# data[].attributes.body
Stitch Head is a story that follows the titled main character throughout his adventures within the castle. The professor his 'master' makes creatures of 'almost life' and Stitch Head carries potions that make the creatures less dangerous. One of the creations nicknamed 'Creature' wants to be his best friend but Stitch Head would prefer to be alone as his master left him alone many years ago. Mr Freakfinder, who owns a circus is told about the castle and all the creatures enclosed and tricks Stitch Head that he would be 'unforgettable.' Freakfinder kidnaps a young girl and claims she has been taken by one of the creatures within the castle meaning the town came to the castle with pitchforks to get the girl back. Stitch head, Creature and the young girl must fight to keep the professor and the creatures alive.

# data[].attributes.body
8- 11 years. Middle grade novel. Book with an advanced story and prose, children between this age are expected to read about 30,000- 50,000 words per book. Stitch head is 192 pages with bigger text. The book explores prose as well as elements of poetry.

# data[].attributes.body
Whole class read, the cliffhangers at the end of the chapters would build up suspense of the whole class. Can also be used to introduce and consolidate knowledge of poetry within the class. Can be helpful on the objective of getting the children to predict what happens next using clues from the text.

# data[].attributes.body
- Poetry, using the poems at the start of the chapters, the children can write their own poems about their chosen character using the same structure as within the book. By doing this children will not only be learning how to condense information but will gain a new literacy skill.
- Feelings task, using a silhouette drawing of chosen characters, ask the children about the characters feelings. Then get the children to write key vocabulary that explains the characters feelings (inside the body) and how other characters feel about them (on the outside.) By doing this, it helps children unpick the text and to put themselves in the position of each of the characters. This will generate book talk as it helps the children see the scenario from all characters point of view.
- Create your own monster, children are put in the position of the professor to create their own monster. Then swap with a partner to create one of Stitch Heads potions to counteract the work of the professor.

# data[].attributes.body
The story starts with a little boy called Jack who is finding the perfect tree to read his new book. After finding the perfect tree, Jack is visited by different animals who want to sit in that tree too. Jack gets annoyed and says it is his tree and he doesn't want to share the tree with the other animals. Eventually Jack shouts 'THIS TREE IS JUST FOR ME!' and the animals leave. When Jack tries to read his book again he realised it wasn't the same without the animals and felt quite lonely. At the end, Jack decides to share his tree with all the animals.

# data[].attributes.body
Year 1 read. Lots of colourful pictures with few but impactful words.

# data[].attributes.body
Whole class read in one session, children to sit in a circle on the carpet.

# data[].attributes.body
- Acting out the story. Allow children to assign themselves the different characters in groups and present the story as a selection of freeze frames. Teacher can move around the freeze frame and ask the different children what they think their character would be feeling at this time and provoking thought by asking why they may feel this way. Allows children to visually see the plot and also infer characters feelings.
-Making their own. Think of their own 1 animals to fit in the story and draw their own illustration to go into the book. Teacher can put drawings together to make a class book and write the story together as a class. This can also be used in older years and they can create the whole story for themselves.
-Class task, learning about different habitats as cross- curricular with science. Children to make a mind map in groups on the key words of animals and also describing words (adjectives) they would use to describe these animals. Share with other groups to guess each others animal using the adjectives.

# data[].attributes.body
Stanley has always had bad luck due to a curse that was put on his great- great grandfather and he was charged with stealing trainers that he didn't mean to. He is sent to Camp Green Lake to dig holes. Hundreds of years before Stanley is there, a school teacher whom the richest man in the town wants to marry, kisses Sam who is the onion seller which was against the law as Sam was black. The towns people want to kill Sam but despite attempt to escape, Sam is killed. Katherine becomes Kissing Kate (who robbed Stanley's great grandfather) she buries Stanley's great grandfathers money and even though the is tortured she would not reveal the location. One day Stanley digs up lipstick with the initials KB on them. Stanley becomes close friends with a boy called Zero who is a relative to the woman who cursed his great great grandfather. Zero runs away from camp and Stanley follows him, Zero becomes weak so Stanley carries him up the mountain. Stanley finds the suitcase of his great grandfather and his lawyer allows him to take the suitcase. When arriving home it seems that the curse has been lifted.

# data[].attributes.body
Year 6, complex vocab and sub-plots.

# data[].attributes.body
Class read. Using question prompts such as themes, prevailing tense. Using prediction amongst the class. Some chapters can be set as homework task in preparation for next lessons.

# data[].attributes.body
-Exploration of characters. Read chapters 16-18 as a whole class. Create a event line of what has happened. Create groups of different characters in the book and assign roles out e.g. Stanley, X-Ray, the Warden. Interview each character in a hot seat style and establish feelings and relationships between the characters.
- Questioning task. In groups mind map 5 questions the children wish to be answered at the end of the story, put a3 sheets on the working wall and at the end of the story revisit them and answer the questions.
- Story boards to understand the sub-plot. Children to either pick the story of the curse or the story of Katherine and Sam and to make a story-board. Then make the change in time periods clear and do the bottom part of the story board about how it impacted Stanley. This task will enable children to see the cause and effect relationship of the story.

# data[].attributes.body
The story includes a whale who is lonely, but has a quest to collect more items and he rifled through ship wrecks and the ocean to find anything he could. Despite this, he never felt satisfied and realised the more he went out looking for things, the lonelier he became. One day he came across a place with lots of different things in with all different creatures. When they saw him the animals panicked. Crystal shouted at the whale and asked him what he wanted things for, the whale didn't know. He wanted to feel happy and Crystal explains that having lots of things won't bring him happiness. He wanted to give back his gift that he had never given to anyone before, he made a noise and all the animals danced to it. This made him realise that he needed to give back too.

# data[].attributes.body
Year 1

# data[].attributes.body
Class read

# data[].attributes.body
- Discussing special gifts, children sit in a circle and discuss what their special gift/ talent is and how they can share it with others like the whale.
- Drawing special object, understanding that it is not stuff that makes us happy and get children to draw what one thing they would want to keep forever and identify the things that aren't objects but mean more to them.
- Writing a letter to the whale as a class to try and help him understand he should stop chasing things.

# data[].attributes.body
Bear and Rabbit notice that the woods that they live in looks different and it looks like everything has moved. They come across different animals who's homes have been destroyed including Woodpecker who no longer has a tree. They see that the trees are being cut down to make room for a bigger stream. For some animals this is good news but for others, like rabbit, this would be dangerous as he would be fully submerged in water due to his size. They try and explain to Castor the beaver that he can't cut down all the trees as some animals need them to survive. In the end, the animals make a friendship and work together to make it so animals can all live together.

# data[].attributes.body
Year 2

# data[].attributes.body
Independent reading

# data[].attributes.body
- Create their perfect friend, template of a ginger- bread man and write around it all the traits they would want to have in a friend.
- Architects, work in groups or on table to make a plan so that all the animals can live together, cross curricular with science.
- Letter, write a letter to Castor as to why he can't cut down all the trees.

# data[].attributes.body
August (Auggie) was born with a genetic problem which meant his facial features are irregular and is home schooled until the age of 12. His mother wants him to go to high school but his dad is hesitant. Jack, Charlotte, and Julia give him a tour round the school and people are shocked when they see him. Jack says he wishes Auggie would stop following him around. The second part of the book is from his sisters point of view, part 3 is from Summer's point of view who decides to become friends with Auggie despite what the other children say. They work on an Egyptian Museum project at her house, where Auggie learns more about Summer’s personal life, including the fact that her father died. Part 4 is told by Jack where Jack realises why Auggie is upset with him and he feels bad. Another student calls Auggie a freak and Jack punches him. We are introduced to Via's boyfriend Justin who tells part 5 which exposes Via being ashamed of her brother Part 6is Auggie again, Julian puts mean notes in Auggie’s and Jack’s lockers, but Auggie notices that students are accepting him more. He is also upset his sister is ashamed. In part 8 the school goes on a school trip.  On movie night, when Jack has to use the bathroom, Auggie goes with him. In the woods, they meet a group of seventh graders who say awful things to Auggie. A fight breaks out. Jack and several other boys defend and protect Auggie. Auggie gets hurt and loses his hearing aids. At home, Auggie gets a new puppy and at school Auggie has become a hero along with Jack and the other boys who defended him in the woods.

# data[].attributes.body
Year 5

# data[].attributes.body
A mixture of class reading and independent reading

# data[].attributes.body
- Hot seating, allocate a pupils to act as characters and everybody else ask questions  to recognise the characters feelings.
-Rewrite the story, using their own POV and what they would do if they were in the story.
- Kind words exchange, allocate each pupil another person in the class to write something nice about them on a post-it note, class discussion about the importance of kindness.

# data[].attributes.body
Charlie and Eddie go out before breakfast to find a monster. They encounter different animals that live in different environments. As they travel across the world they go over 'shimmering ocean' 'huge, high mountain' 'deep, dark jungle' with an element of mystery for the reader about who the monster is. The monster is their brother who tickles them on the floor and it was all part of their imagination.

# data[].attributes.body
Cross curricular links with geography and science. They travel the different parts of the world and their properties e.g. the sea, tall mountains and explore the elements of these concepts. Within these different areas, animals live there, the children get to see what type of animals live in these habitats which is a cross curricular link to science habitats.

# data[].attributes.body
Rhythm and rhyme with mention of the traditional fairy tales they would have been introduced to before hand. It is set out in a 'I Spy' way which encourages children to find familiar characters. The pages are majority pictures.