sawbones

ROLLERCOASTERS: Resource Pack www.oxfordsecondary.
com/rollercoasters-resources © Oxford University Press 2022 2

Contents
Introduction 3
Teaching Highlights 4
Overview of Scheme of Work 5
Content Summary 6
Lesson Plans 8
Student Resources 17
Self-assessment 29
Answers 30
Further Reading 38
Teaching materials written by Ben Hulme-Cross
Acknowledgements
We are grateful for permission to include the following copyright material in these resources:
All extracts from Sawbones by Catherine Johnson are taken from the OUP Rollercoasters edition (ISBN 978-1-38-203514-9).
Cover illustration by Royston Knipe.
Photographs: p21 (t,l): Nicola Bertolini/Shutterstock; p21 (t,r): Vladimir Mulder/Shutterstock;

p21 (b,l): Peter Dedeurwaerder/Shutterstock; p21 (b,r): Valzhina/Shutterstock.
We have tried to trace and contact all copyright holders before publication. If notified, the publishers will be pleased to rectify any
errors or omissions at the earliest opportunity.
ROLLERCOASTERS: Resource Pack www.oxfordsecondary.com/rollercoasters-resources © Oxford University Press 2022 2

Sawbones
Introduction
Summary Friendship – the deepening friendship between Ezra
In 18th-century London, young Ezra is a talented and Loveday, surrounded by so much injustice, death
apprentice to his ‘master’ William McAdam, a well- and danger, is a key element in the novel. Although they
known surgeon. Though Ezra feels loyalty and affection are almost polar opposites – he reserved, methodical
for McAdam, he yearns to finish his apprenticeship and and cautious and she flamboyant and daring – their
strike out as a surgeon on his own, independent and contrasting personalities are what make them such a
free. A chance encounter with Loveday Finch, the formidable team.
daughter of a murdered magician, throws his life into Level of challenge
chaos when he agrees to help her investigate her
Sawbones is a historical detective novel and will be
father’s death. Soon McAdam also lies dead, and the
accessible to most students in Years 7, 8 and 9,
pair must survive body snatchers, assassins and an
although some will need support with the technical and
international plot centred around the Ottoman Embassy
historical vocabulary. The everyday racism that Ezra
in London.
encounters will need to be handled sensitively.
Key themes Cross-curricular links
Discrimination, privilege and power – the society Ezra
The novel is relevant to a range of topics including:
lives in discriminates against people based on perceived
skin colour, ethnicity, disability and social class. White History – the Enlightenment, the French Revolution,
people from certain social classes have more power and history of medicine, and transatlantic slavery.
privilege than ethnically diverse people, disabled people
PSHE – living in the wider world: choices and pathways;
and people from low-income backgrounds. Ezra is a boy
additionally, the novel could prompt interesting
of mixed ethnic background, he has been an enslaved
discussion around the question of who does and who
person, he has a facial difference (a scar) and he is an
does not have power in the UK today.
apprentice who has no income. Due to the multiple ways
he is marginalised, he experiences discrimination
differently from those who are marginalised in other or
fewer ways. Ezra is very aware of the ways he is
excluded and discriminated against and his lack of
power and freedom. For example, he compares his lack
of financial and social capital as an apprentice to that of
an enslaved person. Ezra's exclusion and
powerlessness is contrasted with the privilege, freedoms
and power of other characters. For example, the relative
power and authority of McAdam, and the almost
almighty force of the Ottoman Empire.
Justice – both Ezra and Loveday possess a keen sense
of justice. In Ezra’s case, this begins with social justice –
his sense that the world is unfairly organised; that the
privileges enjoyed by the few, as compared to the
suffering of the many common people, are profoundly
wrong. Both Ezra and Loveday also seek personal
justice: they want to avenge the deaths of William
McAdam and Loveday’s father, and hold accountable
those responsible, however powerful and protected they
may be.
Death – the novel begins and ends on the surgeon’s
table, and death is never out of focus. Ezra saves lives
and fails to save them. Patients die under the knife,
dead bodies are removed from their graves and
dissected, important characters are killed, and both Ezra
and Loveday have reason to fear for their own lives
many times over.

Sawbones
Teaching Highlights
This Resource Pack contains 9 customisable Lesson Plans and 13 Student Resources to help you build a scheme of
work. Teaching ideas include:
 Engaging openings – explore how writers create  Social context – understand how Ezra’s views about
engaging openings, looking in particular at power and authority can be explained in the light of
unanswered questions posed in the Prologue as Mr historical and social contexts: revolution and
Finch lies on the surgeon’s table (Lesson Plan 1) transatlantic slavery (Lesson Plan 6)
 The detective genre – use students’ knowledge of  Character development – comment on the ways in
detective stories to establish the conventions of the which Ezra’s character develops throughout the
genre, and explore the text to identify the conventions story, and how the author conveys the changes
in use (Lesson Plan 3) (Lesson Plan 8)
 Creating tension – comment on how the writer  Personal response – critically examine the author’s
builds tension with her vocabulary choices, sentence success in writing Sawbones and the personal impact
structures, and through foreshadowing (Lesson that a part of the novel has had on the students (Self-
Plan 5) assessment)

Sawbones
Overview of Scheme of Work

Related resources and
Lesson and focus Skills covered
end of novel material
Lesson 1: Beginnings Develop a response to the opening. Resource 1
Explore the writer’s vocabulary choices. Novel pages 264–265:
Language and Style:
Surgery and anatomy
Lesson 2: Getting to know Consider Ezra’s characteristics. Resource 2
Ezra Develop a response to Ezra. Novel pages 266–268:
Language and Style:
Slavery, ethnicity and
social status
Novel pages 269–272:
Vocabulary List
Lesson 3: Detective stories Consider the conventions of the detective genre. Resources 3a, 3b, 3c
Explore effective descriptive writing.
Lesson 4: Motivation Comment on Ezra’s motivation. Resources 4a, 4b
Explore the theme of racism.
Lesson 5: Creating tension Comment on how the writer creates tension.
Consider the effect of language and sentence structure.
Lesson 6: Historical context Recap key plot elements. Resources 6a, 6b
Explore the historical context of the novel. Novel pages 260–263:
Novel Insights
Lesson 7: Ezra and Appreciate different characters’ points of view. Resource 7
Loveday’s relationship Comment on how the writer presents the relationship
between Ezra and Loveday.
Lesson 8: How Ezra has Select and retrieve evidence. Resources 2, 8
developed Comment on how Ezra has changed.
Lesson 9: A satisfying Explore the conventions of story endings.
ending? Comment on the effectiveness of the ending of
Sawbones.
Lesson 10: Assessment Self-assessment. Resource 10

Sawbones
Content Summary
Chapter Plot outline
Prologue Charles Finch lies on a table in Constantinople as a surgeon opens the skin behind his ear and stitches
in some rubies. Finch is to be paid to deliver the rubies in secret to a young prince of the Ottoman
Empire, in hiding in London.
One In London, Ezra, apprentice to the surgeon Mr McAdam, assists McAdam as he performs a public
amputation. Afterwards, he goes home to prepare the next day’s corpse, which throws up various
surprises: he is a Black man with the hands of a gentleman; he has been shot; he has a tattoo in Arabic
lettering, and his tongue has been removed.
Two Ezra visits the home of his love interest Anna, where he learns that she is being moved by her family to
Holland, in part to separate them. Back home, Ezra mentions the surprising features of the corpse he
examined earlier to McAdam, then asks for an income, leading to an argument. Running an errand, Ezra
encounters Loveday Finch for the first time outside the Fortune of War tavern. When Loveday is chased
away by the body snatchers who frequent the tavern, Ezra intervenes and then bandages her wounded
leg. She offers him money to help solve the mystery of her father’s death, and he accepts.
Three In the basement of the tavern, Ezra identifies Finch’s body but cannot purchase it. He resolves to attend
the public dissection for which the corpse is destined, at Mr Lashley’s theatre, where he learns that the
stomach was removed before arrival, and that the heart is impossibly shrivelled. Ezra resolves to wait up
for McAdam to apologise for the argument and while he waits, he removes the piece of tattooed skin
from the corpse of the unidentified Black man. Ezra falls asleep, but wakes to the sound of intruders
trying to break into the house – they run away.
Four Ezra informs Loveday that he has found her father’s body. She reveals that they recently returned from
Constantinople, and that the day before his death Finch performed his magic show at the Ottoman
Embassy, before falling ill on the way home. The evidence hints at poisoning. Loveday proposes that
she and Ezra become a sleuthing double act, but Ezra is not keen.
Five At McAdam’s house, Ezra shows Loveday around the museum where she spots the piece of tattooed
skin, which she recognises as showing the Arabic mark of the harem in the Ottoman Court in
Constantinople. Later, Ezra learns that Anna has already sailed for Holland.
Six Ezra is followed from his house to a churchyard where he used to meet Anna, by a rough-looking man
who threatens him with a knife before Loveday appears and he leaves. Ezra tells Loveday he wants to
meet Finch’s performance partner, Mr Falcon. Later, Ezra is approached by a scruffy but well-spoken
boy who asks after the Black man's corpse, before running off. Again, he sees the rough-looking knife-
man across the street.
Seven Allen, a body snatcher, warns Ezra that people are asking questions about the Black man's corpse.
Later, the knife-man and his well-dressed boss, whom he calls Ahmat, break into the house, threaten
Ezra and demand to know about the corpse, as well as that of a child they recently dissected. They are
looking for jewels. McAdam interrupts them and is shot dead.
Eight McAdam’s funeral is held. At the memorial lunch, Ezra meets two French surgeons who invite him to
visit. McAdam’s nephew, James McAdam, informs Ezra that he will be selling Mr McAdam’s estate, and
that Ezra has been promised to serve as Mr Lashley’s assistant. Ezra is horrified.
Nine Ezra learns that a man from the Ottoman Embassy named Ahmat has been arrested for McAdam’s
murder. Loveday insists that the embassy links McAdam and Finch’s murders, and they resolve to go
and see Mr Falcon, whom they find dead in his room.

Sawbones
Chapter Plot outline
Ten The clues in Falcon’s room include: half eaten baklava (which Finch also ate at the embassy the day
before he died) and a letter in Arabic from Finch to Falcon. Ezra and Loveday suspect both were
poisoned. They encounter Mahmoud, the scruffy but well-spoken boy, once more, and learn that he is
the son of the Ottoman Sultan. He agrees to translate the letter if they will help him to exhume Finch’s
body in search of the rubies.
Eleven They open the grave and discover the rubies. Hearing a shout, Mahmoud runs off with the jewels. Next
morning, James McAdam announces that the house will be shut up, the servants dismissed and Ezra
forced to leave.
Twelve Ezra assists Lashley with an amputation which goes wrong. Loveday whisks him off to see McAdam’s
lawyer, in the hope of seeing his will. The lawyer refuses as they are not related to McAdam. Loveday
pulls out a sword, but Ezra bundles her out of the office and is furious with her.
Thirteen Ezra breaks into McAdam’s house and finds Mahmoud hiding there, afraid that members of the Ottoman
Embassy are after him. In discussion, they realise that Mahmoud’s bodyguard (the unidentified Black
man) and McAdam were killed by the same man, but that his name is not Ahmat. Later, assisting
Lashley with a dissection, Ezra criticises his skills and loses his position. However, Ezra stands up to him
in front of a packed audience and receives a round of applause for his bravery and truthfulness.
Fourteen Ezra visits Ahmat in prison and finds him already hanged, but is able to confirm that this is not the man
who killed McAdam. Back at the house, Ezra opens James McAdam’s letters and learns that the lawyer
believes James McAdam is not legally in a position to sell the estate. Loveday dyes her hair and
formulates a plan to get into the Ottoman Embassy to learn more: she and Ezra will perform a magic
show.
Fifteen At the embassy, they perform their vanishing trick in front of an audience that includes the man who Ezra
recognises as McAdam’s killer. Afterwards he confronts the man. They fight but Ezra cannot bring
himself to kill the man, who then locates a gun and chases Ezra and Loveday through the embassy and
onto the roof, where Loveday cuts his throat and kills him.
Sixteen A year later, Ezra has inherited the McAdam house and operating theatre, and is now performing his
own operations as a respected surgeon. It turns out that McAdam left him everything. Loveday is
escorting Mahmoud across Europe to Constantinople. Ezra opens a letter from her, sent from
revolutionary Paris, saying that she has lost Mahmoud and fears for his life, and asking Ezra for help. He
gathers his things, intent on helping his friends.

Sawbones: Lesson 1
Lesson 1: Beginnings
 Invite students to read the Prologue, if they have not
Links to the novel: already done so. Discuss as a class: How has the
Pages 1–18: Prologue, Chapter One writer engaged the reader’s attention from the first
We suggest these chapters are pre-read before the sentence? How has the writer created a sense of
lesson danger?
Objectives:  Ask pairs of students to note the unanswered
 To develop a response to the opening questions that arise from reading the Prologue.
 To explore the writer’s vocabulary choices  Take feedback on some of these questions in the
group, and ask students to reflect: What is the effect
Exam links: on the reader when a writer prompts unanswered
 English Literature AO1: read, understand and questions in the opening pages of a novel?
respond to texts
Activity 2
 English Literature AO2: analyse the language,
form and structure used by a writer to create  Invite students to read Chapter One, if they have not
meanings and effects, using relevant subject already done so. Ask them to scan the chapter,
terminology where appropriate noting key quotations that are graphic and gory.
 English Language AO1: identify and interpret  Encourage students to share the quotations and
explicit and implicit information and ideas explain the effect they have on the reader.
 English Language AO2: explain, comment on  Direct students to the Language and Style section
and analyse how writers use language and and ask them to read the material on surgery and
structure to achieve effects and influence anatomy (pages 264–265). Discuss as a class the
readers, using relevant subject terminology to questions posed at the end of the section.
support their views Support and stretch
Grammar and language features: In the Engage activity:
clause: a part of a sentence with its own verb  Support: Use sensory prompts to encourage
comma: punctuation , used to mark a pause in a descriptions of sight, smell, sound and texture. This
sentence or to separate items in a list should be handled sensitively as some
Engage neurodivergent students could have strong reactions
compound sentence: a sentence with more than to sensory stimuli.
 one
Askclause
students to imagine something that makes them
feel extremely squeamish and note down vocabulary  Stretch: Insist that no verb or noun should be
prologue:
they couldan introduction
use to conjure to a poem,
that image play or story
effectively. unmodified, i.e. without an adverb or adjective.
 pronoun: a word to
Prompt students that cannotes
swap be used
within
a place
partnerofand
a In Activity 1:
noun,
framee.g. I, it, they,
questions them,and
to clarify her,develop
him the image, e.g.
how does the thing or moment look, feel or smell?
 Support: Give one or two examples of unanswered
questions. For example, ‘Too much is at stake’ –
 Encourage students to share particularly successful what is at stake?
sentences from their description with the group.
 Stretch: Ask students to explain which unanswered
 Word power: Display the first part of Resource 1. question they find most intriguing.
For each word, invite a range of definitions and
Follow-up
record these on the board. Ask students where they
might have seen the words used before, or how they  Ask students to use their notes from the Engage
might link to other familiar words that could give clues activity to write the opening of a story in which a
to their meaning. sense of danger and mystery is created. Ask them to
use their notes from Activity 1 to write a paragraph or
 Display the remainder of Resource 1. Review the two explaining how effective they found the opening
definitions given. Does seeing the words in context of the novel.
make their meaning clearer and help in deciphering
their meaning? Praise students who attempted to link
to other vocabulary and infer meaning, even if they
got the answer wrong. Highlight the importance of
reading unfamiliar language in context to support
decoding.
Explore
Activity 1

Sawbones: Lesson 2
Lesson 2: Getting to know Ezra
Activity 2
Links to the novel:
Pages 4–46: Chapter One, Chapter Two  Invite students to read Chapter Two, if they have not
already done so.
We suggest these chapters are pre-read before the
lesson  Ask students to skim and scan the chapter, again noting
key information about Ezra: what he does, says and
Objectives: thinks that reveals something about his character, and
 To consider Ezra’s characteristics also any information about his background and current
 To develop a response to Ezra circumstances. Encourage students to think about the
ways Ezra experiences discrimination. Students can
Exam links: add to their work on Resource 2 using a different
 English Literature AO1: read, understand and colour.
respond to texts
 Ask students to share the information and the
 English Language AO1: identify and interpret impressions it creates of Ezra with the class.
explicit and implicit information and ideas
Support and stretch
English Language AO5: communicate clearly,  Support: In Word power, support by prompting
effectively and imaginatively, selecting and students to consider both positive and negative
adapting tone, style and register for different connotations; they can check the definition of 'master' in
forms, purposes and audiences. Organise the Vocabulary List at the end of the book. Highlight that
Engage
information and ideas, using structural and the many now consider the word offensive and explain
 Tell
grammatical
students thatfeatures to support
they are going tocoherence andthat
do an activity why.
cohesion
reflects of texts
on their own experiences of control/freedom.
Tell them that they will not have to share anything  Stretch: In Activity 2, stretch by asking students to
Grammar and language features: consider why what they learn is important to Ezra, and
with the class or other students unless they want to.
connotation: an idea or feeling associated with a to summarise these ideas in a bullet list.
 word
Ask students to list or think about aspects of their
school life over which they have no freedom/control. Follow-up
(For example, they are obliged to attend school.) Tell  Ask students to write:
them that if they feel comfortable doing so, they can
also note what emotions they feel are attached to that
 Either: a letter from Ezra outlining the problems he
is facing and asking for advice,
lack of freedom/control.
 Word power: Display the word ‘master’. Ask students
 or: a response from a friend giving advice to Ezra.
to note its connotations: the ideas they associate with it.
Explain that the word 'master' is problematic due to its
link to slavery and the fact that it is gendered. Explain
that we would no longer use it in today's society. Look
at the Language and Style section at the end of the
novel as a class, and read the material on Slavery,
ethnicity and social status (pages 266–268). Discuss
the questions posed throughout this section.
Explore
Activity 1
 Ask students to skim and scan Chapter One, noting key
information about Ezra: what he does, says and thinks
that reveals something about his character. Students
can use Resource 2 to record the details.

Sawbones: Lesson 3
Lesson 3: Detective stories
Ask students to identify what atmosphere might be
Links to the novel: created when these words are used.
Pages 47–79: Chapter Three, Chapter Four Explore
We suggest these chapters are pre-read before the Activity 1
lesson
 Invite students to read Chapter Three, if they have
Objectives: not already done so.
 To consider the conventions of the detective
genre  Ask students to focus on two sections from ‘He
looked up at the tavern…’ to ‘…holy death at him’
 To explore effective descriptive writing (page 49) and ‘The man scowled…’ to ‘…of the foul
Exam links: air’ (pages 51–53), and to note words and phrases
 English Literature AO2: analyse the language, that are used to create a vivid description of the
form and structure used by a writer to create tavern.
meanings and effects, using relevant subject  Ask students to highlight examples of sensory detail
terminology where appropriate in their lists.
 English Language AO2: explain, comment on  Together as a class, discuss why descriptive writing
and analyse how writers use language and that uses the senses is particularly effective.
structure to achieve effects and influence
readers, using relevant subject terminology to Activity 2
support their views  Invite students to read Chapter Four, if they have not
 English Language AO5: communicate clearly, already done so. Direct students to note key
effectively and imaginatively, selecting and information or clues in this chapter that may help the
adapting tone, style and register for different reader, Ezra and Loveday solve the mystery of
forms, purposes and audiences. Organise Charles Finch’s death.
information and ideas, using structural and  In small groups, direct students to collect all the
grammatical features to support coherence and information and observations they have made
Engage
cohesion of texts through reading the novel so far that follow the broad
 Ask students to consider what ingredients make a conventions of the detective genre.
good
English Language
detective story AO6:
beforeuse a range their
discussing of ideas
with a partner. Prompt students to think ofclarity,
vocabulary and sentence structures for detective  Prompt students to consider the following headings
purpose and
stories/films effect,
they may with
haveaccurate
enjoyed spelling
such asand
Enola to structure their thoughts: Crime, Victim, Clues,
punctuation
Holmes, Cogheart, Sherlock Holmes, High Rise Motive, Detective. They could use Resource 3a for
Mystery or the this purpose.
Grammar andMurder Most Unladylike
language series.
features:
 atmosphere: a feelingtoorshare
Encourage students moodthe
given
key by
points they Support and stretch
surroundings
have noted.  Support: In Engage, support with some of the
following prompts as necessary: crime, victim, clues,
 genre:
Word a type orDisplay
power: category
theofvocabulary
story identified
below,byall of
motive, quirky detective, withheld information,
shared
which key features
appears in this lesson’s chapters:
surprising resolution.
sick-sour; vomit; shocked; decomposition; stench;
foul
 Support: In Activity 1, display the examples of
sensory detail and their effects shown in Resource
Ask students to identify what these words have in 3b, or provide the resource for students to work on.
common and take suggestions from students to add
their own words to the list.
 Stretch: In Activity 1, ask students to select the most
powerful example of a sensory detail, and to justify
their choice.
Follow-up
 Ask students to write a description of an unpleasant
room, using sensory detail for effect. Some prompt
images are available on Resource 3c.

Sawbones: Lesson 4
Lesson 4: Motivation
someone who acts unpredictably; ‘intrigue’ can be
Links to the novel: both to arouse curiosity, and the secret planning of
Pages 80–109: Chapter Five, Chapter Six something illicit; ‘bereft’ can be lacking something, or
We suggest these chapters are pre-read before the sad and lonely; ‘slight’ can mean small and thin, or to
lesson insult someone.
Objectives: Explore
 To comment on Ezra’s motivation Activity 1
 To explore the theme of racism  Invite students to read Chapters Five and Six, if they
have not already done so.
Exam links:
 English Literature AO1: read, understand and  Ask students to note anything in these chapters that
respond to texts shows us what motivates Ezra.
 English Literature AO3: show understanding of  Discuss the following question as a class: Why does
the relationships between texts and the contexts Ezra want to help Loveday at this point?
in which they were written  Display or give out Resource 4b and ask students to
 English Language AO1: identify and interpret write up responses to the prompts, providing
explicit and implicit information and ideas evidence where possible.
Engage
Grammar and language features: Activity 2
 compare:
Lead a discussion around what
to put or consider motivates
things togetherus
sotothat
act.  Invite students to re-read the exchange between
Forcan
you example,
see in why
whatdo we revise?
ways they areWhy do we play
similar Ezra and Toms in the museum on pages 89–90, from
sports or pursue other hobbies? ‘“That’s nothing,” Toms told her…’ to ‘… “You don’t
context: the words that come before and after a
 Pose theword
particular question: Whatand
or phrase things often
help motivate
to clarify its dare!” Ezra didn’t move away’.
people as they approach adulthood? Note
meaning; also, the circumstances or background responses  Ask pairs of students to discuss their thoughts in
for display,
against whichand steer towards
something happensmoney, love, response to the following prompts:
friendship, family and status.
theme: an important idea explored in a story  How does Toms use references to transatlantic
 Word power: Display the first part of Resource 4a. slavery in his racist attack on Ezra?
For each word, invite a range of definitions and
record these on the board. Encourage students to  Why does he do this?
think about where they might have seen the words  How does Ezra respond to Toms' attack?
used before, or how they might link to other familiar
words that could give clues as to the meaning of  What could Ezra's response suggest about how
these. the racism he has experienced has affected him?
 Display the remainder of Resource 4a. As a class,  Ask students to share their responses with the whole
review the definitions given. Does seeing the words class, encouraging them to provide evidence to
in context make their meaning clearer and support support the points they make.
students in deciphering their meaning? Remind Support and stretch
students of the importance of reading unfamiliar
language in context to support decoding.
 Support: In Activity 1, support by asking students to
look for evidence that Ezra is motivated by money,
If students suggested accurate secondary definitions scientific curiosity, and a desire to save lives.
for words, bring this into the discussion: for example,
‘rogue’ can be both an unprincipled person, and
 Stretch: In Activity 2, ask students: How far do
Toms' attitudes reflect the attitudes of other
characters? What do you think this says about the
attitudes in society at the time?
Follow-up
 Following on from Activity 1, ask students to write a
diary entry as Ezra, explaining what motivates him at
this point in the novel.

Sawbones: Lesson 5
Lesson 5: Creating tension
Explore
Links to the novel: Activity 1
Pages 110–144: Chapter Seven, Chapter Eight
We suggest these chapters are pre-read before
 Invite students to read the first part of Chapter
Seven, up to the end of the first paragraph on page
the lesson
119. Ask them to note words, phrases and sentences
Objectives: that foreshadow the danger to come.
 To comment on how the writer creates tension
 Prompt students to make predictions around what
 To consider the effect of language and might be about to happen.
sentence structure
 Together, discuss how hinting at imminent danger
Exam links: builds tension.
 English Literature AO2: analyse the language,  Ask students to write a short paragraph commenting
form and structure used by a writer to create on how the writer builds tension in this section, using
meanings and effects, using relevant subject quotations from their notes to support their ideas.
terminology where appropriate
Activity 2
 English Language AO2: explain, comment on
and analyse how writers use language and  Introduce these sentences from the next section of
structure to achieve effects and influence Chapter Seven:
readers, using relevant subject terminology to ‘Oleg screamed.’ / ‘Get away.’ / ‘The death rattle.’
support their views (pages 125 and 128)
Grammar and language features:  Ask students what these sentences have in common,
compare: to put or consider things together so that and lead a discussion around the use of short,
you can see in what ways they are similar powerful sentences to create a sense of urgency and
pace.
Engage
foreshadow: to suggest or warn of future events
 pace:
Ask students
how fasttoorthink about
slowly a tense
a story moment
moves along,they  Invite students to read the remainder of Chapter
have seenbyrecently
influenced in a information
how much film. Ask: What elements
an author Seven. Ask them to note words, phrases and
made the moment tense?
provides and the level of action or intensity in sentences that create drama and tension.
 aAsk
plotstudents to share and discuss their moments  Ask students to share their observations.
with a partner
sentence and consider
structure: the wayifsentences
they agreeare
on the Support and stretch
elements that
constructed, made
using each moment
clauses, tense.
connectives and length  Support: In Activity 1, support by reminding students
 toAsk
achieve different
students effects
to share the key points they have how to write an effective paragraph using the Point /
noted. a comparison that uses the word ‘like’ or
simile: Evidence / Explanation (or equivalent) model.
 ‘as’,
Worde.g.power:
‘as coldIntroduce
as ice’ the simile the writer uses to  Stretch: In Word power, stretch by asking students
describe Oleg’s reaction to being struck on page 120: to come up with their own simile to compare
something strong and something weak.
‘as if the iron rod smashing into his bone was no
more than the flutter of a moth’s wings.’ Follow-up
 Ask students to identify the impact of the simile:  Ask students to write their own description of a
What does it suggest? Which elements of the simile break-in at one of the following locations: a jewellery
have which implication? Look for responses that shop; an abandoned house; Buckingham Palace.
recognise the implications of power and They should use some of the techniques they have
insignificance. explored in this lesson to create tension and drama.

Sawbones: Lesson 6
Lesson 6: Historical context
Activity 2
Links to the novel:
Pages 145–176: Chapters Nine to Eleven
 Remind students of the following words, spoken by
Ezra: “Isn’t this whole debacle due to the whims of
We suggest these chapters are pre-read before the sultans and princes?” (page 167).
lesson
 Using the notes they made on Ezra in Lesson 2 and
Objectives: what they have learned in chapters since then, ask
 To recap key plot elements students to summarise what Ezra feels about power
and authority, and why he feels it.
 To explore the historical context of the novel
Exam links:  Together, read the Novel Insights section at the end
of the novel (pages 260–263). Ask: How does Ezra’s
 English Literature AO3: show understanding of
viewpoint reflect the changes in society taking place
the relationships between texts and the contexts
at that time?
in which they were written
Support and stretch
Grammar and language features:
context: the circumstances or background against
 Support: In Activity 2, prompt students by reminding
Engage them that: Ezra was once an enslaved person; he is
 which something happens
Look at the cartoon of the resurrectionists within the from a mixed ethnic background and experiences
metaphor: describing
Novel Insights sectionsomething
on page 263as something
at the back of the racism; as an apprentice he has no money or power.
else,
book.not meant to be taken literally, e.g. ‘You are a Encourage students to think about how people may
star’ experience discrimination differently. Additionally,
 Discuss as a class: Why do you think people took
pre-selected quotations are available on Resource
plot:
workthe
as story in a play, novel or film
resurrectionists?
6b for students to explain.
 Word power: Display this metaphor:
 Stretch: In Activity 2, ask students to write short PEE
“We have to go to the embassy, as you said. (or equivalent model) points with evidence from the
Something is rotten there” (page 146) text and explanation.
Ask students to identify the impact of the metaphor: Follow-up
what does it suggest? What are the connotations of  Ask students to choose one area from the Novel
the word ‘rotten’? Look for responses that recognise Insights section that interests them and carry out
the implications of decay and disease and the link to some additional research online or in the library.
corruption and dishonesty. Students can share some of the information they
Explore discover in a short report, a poster, or another
method of their own choice and present to the class,
Activity 1
if they feel comfortable doing so.
 Together, recap the key clues and information that
have been presented as Ezra and Loveday try to
solve the mystery of Mr Finch’s murder.
 Invite students to read Chapters Nine, Ten and
Eleven, if they have not already done so. Direct
students to note down all new information in these
chapters that might be relevant to the case. They
could use the clue clipboard on Resource 6a.
 Ask pairs of students to make predictions about how
the case will be resolved, and then share these with
the whole class.

Sawbones: Lesson 7
Lesson 7: Ezra and Loveday’s relationship
Explore
Pages 177–195: Chapter Twelve
We suggest this chapter is pre-read before the
 Invite students to read from ‘He hadn’t seen Loveday
Finch…’ (page 185) to the end of Chapter Twelve.
lesson
Objectives:  Ask students to note down anything that Ezra and
Loveday say, do or think that indicates how one feels
 To appreciate different characters’ points of
about the other.
view
 To comment on how the writer presents the
 Discuss as a class how the author has presented
their relationship.
relationship between Ezra and Loveday
Activity 2
Exam links:
 English Literature AO1: read, understand and  Ask students to write a paragraph or two responding
respond to texts to the way the relationship between Ezra and
Loveday is presented in Chapter Twelve.
 English Language AO1: identify and interpret
explicit and implicit information and ideas  Ask them to look back over the notes they made in
Activity 1.
 English Language AO4: evaluate texts critically
and support this with appropriate textual  Remind them to use quotations from the text to
references support the points they make.
Grammar and language features:

Engage Support and stretch
 context: the words
Ask students that come
to discuss with abefore and
partner after a
what
 Support: In Engage, support by prompting students
particular to go beyond simple statements about affection. For
friendshipword or phrase
means and
to them, help
and to clarify
what its
they consider to
meaning example, they should consider what they have
be the characteristics of true friendship.
experienced/seen demonstrated in friendship – what
 contrast: to compare
Ask students to sharetwo
thethings in order
key points theytohave
shownoted friends are willing to do for one another, how friends
that
andthey arethem.
justify clearly different
Create a class list. cope with differences between them, etc.
 Word power: Display the first part of Resource 7.  Support: In Activity 2, remind students how to write
For each word, invite a range of definitions and an effective paragraph using the Point / Evidence /
record these on the board. Encourage students to Explanation (or equivalent) model.
think about how they might link to or contain other
familiar words that could give clues as to their
 Stretch: Ask students to consider how the
relationship between Ezra and Loveday has changed
meaning.
since the characters first met.
 Display the remainder of Resource 7. Review the
Follow-up
definitions given. Does seeing the words in context
make their meaning clearer and support students in  Ask students to list the ways in which Loveday and
deciphering their meaning? Highlight the importance Ezra differ. More confident students could also
of reading unfamiliar language in context to support consider how their contrasting traits complement one
decoding. another.

Sawbones: Lesson 8
Lesson 8: How Ezra has developed
Explore
Pages 196–230: Chapter Thirteen, Chapter
Fourteen
 Invite students to read Chapters Thirteen and
Fourteen, if they have not already done so.
We suggest these chapters are pre-read before the
lesson  Display or distribute Resource 8, which focuses on
key elements of Ezra’s character in Chapters
Objectives: Thirteen and Fourteen. Ask students to find
 To select and retrieve evidence quotations or events to support each statement.
 To comment on how Ezra has changed  Discuss as a class how the author has presented
Exam links: Ezra overall in these chapters.
 English Literature AO1: read, understand and  Lead the discussion on to the topic of how the author
respond to texts suggests changes or developments in Ezra’s
character since he was first introduced to the reader.
 English Language AO1: identify and interpret
explicit and implicit information and ideas  Ask students to refer back to their work in Lessons 2
and 6, then make notes on how Ezra is shown to
 English Language AO4: evaluate texts critically
have changed. They could add this detail to
and support this with appropriate textual
Resource 2, including notes and short quotations.
references
Activity 2

English Language AO5: communicate clearly,
effectively and imaginatively, selecting and  Explain that students are going to write a character
adapting tone, style and register for different report of at least two paragraphs responding to the
forms, purposes and audiences. Organise ways in which Ezra’s character has developed.
Engage
information and ideas, using structural and
 Ask pairs of students
grammatical to to
features discuss how
support a centraland
coherence
 Ask them to look back over the notes they made in
character who develops by learning or changing can Activity 1 and Lesson 2.
cohesion of texts
be an ingredient of good storytelling.
Grammar and language features:  Remind them to use quotations from the text to
 simile:
Promptastudents to think
comparison that of examples
uses of ‘like’
the word central
or
support the points they make and to focus on how
characters the author has presented the character development.
‘as’, e.g. ‘as who
cold develop
as ice’ in popular stories or films, for
example Bilbo Baggins in Lord of the Rings or Support and stretch
Katniss in The Hunger Games.
 Support: In Engage, support by explaining that
 Ask students to share the key points they have characters can develop in many ways, for example
mentioned. Discuss as a class how the development by learning something profound about themselves or
of characters students suggest is similar to or others and thus understanding the world differently;
different from Ezra’s development. by overcoming adversity; by acquiring new skills.
Which of these apply to Ezra?
 Word power: Display this example of simile:
‘there was a feeling in his chest as if someone had
 Stretch: In Activity 2, stretch by asking students to
include at least one point about the author’s use of
punched a hole in his sternum and plucked out his
each of: language and vocabulary; Ezra’s thoughts;
heart.’ (page 198)
Ezra’s words and actions.
Ask students: What makes this simile so powerful?
Follow-up
Look for answers that identify the words ‘punched’
and ‘plucked’, or reference graphic violence, and that  Ask students to consider how Loveday has changed
note the link to the world of anatomy. and developed since she was first introduced to the
reader.
 Prompt students to write about a time when they
have grown as a person, either because they have
changed or because they learned something new.
Was it a positive or negative event? How did it
change them, and why did it have such an effect?

Sawbones: Lesson 9
Lesson 9: A satisfying ending?
Activity 2
Links to the novel:
Pages 231–255: Chapter Fifteen, Chapter Sixteen  Invite students to read Chapter Sixteen, if they have
We suggest these chapters are pre-read before the not already done so.
lesson  Ask pairs of students to discuss and note down how
this final chapter demonstrates how Ezra has
Objectives:
changed since the story began.
 To explore the conventions of story endings
 To comment on the effectiveness of the ending
 Also ask students to consider which of the features of
a satisfying ending, discussed in Engage, are present
of Sawbones
in the final two chapters of Sawbones.
Exam links: Support and stretch

English Literature AO2: analyse the language,
 Support: In Word power, prompt students to think of
form and structure used by a writer to create
the different effects vocabulary can have: creating
Engage
meanings and effects, using relevant subject
mood/atmosphere in the story itself; illustrating a
 Ask
terminology where
students to think appropriate
of examples of satisfying point more vividly; creating a particular response in
endings in popular
Grammar and language stories or films.
features: the reader.
 atmosphere:
Prompt pairsaorfeeling or moodofgiven
small groups by to discuss
students  Stretch: In Activity 1, stretch by asking students to
surroundings
the question: What makes an ending to a story note points of similarity and difference between Ezra
satisfying? and Loveday as they are presented in Chapter
 Take feedback from the class to compile a list of key Fifteen.
features students would expect in a satisfying ending. Follow-up
 Lead a discussion about what would make for a  Ask students to look back over their notes and
satisfying ending to this story. prepare for an assessment using Resource 10, in
which they will write about their response to the part
 Word power: Display these two quotations:
of the story they found most effective.
‘The pain exploded in his leg’ (page 244)
‘He felt the anger boiling up inside’ (page 249)
Discuss as a class: What effect do these examples of
powerful vocabulary have?
Explore
Activity 1
 Invite students to read Chapter Fifteen, if they have
not already done so.
 Ask students to note down answers to the following
questions: What do Ezra’s actions tell us about him?
What do Loveday’s actions tell us about her?
 Invite students to share their ideas.

Sawbones: Lesson 1
Resource 1
Vocabulary in context
1 Give the meaning of each of the words below.
breeches swaddled specimen
necrotising pulverised
2 Now look at the words used in sentences from the novel. Were your definitions correct?
‘Ezra checked there were no blood spots … on his jacket or breeches’ (p10)
‘The body was swaddled in coarse sacking’ (p12)
‘The master said it was good to know as much as possible about every
single specimen.’ (p13)
‘There were no signs of disease, no necrotising or ulceration – and anyway,

it was utterly and completely obvious how this one had met his Maker.’ (p14)
‘he could make out tiny fragments of white bone among the pulverised flesh.’ (p16)

Sawbones: Lesson 2
Resource 2
Revealing Ezra’s character
Note down key information about Ezra using the headings given in the diagram.

Sawbones: Lesson 3
Resource 3a
How is Sawbones a detective novel?
How does Sawbones fit the genre of a detective novel? Record information and observations about the Prologue and Chapters One to
Four in the table below.
Crime Victim Clues Motive Detective

Sawbones: Lesson 3
Resource 3b
Support – Looking at sensory detail
Scan Chapter Three and note down:
 examples of sensory detail that have a powerful effect
 what sense(s) each one relates to
 the effect(s) they have.
Quotation Sense Effect
‘The familiar, summer-sweet, Smell / taste ‘summer-sweet’ suggests that the air
sick-sour smell of death.’ (p51) is heavy with the smell, that it
completely surrounds Ezra.
‘sick-sour’ hints at the effect it would
have, making one feel nauseous.
‘Ezra felt the vomit rise up from Touch / taste

his stomach.’ (p51)
‘He had to put his hand out to the

wall to steady himself; it felt wet
and cold as ice and shocked the
sickness out of him.’ (p52)

Sawbones: Lesson 3
Resource 3c
Support – Visual prompts for creative writing
Choose one of these images and write a description of the room, using sensory details for effect.

Sawbones: Lesson 4
Resource 4a
intrigue demise rogue
bereft slight
‘Ezra did not want to think of intrigue and murder and magicians’ (p93)
‘He needed to know … if there was anyone who would benefit from Mr Charles
Finch’s sudden demise.’ (p96)
‘But what about the rogue lumbering towards him with a knife?’ (p97)
“Mr Edward Falcon would never have killed Pa. He is bereft!” (p100)
‘“I take you for one whose lips are far too loose for my liking.”
She ignored this slight.’ (p104)

Sawbones: Lesson 4
Resource 4b
What motivates Ezra?
Look back over the notes you made on what motivates Ezra. Organise your observations using the
prompts below.
1 What motivates Ezra to help Loveday?
Point: Evidence: Explanation:
2 What motivates Ezra to study Mr Finch’s shrivelled heart?
3 What motivates Ezra and Mr McAdam as surgeons?

Sawbones: Lesson 6
Resource 6a
Clue clipboard
Note down any new information from Chapters Nine to Eleven that might be relevant to the mystery
of Mr Finch’s murder.

Sawbones: Lesson 6
Resource 6b
Support – What Ezra feels about power and authority
The following quotations show different things Ezra feels about power and authority. Remember,
Ezra was once an enslaved person; he is from a mixed ethnic background and experiences racism.
Additionally, as an apprentice he has no money or power. Explain what each quotation tells us about
Ezra’s views.
‘David had called him the devil’s imp and told snapped. “I am his apprentice.”’
Anna to avoid him. And who would blame (p90)
them? An anatomist’s boy was not a good
prospect. And even if he became a surgeon, he ____________________________________
would always be mulatto.’ (p10) ____________________________________
____________________________________ ____________________________________
____________________________________
“He has me in a corner and I can see no way
____________________________________ out – if I wish to continue as a surgeon I must
see out my apprenticeship with Mr Lashley.”
‘He sighed and looked down at the tall man on (p147)
the table, sewn up smartly; imposing even in
death, but in life, slave, subject to another’s ____________________________________
orders with no independence of thought or ____________________________________
action. Ezra felt powerless. He was no better,
he reasoned, than a kind of slave. He had no ____________________________________
money of his own, made no decisions.’ (p27)
‘Miss Finch handed Ezra the spade. “You are
____________________________________ the biggest, and Mahmoud is a prince.”
“That is no excuse for not digging!”’
____________________________________
(p167)
____________________________________
____________________________________
‘“Yes, sir.” Ezra sighed. For the first time in ____________________________________
his life he felt a deep irritation with his master.
He was as tall as him now, eye to eye. And ____________________________________
though he admired the man, right now he
longed to storm out of his house and into the ‘“Why?” Ezra asked. “He has what he wants –
world.’ (p31) you and I taken for mugs and doing his dirty
work. That is royalty through and through.”’
____________________________________ (p172)
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
‘“I am not a slave, Miss Finch. The master
freed me, and you know that, Toms,” Ezra

Sawbones: Lesson 7
Resource 7
tourniquet scholar featherbedded
garret chastised
‘Ezra had tied the tourniquet tightly around the girl’s thigh’ (p177)
‘The crowd fell into silence.

“Gentlemen, scholars!” Lashley announced.’ (p179)
‘He had been featherbedded in every sense. He’d had a laboratory and all
the books in the world at his disposal’ (pp184–185)
‘For the past three nights he had shared a tiny garret with Lashley’s footman
in the man’s cold house’ (p185)
‘“One doesn’t go barging into lawyers’ offices with a sword.”

“A duelling rapier. My father’s,” corrected Loveday, who was not chastised in the least.’
(pp193–194)

Sawbones: Lesson 8
Resource 8
Development of Ezra’s character
In Chapters Thirteen and Fourteen, find quotations or events to support the following statements
about Ezra.
Having wanted to escape it earlier, Ezra now misses his old life.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
His feelings about Anna have changed.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
His beliefs about social justice have remained as strong as ever.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
He is now motivated by a desire for justice rather than money.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
He is a little less cautious, and a little more impulsive, than before.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
He continues to demonstrate his compassion and empathy,

despite his mixed feelings about Mahmoud and Loveday.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Sawbones: Lesson 10
Resource 10
Assessment
1 Which chapter or section of Sawbones did you find most effective?
It could be because you found it:
 dramatic – for example:

 the opening of Chapter One, when Mr McAdam amputates a boy’s leg in just over two
minutes
 the fight between Ezra and Oleg in Chapter Seven
 the second half of Chapter Fifteen, when Ezra confronts, and is then pursued by, Ahmat
 moving – for example:

 Anna saying goodbye to Ezra in Chapter Eight
 Mr McAdam’s funeral in Chapter Eight
 tense – for example:
 the section in Chapter Eleven when they dig up Loveday’s father in the graveyard
 Ezra’s first amputation in Chapter Twelve, when the girl dies on the table
 fascinating – for example:
 the section where Ezra prepares the body of the Black man's corpse in Chapter One
 Mr Lashley’s botched dissection of a cadaver in Chapter Thirteen
 or a different response altogether.
2 Write about the chapter or section you have chosen, and explain why you found it effective. You
could write about:
 what happens in your chosen section
 your response to it
 why you think you responded in that way
 how the writer created that response.
You could think about:

 the ideas and events the writer included
 the writer’s choice of vocabulary
 the writer’s choice of sentence structure
 the way the writer structured the section or chapter.

Sawbones
Self-assessment
I can do I can do I need to

Skill I practised this when: this very this quite practise
well well this
Write about characters.
Understand genre conventions.
Understand narrative structure.
Consider different characters’

points of view.
Comment on the writer’s

vocabulary choices.
Comment on the writer’s

structural language choices.
Use inference to understand

vocabulary.
Use inference to predict future

plot events.
Explore themes.
Understand how tension is built.
Use sensory detail in descriptive

writing.

Sawbones: Answers
Answers
Lesson 1: Beginnings Activity 2
 Invite students to read Chapter One, if they have
Engage not already done so. Ask them to scan the
 Word power: Definitions chapter, noting key quotations that are graphic
and gory. Encourage students to share the
breeches short trousers fastened just below the
quotations and explain the effect they have on
knee
the reader.
swaddled wrapped tightly in cloth
For example:
specimen an individual animal or plant used as
an example of its species
 ‘His leg, a mangled twist of flesh’
necrotising the death and decay of flesh or tissue

 ‘speckled with bright white splintered bone’
pulverised crushed or pounded

 ‘The skin was peeled back, the flesh pared away.’
Explore  ‘the sound of sawing, bone resisting metal.’
Activity 1  ‘the creak and brittle snap of a bone cut in two.’
 Invite students to read the Prologue, if they have  ‘The mangled, bloody leg fell with a soft thud’
not already done so. Discuss as a class: How has  ‘gobbets of flesh’
the writer engaged the reader’s attention from the
first sentence? How has the writer created a  ‘fragments of white bone among the pulverised
sense of danger? flesh.’
Students may note some of the following:  ‘This man … had had his tongue cut out’
 The opening sentence describes the pain of a The graphic descriptions make you wince as you
knife cutting into flesh. There are other vivid and read them because they are very vivid and you can’t
gory descriptions throughout: ‘slicing his flesh, help but imagine that you are seeing or feeling these
pulling it back’, ‘Metal on bone.’ things yourself. They also create a general sense of
violence and death.
 Finch’s determination not to die suggests the risk
that he will. Questions on page 265 of the novel
 The surgeon swears Finch to secrecy about the  What words would you use to describe your
rubies, suggesting that the stakes are high. thoughts and feelings when you first read those
lines?
 There is an implied threat that the consequences
will be dire if Finch tries to steal the rubies. Student answers will vary.
 Ask pairs of students to note the unanswered  What effect do you think the author wants these
questions that arise from reading the Prologue. lines to have on the reader?
Students may note some of the following: Answers may suggest she wants the reader to be
shocked but also drawn in and engrossed by what
 Why must nobody know about the rubies? they read.
 What will be the consequences if the wrong  How many of the words in the word cloud on
people find out? page 264 are linked in some way to death? How
 Will Finch be able to complete the task of does the author use the idea of death to help
delivering the rubies? build tension?
 ‘Too much is at stake’ – what is at stake? It can be argued that all of the words can link to death
in some way; this could suggest death is never far
 Take feedback on some of these questions in the away in this story, and this creates tension.
group, and ask students to reflect: What is the
effect on the reader when a writer prompts
unanswered questions in the opening pages of a
novel?
Students may suggest it engages the reader because
they want to know the answers.

Sawbones: Answers
Lesson 2: Getting to  He had a large tumour removed from his face as a
child.
know Ezra  He detests Mr Lashley, in part because he is a
Engage poor surgeon.
 Word power: Display the word ‘master’. Ask  He blushes at the mention of Anna, and is
students to note its connotations: the ideas they disappointed that his task for the evening will
associate with it. prevent him from seeing her, revealing that he has
romantic feelings for her.
Connotations could include: enslavers*, dog-owners,
perfecting a skill, authority figures. (*Students may  Examining the cadaver in preparation for the
use the term 'slave-owners', but 'enslavers' is the following day’s lecture, Ezra reflects on life, death
preferred term.) and the soul – he is a thoughtful young man.
Questions on pages 266–268 of the novel  He tries to deduce the kind of life and death the
man has had, displaying an instinctively inquiring
 How does it suggest ethnically diverse people mind.
were viewed in 18th-century society?
Activity 2
It suggests that they experienced racism and
discrimination, as they would not be paid equally.  Invite students to read Chapter Two, if they have
not already done so. Ask students to skim and
 Why do you think Ezra is surprised in the first scan the chapter, again noting key information
quotation? Why might he be worried in the about Ezra: what he does, says and thinks that
second? reveals something about his character, and also
Ezra is surprised because a Black person being any information about his background and
involved in a duel was not common, and would current circumstances.
therefore have been widely reported in the For example:
newspapers as perhaps a shocking event. He is
worried when he thinks the Black man may have  The strength of Ezra’s feelings for Anna is
been a gentleman rather than an enslaved person, as revealed by the heartbreak he feels that she is
then he is of greater importance and there may be leaving.
punishment if he or Mr McAdam are found with his  He knows that Anna’s family are racist and
corpse. classist, looking down on his occupation as a
 What do these quotations reveal about biases surgeon’s apprentice.
Ezra and others might have made about Black  He decides to ‘immerse himself in work’, which he
people in society at that time? uses as an escape from his troubles.
They suggest Ezra and others assume Black people  Toms’ racist taunting reveals that he was once an
will have a lower social position – to be a gentleman enslaved person but was freed by McAdam, and
would be very unusual, and that if they do things Ezra’s reaction (controlled anger) suggests that
wrong such as fighting, they would be subject to he frequently experiences racist abuse and
greater scrutiny and scandal. racism.
Explore  He ‘wished he were somewhere else’, and reasoned
Activity 1 that he was no better ‘than a kind of slave’, indicating
 Ask students to skim and scan Chapter One, that he is not content with his lot in life.
noting key information about Ezra: what he does,  ‘Ezra wanted his stitches to be as good as his
says and thinks that reveals something about his master’s’ – he takes pride in his work and is a
character. Students can use Resource 2 to record perfectionist.
the details.
 He feels loyalty and affection for McAdam but
For example: wants a wage so that he can make more
 He is a very able assistant to Mr McAdam during independent choices, and at the same time feels
and after the amputation, showing that he is ashamed that he is beginning to resent McAdam.
knowledgeable and skilful. He feels trapped.
 He is experienced enough to be unaffected by the  The way he helps Loveday, protects her even,
blood and gore, but remains sympathetic to the confirms that he is kind.
boy being operated on, indicating that he is  His need for money, and love of a puzzle,
compassionate. motivate him to offer to help Loveday solve the
mystery of her father’s death.

Sawbones: Answers
Lesson 3: Detective Quotation Sense Effect
stories ‘The familiar, Smell/ ‘summer-sweet’
summer- taste suggests that the air is
Engage sweet, sick- heavy with the smell,
 Ask students to consider what ingredients make sour smell of that it completely
a good detective story before discussing their death.’ surrounds Ezra.
ideas with a partner. ‘sick-sour’ hints at the
effect it would have,
Ingredients might include: crime; victim; clues;
making one feel
motive; quirky detective; withheld information;
nauseous.
surprising resolution.
‘Ezra felt the Taste/ Ezra’s reaction reflects
 Word power: Display the vocabulary below, all of vomit rise up touch the possible feelings of
which appears in this lesson’s chapters: sick- from his the reader.
sour; vomit; shocked; decomposition; stench; stomach.’
foul. Ask students to identify what these words
have in common and take suggestions from ‘the smell was Smell Creates a sense of the
students to add their own words to the list. Ask turned here smell being so strong
students to identify what atmosphere might be into something and dense it can
created when these words are used. almost solid.’ almost be seen or felt.
They all describe causes or feelings of intense ‘[the wall] felt Touch Contrasts with the
disgust, and create that atmosphere. wet and cold heavy warmth of the
as ice’ tavern above to give a
Explore deathlier feel to the
Activity 1 basement.
 Invite students to read Chapter Three, if they ‘as if he’d Smell/ Suggests Ezra feels
have not already done so. Ask students to focus swallowed a taste contaminated by
on two sections from ‘He looked up at the mouthful of the consuming the air.
tavern…’ to ‘…holy death at him’ (page 49) and foul air.’
‘The man scowled…’ to ‘…of the foul air’ (pages By linking descriptions to the senses, (all five in these
51–53), and to note words and phrases that are examples above) a writer evokes the reader’s
used to create a vivid description of the tavern. imagination – ‘placing them’ within the scene.
For example: Activity 2
Quotation Sense Effect  Invite students to read Chapter Four, if they have
‘a fug of Sight/ ‘fug’ suggests it is hard not already done so. Direct students to note key
tobacco smell to see in the tavern information or clues in this chapter that may help
smoke.’ because of the smoke. the reader, Ezra and Loveday solve the mystery
of Charles Finch’s death.
‘yellow Sight Suggests the light is
candlelight’ low, adding to the We know that:
difficulty in seeing  Mr Finch was caught up in something very
what happens there. dangerous, and was carrying rubies concealed
‘a violin Sound ‘scraped’ suggests it is under his skin.
scraped out a badly played and  His dead heart is shrivelled and unhealthy.
tune’ unpleasant to listen to.
‘unwashed Smell Creates a strong scent
 He complained of feeling ill the day before he
died.
men and of body odour which
damp.’ suggests the men are  He and Loveday had tea, sandwiches and seed
working men with cake before going to the Ottoman Embassy to
limited access to perform.
certain resources.
 Loveday says the Ottoman Court was a place of
(continued) intrigue.
 At the embassy Mr Finch ate baklava – pastries
with honey and pistachio nuts – but Loveday did
not.
 In the cab afterwards he began vomiting.

Sawbones: Answers
 The next morning Loveday took him to hospital,  Why does he do this?
and never saw him again.
On one level, he is competing with Ezra to
 Ezra wonders whether the Ottoman Embassy impress Loveday. Based on other exchanges
might connect Mr Finch’s death with that of the between the two in the novel, he also enjoys
unidentified Black man with the Arabic tattoo. antagonising Ezra for the sake of it. On another
level, it is clear that Toms holds views that are
Lesson 4: Motivation racist and attacks Ezra because of his ethnicity.
Engage  How does Ezra respond to Toms' attack?
 Word power: Definitions Ezra firmly rejects what Toms is saying: ‘“I am not
a slave, Miss Finch. The master freed me, and
intrigue plotting
you know that, Toms,” Ezra snapped.’
demise death However, angry though he is, he does not lose his
rogue rough criminal temper: (Toms) “I’ll give you a slap if I have to.”
(Ezra) ‘“You don’t dare!” Ezra didn’t move away.’
bereft very upset following a loss
 What could Ezra's response suggest about
slight insult how the racism he has experienced has
affected him?
Explore
Ezra's response suggests he does not lash out
Activity 1
and stands his ground. This could imply that living
 Invite students to read Chapters Five and Six, if in a racist world and country and experiencing
they have not already done so. Ask students to racism (at an individual and structural level)
note anything in these chapters that shows us what leaves Ezra with few safe options in terms of
motivates Ezra. Discuss the following question as a fighting back.
class: Why does Ezra want to help Loveday at this
point? Display or give out Resource 4b and ask Lesson 5: Creating
students to write up responses to the prompts,
providing evidence where possible.
tension
1 What motivates Ezra to help Loveday? Engage
‘he was doing this for two guineas and for his
 Word power: Introduce the simile the writer uses
to describe Oleg’s reaction to being struck on
future’: he is motivated to help Loveday by her
page 120: ‘as if the iron rod smashing into his
promise of money, and the independence it could
bone was no more than the flutter of a moth’s
buy him, possibly to pursue Anna.
wings.’ Ask students to identify the impact of the
2 What motivates Ezra to study Mr Finch’s simile: What does it suggest? Which elements of
shrivelled heart? the simile have which implication?
‘But he could not help becoming interested. What Look for responses that recognise the implications of
had caused these unnatural effects?’: he is power and insignificance, and compare ‘smashing’
motivated by scientific curiosity. with ‘flutter’ and ‘bone’ with ‘moth’s wings’.
3 What motivates Ezra and Mr McAdam as Explore
surgeons?
Activity 1
‘We are endeavouring to make the world a better
place. To cure illness, to know how disease
 Invite students to read the first part of Chapter
Seven, up to the end of the first paragraph on
works’: they are motivated by saving lives.
page 119. Ask them to note words, phrases and
Activity 2 sentences that foreshadow the danger to come.
 Invite students to re-read the exchange between For example:
Ezra and Toms in the museum on pages 89–90,
from ‘“That’s nothing,” Toms told her…’ to ‘…
 ‘Ezra froze, imagining an army of cracksmen’
“You don’t dare!” Ezra didn’t move away.’ Ask  ‘the way the man spoke made Ezra wish he’d kept
pairs of students to discuss their thoughts in his own mouth firmly shut.’
response to the following prompts:  ‘Allen shifted and looked around as if he expected
somebody to be watching.’
 How does Toms use references to transatlantic
slavery in his racist attack on Ezra?  “Someone’s been asking questions.”
For example: “How much did you cost, Ezra?

 ‘in his dreams [...] Suddenly, with a wave of his
wand, the master vanished’
Tuppence in Spanish Town?” and “I reckon as the
master should sell him back to some sugar  ‘it was the sound of breaking glass. And it came
plantation.” from above’

Sawbones: Answers
 Ask students to write a short paragraph  Word power: Display this metaphor: “We have to
commenting on how the writer builds tension in go to the embassy, as you said. Something is
this section, using quotations from their notes to rotten there” (page 146). Ask students to identify
support their ideas. the impact of the metaphor: what does it
suggest? What are the connotations of the word
Answers might include the following points:
‘rotten’?
 Ezra’s imagination throws up troubling images:
Look for responses that recognise the implications of
‘army of cracksmen’ and McAdam disappearing in
decay and disease and the link to corruption and
his dream, both of which foreshadow what is to
dishonesty.
come.
Explore
 Allen’s presence is very threatening: ‘the way the
man spoke made Ezra wish he’d kept his own Activity 1
mouth firmly shut.’  Invite students to read Chapters Nine, Ten and
 Allen’s nervousness, and his warning that Eleven, if they have not already done so. Direct
“Someone’s been asking questions”, add to the students to note down all new information in
sense of imminent peril. these chapters that might be relevant to the case.
They could use the clue clipboard on
Activity 2 Resource 6a.
 Invite students to read the remainder of Chapter  The authorities have arrested Ahmat for
Seven. Ask them to note words, phrases and McAdam’s murder.
sentences that create drama and tension.
 The news suggests that Ahmat was with the
For example: Ottoman Embassy.
 ‘Ezra stood up, his heart jumping in his chest.’  Ezra and Loveday have both independently
 ‘Very slowly, he turned to look.’ spotted the well-spoken boy in ‘ragged clothes’.
 ‘The pistol was aimed at his heart.’  Mr Falcon lies dead, surrounded by vomit and
crumbs of baklava.
 ‘He was trembling, but the hand that held the gun,
still pointing straight at him, was as steady as a  Falcon’s landlady heard a lot of banging in the
rock.’ room.
 ‘He’d be snuffed out; finished.’  Ezra and Loveday discover a letter in Arabic from
Finch to Falcon.
 ‘He had to do something. Shout out of the
window, yell for help?’  Mahmoud, Ezra and Loveday dig up Finch’s body
and recover the rubies.
 ‘This was his chance.’
 Mahmoud runs off with the rubies.
 ‘Ahmat’s eyes were flashing fury.’
 Loveday reveals that Mahmoud has explained he
 ‘Ezra felt Oleg jump him before he could even is in London to escape the prison of the harem,
look round; he fell into the cabinet with the and to go to school.
skeleton of the Irish Giant, glass, wood and bone
splintering everywhere.’  She suggests that plenty of those within the
Ottoman Court would not want to see a worldly-
 ‘Above him, Oleg lifted a heavy boot and slammed wise sultan on the throne – they would prefer a
it down towards his face.’ puppet – and might thus see Mahmoud as a
 ‘There was the crack of a gunshot.’ danger.
 ‘The master had gone.’ Activity 2

 Remind students of the following words, spoken
Lesson 6: Historical by Ezra: “Isn’t this whole debacle due to the
context whims of sultans and princes?” (page 167). Using
the notes they made on Ezra in Lesson 2 and
Engage what they have learned in chapters since then,
 Look at the cartoon of the resurrectionists within ask students to summarise what Ezra feels about
the Novel Insights section on page 263 at the power and authority, and why he feels it.
back of the book. Discuss as a class: Why do you Throughout the story, Ezra demonstrates his disdain
think people took work as resurrectionists? for royalty, and a burning sense that power is unfairly
Look for responses that recognise resurrectionists concentrated in the hands of the few. He believes
may have been from a low income background and that monarchs have no right to rule, that the French
needed money. Revolution is a good thing, and that no one person

Sawbones: Answers
should be owned, or controlled, by another. This is  Loveday cares about Ezra: “I have found out
unsurprising, given Ezra’s background as a former something, which […] may greatly improve your
enslaved person, the son of an enslaved person, and situation”
his low social status as a person of mixed ethnic  Their relationship is becoming more intimate: ‘She
background and a surgeon's apprentice. took Ezra’s hand and led him through the arch’
For example:  Although wary of Loveday’s impulsive ways, Ezra
“Mahmoud is a prince.” also admires her: ‘Perhaps there was something
to be said for the irrepressible Miss Loveday Finch
“That is no excuse for not digging!” after all’; ‘“I would cut him [James McAdam]
“Isn’t this whole debacle due to the whims of sultans down,” […] Ezra almost smiled.’
and princes? Surely if your countrymen governed  Loveday draws her sword and threatens the
themselves…” lawyer when he refuses to share the contents of
McAdam’s will, revealing the strength of her
“you and I taken for mugs and doing his dirty work.
desire to help Ezra. Ezra is appalled by her
That is royalty through and through.”
behaviour: ‘“I don’t know what you think you were
Lesson 7: Ezra and doing!” he hissed. […] “I think, Miss Finch, you
read too many novels.”’
Loveday’s relationship  He is angry that she has put them both at risk –
he could have lost his position at Lashley’s – the
Engage only security he has. ‘Ezra felt himself shaking
 Word power: Definitions with rage. The girl was an idiot.’; “I do not wish to
tourniquet a band tied above a wound to limit see you, or hear a word about your plots and
blood-flow and bleeding schemes, ever again.”
scholar a person who specialises in a

 Discuss as a class how the author has presented
their relationship.
particular field of study
Students should note:
featherbedded pampered; given a comfortable life
 They are aware of their differences – Loveday can
garret a small attic room be daring, if ‘rash’, while Ezra is more cautious
chastised told off and sensible.
Explore  They are becoming more familiar and intimate, on

first name terms and holding hands.
Activity 1
 Loveday clearly cares about Ezra, sympathises
 Invite students to read from ‘He hadn’t seen with his position and wants to help by getting sight
Loveday Finch…’ (page 185) to the end of of McAdam’s will.
Chapter Twelve. Ask students to note down
anything that Ezra and Loveday say, do or think  Ezra, despite himself, rather admires Loveday’s
that indicates how one feels about the other. confidence at times.
Students may note:

 Their differences do come between them though,
and the chapter ends with Ezra enraged that
 Ezra is wary of her schemes: “Don’t mock me!” Loveday’s ‘rash’ ways have put them both in
(Loveday); ‘if he had been wide awake he would danger, and telling her he never wants to see her
have argued with her’. again.
 Their relationship is becoming less formal: “Ezra Activity 2
will do well enough”; “Call me Loveday.”
 Ask students to write a paragraph or two
 They are honest with each other: ‘“Do you think responding to the way the relationship between
me quite mad?” […] “Sometimes, yes, I think I do!” Ezra and Loveday is presented in Chapter
The two of them stared at each other, stubbornly’ Twelve.
 Loveday shows compassion: “I killed a young Responses should draw on the points and evidence
woman […] You cannot know what that is like.” “I in Activity 1 above.
am taking your mind off one worry and asking you
to replace it with another.”

Sawbones: Answers
Lesson 8: How Ezra has ‘He liked to think of himself […] rational, sober, but
sometimes he could be as much a creature of
developed wilfulness as Miss Finch.’
Engage He breaks into McAdam’s house on Great

Windmill Street: ‘wondering if it might even be a
 Word power: Display this example of simile: crime to open other people’s mail. Then he
‘there was a feeling in his chest as if someone remembered the feeling of walking out of Mr
had punched a hole in his sternum and plucked Lashley’s lecture, and tore it open.’
out his heart.’ Ask students: What makes this
simile so powerful?  He continues to demonstrate his compassion and
empathy, despite his mixed feelings about
Look for answers that identify the words ‘punched’ Mahmoud and Loveday:
and ‘plucked’, or reference graphic violence, and that
note the link to the world of anatomy. ‘He was a little boy in danger, far from home. Ezra
knew that feeling.’
Explore
Activity 1 ‘Ezra […] found an old blanket […] carefully and
quietly tucked the boy in’
 Invite students to read Chapters Thirteen and
Fourteen, if they have not already done so. ‘Mahmoud was not safe.’
Display or distribute Resource 8, which focuses ‘What if something had already happened to
on key elements of Ezra’s character in Chapters Loveday?’
Thirteen and Fourteen. Ask students to find
quotations or events to support each statement. Activity 2
Discuss as a class how the author has presented  Explain that students are going to write a
Ezra overall in these chapters. Lead the character report of at least two paragraphs
discussion on to the topic of how the author responding to the ways in which Ezra’s character
suggests changes or developments in Ezra’s has developed.
character since he was first introduced to the
reader. Answers should build on the points in Activity 1
above, writing at least two clear paragraphs exploring
Students could note that: the character development.
 Having wanted to escape it earlier, Ezra now ‘felt
Lesson 9: A satisfying
such a longing, not only for Mr McAdam, but for
his old life’. ending?
 Ezra’s feelings about Anna have changed.
Engage
Thinking of her, ‘Ezra felt a little sad, but that was
all.’  Ask students to think of examples of satisfying
endings in popular stories or films. Prompt pairs
 His beliefs about social justice have remained as or small groups of students to discuss the
strong as ever: question: What makes an ending to a story
“I don’t believe that we should take our lot and satisfying?
struggle on” Possible prompts:
“This world should be fair. No kings, no  The heroes and villains get what they deserve.
emperors.”
 Mysteries are solved, questions answered.
“No one man should belong to another.”
 The central character or characters have
 He is now motivated by a desire for justice rather developed, changed and learned something
than money: ‘The man who shot his master must important about themselves or their world.
not walk away. He knew this was the right thing to
do.’  Word power: Display these two quotations: ‘The
pain exploded in his leg’, ‘He felt the anger
On Loveday’s theory about the Russian plot boiling up inside’. Discuss as a class: What effect
against the Ottoman empire: ‘A few weeks ago do these examples of powerful vocabulary have?
Ezra would have dismissed such ideas as
fanciful.’ Look for responses that note the sense of extreme
and uncontrollable forces.
He receives a standing ovation as he leaves Mr
Lashley, breaking free, and ‘felt much better than
he had in a very long time.’

Sawbones: Answers
Explore Activity 2
Activity 1  Invite students to read Chapter Sixteen, if they
 Invite students to read Chapter Fifteen, if they have not already done so. Ask pairs of students
have not already done so. Ask students to note to discuss and note down how this final chapter
down answers to the following questions: What demonstrates how Ezra has changed since the
do Ezra’s actions tell us about him? What do story began.
Loveday’s actions tell us about her?  Chapter Sixteen begins with Ezra operating in
Students may note: front of an audience. “Gentlemen! Your watches,
please!” reminds us of similar words spoken by Mr
 Approaching the embassy, Ezra is nervous, McAdam in Chapter One, highlighting the change
Loveday self-assured: ‘Ezra had bitten down all of in Ezra’s circumstances – he is now the surgeon.
the nails on his right hand. Loveday assured him
all would be well’. Later, Ezra returns the favour:  While earlier in the story Ezra felt trapped as an
‘he reassured her, laying a hand gently on her apprentice, powerless to control his own destiny,
arm.’ and a victim of social constraints, ‘his life could
not be in any way more perfect than it was right
 Before the performance, Ezra notes how he has now.’
changed: ‘the Ezra McAdam of one month ago
would have thought this utterly unbelievable’.  Also ask students to consider which of the
Loveday is more gung-ho: “In the future they will features of a satisfying ending, discussed in
sing songs about us”. Engage, are present in the final two chapters of
Sawbones.
 Ezra feels he has nothing to lose: ‘he may as well
go down doing the very best he could.’ Prompts:
 Loveday wants to help Mahmoud: “We have to try  Do the central characters get what they deserve?
our best, for Mahmoud.”  Is the villain punished?
 Ezra is physically affected by the unfairness of  Has the central character’s life developed and
what happened. On seeing ‘Ahmat’, Ezra ‘could changed?
feel himself shaking with anger at the injustice of it
all.’  Has the mystery been solved?
 After improvising by cutting his own hand during

the performance, Ezra observes, ‘Perhaps he
enjoyed taking risks more than he imagined.’
 Confronting ‘Ahmat’, Ezra ‘felt suddenly stronger,
braver, than ever before’. ‘Anger flared up inside
Ezra’ as he accuses ‘Ahmat’ of murdering Mr
McAdam. He then recoils from the chance to kill
‘Ahmat’, the idea of taking a life too much for him
– ‘he could not do it.’
 Ezra is brave in the face of death: ‘he stared back
at Ahmat as the gunman squeezed the trigger –
he would not die a coward.’
 Loveday slits Ahmat’s throat. Ezra is stunned:
“You killed a man!” Loveday is matter-of-fact and
more ready to physically avenge her father: “How
can I have killed a man who was already hanged
and dead, close to a week ago?”

Sawbones: Further Reading
Further Reading
The Rollercoasters title suggests other novels by author Catherine Johnson. Details of these, and further reading
suggestions are below.
Blade and Bone by Catherine Johnson The Red Necklace by Sally Gardner
Ezra McAdam’s adventures continue as he hastens to Yann is spirited away from 18th-century Paris to London,
Paris to rescue Loveday Finch and Mahmoud, the but three years later when Paris is gripped by the bloody
Ottoman prince, who have been caught up in the French horrors of the Revolution, he returns, charged with two
Revolution. On the way, Ezra experiences the war first missions: to uncover an evil Count’s darkest deeds and
hand on the battlefields of northern France, where his to save his friend Sido from the guillotine.
surgical skills are in high demand by the beleaguered
French army. Meanwhile, in Paris, the guillotine is busy, The Body Snatcher by Robert Louis Stevenson
and the medical world is finding the surfeit of bodies
A young medical student named Fettes discovers that
useful to its research.
many of the corpses used at the school where he
studies are supplied by criminals, who kill in order to sell
Freedom by Catherine Johnson
the victims' bodies. Fettes is horrified, but his friend,
An action-packed story about a boy's experience of Macfarlane, advises him to keep quiet in order to
transatlantic slavery in Britain. Nathaniel doesn't want to prevent a scandal. Fettes agrees to say nothing, but
move to England with his ‘master’s’ family, leaving when Macfarlane himself comes to the door with a fresh
behind his mother and sister on the Jamaican plantation. corpse, a deeply chilling tale unfolds.
But then he remembers what his mother told him: once
an enslaved person sets foot on English soil, they're
free. Perhaps he can earn his fortune and buy his
family's freedom, too.
Enola Holmes: The Case of the Missing Marquess by

Nancy Springer
On her 14th birthday Enola Holmes, younger sister of the
famous detective, discovers her mother has
disappeared. When her older brothers attempt to force
her to go to finishing school, she escapes to London in
search of her mother. But dangers arise when she
investigates another missing person and is captured by
a murderous villain. Will Enola escape and be able to
decode the necessary clues to find her mother?

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ROLLERCOASTERS: Resource Pack www.oxfordsecondary.

com/rollercoasters-resources © Oxford University Press 2022 2

Overview of Scheme of Work 5

Teaching materials written by Ben Hulme-Cross

Cover illustration by Royston Knipe.

Photographs: p21 (t,l): Nicola Bertolini/Shutterstock; p21 (t,r): Vladimir Mulder/Shutterstock;

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Overview of Scheme of Work

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Chapter Plot outline

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Grammar and language features:

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breeches swaddled specimen

‘The body was swaddled in coarse sacking’ (p12)

‘There were no signs of disease, no necrotising or ulceration – and anyway,

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Crime Victim Clues Motive Detective

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Quotation Sense Effect

‘Ezra felt the vomit rise up from Touch / taste

‘He had to put his hand out to the

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intrigue demise rogue

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1 What motivates Ezra to help Loveday?

Point: Evidence: Explanation:

2 What motivates Ezra to study Mr Finch’s shrivelled heart?

Point: Evidence: Explanation:

3 What motivates Ezra and Mr McAdam as surgeons?

Point: Evidence: Explanation:

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tourniquet scholar featherbedded

‘The crowd fell into silence.

‘“One doesn’t go barging into lawyers’ offices with a sword.”

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His feelings about Anna have changed.

His beliefs about social justice have remained as strong as ever.

He is now motivated by a desire for justice rather than money.

He is a little less cautious, and a little more impulsive, than before.

He continues to demonstrate his compassion and empathy,

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It could be because you found it:

 dramatic – for example:

 moving – for example: