (up to the end of the book)
Lesson 12: Looking at the use and creation of different voices in the novel
Lesson 13: Writing a book review
7

Lesson 1:
The escape
Framework Objectives
R1
R3
Wr5
Review and extend their own strategies for locating, appraising and extracting relevant information
Increase the speed and accuracy of note-making skills and use notes for representing information for specific purposes
Explore different ways of opening narratives
Starter

Read Chapter 1 of The Edge .
Introduction

Students complete Worksheet 1 in pairs or on their own, writing down each character’s thoughts and feelings on the situation, and on the relationship between Chris and Cathy. They can write either in the first or third person. Take class feedback.
Development

Ask the class to identify eight key moments in Chapter 1 and write these on the board. Then highlight the visual, almost cinematic nature of this first chapter to students. Why do they think Alan Gibbons has chosen to open his novel using this style?

Hand out copies of Worksheet 2 . Students complete the storyboard with images of each key moment in the chapter (one frame per key moment). Underneath, they should describe briefly:
 camera angle, for example, a close-up of Danny’s face

 sound effects and music, for example, the creak of the door opening (page 5) any dialogue (invented or quoted), for example: “We’ve got to go... now!” (page 5).
Plenary

Students choose one of their frames and explain to a partner why they have made the choices they have. Ask three or four students to share their work with the class.
Homework
Students can complete their storyboard ( Worksheet 2 ) for homework. They should also read Chapter 2 for the next lesson.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 8

Chris, Cathy and Danny have different views on the situation described in Chapter 1 of The
Edge , and on Chris and Cathy’s relationship. Write each character’s views in the circles below.
Danny:
Cathy: Chris:
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 9

The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 10

Lesson 2:
Half-Caste
Framework Objectives
R1
R6
Review and extend their own strategies for locating, appraising and extracting relevant information
Comment on the authorial perspectives offered in texts on individuals, community and society
R16 in texts from different cultures
Analyse ways in which different cultural contexts and traditions have influenced language and style
Wr10 Explain the precise connections between ideas with clarity and an appropriate degree of formality
Students will need to have read up to the end of Chapter 2 before this lesson.
Starter

Read the poem ‘Half-Caste’ by John Agard on Worksheet 3 . Then, working in pairs, students use the card match on Worksheet 4 to match the words from the poem with their standard English equivalent or explanation.
Introduction

Briefly discuss the poem as a class, ensuring students have a basic understanding of the ideas it involves, but without pre-empting the SATs questions to follow.
Development

Display or distribute OHT 5 , which explains the structure of the SATs Reading Paper. Explain to students that they may face different types of questions on the Reading Paper, including:

 completion of tables or tick boxes finding, copying and sometimes explaining textual details

 short answers in their own words longer answers in their own words, using PEE paragraphs and covering several points or prompts.
Point out that they should look at the number of marks allocated to each question as guidance for how much information their answer should include. They should allow themselves approximately two minutes per mark.

Less able groups may need you to model one of the questions for them. Display OHT 6 and run through the highlighted sections and annotations on Question 1, as well as the mark allocation. Then ask the class to suggest which words should be highlighted in Question 2.

Students are given the SATs practice questions on Worksheet 7 . If time allows, they should complete the questions under exam conditions and be given approximately 25 minutes to write their responses.
Plenary

Discuss with students what Alan Gibbons is implying about Harry’s character through his use of the term ‘halfcaste’ on page 19. Do they think that Harry’s opinions will change by the end of the novel?
Homework
Students should read Chapter 3 for homework.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 11

Excuse me standing on one leg
I’m half-caste
Explain yuself wha yu mean when yu say half-caste yu mean when picasso mix red an green is a half-caste canvas/ explain yuself wha yu mean when yu say half-caste yu mean when light an shadow mix in de sky is a half-caste weather/ well in dat case england weather nearly always half-caste ah rass/ explain yuself in fact some o dem cloud half-caste till dem overcast so spiteful dem don’t want de sun pass wha yu mean when yu say half-caste yu mean when tchaikovsky sit down at dah piano an mix a black key wid a white key is a half-caste symphony/
Explain yuself wha yu mean
Ah listening to yu wid de keen half of mih ear
Ah lookin at yu wid de keen half of mih eye an when I’m introduced to you
I’m sure you’ll understand why I offer yu half-a-hand an when I sleep at night
I close half-a-eye consequently when I dream
I dream half-a-dream an when moon begin to glow
I half-caste human being cast half-a-shadow but yu must come back tomorrow wid de whole of yu eye an de whole of yu ear an de whole of yu mind an I will tell yu de other half of my story by John Agard
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 12

wid symphony mih ah picasso dah / de ah rass dat tchaikovsky wha half-caste dem with a piece of music me
I’m a famous artist the an expression of disgust that a famous musician what a slang term describing someone of mixed race them
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 13

The Key Stage 3 English Test (SATs) is made up of
:


 the Reading Paper the Writing Paper the Shakespeare Paper
The Reading Paper is worth
. It is made up of
, such as an extract from a story, a leaflet, a report, etc. You have
to read the extracts and answer the questions on each text.
You will be assessed on five different areas:
1. Your ability to
from texts
2. Your ability to
information
3. Your ability to
of the text
4. Your ability to
5. Your ability to
, and the
of the text
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 14

Tells us we are looking for a single piece of evidence
Tells us we are looking for information about the writer’s perspective and how it comes across to the audience
Pay attention to the marks. Only one is available here, so you are looking for one answer
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 15

The following questions are about the poem Half-Caste by John Agard (Worksheet
3).
1
Write down one word that shows the poet is speaking to the reader.
(1 mark)
_________________________________________________________________________
2
Write down two words that show this poem is not written in standard English.
(2 marks)

_______________________________________________________________________

_______________________________________________________________________
3
In stanza 2, the writer mentions three things that are mixed. Complete the table, writing down the two items that are mixed together for each example.
(2 marks)
Example picasso weather tchaikovsky
What two things are mixed together?
4
Write down one example of a phrase that is repeated in the poem and explain its effect. a) Example of repetition
(1 mark)
_________________________________________________________________________
_________________________________________________________________________ b) Effect of repetition
(1 mark)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 16

5
Read lines
47 (‘but yu must come back tomorrow’) to the end of the poem. In your own words, explain what the poet is saying.
(3 marks)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
6
Why do you think the poet has chosen to write his poem in Caribbean dialect?
(1 mark)
_________________________________________________________________________
_________________________________________________________________________
7
What is the writer saying to us in this poem?
Comment on:
 his attitude to the word ‘half-caste’

what he thinks of the people who use it

how he sees himself.
(4 marks)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 17

Lesson 3:
Different voices
Framework Objectives
Wr4 Choose, use and evaluate a range of presentational devices, on paper and on screen
S&L11 Recognise, evaluate and extend the skills and techniques they have developed through drama
S&L12 Use a range of drama techniques, including work in role, to explore issues, ideas and meanings
S&L14 Convey action, character, atmosphere and tension when scripting and performing plays
Students will need to have read up to the end of Chapter 3 before this lesson.
Starter

Working in pairs, students look at the fonts that are used for each of the key characters’ names. They should analyse each and discuss why they think they were chosen for each particular character. Page references:



Danny, page 1
Chris, page 8
Harry, page 19


Cathy, page 23
Joan, page 53
Pairs feed back to the class.
Introduction

Display OHT 8 , which is the scene from the end of Chapter 3 where Joan has forgotten to bring in Harry’s cake. Put students into groups of four and ask them to speculate briefly how each character may be feeling at this point in the story.

Then hand out the role-play cards on Worksheet 9 . Explain that each student is to take on the part of one of the characters in a role-play of what might have happened immediately after this moment, and ask them to spend a few moments reading their cards and familiarising themselves with their characters.
Development

Students then role-play the scene in their groups. Remind them to think about the language that their character would use and his or her movements and gestures. Move around the groups, monitoring and prompting where necessary.

One or two groups perform their role-plays for the class. Elicit from other students whether they think any of the characters may have behaved differently and why.

Ask students why they think Alan Gibbons has chosen to use multiple narrators in telling the story of The Edge .
Tell them that they will be coming back to this question in a later lesson ( Lesson 12 ).
Plenary

Students complete the self-assessment sheet on Worksheet 10 .
Homework
Students should read Chapters 4 and 5 for homework.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 18

The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 19

HARRY

Catherine let him down badly.
She brought disgrace on the family.

She had a squalid, disgusting affair.
 She’s wasted her life. She should have got a good job.

He was glad she left.
 Now she’s come crawling back wanting their help.

The boy was a mistake, a halfcaste . He’s not his grandson.

Joan is too soft on them.
 This is an Englishman’s country.
Danny

It was awful living with Chris.
He felt so helpless when Chris hit his mum.

He is beginning to feel hope that they can start a new life.

He misses his old life and friends.
 Race and colour aren’t a big deal.

His grandfather hates him.

All his grandfather sees is the colour of his skin.

He is scared of his new freedom and worried how things will turn out in Edgecliff.

He feels very alone.
Joan
 She’s overjoyed to see them.

The years in between have been wasted.

She was worried about them in
London.

Harry is a stubborn and foolish old man.

Edgecliff is a narrow-minded place.

Something awful happened to them in London but she doesn’t know what.
 She’s so glad they are here to stay.
Cathy

She felt so afraid and alone when she found out she was pregnant.

She should have been able to rely on her parents for support but they didn’t give it to her.
 She’s clung on to men ever since in the hope that they would take care of her.
 She’s hurt Danny by living with
Chris.

She is worried how people in
Edgecliff will treat Danny.

She wants a proper home.
 She’ll have to put up with her dad’s criticism.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 20

Date: ______________________
Name: _________________________________________________ Class: _____________
Mangam living room role-play
How well did I… Needs improvement  Satisfactory 
…use physical movements and gestures?
…put expression in my voice?
…use facial expression?
Very good 
…speak loudly and clearly?
…interact with the other characters?
…present my character’s point of view clearly?
Targets for improvement
1.
__________________________________________________________________________________
2.
__________________________________________________________________________________
3.
__________________________________________________________________________________
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 21

Lesson 4:
Problem page
Framework Objectives
W8
S7
S8
Wr1
Recognise how lines of thoughts are developed and signposted through the use of connectives
Analyse and exploit the stylistic conventions of the main text types
Investigate the organisation and conventions of ICT texts
Review their ability to write for a range of purposes and audiences, recognising strengths and identifying skills for further development
Wr15 Offer general advice or guidelines for action adopting an impersonal style to suggest impartiality and authority
Students will need to have read up to the end of Chapter 5 before this lesson. Should you wish to adapt the lesson for ICT, the Plenary could consist of students emailing their work to each other.
Starter

Hand out Worksheet 11 for pairs to complete the comparison of email and letter styles, writing features into the table and placing ticks in the appropriate boxes. Ensure that they consider which information they would actually have to insert themselves – for example, neither the date nor the sender’s email address would be required on an email, as they are inserted automatically.
Introduction

Briefly go through the conventions of explanation and advice writing with the class, and list these on the board.

Display OHT 12 . Read through the section titled ‘Writing to Explain’ and ask students which words and phrases show that this is an explanation. They should highlight the following: because; it is also due to; as a result; although; it is clear; I feel .

Then read through the section titled ‘Writing to Advise’ and ask students which key features of the writing might indicate that this is a piece of advice ( empathising with the reader; use of conditionals – might/could; imperatives – remember/try; options – alternatively; rhetorical question ).
Development

Hand out copies of Worksheet 13 and explain to the class that they will be writing two emails. In the first, they should describe and explain Danny’s feelings. In the second, they should advise Danny, and persuade him to feel more positive.

Students draft the two emails, using the conventions, language and techniques associated with each text type.
Plenary

Students swap work with a partner and highlight where the conventions, language and techniques of the different text types have been used in the writing, offering two suggestions for improvement.
Homework
Students should rewrite their work in light of feedback received. They should also read Chapters 6 and 7.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 22

Which features need to be included when writing letters and emails? Write some examples into the table below and then tick the appropriate boxes.
Remember: some features will be present in both letters and emails.
Formal
Email
Formal
Letter
Style
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 23

My Grandad really seems to hate me because I am half black, but it is also due to the fact that my mum got pregnant with me when she was still at school. My Grandad felt that my mum had let the family down, and as a result, he never accepted my dad who I have never met. Although he does not say it openly, it is clear that my Grandad has some racial prejudices. I feel as though he does not want me here. He has never actually called me by my name and I feel very isolated, because he and my Gran are really the only family that I have apart from my mum.
It must be really difficult for you moving to a new town. You might find that when you start school that you will quickly make new friends. Remember that the people who judge you by your skin colour are shallow and not worthy of your time. Try talking to your Grandad about a subject that interests you both. Alternatively, you could give it a little more time and as he gets to know you better, you might find the relationship between you improves naturally. Are you being sensitive to his feelings? Remember you have suddenly moved into his house and space…
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 24

Family problems? Girl/boyfriend troubles? Stress at school?
@nswers online offers confidential, caring solutions to all your teenage worries.
Email our team of experts now at answersonline@phoneco.com for a fast, friendly response
1. Imagine that Danny decides to send an email to a problem page and receives the reply two days later. Write Danny’s email asking for advice about his situation. Your task is to describe his feelings and explain his problems.
Try to include the following:

Details of his background




The situation with Chris
His grandad’s feelings towards him and his mum
Steve Parker and the racism in Edgecliff
Starting a new school.
2. Write the reply that Danny receives. You must advise him how he can deal with each of his problems, and attempt to persuade him to feel more positive about his new life.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 25

Lesson 5: Danny’s mind map
Framework Objectives
R3 Increase the speed and accuracy of note-making skills and use notes for representing information for specific purposes
S&L12 Use a range of drama techniques, including work in role, to explore issues, ideas and meanings
Students will need to have read up until the end of Chapter 7 before this lesson. To incorporate ICT, a software package such as MatchWare Openmind can be used to create students’ mind maps.
Starter

Write The Edge on the board. Ask students to brainstorm different meanings and associations of the term, both in general and also specifically referring to Danny’s life. Some of these, such as the nickname given to the
Edgecliff estate, will be more literal, but students should also think about phrases such as “driven to the edge”,
“the edge of reason”, “he has an edge to him”, etc. as well as whether Danny is forced to live “on the edge of society” as an outsider on the estate.

Do students think this is an effective title for the novel?
Introduction

Explain that you are going to examine Danny’s perspective in this lesson – how he perceives the world around him and what happens to him. Set up a ‘hot seat’ at the front of the classroom. One student plays the role of
Danny and sits in the hot seat facing the rest of the class. The rest of the class then take it in turns to ask questions about the events, people, worries, etc. in Danny’s life, which the person playing him must answer in character. Ask another student to write any points arising from this activity on the board.
Development

If they are not already familiar with mind maps, introduce students to them as a way of organising and memorising ideas. (For more guidance on mind mapping, see Mind Maps for Kids by Tony Buzan,
ISBN 0 00 715133 0.)

Students then move on to create a mind map of events, people, worries, etc. in Danny’s life. Model the start of the mind map using OHT 14 .
The main branches could be places: London, Edgecliff High School, Cork
Terrace; The Stores; The Edge; The Garage (use this to include Des, even though Danny is not aware of him working there at this stage). These then branch out into people, events, thoughts and feelings. You can provide more or fewer of the key branches, depending on the ability level of the class.

Encourage students to make use of colour and images in their maps and to show how ideas on different branches connect.
Plenary

Students put away their mind maps and then have two minutes to sketch a copy from memory. (Colour and image are not important.) Ask them to compare their work with the original – how much have they remembered?
Homework
Students should read up to the end of Chapter 9 before the next lesson.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 26

The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 27

Lesson 6:
Headlines and deadlines
Framework Objectives
W2
S4
S9
Spell accurately all high-frequency words and new terms from all subject areas
Integrate speech, reference and quotation effectively into what they write
Write sustained standard English with the formality suited to reader and purpose
Wr9 Integrate diverse information into a coherent and comprehensive account
Wr11 Make telling use of descriptive detail (eye-witness accounts)
Wr12 Exploit the potential of presentational devices when presenting information on paper or on screen
Students will need to have read up until the end of Chapter 9 before this lesson.
Starter

Students complete the wordsearch on newspaper terms on Worksheet 15 . When they have finished, clarify the meaning of each term in the context of newspaper journalism – ICT Activity 1 can be used here.
Introduction

Reread the whole of page 84 as a class.
Development

Students plan and write a news article for The Edgecliff Chronicle on the fire at the Ahmeds’ store. To assist with this, they can use Worksheet 16 . This acts as a visual prompt as well as a writing frame, and can be referred to when thinking about where to position text, heading and image in the final article (students can adapt this as necessary).

It is important to point out to the class, however, that when writing a newspaper article in response to a SATs question, they should not write in columns or include sub-headings and images. You may wish to have students write their assignment in this way, as a preparation for SATs – in this case, use the writing frame on Worksheet
17 instead.
Plenary

Put students into pairs to read each other’s drafts. Then ask one or two pairs to choose one of their articles to read out to the class – one student can read the article whilst the other reads out the quotes.
Homework
If necessary, students can complete their articles for homework. They should also read Chapters 10 and 11 before the next lesson.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 28

Words can be found vertically or horizontally, but not diagonally.
K H A L L I T E R A T I O N A F
S E S L E X R S W H E N T V S N
U A E C Y C O L U M N S A F E S
B D N A E A I M P E R S O N A L
H L S P W B R O A D S H E E T Q
E I A T I U W B Y L I N E K W M
A N T I T T H D D X V F L S H J
D E I O N X O V P F E T Y X Y B
I H O N E V F A C T U A L B K M
N B N C S Q U O T A T I O N E B
G L A L S M U J W J U D B R F O
Z I L T N T E U H V O P S M C L
G W H A T R R J E Y B U P X S D
V C P H O T O W R O K N I S Q R
L T O X U W J O E C M E J F X R
S W T A B L O I D W H M S E F S
ALLITERATION
BOLD
BROADSHEET
BY-LINE
CAPTION
COLUMNS
HEADLINE
PHOTO
EYEWITNESS
FACTUAL
IMPERSONAL
PUN
QUOTATION
SENSATIONAL
SUB-HEADING
TABLOID
WHAT
WHEN
WHERE
WHO
WHY
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 29

Read page 84 of The Edge , where the attack on the Ahmeds’ store is described. You are a reporter for The Edgecliff Chronicle and are asked to write a news story about the fire and the events that have led up to it.
Use the frame below to help you to sequence and paragraph your newspaper article. You should try to write both briefly and informatively . Remember to include subheadings and some quotes in your article.
By-line (i.e. By your name )


Opening paragraph
Briefly answer the 5W questions:
 Who?
 What?
 When?
Where?
Why?
Paragraph 2
 Describe in detail the events of the night
 in question
Include a quotation from witness Joan
Mangam
Paragraph 3
 Explain the events of the last two years
 Include a quotation from Mr Ahmed
Paragraph 4


Describe the investigation
Include a quotation from a police spokesperson
Insert an appropriate picture
Don’t forget to include a caption!
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 30

Read page 84 of The Edge , where the attack on the Ahmeds’ store is described. You are a reporter for The Edgecliff Chronicle and are asked to write a news story about the fire and the events that have led up to it.
Use the frame below to help you to sequence and paragraph your newspaper article. You should try to write both briefly and informatively . Remember to include subheadings and some quotes in your article.
Create a catchy headline using alliteration or sensational language
By-line ( i.e. By your name )
Opening paragraph
Briefly answer the 5W questions:




Who?
What?
When?
Where?
 Why?
Paragraph 2
 Describe in detail the events of the night in question
 Include a quotation from witness Joan Mangam
Paragraph 3


Explain the events of the last two years
Include a quotation from Mr Ahmed
Paragraph 4
 Describe the investigation
 Include a quotation from a police spokesperson
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 31

Lesson 7:
A talk in assembly
Framework Objectives
S5
S9
Wr1
Evaluate their ability to shape ideas rapidly into cohesive paragraphs
Write sustained standard English with the formality suited to reader and purpose
Review their ability to write for a range of purposes and audiences, recognising strengths and identifying skills for further development
Wr10 Explain the precise connections between ideas with clarity and an appropriate degree of formality
Wr11 Make telling use of descriptive detail
Students will need to have read up to the end of Chapter 11 before this lesson.
Starter

Display or distribute OHT 18 , which outlines the structure of the SATs Writing Paper. Remind students that there are four possible writing triplets:




Argue, Persuade, Advise
Inform, Explain, Describe
Explore, Imagine, Entertain
Analyse, Review, Comment.

Refer specifically to the requirements of the longer writing task in the SATs: recommended 15 minutes planning time (using the planning page provided), followed by 30 minutes writing.
Introduction

Hand out Worksheet 19 to students. Explain that, in this task, they will be focusing on the triplet ‘Writing to
Inform, Explain and Describe’. Then read through the paper as a class and allow 15 minutes planning time to complete the boxes on page 35, as in the exam.
Development

Allow students 30 minutes to complete their writing task, under exam conditions.
Plenary

When they have finished writing, students work in pairs to read each other’s drafts. Write the following key features on the board, and ask them to check whether these have been included:
 Spelling  Discourse markers



Paragraphs
Punctuation
Interesting vocabulary


Appropriate language
Variety and accuracy in sentence structure

Students then complete the Peer Assessment Sheet ( Worksheet 20 ) and feed back their findings to their partner.
Homework
Students redraft their work according to suggestions. They should also read Chapters 12–13 before the next lesson.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 32

The Key Stage 3 English Test (SATs) is made up of
:


 the Reading Paper the Writing Paper the Shakespeare Paper
The Writing Paper is worth
. It is made up of
.
The longer writing task (Section A) is worth
. You have
to complete the longer writing task – this includes
(you will be giving a planning page to complete).
The shorter writing task (Section B) is worth
, including 4 marks for spelling. You have
to complete the shorter writing task.
In the longer writing task, you will be assessed on
:
1. Sentence structure and punctuation
2. Text structure and organisation
3. Composition and effect
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 33

You should spend 40 – 45 minutes on this task.
Danny loves running and has just won the cross-country race. The following week he is asked by his Head of Year to give a talk in assembly about his sport and what it involves.
Write a similar talk for school assembly about a sport or interest that you enjoy.
You should include:
 details of what is involved in the sport or activity
 a description of how you became involved and whether anyone inspired you (make this up if you wish)
 good and bad points about the sport or activity
 an explanation of what equipment and skills are required
 a description of a special moment, such as a match, an award or other achievement.
30 marks
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 34

Use this page to plan your work. (This page will not be marked.)
 what is involved in the sport or activity
 how you became involved, and whether anyone inspired you
 good and bad points  equipment and skills
 words to describe a special moment
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 35

Date: ______________________
Name: _________________________________________________ Class: _____________
The assignment involved writing…
What were the good points about the writing?
What needs to be improved?
Writing overview
FOCUS
Sentence structure and punctuation
(the way the sentences are put together; the accuracy and effect of the use of punctuation)
Poor Average Good V Good
Text structure and organisation
(the way the writing is organised; for example, whether the paragraphs help the reader to follow what you want to say)
Composition and effect
(the particular choices of words and phrases used to fit the sort of text that is being written, plus how well you interest the reader)
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 36

Lesson 8:
Longer reading questions
Framework Objectives
W7
S4
R1
R5
Recognise layers of meaning in a writer’s choice of words
Integrate speech, reference and quotation effectively into what they write
Review and extend their own strategies for locating, appraising and extracting relevant information
Evaluate their own critical writing about texts
Wr9 Integrate diverse information into a coherent and comprehensive account
Wr17 Cite specific and relevant textual evidence to justify critical judgements about texts
Students will need to have read up to the end of Chapter 13 before this lesson.
Starter

Put students into pairs and give each pair a set of the cards on Worksheet 21 . They will need to match each point with a piece of evidence (the shaded cards in italics). Highlight that evidence can be:

 a quotation an example
 a mixture of quotation and example.
Take feedback from the class.
Introduction

As a class, reread ‘Harry’ on pages 37–38 and ‘Chris’ on pages 43–44.

Display OHT 5 in order to remind students of the SATs Reading Paper structure. Then explain that they will be practising longer SATs reading questions, which require them to use PEE and cover a series of prompts. If necessary, revise the idea of using PEE to structure paragraphs: P = make your Point; E = give an Example from the novel; E = Explain how your chosen quotation or example relates to your point and the question.
Development

Hand out copies of Worksheet 22 to students, and allow them 20 minutes to answer the two questions on the passages.

It may be helpful for less able students to complete a PEE chart before writing their responses (allow extra planning time for this). A sample chart can be found on Worksheet 23 .
Plenary

Students reread their answers and highlight where they have provided evidence to support their points, adding this in where it has been omitted.
Homework
Students complete Worksheet 24 , which asks them to detail the ways in which Chris, Des and Harry have let
Cathy down. Depending on ability, students could be asked to explain and provide evidence for the points they make. They will also need to read Chapter 14 before the next lesson.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 37

Harry feels pushed out Danny sits in Harry’s chair
Harry is prejudiced
Harry feels let down by Cathy
He talks about the ‘coloured lads’ who he sees as rude and disrespectful, and thinks Danny is ‘typical of them’
‘How could she drag us all through the dirt?’
Harry sees Danny as a mistake
He says Danny’s ‘birth was wrong’ and calls him ‘bad blood’
Harry feels Danny is a part of him
Although he can’t see himself in
Danny’s features he admits to himself that Danny is his blood
Chris expects women to look after him
‘Cathy should be here, putting it straight’
Chris values money highly
‘You’re nothing without the folding stuff’
Chris didn’t trust Cathy
He says he was suspicious of what she did when she went out of the flat
Chris likes other men to be envious of him
He enjoyed the fact that Cathy was pretty and this made other men jealous
Chris has to be in control
He gave Cathy housekeeping money but ‘kept a tight rein on her’
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 38

The following question is about ‘Harry’ on pages 37 – 38 of The Edge .
1
What do you learn about Harry’s feelings and views in this extract?
You should comment on:
 his attitude to Danny and the rest of his family
 the different emotions Harry experiences
 the writer’s use of language.
(5 marks)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 39

The following question is about ‘ Chris ’ on pages 43 – 44 of The Edge .
2
What do you learn about Chris from this extract?
You should comment on:
 his attitude to Cathy
 his attitude to money
 how the writer’s language conveys his character.
(5 marks)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 40

Point Example Explain
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 41

How did each of the men below let Cathy down? Try to think of three points to make about each character.







Des


The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 42

Lesson 9:
The Animal
Framework Objectives
W7 Recognise layers of meaning in the writer’s choice of words
S4 Integrate speech, reference and quotation effectively into what they write
Wr10 Explain the precise connections between ideas with clarity and an appropriate degree of formality
Students will need to have read up to the end of Chapter 14 before this lesson.
Starter

Read out the following list of animals. For each example, students write down one human quality that is associated with that animal, for example: peacock = proud . (Several answers are possible.)

 bee elephant

 monkey snake

 pig swan

 fox lion

 mouse ox
Introduction

Working in pairs, students complete Worksheet 25 . This requires them to look at a set of pages and write down the quotation that relates Chris to an animal. The answers are as follows:







 p2: ‘Let the Animal rot’ and ‘She’s tweaking the tiger’s tale’ p5: ‘the self-satisfied snoring of that pig ’ and ‘It comes out half-roar, half-shriek of pain’ p6: ‘He’s like a wild animal, a predator who’s been tormented, wounded. An angry, dangerous wild animal’ p101–102: ‘His voice rises to a crescendo, the shriek of a wounded animal’ p105: ‘He can’t lose, not Chrissie Kane, not the predator’ p124: ‘He is like a dog pulling on a piece of rag’ p125: ‘I’m like a bulldog, Chris thinks, like a good old British bulldog’ p134: ‘The big, bad wolf is on his way’
Development

Write the following question on the board: Throughout ‘The Edge’ Chris is referred to using animal imagery.
Why do you think he is described in this way?

Students then complete four PEE paragraphs in response to this question. Explain that they have the example
(E) part of their paragraphs from Worksheet 25 , but that they need to come up with the Point and Explanation for each example. They may find it helpful to complete the PEE chart on Worksheet 23 before they begin writing.

Lower ability groups may need extra support. In this case, display OHT 26 and run through the annotations and sample PEE paragraph.
Plenary

Ask three or four students to read out one of their paragraphs, and recap the importance of using PEE.

Pairs discuss what animal they think they would be associated with and why.
Homework
Students should read Chapters 15–16 before the next lesson.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 43

Animal imagery is used throughout The Edge to describe Chris. Look up the references to animals on the pages listed below and write the relevant quotation into the table. An example has been done for you.
Page no.
Reference
2
2
‘She’s tweaking the tiger’s tail’
5
5
6
101 –102
105
124
125
134
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 44

Annotation
Sample paragraph
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 45

Lesson 10:
Prejudice
Framework Objectives
S3
S8
S11
R18
Wr2
Write with differing degrees of formality, relating vocabulary and grammar to context
Investigate the organisation and conventions of ICT texts
Investigate ways English has changed over time and identify current trends of language change
Discuss a substantial prose text, sharing perceptions, negotiating common readings and accounting for differences of view
Record, develop and evaluate ideas through writing
S&L2 Use standard English to explain, explore or justify an idea
S&L9 Discuss and evaluate conflicting evidence to arrive at a considered viewpoint
Students will need to have read up to the end of Chapter 16 before this lesson.
Starter

Students complete Worksheet 27 , which details the text messages Abbie might have sent to Danny.

When they have completed the worksheet, discuss briefly to what extent Text English is a useful shortcut, and what its limitations are. Why do students think Abbie doesn’t in fact send Danny text messages in the novel?
Introduction

Put students into pairs or small groups, and ask them to spend ten minutes discussing the following questions:
 What do you understand by racial prejudice?
 Are you familiar with any incidents of racial prejudice (either in the news or personally)?
Development

Worksheet 28 identifies four specific incidents of racial prejudice in the novel (although there are others, of course). Students complete the table by looking up the page references and noting the details of the incident.

As they are completing their worksheets, ask students to think about why each incident occurred.
Plenary

Take feedback from the class, returning to the question of why they think the prejudice occurred in each case.

These four incidents are narrated by different characters in the novel. Why do students think Alan Gibbons has chosen to do this?
Homework
Students should finish reading the novel before the next lesson.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 46

Imagine that, while the events of Chapters 14 –16 are taking place, Abbie sends Danny ten text messages to warn him that Chris has discovered their location and is coming to find them.
Unfortunately Danny’s phone is not turned on.
1. Turn Abbie’s first four messages into text language:
 He’s coming.
________________________________________________________________________
 Danny, he’s on his way.
________________________________________________________________________

He knows where you are.
________________________________________________________________________
 He’s after you. The Animal is after you.
________________________________________________________________________
2. Now translate Abbie’s other six messages into standard English. Remember to put in the capital letters and punctuation marks, as well as the correct spellings.
 the A is on ur track
________________________________________________________________________
 u hv gt 2 get away b4 its 2 L8
________________________________________________________________________
 u r in dangr u mst not w8
________________________________________________________________________
 tel ur mum wot hppnd at skul wiv Dix
________________________________________________________________________
 r says hi n LOL we r thnkn abt u
________________________________________________________________________
 hope u r ok txt me 2morw 2 let me know wots hppnd
________________________________________________________________________
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 47

Racial prejudice is a theme running through The Edge . The first column on the table below refers to four examples from the novel. Find and re-read each example, and then fill the missing information about the incident into the table.
Who is the target of the racial prejudice?
How is the prejudice shown?
What effect does it have?
Harry pp 19–20
Steve pp 84, 91
Mr King
(the head teacher) pp 131–133
PC Kate
Daniels p 167
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 48

Lesson 11:
Changing characters
Framework Objectives
S10
R18
Explore differing attitudes to language, and identify characteristics of standard English that make it the dominant mode of public communication
Discuss a substantial prose text, sharing perceptions, negotiating common readings and accounting for differences in view
Students will need to have read the whole novel before this lesson.
Starter

Tell the class that, in The Edge , Harry frequently uses clichés and other old fashioned phrases. Explain that a cliché is a word or expression that has lost much of its force through over use. Draw the distinction between this definition and that of a euphemism: a word or phrase that avoids mentioning things directly, which is often used when talking about sensitive topics.

Hand out copies of Worksheet 29 and ask students to complete it in pairs (approximate meanings are acceptable). You may need to assist with some of the more old fashioned phrases. When they have finished, take feedback and discuss as a class what Harry’s use of clichés shows about his ideas and attitudes.
Introduction

Explain to the class that the focus of this lesson will be on character development in the novel and ask them to consider the following questions:



How do we judge characters in fiction?
Which characters do we normally expect to change?
What kinds of experiences cause characters to change?
Development

Students can then complete Worksheet 30 , to explore the nature of change in the novel. Support lower ability groups by filling in some boxes on an OHT version of the worksheet, to give guidance on the kinds of comments required.

Take feedback and then ask the class whether they think changes to each character are positive or negative. Do they think that only ‘good’ characters change in the novel? Lead on to a discussion about Chris. Why do they think he is not changed by his experiences? Does his unchanging nature make him a better villain? (These discussions can be conducted as a class, or in pairs/small groups.)
Plenary

Ask the class to reflect on character change in other fiction texts. For example, does Harry Potter change in
J.K. Rowling’s novels, and Frodo in The Lord of the Rings ? What about the unchanging nature of characters in soap operas or cartoons like The Simpsons . Conclude by asking whether students think that character change is necessary in a good work of fiction.
Homework
Students could write a paragraph about a character in fiction or film who was changed by his or her experiences.
They should describe the character and the cause of the change. Alternatively, they could write about an experience which has changed their own attitude towards someone or something.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 49

1. In The Edge , Harry uses a nu mber of clichés and euphemisms. The following phrases all appear on pages 25 –26. Discuss the meaning of each phrase with a partner and fill in the table below. Then identify whether the phrase is a cliché or a euphemism and fill this into the final column.
Phrase Meaning
Cliché or
Euphemism?
Killing the fatted calf
A bun in the oven
Paid his stamp
In the family way
Political correctness gone mad
Play ball
Pleased as punch
2. Other people also use clichés. Explain what the following mean.
Cliché What it means
Sick as a parrot
Over the moon
A game of two halves
3.
What sort of context might the above clichés be used in?
____________________________________________________________________________
____________________________________________________________________________
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 50

Several characters change during the course of the novel. Fill in the table below to show how they changed, and what you think caused these changes.
Character How they changed What caused the change
Danny
Cathy
Harry
Joan
Des
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 51

Lesson 12:
Multiple perspectives
Framework Objectives
S3
S10
R18
Wr5
Write with different degrees of formality, relating vocabulary and grammar to context
Explore different attitudes to language
Discuss a substantial prose text, sharing perceptions, negotiating common readings and accounting for differences in view
Experiment with narrative perspectives (multiple narration)
Starter

Discuss with the class the idea of formal and informal language and list on the board some typical features of each. Formal language might include: fully-formed sentences, no abbreviated forms, standard English ; informal language might include: use of abbreviation, use of slang, looser sentence structures .

Using Worksheet 31 , ask the class to rank the extracts in order of formality. Students can read out the order they have decided on and reach a class consensus through discussion.
Introduction

Explain that students will be focusing on ‘voices’ that are evident in the extracts that they have just read, linking to the work done in Lesson 3 . Remind them of this, and introduce the term ‘multiple narration’, explaining that it is an interesting and sometimes effective alternative to first and third person narrative perspectives. Alan
Gibbons has used a twist on traditional first-person multiple narration, in that each character’s story is told in the third person, but still includes their unique thoughts and perspective.

Before examining the voices in the novel, students should consider:
 How individuals have their own voices in terms of the way they speak, and their typical choice of vocabulary
 How some people are almost instantly recognisable from the way they speak – a fact exploited by impressionists.
Development

Returning to Worksheet 31 , students should attempt to identify the speaker in each extract. These are:
A. Harry C. Steve E. Cathy G. Mr King
B. Joan D. Danny F. Des H. Chris
Remind students that clues can be found in both what the speaker is saying and in their mode of expression.

Students share their identifications with the rest of the class and then discuss how well Alan Gibbons has differentiated the voices of his characters. Who do they think was the easiest and the most difficult character to spot? Do less sympathetic characters use less standard English – and if so, why?
Plenary

Discuss with students whether having so many voices contributes to their enjoyment of the novel? Do they think the technique is used successfully here?
Homework
Students write a short narrative from the perspective of two characters, focusing on distinguishing their voices.
More able students could write from the perspective of two characters who do not have a ‘voice’ in The Edge .
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 52

1. Read the eight extracts from The Edge below. Arrange them in order of language formality, giving a number 1 to the most formal and an 8 to the least formal.
2. For each extract, identify who is speaking or thinking. What clues help you to decide – is it what is said, or how it is said?
A
I might have known, he thinks. Joan’s at it already, killing the fatted calf. She’ll have the best crockery out for tea, you watch. You wouldn’t think Catherine had brought disgrace on this house.
B
Stupid man!
Stupid, stupid old man.
[She] washes the dishes and cries out inside. Why can’t you see, Harry? Why can’t you open your eyes and see what’s right there in front of you? … Look and don’t listen to the mean, nasty, destructive voices you’ve got in your head…
C
D
E
F
G
H
‘Stinking coppers!’ [he says], leaning his back against the wall and checking if the coast is clear.
They were almost on top of lover boy and his girly when the panda car came round the corner. Talk about timing! All the stupid coppers saw was a gang of lads running.
Stupid old muppet! It’s been a struggle to bring himself to talk to him since he saw that graffiti. He thinks like them, he thinks just like the bonehead racists who sprayed it on the wall. But there’s no point dwelling on it now.
Back to face the music. A wave of panic sweeps over her. She will have to relive it all, what Dad calls the disgrace. I can’t do this! In London there was no disgrace, nothing to be ashamed of, just a mother and a child trying to make their way in the world. No, really I can’t do this.
He tries to imagine their life with him in it. It’s soft focus Walt Disney stuff. A man, his wife and his kid, usually walking along the beach, kicking up the gentle waves.
It’s appealing. Then [he] shakes his head. It’s too late, too damned late for him. He had his chance.
She puts it all down to racism, of course. Typical. Who gave racism a moment’s thought before he arrived? Nobody takes responsibility for their children these days.
It’s always somebody else’s fault.
There’s no point in getting arrested. He’s got form. The local filth would like nothing better than to pull him over in a petty assault. ‘I’m leaving, fatboy,’ he says, sauntering down the road as slowly as he dares. ‘But this isn’t over, not by a long chalk.’
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 53

Lesson 13:
Writing a book review
Framework Objectives
R7
R18
Compare the presentation of ideas, values or emotions in related or contrasting texts
Discuss a substantial prose text, sharing perceptions, negotiating common readings and accounting for differences of view
Wr11 Make telling use of descriptive detail
Wr16 Present a balanced analysis of a text, taking into account a range of evidence and opinions
Students will need to have read up to the end of the novel before this lesson. Should you wish to adapt the lesson for ICT, students could use the internet to find published reviews of the book. They could then compose their own and email them to a book review website such as www.cool-reads.co.uk or the Blue Peter review page at www.bbc.co.uk.
Starter

As a class, complete the quiz on the novel in ICT Activity 2 . (Alternatively, the list of questions is given on
OHT 32 and the quiz can be given orally, with students holding their thumbs up for true and down for false.)
Introduction

Introduce the writing triplet Analyse, Review, Comment. Focus specifically on the key features of reviews: they give us basic information about the storyline; they include the reviewer’s opinion; they often have a friendly, informal tone; they use the present tense; sentences are often packed with detail . Then, as a class, read through the reviews of The Edge on Worksheet 33 .

Working in pairs, students go through the reviews once again, highlighting vocabulary and features specific to this type of writing.
Development

Students write a book review of The Edge . They need to include:
 A brief summary of the plot




Some comments on the style of the writing
An explanation of the themes and ideas in the book
Their personal opinion of the novel
Whether they would recommend it to other readers.
Plenary

Ask students to share their favourite part of or moment in the book.
Homework
For homework, students could talk to someone who has not read the novel, sharing their views and recommendations, and report back to the class.
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 54

The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 55

The Edge , from a series of different sources. Read them and take note of how they are written.
“a fast moving, tense, emotional story which is a real page turner”
Carousel, Autumn/Winter 2002
“Gibbons is passionate about making literature accessible to young people… He uses short, mini-chapters to tell his story and the effect is electric”
Lindsey Fraser, Booktrusted News
“The characters are brilliantly drawn, particularly Chris; his self-
Feather righteousness, so closely linked with the urge to lash out, is
Boy chilling”
Mail on Sunday
“The story is fast paced and holds the reader’s attention… Many readers will be quickly drawn into the story and be absorbed by its pace and excitement”
The School Librarian
The main characters in this book are fifteen-year old Danny and his mother Cathy.
Cathy is white, while Danny is mixed race. (His mother became pregnant a sixteen with him by a black man named Des who is introduced later on.) In the beginning they both run away from Cathy's violent and abusive boyfriend Chris Kane to Cathy's Northern hometown, Edgecliff. When they arrive, they are made to feel unwelcome by Cathy's father who disapproves of mixed-race relationships and regards Danny as a 'mistake'.
Elsewhere in the town, racism is a major issue and Danny starts to find himself in complicated webs, especially when he starts the local high school. And then Chris starts to track them down...
This book is FANTASTIC. Its characters are well-formed and fully believable, its plot is meaty yet easy to follow and it is consistently fast paced and exciting, which is rare. It investigates the capacities of humans for love, emotion, violence, prejudice and stereotypical behaviour amazingly well, and allows further expression for the different characters' views as the book is told in mini-sections, each titled with the name of the character concerned. Congratulations to Alan Gibbons for writing such an excellent book that in my opinion should win every award going.
Amazon reviewer, August 2003
The Edge
Scheme of Work © HarperCollins Publishers 2006. This page may be photocopied for use in the classroom 56