LEELA'S ESL BUGGY | A RIDE INTO THE MALAYSIAN …
FORM 5
Novels
Step by wicked step
Table of Contents
Synopsis
Elements
Activities
Assessment
Answer Key
Glossary
Panel of writers
STEP BY WICKED STEP NOVEL
What is a novel?
Only in a novel are all things given full play – D. H. Lawrence
((
A novel is a long narrative in literary prose. Novels tell stories, which are typically defined as a series of events described in a sequence. The novel has been a part of human culture for over a thousand years, although its origins are somewhat debated. Regardless of how it began, the novel has risen to prominence and remained one of the most popular and treasured examples of human culture and writing.
There have been stories and tales for thousands of years, but novels must combine a few unique characteristics in order to be defined as such. First, a novel is written down, rather than told through an oral account. Secondly, novels are meant to be fictional in form, differentiating them from myths, which are said to have their basis in reality or theology. Although some modern scholars argue differently, there is no truly established guideline for length, point-of-view, or even establishment of a moral or philosophical point in novels.
Sources : Date accessed : 5th July 2010
: Date accessed : 5th July 2010
The elements of a novel include the following:
i. Plot - the structure of a novel. It shows the arrangement of events and actions within a story (please refer to notes on Freytag’s Pyramid below for details).
ii. Setting - the time, place, physical details, and circumstances in which a situation occurs. Setting enables the reader to better envision how a story unfolds by relating necessary physical details of a piece of literature.
iii. Theme - is the main idea, or message, of an essay, paragraph, or a book. The
message may be about life, society, or human nature. Themes often explore timeless and universal ideas and may be implied rather than stated explicitly. Along with plot, character, setting, and style, theme is considered one of the fundamental components of fiction. It is the universal statement or feel when you read a piece of writing.
iv. Character and characterisation - a character is a person in a narrative who may represent a particular class of group of people. Characters in a novel a the vehicle by which author conveys to us his / her view of the world. Characters maybe classify either main character or minor character. The characterisation of a character is revealed by actions, speech, thoughts, physical appearance, and the other characters’ thoughts or words.
v. Language - used by author to reveal the theme and purpose of the novel.
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Notes on Freytag's Pyramid
Gustav Freytag was a nineteenth century German novelist who saw common patterns in the plots of stories and novels and developed a diagram to analyse them. He diagrammed a story's plot using a pyramid like the one shown here:
1. Exposition: setting the scene. The writer introduces the characters and setting,
providing description and background.
2. Inciting Incident: something happens to begin the action. A single event usually signals the beginning of the main conflict. The inciting incident is sometimes called 'the complication'.
3. Rising Action: the story builds and gets more exciting.
4. Climax: the moment of greatest tension in a story. This is often the most exciting event. It is the event that the rising action builds up to and that the falling action follows.
5. Falling Action: events happen as a result of the climax and we know that the story will soon end.
6. Resolution: the character solves the main problem or someone usually solves it for him or her.
7. Dénouement: (a French term, pronounced: day-no-moh) the ending. At this point, any remaining secrets, questions or mysteries which remain after the resolution are solved by the characters or explained by the author. Sometimes the author leaves us to think about the THEME or future possibilities for the characters.
AUTHOR’S BACKGROUND
Anne Fine was born on 7 December 1947 in Leicester, England. She graduated in politics from University of Warwick. She currently lives in County Durham, England. She is a Fellow of the Royal Society of Literature and was awarded an OBE in 2003. She was married to the philosopher Kit Fine but divorced in 1988.
Anne Fine is best known for her children's books, of which she has written more than 50. She also writes for adults. She was appointed the second Children's Laureate, holding the position from 2001 to 2003.
Her books for older children include the award winning The Tulip Touch and Goggle-Eyes, which was adapted for television by writer Deborah Moggach for the BBC. Twentieth Century Fox filmed her satirical novel Madame Doubtfire as Mrs. Doubtfire, starring Robin Williams. Her books for younger children include Bill's New Frock and How to Write Really Badly. Her work has been translated into 27 languages.
Notes for teachers and other adults from Anne Fine
Source: annefine.co.uk/stepnotes.phpaccessed Date access: 6th July 2010
SYNOPSIS
STEP BY WICKED STEP NOVEL
PLOT SUMMARY
This novel is really five stories within a story that are induced by a story, like a nesting puzzle. So, we have six stories in the book. There may be a lack of a principal plot here but it is of no consequence as the novel’s main purpose is to serve as a forum for six various stories of Richard Clayton Harwick, Claudia, Colin, Ralph, Pixie and Robbo.
In Step by Wicked Step, five boys and girls find themselves in an old house on a stormy night. In a hidden tower room they discover an old diary, that of Richard Clayton Harwick, who left behind a journal account of his wicked stepfather. “Read and Weep,’ says the spidery writing on the cover of the book.
After Richard Clayton Harwick’s father passes away, he was sent to Mordanger School for four long years. He wishes to burn Mordanger to ‘ashes’ as to him, ‘there’s no meaner place on earth’ than this boarding school. When he returns to Old Harwick Hall, he could not get along with his wicked and loveless stepfather, Reverend Coldstone. Being ‘robbed of all his precious tokens’ from home, Richard makes the decision to leave and become a cabin boy when ‘a great ship strains at the tide’. His decision has caused anguish in his mother and sister, who have spent a fortune seeking his return. He did not return to see his mother or sister until he read a square print from Riddle & Flook which requested him to claim his ownership to Old Harwick Hall. By then, Richard knows that his stepfather, mother and sister have passed on. Only then, he realises his decision to leave has changed the lives of his family members.
Harwick's story prompts Claudia, Colin, Ralph, Pixie and Robbo to tell their own tales of stepfathers, stepmothers, and stepsiblings, who are in turn eccentric, beloved, unwelcome, and almost always misunderstood. Each vignette* is a wonderful study of human nature. As the lightning flashes, the children begin to relate their own tales of step parents, stories that are full of warmth and humour, yet with a fair share of sadness.
At first it seems the children could have nothing in common. Sports-mad Robbo, quick-witted Ralph, sensible Claudia, fiery Pixie and dreamy Colin seem as different to each other as it is possible to be. Yet they soon find they have one thing in common, and that they are all the products of broken homes and they once have a turbulent relationship with a ‘step-’ or ‘steps-’ Below are the five stories in ‘steps by wicked steps’ spin off from Richard Clayton Harwick’s ‘My Story. Read and Weep’. As Ralph says, “Stories don’t have to be written,’ he reminded Claudia. ‘ This is the night for stories. Off you go,’ he reiterated.
Here are the brief description of the vignettes of Claudia, Colin, Ralph, Pixie and Robbo.
CHARACTERS
|Name of character |Descriptions/ Attributes/ Personality |
|Robbo |School pupil, sports-mad especially football |
|Ralph |School pupil, quick-witted, hardworking and occasionally likes to intercept impolitely during a |
| |conversation |
|Colin |School pupil, longs to be reunited with his stepdad, dreamy as ‘he drifts through the hours of |
| |each school day as if his thoughts were hundreds of miles away’ and this ‘ drove his teachers to|
| |despair’ |
|Claudia |Steady, sensible, did not get along well with her stepmother at the beginning |
|Pixie |Fiery, a good reader, selfish |
|Richard Clayton Harwick |Owner of Old Harwick Hall, lost his father at a very young age. His mother remarries the priest,|
| |Reverend Coldstone whose wrath Richard cannot stand. He runs away, without knowing that he has |
| |made a decision that will change three lives; his stepfather’s, mother’s and sister’s. When he |
| |inherits Old Harwick Hall, he has lost his three closest members of the family. |
|Rev. Coldstone |Richard’s wicked stepfather, strict and cold-hearted |
|Mr. Plumley |A staff of the school who accompanies the children to Old Harwick Hall |
|Miss O’ Dell |The school teacher who picks five of the children on a trip after a quick glance at her list. |
|Mr. Digby |Gardener at the Harwick’s household |
|Lucy |Maid at the Harwick’s household |
|Charlotte |Richard Clayton Harwick’s sister. |
OTHER CHARACTERS IN THE VIGNETTES
|VIGNETTE |Characters |
|1. Claudia’s Story : Green Pyjamas |Dad’s girlfriend, Stella, who is a cook |
|2. Colin’s Story : The Bluebird of Happiness |Colin’s immature mother |
| |Colin’s endearing stepdad (Jack ) who calls him many nicknames. |
|3. Ralph’s Story : A Tale of Three Stepmothers |First stepmother, Annabelle |
| |Second stepmother, Janet |
| |Third stepmother, Flora |
| |Stepdad, Howard |
|4. Pixie’s Story : The Pains in my Life |Pixie’s stepmother, Lucy |
| |Two stepsisters , Sophie and Hetty Payne |
| |Pixie’s dad, whose lackadaisical attitude towards his family |
| |makes things difficult for the family to come together as a happy|
| |one. |
|5. Robbo’s Story: Dumpa’s the Problem |Roy ( a.k.a The Beard), Robbo’s step dad. |
| |Callie, Robbo’s sister who hates The Beard |
| |Dumpa, Robbo’s newly born step brother |
| |Robbo’s mum, Hope |
SETTING
1. The haunted house of Harwick.
2. Domestic households of Claudia, Colin, Ralph, Pixie and Robbo.
THEMES
VALUES
1. It is important that children should tell their parents about their real feelings and vice
versa.
2. One has to be brave when facing adversities.
3. We must not judge someone without knowing all the facts. We should weigh our
pros or cons, and study the facts.
4. Adults or parents should be more thoughtful in making decision as it would affect the lives of their children.
LITERARY DEVICES
Anne Fine uses similes to emphasise a certain characteristic of a thing. The comparison
made in a simile is often unusual. The listener or reader can form a mental image of the comparison. This increases understanding of what the author is trying to communicate. These are some of the similes used by Anne Fine:
Simile
1. Like someone stepping on stones over a river with water raging on both sides (p. 21)
2. When a great ship strains at the tide, and needs a cabin boy, nobody asks the lad
who speaks as roughly as a gardener’s son, and claims to be Dick Digby, whether
his mother knows he’s off to sea. (p.25)
3. ... dressed black as a bat (p. 16)
4. She ( Hetty ) is still wary of me, and I still get on with her that bit better when all the lights are out, and I don’t have to watch her cocking her one side and fiddling with her hair or rolling the cat like a sausage across the downie (p.103)
5. It was like the Arctic. (p 87)
6. Like leftover shoved in a fridge (p. 2)
7. ….as narrow as the ones that archers used… (p. 8)
8. …over a black and white tiled floor that looked like a huge checkerboard glazed …
(p. 4) tight little circle, like campers round a …(p. 6)
9. She picked her way…..like someone stepping ….(p. 21)
10. And I’d just stare down at my plate on my face that said, plain as day, with a look
‘Why should you?’ (p. 40)
Hyperbole
Hyperbole is exaggeration. It puts a picture into the reader’s mind. Anne Fine occasionally makes a point by overstating an action or object as in the following hyperboles:
1. As the driver swung the minibus (p. 1)
2. Just as if the dull-looking binder on the desk was a delicious birthday cake (p. 10)
3. No tears! I would have found obedience….How many nights my pillow would become a flood (p.17)
4. How many cloudless afternoons I was to water with my private showers (p. 17)
Personification
Personification is a a figure of speech in which inanimate objects or abstractions are endowed with human qualities or are represented as possessing human form. Anne Fine uses personification to make this novel more dramatic and interesting or to convey a certain mood. By using this literary device, it also helps us to relate more to the object or idea that is being personified because it is easier for us to relate to something with human attributes.
1. Flinching as the twisted fingers of trees scraped at the glass (p. 2)
2. And then another flash shot generously across the sky (p. 7)
3. The wind still whistled through the tree, but in the room the silence is palpable (p. 34)
Repetition
This device is mostly used in two of the vignettes to emphasise on the subject in hand, as shown in the following:
1. ‘It isn’t a story,’ said Colin. ‘There isn’t anything to tell. We just went on.’ (p.51)
2. ‘There isn’t a story,’ said Colin. (p. 53)
3. ‘There isn’t a story,’ said Colin. ‘We just went on.’ (p. 56 )
4. ‘ I’ve told you,’ said Colin. ’There isn’t story. It’s just that, as we went on, I started getting into trouble at school…’ (p. 57 )
5. ‘Dumpa’s the problem’ (pgs 107,112,119 and 125 )
STEP BY WICKED STEP SETTING/ACTIVITY 1
STEP BY WICKED STEP SETTING/WORKSHEET 1
This is Old Harwick Hall. In each bubble, write out the setting which you can identify from the story.
STEP BY WICKED STEP SETTING/ HANDOUT 1
| |
|Another brilliant flash lit up a jagged, stone tower, strangled by ivy. |
|‘Is that it?’ |
|‘No, that's the old church.’ |
| |
|They'd all heard about the ruined church. It was forbidden ground, and if you were caught climbing on its perilously steep slopes, you|
|were sent home, even though this was a school week. All they could see of it from the minibus as they swept by, was a dark silhouette |
|of tumbled stone. |
| |
|‘Cripes!’ the driver said suddenly, stabbing at the brakes. |
| |
|Everyone turned from the side windows and stared ahead. |
|‘There it is!’ |
|‘Strick!’ |
|Through the arcs of the wipers, they could make out a towering mansion with dunce-hatted turrets, standing black against storm clouds.|
|Moonlight flickered eerily against its dark windows. |
| |
|(pgs 1-2) |
| |
|The heavy drapes, the plain dark coverlet, the framed old maps – surely even his frail and nodding great-grandmother had spent her |
|childhood in a brighter room than this. All he could tell from looking round was that, when it was left to spiders all those years |
|ago, the last child to sleep in that high, ornate bed came from a family with a mint of money. |
|(p. 9) |
| |
|It was the Reverend Coldstone. It was not Sunday, but still I wished him back in his dark ivy-smothered chapel. |
|‘Sir, I am in a hurry.’ |
|He gripped my arm tighter, and loomed over me. His pale face peered in mine. He was dressed black as a bat, and ( I’ll say it fearlessly, |
|now he has done his beat to beat the fear out of me) he was no more welcome than one of those sinister, misbegotten creatures in my |
|mother’s pretty morning room. |
|(p. 16) |
|Then he stepped back. There was a flash of anger in those ice-blue eyes. And, when he spoke, his voice was even sharper than mine, with, I|
|sensed, far more practice. |
|‘ Trust me,’ he warned. ‘I shall take time to mend your manners soon.’ |
|(p. 17) |
|... all of us suffered Mr Coldstone’s anger as money slipped steadily away. ‘What! Yet another costly search! Let the ungrateful boy be |
|lost for ever!’ ‘Lilith! Waste more of your dwindling fortune on this folly and I will make you pay for it twice over!’ |
|And so he did. Last year she died ( of him too close, and you too far). And, from the day that she was buried, he would not give a penny|
|to look for you… |
|( p. 28) |
| |
|Here, out of the driving rain, they exchanged battered rucksacks and brand new holdalls as the driver took off in a spray of wet gravel, |
|and their teacher stared miserably at the huge oak and iron door. |
|‘Ring the bell, Mr Plumley,’ prompted Claudia. |
|‘What bell?’ |
|Quite right. No bell that anyone could see. |
|(p. 3) |
|The door grated open, over a black and white tiled floor that looks like a huge checkboard glazed with storm water. |
| |
|(p. 4) |
|Poor Mr Plumley had marched straight into a giant floor-to-ceiling looking glass that reflected the wide curve of stairs sweeping out of |
|the shadows behind them. |
|(p. 4) |
| |
|When I was young, my father took a fever. Day by day, everything changed. A dreadful silence fell upon our house. The maids wept in |
|corners, My mother’s dark dresses billowed as she hurried across landings, impatiently snatching from the servants’ hands the things|
|she begged my father to lift his head from the pillows and try : poor thing indeed! |
| |
|( p. 15) |
|… - but early one evening I came across George the gardener leaning heavily on his spade, and took the courage to ask him. |
|‘Mr Digby. Is my father dying?’ |
|He lifted his head and stared. |
|‘Oh, Master Richard!’ he said, pushing the spade aside and crushing me into his breast. |
|And then I knew. |
|That night, Lucy the maid came in my mother’s room to hear my prayers and say ‘Goodnight, God bless’ |
| |
|(p. 15) |
|‘ |
|‘Is that it?’ |
|‘No, that’s the old chapel.’ |
|They’d all hear about the ruined chapel. |
|( p.2 ) |
|The dust lay thick – on shelf and desk and chair, on lantern and candelabra, on books and cushions –even on the floor, where the |
|brash patterns pressed by the soles of their shoes made them feel even more like trespassers. It is quite obvious to every one of |
|them that no one had stepped in this room as long as anyone alive could possibly remember. |
|(p. 9) |
|Ralph gazed at the cobwebs glinting in the moonlight. |
|(p. 9) |
STEP BY WICKED STEP SETTING/ACTIVITY 2
STEP BY WICKED STEP SETTING/WORKSHEET 2
Write the title of a chosen vignette, the setting in the book and the one in which you live in.
State how are the two settings alike and then list four ways in which the settings differ ( for example, the climate, landscape, location, flora and fauna, culture, history and economy).
STEP BY WICKED STEP VOCABULARY/ACTIVITY 3
STEP BY WICKED STEP VOCABULARY/WORKSHEET 3
Write a word from the novel inside the robot’s head. Find the definition of the word as it is used in the sentence and write the definition on the right boot. Use a thesaurus to find four synonyms and write them on the left hand. Find four antonyms and write them on the right hand of the robot. Draw a picture of the word on the robot’s body. (If the word is a feeling, an adjective or idea, you may illustrate it using an emoticon, cutting from the newspaper or magazine, etc)
STEP BY WICKED STEP CHARACTERISATION/ACTIVITY 4
STEP BY WICKED STEP CHARACTERISATION/WORKSHEET 4
Write two characters in the two boxes given. Discuss the character traits of the chosen characters. Are there any similarities or differences? Write two similar and different traits in the empty spaces provided. Provide evidence to justify your answers.
STEP BY WICKED STEP CHARACTERISATION/ACTIVITY 5
STEP BY WICKED STEP CHARACTERISATION /WORKSHEET 5
Write the name of the character chosen in the box below. Write how the character feels or acts at the beginning of the story in the left column of the arrow. Then, write a description of an event that has caused the character to change in the arrow. Finally, write how the character feel or act at the end of the story on the right column of the arrow.
CHARACTER’S NAME
STEP BY WICKED STEP CHARACTERISATION/ACTIVITY 6
STEP BY WICKED STEP CHARACTERISATION/WORKSHEET 6
Complete Panels 1 to 6 in the Character Cube templates. Then, cut out the cube pieces along the solid lines. After that, glue TAB A behind the bottom of Panel 4. Fold the paper along the dotted line so that if forms a cube. Glue each of the tabs behind the panel it meets
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(Adapted from The Big Book of Reading Response Activities by Michael Gravois )
STEP BY WICKED STEP PLOT/ACTIVITY 7
STEP BY WICKED STEP PLOT/WORKSHEET 7
The protagonist takes many steps in his/her life. Write the steps that he or she has taken from the start to the end of the story.
The character that I have chosen is _____________
STEP BY WICKED STEP VALUES/ACTIVITY 8
STEP BY WICKED STEP VALUES/WORKSHEET 8
Write a letter to a friend on values you have learnt from ‘Step by Wicked Step’. You man use the introduction below to start your letter
STEP BY WICKED STEP THEME/ACTIVITY 9
STEP BY WICKED STEP THEME/WORKSHEET 9
Put a tick (( ) in the blank column if the main idea can be found in all the six stories or vignettes.
|Themes | ( |
|1. |Peer pressure | |
|2. |Love and care | |
|3. |Teenage problems | |
|4. |Effect of parental divorces | |
|5. |Family relationship | |
|6. |The virtue of tolerance | |
|7. |Coping with a new member of the family | |
|8. |The need to express your views | |
|9. |Child abuse | |
|10. |Friendship | |
Put a tick (( ) against each story which has the given theme. Then choose a significant idea that has been introduced by the author which has left a deep impression on you. Give reasons for your choice with supporting information from the novel.
| |Stories of: |
|Theme | |
| |Richard |Claudia |Colin |Ralph |Pixie |Robbo |
| |Harwick | | | | | |
| | | | | | | |
|Broken Family | | | | | | |
| | | | | | | |
|Family relationships | | | | | | |
| | | | | | | |
|Coping with change | | | | | | |
| | | | | | | |
|Think before making a decision | | | | | | |
| | | | | | | |
|The need for tolerance | | | | | | |
| |
|The most significant idea that impresses me in ‘Step by |
|Wicked Step’ by Anne Fine is |
| |
| |
|______________________________________________________________________ |
STEP BY WICKED STEP THEME/ACTIVITY 10
STEP BY WICKED STEP THEME/WORKSHEET 10a
For each story, suggest the main problem faced by the lead character. Discuss in your group and fill in the worksheet.
| | | |
|No. |Story |Problem |
| | | |
|1 |Richard Clayton Harwick – My Story. | |
| |Read and Weep | |
| | | |
|2 |Claudia’s Story : Green Pyjamas | |
| | | |
| | | |
|3 |Colin’s Story : The Bluebird of Happiness | |
| | | |
|4 |Ralph’s Story : A Tale of Three Stepmothers | |
| | | |
|5 |Pixie’s Story : The Pains in My Life | |
| | | |
| | | |
|6 |Robbo’s Story : Dumpa’s The Problem | |
| | | |
STEP BY WICKED STEP THEME/WORKSHEET 10b
Instructions:
1. Choose a character from the novel.
2. Find a picture of a person from a magazine or newspaper that best suits the description of the chosen character (or you may draw a picture of the character).
3. Paste or draw picture in the box given below.
4. Write out (from the first person’s point of view) the problem faced by him/her in the speech bubble provided.
5. Display your work on the wall/notice board.
Picture of the character
_________________________
(Name of character)
STEP BY WICKED STEP THEME /ACTIVITY 11
STEP BY WICKED STEP THEME/WORKSHEET 11
Discuss with your partner. For each vignette in the novel ‘Step by Wicked Step’ choose a theme.
STEP BY WICKED STEP VALUES/ACTIVITY 12
STEP BY WICKED STEP VALUES /WORKSHEET 12
|Write a value you have learnt on the Wall of the Facebook in this worksheet. |
|Let students from other groups to give comments on the Facebook Wall but write in complete sentences. |
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STEP BY WICKED STEP ENRICHMENT/ACTIVITY 13
STEP BY WICKED STEP ENRICHMENT/HANDOUT 13
Find two examples of similes.
Write them in the binoculars with the lines and page number taken from the novel.
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STEP BY WICKED STEP ENRICHMENT/WORKSHEET 13
Find four examples of ________________
Write them in the binoculars with the lines and page number taken from the novel.
STEP BY WICKED STEP BEYOND THE TEXT/ACTIVITY 14
STEP BY WICKED STEP BEYOND THE TEXT/WORKSHEET 14
TITLE OF STORY : ________________________
STEP BY WICKED STEP BEYOND THE TEXT/ACTIVITY 15
STEP BY WICKED STEP BEYOND THE TEXT/WORKSHEET 15
Write the cause on the boat and its effects on each ripple.
STEP BY WICKED STEP BEYOND THE TEXT/ACTIVITY 16
STEP BY WICKED STEP BEYOND THE TEXT/WORKSHEET 16
Write out the literary device based on the example given. State a reason for your choice of literary device.
| | | |
|Example from text |Literary Device |Reason |
| | | |
|…from stepping silently past doorways, and moving like a |Simile |the usage of the word ‘like’ |
|shadow through the house,… | | |
| | | |
|.No tears! I would have found obedience….How many nights my| | |
|pillow would become a flood | | |
| | | |
|…I stood like a trespasser in the shadow of the lime walk, | | |
|and watched the house | | |
| | | |
|…he shook his grizzled head as to tell himself he was a | | |
|foolish old man dreaming of better times,… | | |
|Dumpa’s the problem | | |
|(pgs 107,112,119 and 125 ) | | |
| | | |
|Outside, the wind still whistled through the trees,… | | |
STEP BY WICKED STEP ASSESSMENT/ACTIVITY 17
STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17a
RICHARD CLAYTON HARWICK – MY STORY “Read and Weep”
Answer the following questions based on Richard Clayton Harwick – My Story: Read and Weep. Write your answer in the space provided.
1. Where was the minibus taking the five pupils to?
___________________________________________________________________
___________________________________________________________________
2. “Don’t even want you coming up their garden path to give them a free paper!”
What does this line suggest?
___________________________________________________________________
___________________________________________________________________
3. How does the author describe the pupils on pages 1 and 2?
___________________________________________________________________
___________________________________________________________________
4. ‘They’d all heard about the ruined chapel. It was forbidden ground......’ (p. 2).
Why do you think the school authority forbid children from going there? What is the punishment if they are seen there?
___________________________________________________________________
___________________________________________________________________
5. What is the literary device used in the following expressions: “ fronds of strange plants....fingered them as they passed”, “ornaments chattered...”
___________________________________________________________________
___________________________________________________________________
6. “Pixie preferred safety in numbers.”
What is the author trying to convey in the above line?
___________________________________________________________________
___________________________________________________________________
7. Who discovered the door in the wall? Where did the door lead to?
___________________________________________________________________
___________________________________________________________________
8. “....the tangled veil of stretched and broken cobwebs ...”
What does this tell us about the room?
___________________________________________________________________
___________________________________________________________________
9. What evidence was there in the room to suggest that the last child to sleep in that tiny room was from a very rich family?
___________________________________________________________________
___________________________________________________________________
10. Why did the children rush to pretend to sleep when they hear the bus in the courtyard?
___________________________________________________________________
___________________________________________________________________
11. What were Pixie’s reasons for them to be together in one room?
___________________________________________________________________
___________________________________________________________________
12. What was Ralph’s reaction to the finding of the album?
___________________________________________________________________
___________________________________________________________________
13. What was Miss O’Dell’s reason for the five children to be together in the minibus?
___________________________________________________________________
___________________________________________________________________
14. Why do you think Richard adds the line “Read and Weep” to the title of his album?
___________________________________________________________________
___________________________________________________________________
15. How does Reverend Coldstone treat Richard?
___________________________________________________________________
___________________________________________________________________
16. What is Richard’s reaction to his mother’s request “No tears, my dearest.” just as he
is about to visit his father?
___________________________________________________________________
___________________________________________________________________
17. What was Richard distressed about after visiting his ailing father?
.
___________________________________________________________________
___________________________________________________________________
18. Why does Richard stamp on his father’s grave?
___________________________________________________________________
___________________________________________________________________
19. What does Richard overhear his mother and Coldstone talk about?
___________________________________________________________________
___________________________________________________________________
20. Richard was sent to Mordanger after his mother marries Mr. Coldstone. What is
Richard’s attitude about school then?
___________________________________________________________________
___________________________________________________________________
21. What message does Charlotte convey to her brother about their mother?
___________________________________________________________________
___________________________________________________________________
22. What does Richard accuse Charlotte? What is Charlotte’s reasoning for this
accusation?
___________________________________________________________________
___________________________________________________________________
23. Why does Richard feel that it would be best for him to leave the family?
___________________________________________________________________
___________________________________________________________________
24. What is the common feature that all five young children have?
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25. A lot of difficulties were faced by Richard’s family after his disappearance. What
does that teach us about making decision?
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STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17b
CLAUDIA’S STORY – GREEN PYJAMAS
Answer the following questions based on Claudia’s Story – Green Pyjamas. Write your answer in the space provided.
1. What did Claudia’s mother moan about her dad?
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2. Why were Mum and Granny in a rage late one night after a flood of phone calls?
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3. Why didn’t Dad dare to come near the house after the phone calls?
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___________________________________________________________________
4 How does Stella look like, according to Claudia?
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___________________________________________________________________
5. What would Stella do when Claudia goes out for tea with Dad?
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6. Read the extract below and answer the following question.
| |
|‘What about Flora’? |
|‘ She’s very well, thank you.’ |
|Stella would try again. |
|‘ I don’t know Flora, do I? |
|And I’d just stare down at my plate with a look on my face that said, plain as day: ‘Why should you? You’re nothing to do |
|with me. You’re not my mother. Why should you know anything at all about my friends. If I wanted butter, I’d ask Dad to |
|pass it, even if Stella was closer. |
|(p. 40) |
Based on the extract above, what do you think of Claudia’s behaviour? Do you think
she should behave in such a manner? Give a reason to support your answer.
___________________________________________________________________
___________________________________________________________________
7. What couldn’t Claudia bear when she was having a perfectly normal time with Dad and Stella?
___________________________________________________________________
___________________________________________________________________
8. What did Stella buy for Claudia as a late Christmas present?
___________________________________________________________________
___________________________________________________________________
9. Why was Claudia guilty of saying ‘Yes I enjoyed it’ when she gets home to her Mum’s
place from the weekend with Dad?
___________________________________________________________________
___________________________________________________________________
10. Why did Claudia hate Stella?
___________________________________________________________________
___________________________________________________________________
11. Why did Stella say, ‘Tucked up in bed in your nightie?’ (p. 61)
___________________________________________________________________
___________________________________________________________________
12. ‘Wish me luck,’ she said. And I realized for the first time that she was nervous. What
was Stella nervous about and why?
___________________________________________________________________
___________________________________________________________________
13. What did Stella do when she set the tray across Claudia’s knees?
___________________________________________________________________
___________________________________________________________________
14. What did Claudia do behind the giant ferns?
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15. What did Claudia find out about the things that Dad’s friends talk about?
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16. How did Dad’s friend treat Stella?
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17. What did Claudia feel about the way dad’s friends treat Stella?
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18. The way dad’s friends treated Stella made Claudia make a huge decision. What was that decision?
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19. What did Dad’s friends do after Claudia addressed Stella by her name for the very first time?
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20. From the story, what did Claudia find out about Stella?
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21. What did you learn from Claudia’s story? Justify your answer with textual evidence from the text.
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STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17c
Colin’s Story : The Bluebird of Happiness
Answer the following questions based on Claudia’s Story – Green Pyjamas. Write your answer in the space provided.
1. How old was Colin when his mum leaves his real father?
___________________________________________________________________
___________________________________________________________________
2. What is the reason Mum gave about her separation from Colin’s real father?
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3. Read the extract below and answer the questions that follow:
| |
|‘Then she took up with my dad. I call him that because he came when I was eight months old, and I don’t remember anytime |
|before that. He looks a bit like me, anyway. His hair is dark, like mine, though he has silver patches over his ears. |
|He knows the words of practically every song you’ve ever heard, and he rolls his own cigarettes out of tobacco in a tin. |
|And he can’t sit on a park bench without every dog in the world coming up to say hello to him. Sometimes they even try to|
|follow him home.’ |
(a) How does Colin describe the similarity between him and his new father?
_____________________________________________________________
_____________________________________________________________
(b) From the extract, what are some peculiar habits of his new dad?
_____________________________________________________________
_____________________________________________________________
(c) In your opinion, what makes the dogs try to follow him home?
_____________________________________________________________
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4. What are the various names Colin’s stepfather (whom he now called Dad) has for
him?
___________________________________________________________________
___________________________________________________________________
5. Where does Colin’s mother work after they had moved out from the flat?
___________________________________________________________________
___________________________________________________________________
6. In your opinion, why does Colin keep calling his stepfather as Dad instead of
stepdad?
___________________________________________________________________
___________________________________________________________________
7. Read the extract below and answer the questions that follow:
| |
|‘I didn’t finish with him. I pretended. Each night I took the tobacco tin out of the toe of my boot, where I kept it |
|hidden, and put it under my pillow. Then, very softly, so Mum wouldn’t hear, I’d hum our favourite song. And, when I was|
|ready, I unscrewed the lid. There were only a few old shreds of tobacco in there, but still – ‘ |
|Again he stopped, and glanced around at them. They were all staring back. Claudia was even biting her lip. But no one |
|was laughing at him. |
|So bravely, he went on. |
|‘But still, it smelled the same. It was like burying your head in his woolly. Or squashing up in the chair, to watch |
|telly. And I’d pretend that he was there with me. And I could talk to him, just like before.’ |
(a) Why does Colin hide the tobacco tin inside his boot?
_____________________________________________________________
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(b) How does the smell of tobacco remind him about his Dad?
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(c) Why do you think nobody is laughing at Colin’s story?
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(d) Do you think Colin can accept the fact that his father is no longer staying with
him? Why?
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8. What does Colin do to show that his Dad matters a lot to him and will still be his Dad? ( refer to p. 61)
___________________________________________________________________
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9. In your opinion, why does Ralph stop addressing Colin’s father as a stepdad at the end of the story?
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10. When did Colin last see his Dad? In your opinion, can Colin find his father someday? Give a reason to support your answer.
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11. Do you like Colin? Give two reasons to support your answer.
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12. Google the song, ‘ The Bluebird of Happiness’ Write out the lyrics and state how the song can be related to this story.
___________________________________________________________________
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13. Find out the mythology of the bluebird of happiness in the Internet. Share your findings with your classmates.
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STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17d
Ralph’s Story - A Tale of Three Stepmothers
Answer the following questions based on Ralph’s Story - A Tale of Three Stepmothers. Write your answer in the space provided.
1. When does Ralph’s mother get her hair trimmed?
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___________________________________________________________________
2. Why was Pixie confused after Ralph’s explanation?
___________________________________________________________________
___________________________________________________________________
3. How did the lunch boxes help Ralph to remember where to go?
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___________________________________________________________________
4. Who came up with the lunchbox idea?
___________________________________________________________________
___________________________________________________________________
5. Why were Ralph’s brothers fed up with Annabel?
___________________________________________________________________
___________________________________________________________________
6. Why did Ralph’s father stop listening to jazz?
___________________________________________________________________
___________________________________________________________________
7. Why did Brandy go with Ralph to his dad’s house?
___________________________________________________________________
___________________________________________________________________
8. Explain the incident that had caused Annabel to be so angry that she decided to leave dad.
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9. Why did George think their dad had found Janet ( Ralph’s Stepmother Number Two) in a “Gaol”?
___________________________________________________________________
___________________________________________________________________
10. Why do Ralph’s parents fond of Janet?
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11. Why did Janet leave Ralph’s parents?
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12. Why did Ralph’s mom stick to Janet’s schedule even though Janet was not a part of their lives anymore?
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13. How would you describe Flora?
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14. Why was Flora more acceptable to Ralph and his brothers as compared to the other two stepmothers?
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STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17e
PIXIE’S STORY – THE PAINS IN MY LIFE
Answer the following questions based on Pixie’s Story: The Pains in My Life. Write your answer in the space provided.
1. Why did Pixie call the Payne family ‘The Pain’?
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___________________________________________________________________
2. What was the agreement made by Dad and Lucy to Pixie when they buy the house?
___________________________________________________________________
___________________________________________________________________
3. What made Hetty move from her sister’s bedroom?
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___________________________________________________________________
4. In what way did Hetty drive Pixie mad?
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___________________________________________________________________
5. What was the first try made by Pixie to get Hetty out from her room?
___________________________________________________________________
___________________________________________________________________
6. What present did Pixie give to Lucy during Christmas?
___________________________________________________________________
___________________________________________________________________
7. How would Pixie’s Mum react if she realises something is missing at her home?
___________________________________________________________________
___________________________________________________________________
8. Read the extract below and answer the questions that follow:
| |
|‘And as for you! I thought you were supposed to be an intelligent girl! But you still manage to walk round this house as |
|if you sincerely and honestly believed that without me and Sophie and Hetty, everything in your life would be hunky-dory!’|
| |
|She threw up her hands. |
|‘Go on, then. Carry on. I’m used to it. Go on, all three of you, treating me as if I’m the only problem in your lives. |
|Keep on telling yourselves that, if it weren’t for the Wicked Stepmother, everything would be fine. Carry on living in |
|your dream world!’ |
| |
|(pg. 97-98) |
(a) What does Lucy mean when she said, ‘everything in your life would be hunky-dory’?
_____________________________________________________________
_____________________________________________________________
(b) Who are the `all three of you’ that Lucy is referring to?
_____________________________________________________________
_____________________________________________________________
(c) What can you infer from Lucy’s fury in the above extract?
_____________________________________________________________
_____________________________________________________________
9. Read the extract below and answer the questions that follow:
|But instead he just got on with his own selfish, quiet life, pretending he didn’t notice things, or leaving them for Lucy,|
|and never trying to sort out any of the horrible, horrible mess he’d made by changing all our lives for ever. |
|But Lucy just said to him coldly: |
|‘Please go away.’ |
|Maybe she thought that he was interrupting. But I don’t think so. I see she was just fed up with him forever staying out |
|of things, and not facing up to what was bothering everyone, and only creeping in when he thought the trouble was over, |
|and it was safe. |
|(p. 99) |
(a) What made Pixie and Lucy ask Dad to go away?
_____________________________________________________________
_____________________________________________________________
(b) Why was Pixie fed up with Dad?
_____________________________________________________________
_____________________________________________________________
10. Read the extract below and answer the questions that follow:
(a) What is Pixie’s feeling in the above extract?
_____________________________________________________________
_____________________________________________________________
(b) Why did Pixie wish that she could come and live in her father’s house all the time?
_____________________________________________________________
_____________________________________________________________
(c) What, on the other hand, makes Pixie want to go straight home and never come back?
_____________________________________________________________
_____________________________________________________________
(d) From the extract, what does the word it mean?
_____________________________________________________________
_____________________________________________________________
(e) In your opinion, why does Pixie hate anyone who calls her ‘Priscilla’?
_____________________________________________________________
_____________________________________________________________
11. Read the extract below and answer the question that follows:
| |
|‘So now we’re back exactly how we were before. Except that everything’s different. I’m not pretending any more. Everyone |
|knows how I feel and I know how they feel. We’re not playing Happy Families’ said Pixie. |
Based on the above extract, how did Pixie and her stepmother resolve their differences?
___________________________________________________________________
___________________________________________________________________
12. Who do you think is to be blamed for the unhappiness in Pixie’s family? Give a reason to justify your answer.
___________________________________________________________________
___________________________________________________________________
13. If you are unhappy about something, is it good to let people know how you feel? Give a reason to justify your answer.
___________________________________________________________________
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STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17f
ROBBO’S STORY - DUMPA’S THE PROBLEM
Answer the following questions based on Robbo’s Story - Dumpa’s The Problem. Write your answer in the space provided.
1. How old was Robbo when his dad and mum decide to split?
___________________________________________________________________
___________________________________________________________________
2. Read the extract below and answer the questions that follow:
| |
|Dad came back a lot, and Mum would send Callie and me out in the garden, while they stayed in the kitchen, arguing and |
|arguing. Callie kept going back inside to try to make them stop. But I just stayed out there, kicking the ball to myself, |
|over and over. And after a bit, Dad stopped coming round, and we had to start visiting him at his new place instead. I |
|didn’t mind, but Callie hated it. She said that it was cold and nasty and horrible, and the sheets felt funny. She tells |
|me things I never realised, but, once she‘s come out with them, I know they’re true, and I can’t understand why I didn’t |
|work them out for myself in the first place. |
|(p. 105 ) |
(a) Who came frequently to visit Robbo, Callie and Mum?
_____________________________________________________________
_____________________________________________________________
(b) Why were Callie and Robbo sent out to the garden when Dad came?
_____________________________________________________________
_____________________________________________________________
(c) What did Robbo and Callie do when they were sent outside?
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(d) Why do you think Callie hated visiting Dad at his new place?
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(e) In your opinion, why did Dad stop visiting them?
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3. Who gave the nickname ‘The Beard’ to Roy?
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___________________________________________________________________
4. What was Callie’s first negative remark about Roy?
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___________________________________________________________________
5. Since Dumpa was born, Callie hated Roy even more. Why did Callie behave in such way?
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___________________________________________________________________
6. Read the extract below and answer the question that follows:
| |
|Dumpa’s the problem, you see, he’s only three. And he’s the sweetest child in the whole world. Even Callie admits it. I |
|never thought anything about babies till Dumpa was born. I thought that they were just boring. But when Roy took us to |
|visit Mum in the hospital, he scooped this tiny knitted bundle out of its little swinging plastic tub, and put it in my |
|arms. And suddenly it sneezed-the neatest little sneeze you ever heard – and its eyes pooped open in surprise, and it |
|stared up at Roy peering over my shoulder. |
|(p. 106) |
What was Robbo’s opinion about babies before Dumpa was born?
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___________________________________________________________________
7. What makes Mum say that Dumpa is ‘definitely his dada’s son’?
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___________________________________________________________________
8. Why did Robbo feel like cheering the moment he knew Roy has returned home?
___________________________________________________________________
___________________________________________________________________
9. How did Callie know that Roy is lying about his sick mother?
___________________________________________________________________
___________________________________________________________________
10. Who was responsible behind the idea of reuniting Mum and Dad?
___________________________________________________________________
___________________________________________________________________
11. Read the extract below and answer the questions that follow:
| |
|‘ Ask your dad if he’d like to have you for a couple of extra days over half-term.’ |
|‘Tell your mum if she needs some new tyres on that car of hers, I know a man who gets them very cheaply.’ |
|‘ Don’t forget to take the spare fruit cake round to Daddy’s house.’ |
|‘Why don’t you give Mummy these plant cuttings Anne Sue left me? I know I’ll never manage to make them grow.’ |
|Callie was getting pretty confident now. |
|But I wasn’t nearly so sure. I reckoned there was still a big difference between the two of them trying to get along like |
|reasonable people, sending each other unwanted fruit cake and plant cuttings and things, and their wanting to get back |
|together in the same house. |
|(p. 111 ) |
(a) What was Callie confident about?
_____________________________________________________________
_____________________________________________________________
(b) What was Robbo’s view about the incident above?
_____________________________________________________________
_____________________________________________________________
12. What had happened between Callie and Roy on Dumpa’s fourth birthday?
___________________________________________________________________
___________________________________________________________________
13. What were Callie and Roy arguing about?
___________________________________________________________________
___________________________________________________________________
14. Why did Mum refuse to let Callie do as instructed by Roy?
___________________________________________________________________
___________________________________________________________________
15. Read the extract below and answer the questions that follow
| |
|‘Because she’s not my daughter? Is that it?’ He dropped Callie’s wrist as if it had scorched him. ‘Well, let me tell you |
|something, Hope. If I’m good enough to get up half an hour earlier than I need every morning to drive her to school, and |
|good enough to work overtime to pay for repairs to the roof over her head, and good enough to trail round the supermarket |
|for her favourite foods, then I’m good enough to stop her carelessly scratching my car!’ |
|(pgs. 113-114) |
(a) What is Roy’s tone in the above incident?
_____________________________________________________________
_____________________________________________________________
(b) Do you think Roy is doing the right thing in the above incident? Give a reason to support your answer.
_____________________________________________________________
_____________________________________________________________
16. Read the extract below and answer the questions that follow
| |
|But I was wrong. Callie’s next words came out so muffled that neither of us could hear them properly. But they came out. |
|Mum stopped the patting and looked at me. ‘What did she say?’ Sometimes you have to take a risk to finish the game. I took|
|a deep breath. ‘I think she probably said she wants to go and live with Dad.’ Mum looked as if I’d slapped her. ‘But |
|Callie doesn’t even like your father’s place! She says it’s cold and gloomy, and not like a real home at all.’ Callie just|
|buried her head deeper in Mum’s lap. So, once again, it was up to me. |
|(pgs. 123-124) |
(a) Why couldn’t Callie’s words be heard properly?
_____________________________________________________________
_____________________________________________________________
(b) What does Robbo mean when he said,’ Sometimes you have to take a risk to finish the game.’?
_____________________________________________________________
_____________________________________________________________
(c) Why did Mum feel like Robbo had ‘slapped her’?
_____________________________________________________________
_____________________________________________________________
(d) Do you think Callie has made a good decision? Give a reason to support your answer.
_____________________________________________________________
_____________________________________________________________
17. The phrase ‘Dumpa’s the problem’ has been repeated many times in this story (see pages 107,112,119 abd 125). Do you think Dumpa’s the problem in this family? Give reason(s) to support your answer.
___________________________________________________________________
___________________________________________________________________
18. Who is your favourite character in this story? Why do you like him/her? Support your answer with reasons.
___________________________________________________________________
___________________________________________________________________
STEP BY WICKED STEP ASSESSMENT/ ACTIVITY 18
Based on the novel of your choice, discuss the problems faced by a character.
How does he/she overcome the problems?
Format of an acceptable response.
1. State the novel of your choice.
2. State the task you are working on.
3. Elaborate on the issue.
4. Support with evidence from the text
5. Give a simple conclusion.
Skeletal sample:
• The novel I have chosen is ‘Step by wicked step’ by Anne Fine.
• It is about problems teenagers face when changes take place in their family relationship.
• One character in the novel is Colin. He is unable to forget his ‘Dad’ or stepdad.
• Describe the problem.
• How did he overcome the problem?
• Colin’s another problem is his mother.
• Describe the problem.
• How does he overcome this problem?
• Write a conclusion.
Note: The response must be in prose and not in point form.
STEP BY WICKED STEP ASSESSMENT/ACTIVITY 19
Describe a memorable event in the novel you have chosen. What lessons has it taught you?
Format of an acceptable response.
1. State the novel of your choice.
2. Respond to the task – describe an event.
3. State the lessons you have learnt ( at least two)..
4. Give a simple conclusion
Skeletal sample:
• The novel I have chosen is ‘Step by wicked step’ by Anne Fine. It is about problems teenagers face when changes take place in their family.
• One event in the novel is ...
• Describe the event.
• State the lessons you have learnt
• Write a conclusion.
Note: The response must be in prose and not in point form.
STEP BY WICKED STEP ASSESSMENT/ ACTIVITY 20
The following are the novels studied in the literature component in English Language:
Step by wicked step – Anne Fine
Catch Us If You Can – Catherine MacPhail
The Curse – Lee Su Ann
Choose any one of the novels above and answer the question.
Use information from the novel to support your answer.
Compare two characters in the novel you have studied. How are they similar and different?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
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STEP BY WICKED STEP NOVEL
ACTIVITY 1 : OLD HARWICK HALL
Place setting- in an old mansion
Evidence
a jagged, stone tower, strangled by ivy.
a towering mansion with dunce-hatted turrets
Time setting - Long time ago
Evidence
The dust lay thick – on shelf and desk and chair, on lantern and candelabra, on books and cushions –even on the floor, where the brash patterns pressed by the soles of their shoes made them feel even more like trespassers. It is quite obvious to every one of them that no one had stepped in this room as long as anyone alive could possibly
Physical details – Old Harwick Hall
Evidence
no bell at the door
black and white tiled floor.
has floor-to-ceiling looking glass.
Protagonist’s background setting - Richard Clayton Harwick came from a rich family.
Evidence
He had a gardener, George and a maid, Lucy.
All he ( Ralph) could tell from looking round was that, when it was left to spiders all those years ago, the last child to sleep in that high, ornate bed came from a family with a mint of money.
Social setting – Male dominated setting
Evidence
Mr. Coldstone is controlling everything inside the house. According to Richard, “all of us suffered Mr Coldstone’s anger “ and “ There was a flash of anger in those ice-blue eyes. And, when he spoke, his voice was even sharper than mine, with, I sensed, far more practice.
“ Trust me,’ he warned. ‘I shall take time to mend your manners soon.’
Mood setting – Solemn, Sad
Evidence
A dreadful silence fell upon our house. The maids wept in corners, my mother’s dark dresses
billowed as she hurried across landings, impatiently snatching from the servants’ hands the things she begged my father to lift his head from the pillows and try : poor thing indeed! A sip if water, a slice of peach, a tiniest fragment of dry toast.
ACTIVITY 2 : THERE’S NO PLACE LIKE HOME
Compare your house with that of Richard.
|Richard’s Mansion |My House |
|It was built like a castle “turrets, mansion” |Condominium unit |
|Spacious, many rooms |Three rooms, living rooms on the same floor |
|Without much love |Cosy, worn with love |
|Filled with history of ancestors of the same lineage. |History of only one generation in picture frames on the console |
| |tables |
|Overly lavish, proof of overabundant wealth |Moderate, rich only with love and history of childhood of the past |
ACTIVITY 3 : VOCABULARY ROBOT
ACTIVITY 4 : SIMILAR BUT DIFFERENT
ACTIVITY 5 : A CHANGE IN CHARACTER
CHARACTER’S NAME
ACTIVITY 6 : CHARACTER CUBE
NAME OF CHARACTER : COLIN
| | |
|PANEL |SUGGESTED ANSWER |
|PANEL 1 |COLIN’S STORY – THE BLUEBIRD OF HAPPINESS |
|PANEL 2 |COLIN -Loving, Hopeful, Understanding, Patient, Mature, Tolerant |
|PANEL 3 |Mum leaves Dad a few weeks after Colin was born. |
| |Mum takes up with new dad, Jack |
| |Mum and Colin leave Jack in a flit ( hurry) |
| |Colin misses Jack and wows to reunite with him one day |
|PANEL 4 |Colin does not give up hope of being reunited with his stepdad, Jack. |
|PANEL 5 |“It isn’t a story,” said Colin. “There isn’t anything to tell. We just went on.” |
| |The Question I’d like to ask Colin –Would you leave your own Mum so that you can live with|
| |stepdad, Jack? |
|PANEL 6 |( Any possible and reasonable answers for the three questions ) |
ACTIVITY 7 : TRACE THE STEPS
NAME OF CHARACTER : ROBBO
The First Step - Exposition
Robbo’s parents divorce and mum marries the Beard, Roy. Robbo’s sister, Callie does not get along well with stepdad, Roy. The situation worsens when his stepbrother, Dumpa is born.
The Second Step – Conflict or Problem
Mum and Roy have constant arguments. This is because Mum has to be the umpire between Callie and Roy. As a result of that, their relationships are on the rock.
The Third Step - Climax
Roy and Callie have a big row. He also finds out that Rob is also having a hard time trying to fit in, just like Callie trying to come to terms with steps. Robbo realises that Dumpa’s the problem why Roy did not leave them.
The Fourth Step - Resolution
Robbo’s sister decides to move to his Dad’s house to give Mum and stepdad, Roy a breather.
Or
NAME OF CHARACTER : RICHARD HARWICK
The First Step - Exposition
Richard’s father dies.
The Second Step - Conflict
He notices that his mother is having an affair with the Reverend Coldstone. The
Reverend is in fact living in their house and taking responsibility as a stepfather.
The Third Step – Climax
His house was like a tomb. Richard leaves the house. He feels that his presence is not wanted by his mother.
The Fourth Step - Resolution
He returns to his home upon seeing the advertisement asking him to come back.
He finds a letter From Charlotte. He feels remorse and is contemplating whether to stay or leave.
ACTIVITY 8 : PICKING UP VALUES
Accept any reasonable answer in the format of a letter
ACTIVITY 9 : MAIN IDEAS
Put a tick (( ) in the blank column if the main idea can be found in ALL the six stories/vignettes.
|Themes |
|1. |Peer pressure | |
|2. |Love and care |( |
|3. |Teenage problems | |
|4. |Effect of parental divorces |( |
|5. |Family relationship |( |
|6. |The virtue of tolerance |( |
|7. |Coping with a new member of the family |( |
|8. |The need to express your views |( |
|9. |Child abuse | |
|10. |Friendship | |
Put a tick (( ) against each story which has the given theme. Then choose a significant idea that has been introduced by the author which has left a deep impression on you. Give reasons for your choice with supporting information from the novel.
| |Stories of: |
|Theme | |
| |Richard |Claudia |Colin |Ralph |Pixie |Robbo |
| |Harwick | | | | | |
| |( |( |( |( |( |( |
|Broken Family | | | | | | |
| | |( | | |( | |
|Being brave | | | | | | |
| |( |( |( |( |( |( |
|Coping with change | | | | | | |
| |( | | | | | |
|Think before making a decision | | | | | | |
| | |( | | |( | |
|The need for tolerance | | | | | | |
ACTIVITY 10 : WHAT’S THE PROBLEM?
| | | |
|No. |Story |Problem |
| | | |
|1 |Richard Clayton Harwick – My Story. |He could not get along with his stepfather and so he ran away from|
| |Read and Weep |home. |
| | |Claudia feels disloyal to her mum whenever she has a good time |
|2 |Claudia’s Story : Green Pyjamas |with her father and his new girlfriend. Claudia becomes hostile |
| | |towards Stella, disregarding all the latter’s effort to warm up to|
| | |her. |
| | |Colin and Mum leave Jack, the only ‘father’ figure Colin ever |
|3 |Colin’s Story : The Bluebird of Happiness |knew. This causes him to miss Jack so badly that it hurts. He is |
| | |still pining for Jack and hopes to save enough money one day so |
| | |that he can be with his stepdad again. |
| | |He has to deal with too many step family members and relatives as |
|4 |Ralph’s Story: A Tale of Three Stepmothers |a result of his immature parents’ decisions. |
| | |She has to deal with two really irritating stepsisters and a |
|5 |Pixie’s Story : The Pains in My Life |father who pretends he doesn't notice how difficult things are for|
| | |her. |
| | | |
| | | |
| | | |
| | | |
| | |Robbo and his sister, Callie always think that the birth of their |
|6 |Robbo’s Story : Dumpa’s The Problem |stepbrother, Dumpa has caused numerous problems between them and |
| | |their stepfather, Roy. When the relationship between Robbo’s |
| | |mother and Roy is on the rock, Robbo realises that Roy does not |
| | |move on because Dumpa’s the problem. Finally, Robbo realises that|
| | |his mother is always stuck in between when Callie and Roy quarrel.|
| | |This has caused mum and Robbo’s stepfather to be upset. |
Pixie
_________________________
(Name of character)
ACTIVITY 11 : THEME IT ALL
ACTIVITY 12 : FACEBOOK
Accept any reasonable answer
ACTIVITY 13 : LOOKING OUT DEVICES
Simile
1. Like someone stepping on stones over a river with water raging on both sides (p. 21)
2. When a great ship strains at the tide, and needs a cabin boy, nobody asks the lad
who speaks as roughly as a gardener’s son, and claims to be Dick Digby, whether
his mother knows he’s off to sea. (p.25)
3. ... dressed black as a bat (p. 16)
4. She (Hetty ) is still wary of me, and I still get on with her that bit better when all the lights are out, and I don’t have to watch her cocking her one side and fiddling with her hair or rolling the cat like a sausage across the downie (p.103)
5. It was like the Arctic. (p 87)
6. Like leftover shoved in a fridge (p. 2)
7. ….as narrow as the ones that archers used… (p. 8)
8. …over a black and white tiled floor that looked like a huge checkerboard glazed …
(p. 4) tight little circle, like campers round a …(p. 6)
9. She picked her way…..like someone stepping ….(p. 21)
10. And I’d just stare down at my plate on my face that said, plain as day, with a look
‘Why should you?’
Hyperbole
1. As the driver swung the minibus (p. 1)
2. Just as if the dull-looking binder on the desk was a delicious birthday cake (p. 10)
3. No tears! I would have found obedience….How many nights my pillow would become a flood (p.17)
4. How many cloudless afternoons I was to water with my private showers (p. 17)
Personification
1. Flinching as the twisted fingers of trees scraped at the glass (p. 2)
2. And then another flash shot generously across the sky (p. 7)
3. The wind still whistled through the tree, but in the room the silence is palpable (p. 34)
Repetition
1. ‘It isn’t a story,’ said Colin. ‘There isn’t anything to tell. We just went on.’ (p.51)
2. ‘There isn’t a story,’ said Colin. (p. 53)
3. ‘There isn’t a story,’ said Colin. ‘We just went on.’ (p. 56 )
4. ‘ I’ve told you,’ said Colin. ’There isn’t story. It’s just that, as we went on, I started getting into trouble at school…’
5. ‘Dumpa’s the problem’ (pgs 107,112,119 and 125 )
ACTIVITY 14 : REAL LIFE REAL PEOPLE
( Accept any reasonable answer - the answer depends on the real-life character a student is relating to.)
ACTIVITY 15 : THE RIPPLE EFFECT
ACTIVITY 16 : THE WRITER’S MAGICAL TOOLS
|Example from text |Literary Device |Reason |
| | | |
|…from stepping silently past doorways, and moving like a |Simile |the usage of the word ‘like’ |
|shadow through the house,… | | |
| | | |
|.No tears! I would have found obedience….How many nights my|Hyperbole |Flood – An exaggeration to the amount |
|pillow would become a flood | |of tears |
| | | |
|…I stood like a trespasser in the shadow of the lime walk, |simile |the usage of the word like |
|and watched the house | | |
| | | |
|…he shook his grizzled head as to tell himself he was a |simile |the usage of the word as |
|foolish old man dreaming of better times,… | | |
|Dumpa’s the problem’ (pgs 107,112,119 and 125 ) |repetition |Repeated to emphasise the point that |
| | |Dumpa causes all the unhappiness. |
| | | |
|Outside, the wind still whistled through the trees,… |personification |the wind was given human attribution as|
| | |it whistled. |
ACTIVITY 17 : HAVE I UNDERSTOOD
Activity 17a
RICHARD CLAYTON HARWICK – MY STORY : Read and Weep
1. Old Warwick Hall
2. The setting of the old haunted hall was so unfriendly and completely uninviting; even if one was to go there to distribute free things.
3. The author uses the expression “...leftover pupils...” – perhaps to mean that they had been herded into the minibus when the school bus had been too crowded.
4. The chapel has dangerously sleep slopes and could be dangerous for the children. If seen there, the children will be sent home for a week even if there was school.
5. Personification of these items
6. Pixie, like the other children, was probably scared to be in the building and the storm out there was not making things any easier too. Hence, they preferred to be together as numbers proved it is safer.
7. Colin discovered the door and it led into a tiny room ( A tower off a tower)
8. Nobody had entered the room for a very long time.
9. The heavy drapes, the plain dark coverlet, and the high ornate bed gave the impression that the room had belonged to someone from a wealthy family.
10. If Miss O’Dell found them asleep in the same room, she would not separate them.
11. She was upset because they had been taken out of the school bus and furthermore, she did not want a bed next to Shreela.
12. Ralph seemed emotional that someone had actually been brave enough to write about his personal issues and this had given Ralph and his friends an opportunity to peep into their life.
13. Miss O’Dell felt that the five must have had something in common to be chosen to be together in the minibus.
14. The story of his life, as he writes it, is sad and reveals of the pain of the knowledge of his dying father and the intrusion of Mr. Coldstone into the family.
15. He is harsh towards Richard, demanding the young boy to be in his best behaviour.
16. When Richard is told not to cry, he is anguished because he has been weeping with the knowledge that his father is about to die.
17. That his father had told him to take care of his mother and sister but had not mentioned about Richard’s need / happiness at all. Richard feels that his own happiness is not counted for.
18. He wishes for his father to wake up from the grave and tell him that all things in the house has gone wrong since the father’s death. That he (Richard) had practically become a stranger in his own house.
19. Coldstone remarks that Charlotte is giddy and that Richard is wild. However mother does not defend them.
20. He thinks that the school is an evil place – he has only learned to freeze, starve and be beaten and bullied there.
21. She tells her brother that their mother is doing all this to make Richard grow up strong and manly.
22. He accuses her of forgetting their father
She reasons that the father is dead and gone and that there should be no reason for them to be unhappy forever.
23. His mother would find life more pleasant without his sulks and scowling face reminding him of how she was a traitor to her father’s memory and Charlotte would surely learn to live again.
24. They all have a second home address.
25. No one should make decisions that will change the lives of everyone around them
without thinking about it for a long time ( or any other acceptable answer )
Activity 17b
CLAUDIA’S STORY – GREEN PYJAMAS
1. She complained that he spent all his time running the café and hardly ever see him.
2. They had a huge row with Dad and for the first time, they heard about Stella.
3. He thought Mum might kill him.
4. She looks sort of plain and mousy.
5. She would spend hours reading in the bedroom, and the rest of the time keeping busy in the kitchen.
6. She is rude. She should not be rude as Stella is trying to be nice to her. /
She may be rude. She has every reason to be so. No one could accept a step especially when Claudia, who is trying to come to terms with her parents’ divorce not long ago / or any acceptable answer
7. She could not bear to sit there having a perfect normal time with Dad and Stella while her Mum was at home frantically cleaning out the gerbils, or rinsing the glass wall light shades under the taps, or hosing mud off the steps.
8. A pair of green pyjamas.
9. She did not want to hurt her mum the way her Dad had.
10. She hated her because if Stella had not come along, Dad would have stayed with her and Mum.
11. She noticed that Claudia had not worn the green pyjamas she bought for the latter.
12. She was nervous as Dad’s friends would be watching her closely, wondering if they would like her, trying to work out why Dad had left home for her, and if she’d be a wicked stepmother to me.
13. She tucked Claudia in bed as if she were a baby.
14. She was eavesdropping the conversations throughout the meal.
15. They talked about everything but not a word about Mum, or Dad, or Claudia or Stella.
16 They treated her as if she were some kind of ghost.
17. They were plain rude.
18. She decided to get to wear the green pyjamas Stella bought her and got to the dining room to join in the supper.
19. They began to talk to her / Mary asked Stella where she had found such lovely pyjamas while George said it was clever for her to get the right size for Claudia.
20. She was nervous to meet Dad’s friend / She has given time to Claudia and Dad’s friends to accept her ( or any acceptable answer)
21. Life has dealt Claudia one hard blow but there is no reason for her to be unhappy forever. She has to move on to be happy. She came out from behind the fern, and stood in her pyjamas at the top of the stairs, where everyone could see her
or
She didn’t bother to eavesdrop more than a few minutes longer. This indicates that Claudia has come out of her hiding ( from reality) and she needs to move on ( or any acceptable answer )
Activity 17c
COLIN’S STORY – THE BLUEBIRD OF HAPPINESS
1. His mother left his father a few weeks after he was born.
2. She said that he was a bit of a rough-house and they were safer away from his real dad.
3(a) Both of them have dark hair.
3(b) He knows the words of practically every song and he rolls is own cigarettes out of tobacco in a tin.
3(c) The dogs likes him / He is friendly and likeable / Dogs can sense a good man/ Any acceptable answer
4. He claims that his father has a billion names for him including Col, Collie, Sonny-boy, Buster and Mr Bluebird.
5. At the school canteen
6. He does not feel as though his stepfather is not his real father for Jack is the only father he has known.
OR
He accepts his stepfather as his real father because this father treats him like his own son.
7(a) He does not want his mum to find out.
Or
He is afraid that his mother will find out that he still thinks about his father.
7(b) His father likes to roll the cigarette and the smell of tobacco will remind Colin about him.
7(c) Even though they know what Colin has done is a bit weird but they feel sorry for him. It feels real and upsetting that Colin cannot reunite with his Dad.
OR
The others can relate to his feelings.
7(d) No, he keeps doing things that his Dad used to do like taking out the tobacco tin and humming their favourite song. ( or any acceptable answer )
8. He will always secretly sneak his father’s name and their old address onto all the forms for school.
OR
He is still saving up money in order to find him one day.
OR
Any acceptable answer
9. After listening to Colin’s story, Ralph finds that Colin’s stepfather deserves to be called dad because he has treated Colin well.
Or
Colin really loves him.
Or
Ralph is assured that Colin’s Dad is like a real dad.
10. Five years ago. Colin will / will not find his father someday because………( accept any reasonable answer ).
11. Any acceptable answer.
12. BLUEBIRD OF HAPPINESS
(Words by Edward Heyman and Harry Parr Davies / Music by Sandor Harmati)
Art Mooney & His Orchestra - 1948
(verse)
The beggar man and his mighty king are only diff'rent in name,
For they are treated just the same by fate.
Today a smile and tomorrow tears,
We're never sure what's in store,
So learn your lesson before too late, so
(refrain)
Be like I, hold your head up high,
Till you find a bluebird of happiness.
You will find greater peace of mind
Knowing there's a bluebird of happiness.
And when he sings to you,
Though you're deep in blue,
You will see a ray of light creep through,
And so remember this, life is no abyss,
Somewhere there's a bluebird of happiness.
13. The mythology of the bluebird of happiness has deep roots that go back thousands of years. Indigenous cultures across the globe hold similar myths and beliefs about the bluebird. It is a widely accepted symbol of cheerfulness, happiness, prosperity, hearth and home, good health, new births, the renewal of springtime, etc. Virtually any positive sentiments may be attached to the bluebird.
In magical symbolism, bluebirds are used to represent confidence in the positive aspect and egotism in the negative. A dead bluebird is a symbol of disillusionment, of the loss of innocence, and of transformation from the younger and naive to the older and wiser.
( Source: )
Activity 17d
RALPH’S STORY – A TALE OF THREE STEPMOTHERS
1. The third Saturday in the month.
2. There were too many details.
OR
She could not keep up with the series of days when Ralph stayed with his Mum and Dad.
OR
Ralph had too many relatives and his story had too many details.
OR
There were too many names to remember.
3. If he was carrying a Mickey lunchbox, it meant that he was supposed to go home to his mother. If he was carrying a Dumbo lunchbox, it meant that he was supposed to go to his dad’s place
OR
Ralph would look at his lunchbox and he would know which house to go to; Dumbo means Dad and Mickey means Mum.
4. Annabel
OR
Stepmother Number One
5. She went with them everywhere
OR
She never left them alone with their dad
OR
They thought it was unfair that she spent so much time with their dad.
6. Annabel disliked jazz.
OR
He wanted to please Annabel.
7. Their mother was varnishing floors and she didn’t want Brandy to leave paw marks on the newly varnished floors.
8. Brandy the cat curled himself up comfortably and sat on her bread dough. Yet Dad stood up for Brandy. Annabel said that the cat had a malevolent aura and the quarrel continued. A while later, Annabel ran off with someone who thought he was a descendant of King Arthur.
9. She was strict like a prison warden.
OR
She was very keen on rules.
OR
She had rules for everything.
10. She brings order to their family
OR
She is good at planning and scheduling things
11. Ralph’s parents took advantage of her.
12. She thought that it was too good to give up
OR
the schedule was helpful to her.
13. Free spirited
OR
Disorganized
OR
Vibrant personality
OR
Extroverted
14. Accept any reasonable answer with justification.
Activity 17e
PIXIE’S STORY – THE PAINS IN MY LIFE
1. Pixie found that they were awful and they drove her up to the wall.
OR
She disliked her stepsisters, Sophie Payne and Hetty Payne.
2. They agreed that she would have her own bedroom.
3. They had a big fight and Hetty smashed her sister’s little glass animals.
4. Pixie hated the way she cocked her head on one side and fiddled with her hair.
5. She tried haunting Hetty by making some noise between the two beds.
6. Soap
7. Whenever she notices something is missing, she just keeps on and on at her about it until Pixie brings it back.
8(a). Everything will be all right as though nothing unpleasant had happened.
8(b) Dad, Mum and Pixie
8(c) She is trying to pour out her feelings.
OR
She is trying to make a point that she is not the problem of all the unpleasantness in the family.
OR
She is also trying very hard to make things work.
OR
Any acceptable answer
9(a) Pixie felt that he was interrupting.
9(b) She was just fed up with him forever staying out of things, and not facing up to what was bothering everyone, and only creeping in when he thought the trouble was over.
10(a) Remorseful
OR
Sad
OR
Apologetic
10(b) When her mum kept going on at her.
OR
She was unable to endure her mum’s nagging.
10(c) Whenever Hetty teases her about her name.
10(d) Staying with her Dad, Lucy, Sophie and Hetty.
OR
The idea of coming to her father’s house.
10(e) She feels that the name does not suits her.
11. By not pretending anymore
OR
By saying out how one feels
OR
By having a heart-to-heart talk
12. Accept any reasonable answer.
13. Accept any reasonable answer.
Activity 7f
ROBBO’S STORY - DUMPA’S THE PROBLEM
1. Six years old.
2(a) Dad
2(b) Dad came to discuss with Mum and it always turned into heated argument so they did not want Callie & Robbo to hear it.
OR
To allow their parents to settle their problems.
2(c) Callie tried to make her parents stop fighting while Robbo would kick the ball to himself, over and over.
2(d) Callie said that Dad’s place was cold, nasty, horrible and the sheets felt funny.
2(e) He was tired of arguing with Mum.
OR
He did not want to upset the children.
3. Callie
4. ‘Our dad went out to work for years and years to pay for a nice house and all the
funiture, and now.The Beard’s moved in and taken everything, and it’s not fair.’
5. Roy was always giving orders/instructions to Callie and Robbo, plus he acted like he was their biological father.
6. He just thought that babies are boring/He thought nothing about them.
7. Whenever Dumpa hears Roy returns home through the gate, he will struggle and leave whatever he is doing just to be with Roy.
8. Robbo could not stand listening to Dumpa’s whimpering since Roy left home temporarily.
9. She noticed that Roy had rushed off to hospital without a phone call and there was no phone call from Roy. She only heard lots of hissy whispering, and Mum had red eyes and she was more polite to Dad on Saturday morning.
10 Callie
11(a) She was confident that her Mum and Dad will be reunited soon.
11(b) Robbo felt that there was a big difference between people trying to get along and people wanting to get back and living together.
12. A big or heated argument happened between Callie and Roy
13. Roy caught Callie trying to push her bike down the narrow space between the bushes and his car. Roy warned Callie to stop or she might scratch his car.
14. Mum understood or knew Callie better and Callie could not be instructed all the time.
OR
Callie was stubborn.
15(a) Angry
OR
Upset
OR
Impatient
OR
Furious
15(b) Yes, because he had done his part to take care of Callie.
OR
No, he should not be physical when teaching a child as stubborn as Callie.
OR
Any acceptable answer.
16(a) The way Callie’s uttered her words are not clear
OR
muffled
OR
soft
OR
almost whisper.
OR
She was sobbing
16(b) One has to make drastic decision
OR
risky decision to put things back in order.
OR
One has to make painful decision for a happy ending.
OR
Someone must sacrifice if one wants a happy ending.
16(c) When Robbo mentioned that Callie might want to move in with Dad
OR
She didn’t believe what Robbo have said about Callie.
OR
She was taken aback by what Robbo had saidn about Callie wanting to go and live with Dad.
Callie’s decision to live with Dad.
16(d) Yes, Callie would rather stay with her Dad than to be unhappy living with Roy.
OR
No, Callie should learn to be more forgiving and understanding.
OR
Life has dealt us one hard blow but there is no reason for us to be unhappy forever.
17. Accept any reasonable answer.
18. Accept any reasonable answer.
ACTIVITY 18 : HAVE I UNDERSTOOD
See skeletal sample given in Activity 25
ACTIVITY 19 : HAVE I UNDERSTOOD
See skeletal sample given in Activity 26
ACTIVITY 20 : HAVE I UNDERSTOOD
Compare and contrast two characters.
The novel I have chosen is ‘Step by wicked step’ written by Anne Fine. Colin and Claudia are the two characters I have chosen to compare and contrast. Although they are two differing characters, they also have some similarities.
Both Colin and Claudia come from broken or separated families. They both have step parents. Colin’s mother has left his biological father and `took up’ with Jack. Jack is the only ‘father’ figure Colin ever know. However, Colin’s mum leaves Jack after a while. This causes him to miss Jack so badly that it hurts. On the other hand, Claudia’s father has left her mother for another woman, Stella. She feels disloyal to her mum whenever she has a good time with her father and Stella. Both Colin and Claudia really want their parents to reconcile as they pine for how it used to be when they were happy.
Colin and Claudia also do not adapt to the drastic changes their families undergo. Colin’s unwavering loyalty and want for his ‘dad’ to be back and Claudia’s misguided loyalty to her mother shows that these two characters find difficulties dealing with changes. There are frustrations, fear and sadness. Furthermore, both Colin’s and Claudia’s mothers do not take their emotions into consideration. It is as though everything is only happening to them, and will never have an impact on the children.
However, Colin and Claudia are markedly different individuals. They deal with the changes in their respective families differently; Colin is portrayed as a boy always pining for his ‘father’ even after five whole years. However, Claudia becomes hostile towards the new lady in her life, Stella, disregarding all the latter’s efforts to warm up to her.
Both Colin and Claudia have different personalities too. Colin is a dreamer who dreams of an ideal life where his ‘dad’ and mother will be together forever and happy. He secretly keeps his ‘father’s’ tobacco tin and saves money so that he can look for him one day. This makes him too depending on his stepdad and emotionally attached to him. This is probably due to the fact that he needs love from a man called ‘father’. Claudia is more of a sensible and rational person. After seeing her dad’s friends ignoring Stella and judging it as ‘rude’, she goes to compliment Stella on her stellar choice of green pyjamas. Claudia is more independent and is not afraid to voice her opinions. Unlike Colin, Claudia is brave in coming to terms with her parents’ separation. She is independent and not afraid to voice her opinions.
Even though they experience broken family relationships and find it difficult to accept changes, the way Colin and Claudia accept new additional member of the family is different. They have different views in accepting reality and this has made the story more inspiring and colourful.
STEP BY WICKED STEP NOVEL
|astonished |v. |amazed |
|Aura |n. |a distinctive but intangible quality that seems to surround a person or thing; |
| | |atmosphere: |
|Brash |adj. |self-assertive in a rude way |
|Candelabra |n. |traditional term for a set of multiple decorative candlesticks, |
| | |each of which often holds a candle on each of multiple arms or branches connected to a |
| | |column or pedestal. |
|Cripes |punc. |Old-fashioned slang an expression of surprise |
|Dandelion |n. | a Eurasian plant (Taraxacum officinale) of the composite family having many-rayed yellow|
| | |flower heads and deeply notched basal leaves. |
|Doddery |adj. |slow and unsteady |
|Dolefully |adj. |sorrowfully, mournfully |
|Droning |adj. |speaking tediously in a dull monotonous tone |
|Dwindling |n., v. |becoming gradually less |
|Firebrand |n. |a person who causes unrest or is very energetic |
|Forlornly |adv. |Pitifully sad and abandoned or lonely |
|fudging |v. |to make or put together dishonestly or carelessly |
|gaol (Brit.) |n. |jail |
|Horrid |adj. |causing a feeling of horror |
|malevolent |adj. |wishing evil or harm to others |
|Malevolent |adj |evil |
|Midshapen |adj. |badly shaped; deformed |
|misbegotten |adj. |unlawfully obtained; badly conceived, planned, or designed |
|moonbleached |adj. |white like the moon |
|Niggling |adj. | petty, especially in a nagging or annoying way; trifling or overly concerned with |
| | |details; exacting and fussy. |
|Palpable |adj. |able to be touched or felt |
|pock mark |n. |a crater-like scar left on a person's face, normally caused by acne. |
|Rapturous |adj. |experiencing or manifesting ecstatic joy or delight |
|Ratty |adj. |dilapidated; shabby. |
|reckoned |v. |expect, believe |
|ridiculous |adj. |pathetic, silly |
|Rivulets |n. |small streams of liquid |
|scorn |n. |contemn, despise, disdain |
|Seraphic |adj. |of or resembling a seraph (a celestial being having three pairs of wings); blissfully |
| | |serene; rapt |
|seraphic |adj. |angelic, angelical, cherubic, sweet |
|Shrubbery |n. |an area in a garden planted with shrubs. |
|Sinister |adj. |giving the impression that something harmful and evil is happening or will |
| | |happen |
|Sliver |n. |thin, narrow |
|Snide |adj. |expressive of contempt; critical; sneering |
|Snigger |v. |a disrespectful and quiet laugh |
|Snorted |v. |an explosive sound made by the sudden forcing of breath through a person’s nose, |
| | |used to express indignation, derision or incredulity |
|Spindly |adj. |weak or lacking solidity in construction |
|Unhinged |v. |mentally unbalanced |
|Vivid |adj. |powerful |
|Wistful |adj. |showing sadness or unhappiness. |
Dandelion Seraphim
STEP BY WICKED STEP NOVEL
Coordinators
Diana Fatimah Bt Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM
Masreen Wirda Bt Mohammad Ali Kementerian Pelajaran Malaysia
Tengku Ireneza Marina Tunku Mazlan Aras 4-8, Blok E9
Eileen Jessie Ah Guan Kompleks Kerajaan Parcel E
Ng Yew Kee Pusat Pentadbiran Kerajaan Persekutuan
62604 Putrajaya
Jimmy Then Choon Jing SMK Bintulu, Peti Surat 97
97007 Bintulu, Sarawak.
Panel of Writers
Yong Wai Yee SMK Seri Hartamas, Jalan 48/70A,
(Panel Head) Desa Sri Hartamas, 50480 Kuala Lumpur.
Vasantha Mallar a/p Narendran SMK Victoria, Jalan Hang Tuah.
55200 Kuala Lumpur
Norfidzah Mohd Nordin SMK Taman Melawati, Taman Melawati,
53100 Gombak, Selangor.
Norrol Sham Mohd Yunus SMK Raja Puan Muda Tengku Fauziah,
02200 Kaki Bukit Perlis.
Fathur Radzi bin Che Mohammad MRSM Alor Gajah, Lot 1720, Mukim Air Pa’abas
78000 Alor Gajah, Melaka.
Diana Teng Bt Abdullah SMK Horley Methodist, Jalan Raja Musa, 36000 Teluk Intan, Perak.
Anbalagan Munusamy SMK St. Andrew Muar, PS11 Jalan Hashim,
84000 Muar Johor.
Rasyidi Bin Muhammad Radzi MRSM Taiping, Jalan Bukit Larut,
34000 Taiping, Perak.
-----------------------
Curriculum Development Division.
Ministry of Education Malaysia
. 2010
Introduction
[pic]
When it was first published, Step by Wicked Step took some reviewers' breath away. But it was hard to argue an author shouldn't write about a state of affairs that affects so many of our children. And, at heart, I think the adults who read the book simply shared the same shock I felt when, after walking my children to school under a giant billboard that declared, "Since You Passed This Poster Yesterday, Another 400 Children Were Affected by Divorce", I began researching the subject of what is often called 'reconstituted' families.
I knew from the lives around me that parental separation was only the beginning of the complications for children. Often the really tough time comes when one parent or the other sets up home with someone new, and the children aren't ready.
We have six stories in the book. Only five could be fitted into the radio adaptation - and even that was a squeeze. Both book and radio adaptation has the structure of boxes within boxes. The children's school visit to Harwick Hall provides both the outer frame and the explanation for why all five children should just 'happen' to be from broken families. Richard Clayton Harwick's long-hidden journal provides an inner tale that triggers off, one by one, each of the stories of the listening children.
I quite deliberately made the toughest emotional tale that of the Victorian child, Richard Harwick. Set in the past, with all the protagonists now lying safely in their graves, any child disturbed by the sheer antagonism between the prototypically overbearing and unfeeling stepfather and the young grieving Richard can comfort themselves that this sort of thing is part of 'history'.
Those of us who know better - including a host of young readers whose depth of feeling and unhappy circumstances may mirror Richard's more than we care to think - can take the story more at its emotional face value.
I've been a shade more protective in the other stories, sometimes by showing things well on the way to a happy ending (Claudia and Pixie's stories), or by showing how the sheer determination of a child can give strength and purpose (Colin's story). Ralph's story is a robust one from start to finish.
I've tried to be honest about the lack of choices most children are offered, and the lack of real opportunity to speak frankly and openly about their feelings and situations to the adults around them. To this end, I've shifted through scores of perfectly normal 'case studies' of families after divorce, and picked what I worked out was a fair cross-section of scenarios and emotional states.
If adults reading the book or listening to the adaptation are startled by this, I think the only thing that I can say is, 'Look around you, and listen' because none of these stories is particularly unusual. (Colin's seems saddest, of course; but, from the numbers of runaways on our streets, I think we can assume that even Richard Harwick's story is commoner, even now, than we'd care to imagine.)
The book's been a great success in schools. There is, of course, the 'autobiography' element which can be mined to advantage. (Each child has a very distinct story-telling outlook and style.) The mix of sexes in the stories works well with classes of all sorts. The sheer 'domestic' element of the tales ("Our family's not like that." "My family is.") keeps up the interest.
But, from the letters I get, what really seems to touch a nerve about Step by Wicked Step is the depth of the children's feelings. All too many tales for young children assume far too narrow an emotional range. Many children do enjoy 'fun', yes. But all of them, like adults, lead complicated and demanding emotional lives, often lived in strained and stretched families.
In giving five of them so intimate and honest a voice, Step by Wicked Step empowers all who share the story. It was, emotionally, one of the hardest books I've ever chosen to write. But I only have to read the letters of children responding to it, to be glad I kept at it.
[pic]
Update: since Anne Fine wrote these notes, Collins Educational have published the playscript. This is an entirely fresh adaptation, and not the broadcast version.
It is a wild and stormy night when five British school children from Mordanger School arrive ahead of their classmates for a week-long field trip at "haunted" Old Harwick Hall. With the aid of flashes of lightning, the two girls Claudia and Pixie and three boys, Robbo, Ralph and Colin find a long-abandoned secret room containing a mysterious journal. On the cover, it reads, ‘ Richard Clayton Harwick – My Story. Read and Weep’. From the journal, the children uncover the story of a boy who runs away from the sinister influence of a loveless stepfather. Richard Clayton Harwick's long-hidden journal provides an inner tale that triggers off, one by one, each of the stories of the listening children, all of whom also have "steps," or step-parents, to share their own sagas. And what engrossing, heart-rending stories they are: of hurting but still humorous children picking their way through a minefield of embittered or uncommunicative or just plain immature parents, insecure or reluctant step parents and resentful step siblings. However, the lack of a principal plot is of no consequence as the novel main purpose is to serve as a forum for the various stories. "Step by Wicked Step" proves that all pain eventually heals and that we have the power to change things for the better.
Elements
*vignette – n. /vin-‘yet, vѐn-/ descriptive passage within a larger work
(French, “little vine”)
Claudia’s Story:
Green Pyjamas
After Claudia’s parents’ divorce, Dad finds a girlfriend, Stella. Claudia feels disloyal to her mum whenever she has a good time with her father and his new girlfriend. Even though Stella tries her best to be accepted by Claudia and her daddy’s friends, she is being ignored. Finally, Claudia realises her rudeness and she comes out of her closet by wearing the green pyjamas given by Stella.
Ralph’s Story:
A Tale of Three Stepmothers
Ralph's life, though merry, is as complicated as a maze as he has three stepmothers and many step-family members.
Colin’s Story:
The Bluebird of Happiness
Colin and his mother left his father when he was a few weeks’ old. His mother takes up with a person whom he thinks of as his father. However, his immature mother also leaves this stepdad after a while. Now he misses him so badly that it hurts.
Story within ‘step by wicked step’
Robbo’s Story:
Dumpa’s the Problem
Robbo and his sister, Callie always think that the birth of their stepbrother, Dumpa has caused numerous problems between them and their step father, Roy. When the relationship between Robbo’s mother and Roy is on the rock, Robbo realises that Roy does not move on because Dumpa’s the problem. Finally, Robbo realises that his mother is always stuck in between when Callie and Roy quarrel. This has caused mum and Robbo’s stepfather to be upset.
Pixie’s Story:
The Pains in my Life
Pixie has to deal with two really irritating stepsisters and a father who pretends he doesn't notice how difficult things are for her. One day her stepmother ( Lucy) and Pixie have a fight. They pour out their frustrations. Only then they realise that it is all because of Pixie’s father who is “selfish’, ‘always pretending he didn’t notice things’, and leaving them for Lucy to sort out the mess.
Dealing with Separation and Divorce
It deals with a social phenomenon that many people are experiencing, the idea of a divorce as somehow horrible. Separation and divorce, and the events leading up to them, interrupts the stability and predictability that children need.
Family unity
The nucleus of moral values, “the family unit,” is being invaded by outsiders (‘step’ or ‘steps’) and this causes disharmony.
|1 |Give copies of the Vocabulary Robot graphic organiser to students. |
|2 |Tell students to write a word from the novel they are reading. They should write it inside the robot’s head. |
|3 |Have them write the sentence containing the vocabulary word on the robot’s left boot. |
|4 |Let students find the definition for the word as it is used in the sentence and write the definition on the right boot. |
|5 |Invite students to use a thesaurus to find four synonyms and four antonyms for the word and write them on the robot’s hand. |
|6 |Finally, have students draw a picture of the word on the robot’s body. If the word is not a concrete noun, they may need to|
| |illustrate the concept (especially if the word is a feeling, an adjective, or an idea). |
Dealing with adversities
Young children and adults may find difficulties dealing with frustrations, fears and sadness.
Being happy
‘Life has dealt us one hard blow, there is no reason for us to be unhappy for ever’. For example, Claudia realises it is not fair to hate her new stepmother, Stella.
Think long enough before making a decision
Richard Harwick made a rash decision to run away and that had changed the lives of his stepfather, mother and sister.
Sibling rivalry
Resentful step-siblings cause burden and hostility in a home.
Coping with change
All pain eventually heals and that we have the power to change things for the better.
Being brave
Characters like Claudia and Pixie are brave as they confess to their own rotten behaviour.
Old Harwick Hall
Time : 40 minutes
Materials
Aims
|1 |Chunks of the story |
|2 |Handout 1 – Chunks of the Story |
|3 |Worksheet 1 |
| | |
|1 |To enable students to be aware of the setting |
| | |
|2 |To enable students to read and identify the setting based on textual |
| |evidence |
Steps
|1 |Paste chunks of the story ( Handout 1 taken from pgs. 1-30 ) around the classroom. |
|2 |Tell students to read and identify the place, time, background, physical, mood and social settings of ‘Richard Clayton |
| |Harwick – My Story. Read and weep’. |
|3 |Distribute Worksheet 1 |
|4 |Tell students to write short notes on the various types of setting. |
|5 |Students try to relate the setting with the main story |
Notes
The setting refers to the geographical location ( place), the time and the general environment and circumstances that prevail in a narrative. The setting helps to establish the mood of a story.
There are several aspects of a story’s setting to consider when examining how types of setting contribute to a story for example:
Place – Where does the story take place?
Time – When is the story taking place?
Physical details – What do you see in the place where does the story take place?
Background ( of characters) – Is the protagonist rich?
Social conditions – What is the daily life of the characters like?
Mood or atmosphere- What feeling is created while reading the story?
Old Harwick Hall
Place
Mood
Time
Physical details
Social Setting
Protaganist’s
Background
Chunks of the Story
There’s No Place Like Home
Time : 40 minutes
Materials
Aims
|1 |Worksheet 2 – Graphic Organiser |
|1 |To analyse the setting of the story |
|2 |To examine the similarities and differences between the setting of the |
| |fiction book they are reading and the one they live in. |
Steps
|1 |Distribute copies of the worksheet to the students. |
|2 |Tell students to write the title of the chosen vignette in the novel. |
|3 |Instruct students to write one setting on the top left of the ceiling. Then, tell them to write the setting in which they |
| |live (on the top right of the ceiling). This can be as general or as specific as you’d like. |
|4 |Tell students to write four ways in which the setting from the book is similar to the setting in which they live (in the box|
| |below the question “How are they alike?”). |
|5 |Tell students to list four ways in which the settings differ (for examples, climate, landscape, location, flora and fauna, |
| |culture, history and economy). |
Notes
This graphic organiser can also be used to compare and contrast other literary elements for examples, character or value. Students can compare one character with another or themselves.
There’s No Place Like Home
TITLE OF THE VIGNETTE: _________________________
( a setting in the book ) setting)
(the setting in which you live)
How are they alike?
How are they different?
Steps
Looking Out Devices
Simile
…over a black and white tiled floor that looked like a huge checkerboard glazed …(p. 4)
Simile
….as narrow as the ones that archers used (p. 8)
Looking Out Devices
Teacher may look at the literary devices given in the introductory section of this handbook for reference.
Notes
|1 |Choose a literary device, for e.g. simile, hyperbole, metaphor or personification. Discuss its meaning in class, and share |
| |examples ( see Handout 13) |
|2 |Give out a copy of ‘Looking Out Devices’ graphic organiser to each student. Tell students to write a literary device on the |
| |top line. |
|3 |Instruct students to look for examples of the device in the novel they are reading. |
|4 |Tell students to write the phrase with the device and its page number in each lens of the binoculars, |
|5 |Form groups of four and discuss the student’s findings. |
Steps
|1 |To allow students to explore ways in which literary device or figurative |
| |language is used in the novel |
| | |
|1 |Worksheet 13 – Graphic Organiser |
2 Handout 13
Aims
Materials
Time : 40 minutes
Looking Out Devices
Similar but Different
Time : 40 minutes
Materials
Aims
|1 |Names of the characters |
|2 |Worksheet 4 |
| |
| |
|1 |To identify the characteristics of each character |
|2 |To compare and contrast between two characters. |
Steps
|1 |Divide students into groups of four. |
|2 |Tell each group to choose a representative. |
|3 |Give each group Worksheet 4. |
|4 |Ask them to write the two names on the Worksheet. |
| |Students discuss the character traits of the chosen characters. |
|5 |Group presentation – students state character traits and justify with textual evidence. |
Notes
We can identify character traits by analysing a character’s speech, his or her actions, the writer’s descriptions and how others react to the character.
|1 |To enable students to learn the meaning of new vocabulary found in the |
| |fiction. |
|1 |Vocabulary Robot graphic organiser |
|2 |Dictionary |
|3 |Thesaurus |
Aims
Materials
Time : 40 minutes
Vocabulary Robot
Similar but Different
Richard Clayton Harwick
1. Adventurous as he went sailing across the oceans ( p. 25)
2. Protective as he once said, ‘ And I would not harm Charlotte for the
world, nor let another try it.’
3. Rebellious when Rev . Coldstone insisted Richard to stay but the
latter answered, ‘ Sir, I am in a hurry’.
4. Remorseful as he wept after reading Charlotte’s letter. (p. 28)
5. Wild as this was how Mr Coldstone describe Richard (p. 19 )
Name: __________________
Name: __________________
A Change in Character
Time : 40 minutes
Materials
Aims
|1 |Worksheet 5 |
|2 |Coloured pens/markers |
| | |
| | |
1. To examine the ways in which a character
changes and grows over the course of the story
Steps
|1 |Give each student a copy of Worksheet 5. |
|2 |Tell students to write the name of a character in the box at the top of the page. |
|3 |Let students describe how the character feels or acts at the beginning of the story. Tell them to write their description in|
| |the box on the left side of the graphic organiser. |
|4 |Instruct students to write a description of an event that had caused the character to change in the arrow at the centre of |
| |the organiser. |
|5 |Tell students to write about how the character feels or acts after the event. |
Notes
Teacher may ask the students to name something that had happened in their lives and how their feelings or actions changed because of it. Could it be the birth of a baby sister? Moving to the new house? Taking a trip? Having to come to terms with parents’ divorce?
A Change in Character
AFTER
BEFORE
CAUSE
What causes the character to change?
How does the character feel or act at the end of the story?
How does the character feel or act at the beginning of the story?
Character Cubes
Time : 40 minutes
Materials
Aims
|1 |Character Cube templates |
| |( Worksheet 6 ) |
|2 |Coloured markers and pencils |
|3 |Scissors |
|4 |Bottles of glue |
|1 |To analyse the traits of a character in the novel |
|2 |To make connections between the character and people or events in their |
| |lives |
Steps
|1 |Distribute copies of the two Character Cube templates (Worksheet 6) to each student. ( For sturdier cubes, copy the |
| |templates onto cardboard.) |
|2 |Ask students to follow the directions to fill out each of the six panels. |
|3 |Tell them to cut out the cube pieces along the solid lines. |
|4 |Instruct them to glue TAB A behind the bottom of Panel 4. |
|5 |Show students how to fold the paper along the dotted lines so that it forms a cube. |
|6 |Have students glue each of the tabs behind the panel it meets |
| | |
| | |
Notes
1. This activity may be given as group work.
2. Create a mobile of students’ Character Cubes so that the others can see all the six
sides of six major characters of ‘step by wicked step’. Hang a string across the
classroom. Tie a paper clip to the end of a 10 cm thread. Fasten the Character Cubes
to the paper clips.
Character Cubes
Family relationships
Coping with new family members for example Pixie understands that her new stepmother is having as much trouble ‘adjusting’ as she is.
Trace the Steps
Time : 40 minutes
Materials
Aims
|1 |Story in strips |
|2 |Paper |
|3 |Glue |
| | |
|1 |To enable students to trace the development of a character |
|2 |To enable students to identify the events in sequence, how a problem |
| |affects the character and how the conflict is resolved |
| | |
|4 | |
Steps
|1 |Tell students to reread a vignette ( choose one of the six stories ). |
|2 |Let students write out four steps ( exposition, conflict, climax, and resolution) taken by the main character of the chosen |
| |vignette as in Worksheet 7. |
|3 |Paste all completed worksheets around the classroom for other students to read. |
| | |
| | |
Notes
The plot of a story is how the writer arranges events to develop into a story – it is the sequence of events in a story. The plot is made up of an exposition, a conflict, climax and resolution.
Trace the Steps
The First Step ( Exposition )
The Second Step ( Conflict or Problem )
The Third Step ( Climax )
The Fourth Step ( Resolution )
Picking up values
Time : 80 minutes
Materials
Aims
|1 |To associate the events with values that a reader should pick up from a |
| |story |
|2 |To locate evidence to support the values in the story. |
|1 |The text |
|2 |Worksheet 9 |
Steps
|1 |Teacher gives brief explanation on values found in the six stories. |
|2 |Teacher gives an example of a value with example from a vignette. |
|3 |Students discuss in groups for other values found in other stories in this novel. |
|4 |Students write a letter or e-mail to a friend about the values in the book. |
|5 |Teacher evaluates the letters and discusses the contents in the next lesson. |
Notes
Values
Values are picked up as we read a novel. There are many moral values attached to the actions of a character or narrated by the writer. Some moral values are kindness, love and care, sympathy, and tolerance.
Picking up values
Dear Diana,
Hi! Have you read the novel, Step by Wicked Step by Anne Fine? If you have not, you must. It is the latest novel that every teenager and adult should read to discover about themselves. There are many values I have picked up from this novel. These values will help us identify our problems and how to make life more comfortable.
Firstly, I learnt that we must _________________________________________
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That’s all for now! Do share your views on the novel after you have read it. Bye.
Thank you.
Your friend,
Main Ideas
Time : 40 minutes
Materials
Aims
|1 |The text |
|2 |Worksheet 9 |
|1 |To identify the themes |
|2 |To provide textual evidence to support a theme |
|3 |To give reasons for deciding on a theme |
Steps
|1 |Explain the concept of theme. |
|2 | Give examples of themes. |
|3 |Give students Worksheet 9 with key phrases of themes or main ideas. |
|4 |Tell students to tick the appropriate phrases according to the story |
|5 |Tell students to choose a significant idea or theme and state how it had left a deep impression on them. Teacher discusses |
| |the responses. |
Notes
The theme is the author’s underlying meaning or main idea that he or she is trying to convey to the readers. Some of the common themes are friendship, love, nature, believing in oneself, don’t judge a book by its cover, etc.
Main Ideas
What’s the Problem?
Time : 40 minutes
Materials
Aims
|1 |To identify the problems or crisis faced by the characters |
|2 |To determine the theme based on the crises and problems faced by the |
| |people in the story |
|1 |The text |
|2 |Worksheets 10a and 10b |
|3 |Coloured pens |
Steps
|1 |Divide students into groups. |
|2 |Brainstorm students on the problems faced by the characters in the novel. |
|3 |Ask students to fill in Worksheet 1oa. |
|4 |Tell students to draw or find a picture which best suits a character in the novel and draw or paste it on the space given in|
| |Worksheet 10b. |
|5 |Tell students to use coloured pens to fill in the speech bubble with a problem that the character faces. |
|6 |Ask students to share the problems by pasting Worksheet 10b on the wall. |
|7 |Students and teacher discuss to determine a central theme in the story. (Teacher may encourage students to say out their own|
| |problems instead of those of the characters in the novel in Worksheet 10b). |
| | |
Notes
The theme of a novel is rarely stated directly. They usually must be inferred. A theme can be revealed by the way characters change in a story, conflicts in the story, and statements/speeches made by the narrator or characters.
What’s the Problem?
What’s the Problem?
My problem is…
Theme it all
Time : 40 minutes
Materials
Aims
|1 |To find out the writer’s message in each story. |
|2 |To find clues to justify their findings. |
| | |
| | |
|1 |The text |
|2 |Worksheet 11 |
| | |
| | |
Steps
|1 |Give a brief explanation on how a theme is explored in a novel. |
|2 |Give some common themes in literature (see Notes). |
|3 |Divide the class into six groups of students. |
|4 |Ask each group of students to brainstorm the theme(s) for each character’s story. |
|5 |Justify each theme with an event or incident in the story. |
|6 |Ask students to share their findings with classmates. |
|7 |Each student chooses a theme and fills in the worksheet given. |
| | |
| | |
Notes
|The 12 Most Common Themes in Literature |
|- The Importance of Family |- Man Struggles Against Societal Pressure |
|- Overcoming Adversity |- Man Struggles to Understand Divinity |
|- Yin and Yang: Just when you think life is |- Crime Does Not Pay |
|finally going to be easy, something bad |- Friendship is Dependant on Sacrifice |
|happens to balance it all out. |- Love is the Worthiest of Pursuits |
|- Human Beings All Have the Same |- Death is Part of the Life Cycle |
|Needs - Love | |
|- Sacrifices Bring Reward | |
|- Man Struggles Against Nature | |
|(adapted from Date accessed: 25 August 2010 ) |
Theme It All
2. Claudia’s story
Green Pyjamas
3. Colin’s story
The Bluebird of Happiness
1. Richard Clayton
Harwick’s story
Read and Weep
1. ______________________________________________________________________
Evidence : _____________________________________________________________
2. ______________________________________________________________________
Evidence : _____________________________________________________________
3. ______________________________________________________________________
Evidence : _____________________________________________________________
4. ______________________________________________________________________
Evidence : _____________________________________________________________
5. ______________________________________________________________________
Evidence : _____________________________________________________________
6. ______________________________________________________________________
Evidence : _____________________________________________________________
6. Robbo’s story
Dumpa’s the Problem
5. Pixie’s story
The Pains in My Life
4. Ralph’s story
A Tale of Three Stepmothers
Facebook
Time : 40 minutes
Materials
Aims
|1 |The text |
|2 |Worksheet 12 |
|1 |To encourage students to talk about the values they can pick up from |
| |some events or incidents. |
|2 |To introduce students to use a social media and networking website to |
| |talk about values in literature. |
Steps
|1 |Give a brief history and the functions of Facebook ( see Notes). |
|2 |Tell students to elicit value(s) learnt from one vignette of the novel. Teacher explains values in literature ( see Notes ).|
|3 |Let students work in groups of four. |
|4 |Tell students to write a value they have learnt on the Wall of the Facebook in Worksheet 12. |
|5 |Let students from other groups give comments on the Facebook Wall but remind them to write in proper English as this is a |
| |language task. |
Notes
A Brief History and Functions of Facebook
Facebook, a social networking website launched in February 2004 was founded by Mark Zuckerberg. It has more than 500 million active users in July 2010. Facebook has a number of features with which users may interact. They include the Wall, a space on every user's profile page that allows friends to post messages for the user to see. Users can create profiles with photos, lists of personal interests, contact information and other personal information.
What is there to value in literature?
A work of literature can be valuable in several ways. Literature has
- moral value if reading it teaches a lesson that will inspire the reader to live a better life.
- ethical value if reading it helps us asks questions related to the standards of a "good" life.
- entertainment value if reading it is an enjoyable way to pass the time.
- cultural value if reading it sheds light on the place and time of the author of the work.
- historical value if reading it helps one understand the past and how the world has evolved.
Facebook
argument
I think they had another little spat last night . ( p. 112)
disagreement
agreement
consensus
acceptance
outburst
acceptance
dispute
consensus
quarrel
Real life real people
Time : 40 minutes
Materials
Aims
|1 |To write a narrative on a person’s life |
|2 |To retell a story of a real-life event in written form |
|3 |To develop story-telling ability |
|1 |Envelopes |
|2 |Writing Paper |
| | |
| | |
Steps
|1 |Ask students to think of a real life person who had gone through a life-changing event of any of the six characters in | |
| |‘step by wicked step’. | |
|2 |Tell students to focus on the four major milestones in a plot – exposition, conflict, climax and resolution. | |
|3 |Instruct students to write out a narrative based on the four major milestones in the plot. | |
|4 |Give each student an envelope to put in his/her story. | |
|5 |Tell them to give a title to the narrative (like those vignettes in ‘Step by Wicked Step’ ) on the envelope. | |
|6 |Remind students that they may use pseudonyms or nicknames for the characters in the story. | |
Notes
Teacher may correct the narrative like any other written work or read them aloud in the class.
If a student does not have real life experience or knowledge of divorced parents, let him or her create a fictitious story pertaining to this issue.
Real life real people
1. Draft the outline of your story based on milestones in the plot given below.
2. Focus on moments where a character goes through a life-changing event, has an epiphany
(a moment of sudden and great revelation or realisation), or overcomes an obstacle.
3. Give a title to your story.
Climax
(e.g. the character has an epiphany)
Exposition
Resolution
(e.g. the character overcomes an obstacle)
Conflict
(e.g. life-changing event)
The Ripple Effect
Time : 40 minutes
Materials
Aims
|1 |The text |
|2 |The Ripple Effect graphic organiser |
| | |
| | |
|1 |To enable students to analyze the ways in which an action can have |
| |multiple repercussion. |
|2 |To identify the main conflict and minor conflicts |
|3 |To analyse cause-and-effect relationships |
| | |
| | |
| | |
|4 | |
Steps
|1 |Discuss with the students what will happen when they throw a stone into water. The ripple will spread in all directions and |
| |can have an effect on several different things. |
|2 |Relate this concept to an occurrence in the novel. |
|3 |Give copies of The Ripple Effect graphic organiser to students and ask them to write a sentence describing an action from |
| |the novel they are reading. |
|4 |Tell students to continue reading, have them write down the many different effects that result from this single action. |
| | |
| | |
| | |
|8 | |
Notes
An example of the Ripple Effect in Colin’s Story: The Bluebird of Happiness
Cause
• Colin’s mother leaves Colin’s stepdad, Jack lamenting that the latter does not have a proper job.
Effects
• Colin becomes upset as Mum is always too busy doing things (p. 52) but with his stepdad, he ‘can talk to him’ (p. 53).
• Colin misses stepdad badly that he smells Jack’s tobacco tin. He can stay ‘awake for hours and hours, talking to him, although he wasn’t there’ (p. 56).
The Ripple Effect
Writer’s Magical Tools
Time : 40 minutes
Materials
Aims
|1 |To identify the literary devices in the story |
| | |
| | |
|1 |Lines taken from novel |
|2 |Worksheet 16 |
|3 |The text |
| | |
Steps
|1 |Give each group is given Worksheet 16 from the story. |
|2 |The students read and identify the literary devices ( for examples, simile, metaphor, personifications etc.). |
|3 |Students fill in Worksheet 16. |
| | |
| | |
| | |
| | |
| | |
Notes
Simile - figure of speech involving a comparison between unlike things using
like, as, or as though.
e.g. She floated in like a cloud.
Personification - is giving human qualities to animals or objects.
e.g. The daffodils nodded their yellow heads.
Metaphor - A comparison in which one thing is said to be another.
e.g. The cat's eyes were jewels, gleaming in the darkness.
Hyperbole - a figure of speech involving exaggeration
e.g. How many nights my pillow would become a flood.
Writer’s Magical Tools
Have I understood?
Time : 40 minutes after each story
Materials
Aims
|1 |The text |
|2 |Worksheets 17a - 17f |
| | |
|1 |To assess students’ ability to understand the story. |
|2 |To assess students’ ability to extract information and produce a written |
| |response. |
|3 |To assess students’ ability to make inferences and draw conclusions. |
Steps
|1 |Let students re-read each story or vignette of this novel. |
|2 |Tell students to produce a response to all comprehension questions on each story / vignette. |
|3 |Let teacher evaluate the task. |
Notes
This task can be given after each story is read and discussed.
Have I understood?
Have I understood?
Have I understood?
Have I understood?
Have I understood?
‘Lucy, what I said about not wanting to come except for not hurting Dad’s feelings, that’s not exactly true. Sometimes, when mum’s going on at me, I wish I could come and live here all the time. So I can’t hate it that much.’ I blew my nose again. ‘It’s just that, whenever Hetty teases me about my name, or something, I want to go straight home again and never come back.’
‘Teases you? About your name?’
‘Calls me “Priscilla”.’
Lucy looked baffled.
‘How is that teasing?’
My tears welled up again
‘Priscilla!’ I wailed.
( p. 100)
Have I understood?
Have I understood?
Have I understood?
Have I understood?
Answer Key
COLIN
PIXIE
HAS AN IMMATURE AND INDIFFERENT FATHER
- Her father is selfish for he always pretends that he did not notice things
HAS AN IMMATURE MOTHER
- His mother gets in and out of a relationship frequently
FIERY
-her stepsisters drive her up the wall
- She almost doesn’t want to bother to see her father anymore
-she can’t stand it when people sneer at her.
DREAMY
- He drifts through the hours of each school day as if his thoughts were hundreds of miles away.
SELFISH
-I’d have a bedroom to myself
- Do you think it would kill him( Dad) to try and stick up for me once in a while….?
SeLFLESs
- He asks for cash instead of Christmas presents so that he will be able to save enough money to look for his stepdad.
COULD NOT GET ALONG WELL WITH STEPMUM, LUCY
- ‘And I didn’t choose you, either,’ Lucy pointed out. ‘But I still try to get along with you.’
COULD GET ALONG WELL WITH STEPDAD, JACK
- The thing about Dad is you can talk to him.
Claudia
AFTER
BEFORE
How does the character feel or act at the end of the story?
After seeing her father’s friends’ treatment of
Stella, Claudia realises her own rudeness and she comes out of her closet by wearing the green pyjamas given by Stella.
How does the character feel or act at the beginning of the story?
After Claudia’s parents’ divorce, Dad finds a girlfriend, Stella. Claudia feels disloyal to her mum whenever she has a good time with her father and his new girlfriend. Claudia becomes hostile towards Stella, disregarding all the latter’s effort to warm up to her.
CAUSE
What causes the character to change?
Claudia sees her dad’s friends ignoring Stella and she realises that it is ‘rude’ of them to behave in such a manner.
My problem is nobody seems to be thinking about me so I always fight with my step sisters, Sophie and Hetty Payne. One day I had a big fight with my stepmother, Lucy. We pour out our frustrations of having to accept new members of a family. After a heart-to-heart talk with her, I realise that it is all because my father who is “selfish, always pretending he didn’t notice things” and who would just decide to “stay safely out of things, as usual” leaving both Lucy and I to sort out the mess.
talk
Family unity
The nucleus of moral values, “the family unit,” is being invaded by outsiders (‘step’ or ‘steps’) and this causes disharmony.
Family relationships
Coping with new family members, for example Pixie understands that her new stepmother is having as much trouble ‘adjusting’ as she is.
Dealing with adversities
Young children and adults may find difficulties dealing with frustrations, fears and sadness.
Being happy
‘Life has dealt us one hard blow, there is no reason for us to be unhappy for ever’. For example, Claudia realises it is not fair to hate her new stepmother, Stella.
Think long enough before making a decision
Richard Harwick made a rash decision to run away and that had changed the lives of his stepfather, mother and sister.
Sibling rivalry
Resentful step-siblings cause burden and hostility in a home.
Coping with change
All pain eventually heals and that we have the power to change things for the better.
Being brave
Characters like Claudia and Pixie are brave as they confess to their own rotten behaviour.
DRAFT
Panel of Writers
Write the cause on the boat and its effects on each ripple.
Glossary
Notes
Give copies of the Vocabulary Robot graphic organizer after each lesson so that students can create a vocabulary journal. They can use a pocket folder to store all the vocabulary words they learn throughout the year.
Vocabulary Robot
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