Anita and Me Scheme of Work - Collins



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Anita and Me

Teacher’s Resource

by Robert Francis

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Published by Collins 2010.

Extracts from Anita and Me ( Meera Syal

Collins Readers Teacher’s Resources can be downloaded and duplicated as required for institutional use. However, this material is copyright and under no circumstances may copies be offered for sale.

Author: Robert Francis

Introduction 4

Lesson 1: Setting the scene 5 Worksheet 1: Key events of Chapter 1 7 Worksheet 2: Real and imagined history 8

Worksheet 3: Imagery to describe Tollington 9 Worksheet 4: Characters 11

Lesson 2: The context of the novel 12 Worksheet 5: Cultural differences 14

Lesson 3: Family life 16 Worksheet 6: Meena and Anita 17

Lesson 4: Humour 18 Worksheet 7: Humour in the novel 20

Lesson 5: Exploring important moments 22 Worksheet 8: Clairvoyant predictions 23

Worksheet 9a: Newspaper article brainstorm 24

Worksheet 9b: Writing a newspaper article 25

Lesson 6: Exploring changes 27 Worksheet 10: Changes 29

Worksheet 11: Two episodes 30

Anita and Me

Anita and Me is Meera Syal’s first novel and won a Betty Trask Award and was shortlisted for the Guardian Fiction Prize. It was made into a film in 2002 starring Chandeep Uppal, Anna Brewster and Meera Syal.

It’s 1972. Meena is nine years old and lives in the village of Tollington, ‘the jewel of the Black Country’. She is the daughter of Indian parents who have come to England to give her a better life. As one of the few Punjabi inhabitants of her village, her daily struggle for independence is different from most. She wants fishfingers and chips, not chapati and dhal; she wants an English Christmas, not the usual interminable Punjabi festivities – but more than anything, she wants to roam the backyards of working-class Tollington with feisty Anita Rutter and her gang. Blonde, cool, aloof, outrageous and sassy, Anita is everything Meena thinks she wants to be. Meena wheedles her way into Anita’s life, but the arrival of a baby brother, teenage hormones, impending entrance exams for the posh grammar school and a motorcycling rebel without a future, threaten to turn Anita’s salad days sour. Anita and Me paints a comic, poignant, compassionate and colourful portrait of village life in the era of flares, power cuts, glam rock, decimalisation and Ted Heath. It is a unique vision of a British childhood in the Seventies, a childhood caught between two cultures, each on the brink of change.

Written with warmth, fun and a hint of wistfulness, Anita and Me is a unique vision of a British childhood in the Sixties, a childhood caught between two cultures, each on the brink of change.

The Author

Meera Syal is an actress, writer and novelist with a number of TV, theatre and film credits. Her most recent work includes writing for and appearing in two BBC hit comedy series, The Real McCoy and Goodness Gracious Me, and the lead in her BAFTA award-winning short film It’s Not Unusual.

Further recommended reading and research

Related books:

• Life Isn't All Ha Ha Hee Hee by Meera Syal

• Sari, Jeans und Chilischoten by Meera Syal

• To Kill a Mockingbird by Harper Lee

 

Related films:

• Bend it Like Beckham

• Anita and Me

• East is East

Websites for background information:

• The British Raj in India 1858-1947:

• The Hidden Story of Partition:

• The Coalmining History Resource Centre:

|Assessment Objectives |

|AO1 Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations |

|AO2Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings |

|A04 Relate texts to their social, cultural and historical contexts |

Students will need to have read Chapter 1 before this lesson.

Starter

• Put students into pairs and hand out the cards from Worksheet 1, which identify the key events in the first chapter. (The cards are printed in random order.) They first put the cards in chronological order, and then in the sequence that the author adopts in the narrative. (Lower ability students may refer to the book if necessary.)

• As a class, discuss why the two sequences are different, and what the author’s purpose is in changing the chronological sequence. (Possible answers include: variety, showing Meena’s sequence of thoughts, hinting at something for suspense.)

Introduction

• Students form groups of 3 to analyse and explore the purpose of the introduction and style of the opening passage describing Anita’s home (pages 9–13). They should read it all on their own first. What does the opening of the novel (before chapter 1) tell us about the narrator of the story? What two versions of her life does Meena present? Why? Fill in the table on worksheet 2 with the information students find. What other useful pieces of information do you find out in this short introduction? (For example, when the novel is set and who the narrator is.)

• In the same groups, focus on the description of Tollington, where Meena lives (pages 11-13). What is it like as a home? How does the writer use imagery to describe the location? What effect does the imagery have on our view of Tollington and what does this tell us about Meena’s view of Tollington? Use worksheet 3 to help you, if necessary. (Some additional work on imagery may be needed here).

Development

• Now look at the people who are presented in the rest of the chapter. Who do we meet in chapter 1 and are we told about them in this chapter? You might want to look out for these characters and note what happens to them in the rest of the novel. Use worksheet 4 to help you here.

Plenary

• Ask the class if they think the first chapter is effective in drawing the reader into the book. Elicit that it contains several features – the introduction to Meena’s character, to where she lives, as well as a beginning (setting up key characters who will appear in the novel, important locations for the novel), highlights the fact that she lies (how will this be relevant later?) and a strong relationship between Meena and her father.

Homework

1. Create a timeline of the novel

2. Beginning with chapter 1, create a timeline of the key events of the novel as they happen (not as the author introduces them).

You may find that later in the novel there are moments and incidents taken from the past. You will need to fit these into your timeline.

It may be a good idea to write the timeline on computer so you can add events in as you go.

Students write a short description using imagery, like the images they have read in chapter 1, of their own home town/ village. Ask them to explore how they can use effective imagery to make the writing more vivid.

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Worksheet 1: About Adam

|Meena tells her father she was not lying. |Meena owns up to lying. |

|Meena’s father is about to go in the shop to ask the shopkeeper what |Meena is beaten for retaliating against Peter Bradley after he makes a |

|happened. |racist remark. |

|Meena is told, by Anita, that her father used to be in the navy. |Mr Topsy calls Meena ‘Topsy’. |

|We learn about the Big House for this first time. |The Ballbearings Committee get on the bus. |

|Mr Ormerod tries to convert Meena’s dad to ‘the ways of Jesus Christ.’ |Mr Rutter is confused when Meena asks him about missing the sea. |

| |Real history |Imaginary history |

|Event | |Struggle and disillusion |

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|Why | |Makes their life sound really difficult |

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|Event | | |

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|Why | | |

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|Event | | |

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|Why | | |

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|Event | | |

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|Why | | |

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Imagery used to describe Tollington

Look at the following images used in chapter 1 to describe Tollington, where Meena and Anita live.

For each image:

• Say what type of technique it is (simile, metaphor or personification)

• How does the author’s use of imagery show us what Meena thinks of Tollington?

1. ‘A row of terraced houses clustered around the crossroads, uneven teeth which spread into a gap-toothed smile as the houses gradually became bigger and grander…’

Technique___________________________

Explanation___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. ‘…the red brick school jostled for elbow room with the two-up-two-downs…’

Technique___________________________

Explanation___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. ‘…untended meadows populated with the carcasses of abandoned agricultural machinery.’

Technique___________________________

Explanation___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. ‘Dale End farm, bookending the village at the top of the hill…’

Technique___________________________

Explanation___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. ‘…industrial chimneys of Wolverhampton, smoking like fat men’s cigars…’

Technique___________________________

Explanation___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. ‘…watched over by the witch’s hat of an ancient metal roundabout.’

Technique___________________________

Explanation___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Fill in the table below detailing who we meet in chapter 1 and what we find out about them.

|Who we meet |What we find out |

|Meena |She has been accused of lying by her father |

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You may wish to make a similar chart for every chapter to help with your revision later on.

|Assessment Objectives |

|AO1 Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations |

|A04 Relate texts to their social, cultural and historical contexts; explain how text have been influential and significant to self and other readers |

|in different contexts and at different times |

Students should ideally have read up to page 68 before this lesson but this lesson can be related to the whole novel.

Starter

Read the section about Meena’s mother’s background on pages 34-36.

Ask the class to discuss and make some brief notes on the following questions:

What do we learn about her mother’s background from this?

How does her mother’s background make Meena feel? (Jealous of her mother’s past and annoyed that her life seems too safe etc).

Introduction

Explain to students that they are going to explore incidents from the whole novel when answering the question: How does Meena’s Indian background compare to that of the English people living in Tollington? (If you have not read the whole novel you can select material up to the section you have read so far and add to this later on).

Get students to fill in the chart (Worksheet 5) with information that they can find from the whole novel. Students need to find the information on each page linked to each topic, writing something about what Meena or the others of her culture think about it, comparing this with the English attitude in the final column. Students can add other ideas and references if they wish to. The first example has been done to show them what to do. Discuss this as a whole class and compare ideas and notes.

Explain to your class that Britain in the 1960s was very different to today. There were fewer ethnic minorities in towns and villages, so those who did live there were seen as outsiders and many saw them as coming into this country taking their jobs away.

There are many examples of racism in the novel. Pick two examples of a time when Meena encounters racism.

What happens?

How does this make her feel?

What is the purpose of including such incidents in the novel?

Look at pages 12, 90, 97, 189, 193, 195, 235, 261, 273, 275 and 277 to guide you.

Development

• You may decide to select one or more tasks from the list below to develop the work on context.

1. Meena’s family come from India. What do we learn in the novel about their family history? You can discuss this and make notes for as far as you have read in the novel or do this having read the whole novel. You may hint that sections on the following pages are useful: pages 71-76, 181.

2. In groups of 2 or 3 do some research into life in 1960s Britain. In particular, focus on town life, attitudes to racism, entertainment, typical jobs, shops and school life. Present your findings to the class in the form of a PowerPoint presentation.

3. Ask students to compare their own life now with what it would have been like in the 1960s.

4. Produce a piece of fictional autobiographical writing entitled: A day in the life of a teenager in the 1960s.

Extension work

5. You could ask students to produce two comparative pieces of writing, one being a day in the life of a teenager in the 1960s and one for today.

Plenary

• Ask 2 or 3 students to read out their autobiographical pieces or to present the work they have prepared in any of the tasks listed above. Discuss the contextual issues that have arisen in these pieces.

How does Meena’s Indian background compare to that of the British people living in Tollington?

Fill in the following chart with information that you find from the whole novel. You need to find the information on each page linked to the topic, then write something about what Meena or the others of her culture think about this, comparing this with the English attitude in the final column.

You can add other ideas and references if you wish to. The first example has been done for you.

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|TOPIC |MEENA AND INDIAN ATTITUDE TOWARDS |ENGLISH ATTITUDE TOWARDS |

|Clothes p43 p256 |Meena’s mothers clothes are all ‘open-heart cerises and |Mrs Christmas’s clothes are described as ‘delicate flowers,|

| |burnt vivid oranges, colours that made your pupils dilate |roses and bluebells and buttercups set against cream silk…’|

| |and were deep enough to enter your belly…’ |They are ‘English drawing room colours’ and very different |

| |Indian clothes are deeper in colour and more ‘vivid’ |from her mother’s clothes. |

| |compared to the pale English patterned clothing. | |

|Cooking and food p26,54-55,61,63,252-253 | | |

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|Gardens p33 | | |

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|Language p53,56,57,115 | | |

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|Family p58 | | |

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|Marriage and relationships p85 | | |

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|Politics p73 | | |

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|Religion p93,239 | | |

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|Funeral customs p79 | | |

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|Music p114/115 | | |

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|Christmas p91-93 | | |

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Meena and Anita and their families

|Assessment Objectives |

|AO1 Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations |

|AO2Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings |

|A04 Relate texts to their social, cultural and historical contexts |

Starter

Look at the section on pages 38-39 which describes Anita. Produce a spider diagram including the description of Anita’s appearance and what she is like as a character.

Now think about what you have learned about Meena’s character up to the beginning of chapter 6 and produce a spider diagram with at least 10 points about her character.

Introduction

Compare Anita and Meena as described on pages 103-106.

How are they similar and what are their main differences?

In pairs look at the following pages which give pieces of information about Anita’s family and Meena’s family:

Anita’s family: pp18-20, 121, 215-216, 247.

Meena’s family: pp25-27, 29-31, 33, 181, 203-204.

Produce a Brief Guide to Anita’s family, aimed at informing a new reader of the novel all about Anita’s family.

Development

How does Anita’s family compare to Meena’s family on pages 17-20 and p214-217

Produce a chart with Meena on one side and Anita on the other and then add information to each character about their family (like 2 spider diagrams) Use worksheet 6 to help with this task.

Ask the class what descriptive words Syal uses to describe Anita’s father on pages 18-19 (‘oily’, ‘pain and confusion contorting his face’ etc). What impact is this meant to have on the reader?

How does Syal make it clear that her father was never in the navy?

Optional task

In groups of 3 or 4 produce a short improvised drama scene showing a typical incident in the family life of either Meena’s or Anita’s family.

Meena

Anita

|Assessment Objectives |

|AO1 Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations |

|AO2 Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings |

Starter

Looking at the novel as a whole – would you say it’s a funny novel? What is it about the novel that makes it funny? Did any parts make you smile or laugh?

Read pages 18-19 again, this time looking at the use of language and imagery to create humour. What makes it funny?

Introduction

Explore some other uses of humour in the novel such as the farting settee on page 69 and the re-telling of the English song on page 115.

Ask the students if they can find more examples of humour in the novel, noting down the page numbers and effect on the reader. What do they think makes it funny to them?

Development

Explain the impact of a child’s mind on the way these stories are remembered and retold by the adult narrator, Syal, looking back on her childhood.

Worksheet 7 will help with this task.

Optional task

Ask your students: Can you think of a humorous moment from your life which you could tell either the class or the person next to you. How do you make this seem funny?

Ask them to tell their stories to each other.

Discuss how successful (or not) these stories were, maybe hearing one or two in the whole class.

Ask them to think about:

• The descriptive language you use.

• How you build up to the moment.

• Putting it clearly into the context of the situation you were in (such as a serious event and then you did something inappropriate) is always good.

• Building tension and suspense in your story telling.

Homework

Ask students to write their own short humorous autobiographical incident, thinking carefully about language and language techniques to create humour.

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There is a great deal of humour in the novel.

Remember that the novel is written by an adult looking back on their childhood (much like To Kill a Mockingbird) but is still told from a child’s perspective.

Incidents such as when people sit on the leather settee on page 69 seem humorous to a reader. Why?

What happens that is funny?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does the writer use language which adds to the humour?

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Another incident is the moment when Meena sings an English song to her family and uses inappropriate language to reflect her emotions.

Why is this funny?

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How does the writer describe this incident to make it appear humorous?

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What is the purpose of using humour in the novel?

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Can you think of any other humorous moments in the novel?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

List them below and write which pages they appear on.

_________________________________________________________________________________________________________________________________________________________________________________

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Can you think of a humorous moment from your life which you could tell either the class or the person next to you? How do you make this seem funny?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

|Assessment Objectives |

|AO1 Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations |

|AO2Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings |

Starter

Ask students to select two moments from the novel that they think are important. Discuss what makes these moments important to the novel and why. You can draw out ideas such as how moments show Meena growing up, the differences in lifestyles between cultures, racial issues, interesting events which highlight how life was different in the 1960s, the changes occurring in Tollington etc.

Introduction

Look closely at the scene with the Clairvoyant on pages 182 to 186.

How does Meena compare the old Clairvoyant with this new one?

What makes this such an important moment in the novel? Use worksheet 8 to help you explore this passage.

In groups of 3, hot-seat an interview with Meena and Anita several years after the end of the novel where they discuss this visit to the clairvoyant and how the predications have or have not come true in their lives. How seriously do Meena and Anita take what she said to them?

Development

Now look at the climactic scene of the novel where Tracey almost drowns from page 308 until 326.

Look at the main characters in this scene and write brief notes for each one (about 50 words for each). Look at Sam, Anita, Meena and Tracey. Think about how they are described, what they do, the way they act.

Ask students to pick out 3 techniques the writer uses to make this section tense and engaging for the reader. You could look at: short sentences, imagery, sounds used, how the location is described, speech.

Write an article for the local newspaper about the accident involving Tracey. See worksheet 9 for further guidance.

Plenary

Individuals evaluate their own group’s performance of the hot-seating activity.

Ask some students to read out their articles.

Extension activity

You could explore how the two incidents explored in this lesson can be linked together. Are any of the clairvoyant’s predications seen to be true? How have the girls changed since this earlier incident?

What does the Clairvoyant predict for Meena and Anita?

Fill the chart in below.

|MEENA |ANITA |

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Fill in the diagram below with how Meena and Anita feel about what she tells them.

ANITA MEENA

What is the difference between how they feel about what they are told?

Write an article for the local newspaper about the accident involving Tracey.

You can look back at the details from page 308 until 326 to remind you of the events.

Include details of:

• What happened

• Who was involved

• What might have happened

• How Tracey is now

• Meena’s account of events

• What Sam and Anita had to say about it

• Description of The Big House

• Anything else you think may be of interest.

Remember to set the article out like a newspaper article and to include:

• A headline

• Subheadings

• A short, introductory paragraph

• Clearly structure your article

• Remember to write as a reporter reporting the events

• A conclusion.

Make it as dramatic and exciting as you can.

Some suggested headlines include:

Drowning Girl Lives (or you can use the suggested ideas on page 320-321).

Remember to plan your work.

Use worksheet 9b to help with your planning.

Headline ideas

Drowning Girl Lives

Your idea 1

Your idea 2

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What should you include:

What happened?

Who was involved and what did they do?

Anita

________________________________________________________________________________________________________________________________________________________________________

Sam

________________________________________________________________________________________________________________________________________________________________________

Meena

________________________________________________________________________________________________________________________________________________________________________

Tracey

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Opening paragraph

This should just be one or two sentences summarising what happened.

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Main details

Include what you have to say about the characters and what events occurred.

Remember to describe the Big House.

Practice this here:

The Big House

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You might wish to include some or all of the following details as well:

• Where it all takes place: The Big House, Tollington

• How old are the characters?

• What are their full names?

• What did the police do?

• What history is there connected to the pond?

• Who lives in The Big House?

• How is Tracey now?

|Assessment Objectives |

|AO1 Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations |

|AO2Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings |

|A04 Relate texts to their social, cultural and historical contexts; explain how text have been influential and significant to self and other readers |

|in different contexts and at different times |

Students should ideally have read up to page 149 before this lesson.

Starter

In pairs discuss the following questions:

How have you changed since you were younger?

Can you think of one good example of how you have become a more mature person?

If you could predict what might happen to you in the next 5 years what would you predict?

How has the place where you live and the people that you know changed in the last 3 years?

Introduction

There are many changes during the novel.

Write a list of the things that change, what shows you this in the novel and why has there been a change?

You can fill in the table on worksheet 10 to help you.

Areas you could remind students of include: new baby brother p133, sex education p144, planning for the future p202, the death of the dog p244, learning ‘virgin’ p248, change in language p249, different reactions p266, school knocked down p269, coming out of hospital and the changes that have occurred p293-296.

Extension task:

Look again at Chapter 13. How does this Chapter show Meena growing up and changing?

Look at the changes in:

• herself

• her home

• her attitude to other characters

• how Syal describes these changes.

Development

In pairs re-read and then discuss the following two incidents which are significant in showing how Meena changes in the novel.

Incident 1

From page 151 ‘Hello Meena, shall w go to the park then.’ to the end of the chapter on page 161

What does the sweetshop incident tell you about Meena at this stage in the novel?

What is her relationship with Anita like?

Why does she behave this way?

What do you think of Meena at this stage?

How does the writer make you feel this way? Look for examples of what she says and how she describes what she does.

Incident 2

From p277 ‘Anita and Sherrie must have thought I had followed Tracey home…’ up to p284 ‘and I would always tell the truth.’

What happens to make her decide to change?

What changes does she decide to make?

Does she stick to this later in the novel?

How does the writer make us feel about Meena here?

Each pair then joins up with another pair and discusses the following questions:

• What themes and events run through both these episodes?

• What are the most important differences between the two episodes?

• Why does the author include both of these episodes?

• Which episode do you think is the most successful, and why?

Remind students to look for specific references and quotations to back up their ideas.

Plenary

Ask several groups to present their findings and elicit class comment.

Discuss why the novel is called Anita and Me.

Extension activity – using worksheet 11 below you could explore the way Meena feels about Anita on page 250-258 and the way she feels about Robert on pages 291-296

There are many changes during the novel.

Write a list of the things that change, what shows you this in the novel and why has there been a change?

You can fill in the table below to help you

|What has changed? |What shows you this? |Why has there been a change |

|Meena lies all the time but at the end she tells the truth|At the start of the book she lies to her father p11 and |Meena has learned from her experiences. |

|about Tracey’s accident |she also lies about stealing sweets p159 |Can you think of another reason? |

| |She tells the truth on page 326 | |

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Fill in the answers to the questions below.

| |Anita |Robert |

|How does Meena describe the | | |

|characters? | | |

|How does she feel about them? | | |

|What words are used to create this | | |

|impression? | | |

|How do we, as readers, feel about | | |

|each character? | | |

|List 2 details about each character | | |

|that make us like them | | |

|List 2 details about each character | | |

|that make us dislike them | | |

|How does Meena feel about each | | |

|character at the end of the novel? | | |

|How does Meena learn from each | | |

|episode? | | |

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Worksheet 11: Two episodes

Worksheet 10: Changes

Lesson 6: Exploring changes

Worksheet 9b: Writing a newspaper article

Worksheet 9a: Newspaper article ideas

Worksheet 8: Clairvoyant predictions

Anita and Me Scheme of Work © HarperCollins Publishers 2010. This page may be photocopied for use in the classroom

Lesson 5: Exploring important moments

Worksheet 7: Humour in the novel

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Lesson 4: Humour

Worksheet 6: Meena and Anita

Anita and Me Scheme of Work © HarperCollins Publishers 2010. This page may be photocopied for use in the classroom

Lesson 1: Setting the scene

Introduction

Contents

Lesson 2: The context of the novel

Worksheet 1: Key events of chapter 1

Worksheet 23: The golden feather

Feather Boy

Worksheet 5: Cultural differences

Worksheet 4: Characters

Worksheet 3: Tollington imagery

Worksheet 2: Real and imagined history

Lesson 3: Family life

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