DRAFT

FORM 5

Novels

Step by wicked step

Table of Contents
Synopsis Elements Activities Assessment Answer Key Glossary Panel of writers

Curriculum Development Division !inistry of E"ucation !alaysia #$%$

STEP BY WICKED STEP

NOVEL

Introduction
What is a novel?

Only in a novel are all thin s

iven !ull play " D# $# %awrence

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. econdly, 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. ources " http"##www.wisegee$.com %ate accessed " http"##www.wi$ipedia.org#wi$i#Novel %ate accessed " &th 'uly ()*) " &th 'uly ()*)

The elements of a novel inclu"e the followin&'

i ii Plot ( the structure of a novel. +t shows the arrangement of events and actions within a story ,please refer to notes on Freytag-s .yramid below for details/. Settin& ( the time, place, physical details, and circumstances in which a situation occurs. etting enables the reader to better envision how a story unfolds by relating necessary physical details of a piece of literature. Theme ( is the main idea, or message, of an essay, paragraph, or a boo$. 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. +t is the universal statement or feel when you read a piece of writing. Character an" characterisation ( a character is a person in a narrative who may represent a particular class of group of people. 0haracters in a novel a the vehicle by which author conveys to us his # her view of the world. 0haracters 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. )an&ua&e ( use" by author to reveal the theme an" purpose of the novel

iii

iv

*otes on +reyta&,s Pyrami"

Gustav +reyta& was a nineteenth century 1erman novelist who saw common patterns in the plots of stories and novels and developed a diagram to analyse them. 2e diagrammed a story3s plot using a pyramid li$e the one shown here"

*.

E-position" setting the scene. The writer introduces the characters and setting, 4

providing description and bac$ground. (. .ncitin& .nci"ent" something happens to begin the action. A single event usually signals the beginning of the main conflict. The inciting incident is sometimes called 3the complication3. /isin& Action" the story builds and gets more exciting. Clima-" the moment of greatest tension in a story. This is often the most exciting event. +t is the event that the rising action builds up to and that the falling action follows. +allin& Action" events happen as a result of the climax and we $now that the story will soon end. /esolution" the character solves the main problem or someone usually solves it for him or her. D0nouement" (a French term, pronounced: day-no-moh) the ending. At this point, any remaining secrets, questions or mysteries which remain after the resolution are solved by the characters or explained by the author. ometimes the author leaves us to thin$ about the T2898 or future possibilities for the characters.

4. 5.

&. 6. 7.

A1T23/4S 5ACKG/31*D

Anne Fine was born on 7 %ecember *:57 in ;eicester, 8ngland. he graduated in politics from <niversity of =arwic$. he currently lives in 0ounty %urham, 8ngland. he is a Fellow of the Royal ociety of ;iterature and was awarded an >?8 in ())4. he was married to the philosopher @it Fine but divorced in *:AA. Anne Fine is best $nown for her children3s boo$s, of which she has written more than &). he also writes for adults. he was appointed the second 0hildren3s ;aureate, holding the position from ())* to ())4.

2er boo$s for older children include the award winning The Tulip Touch and GoggleEyes, which was adapted for television by writer %eborah 9oggach for the ??0. Twentieth 0entury Fox filmed her satirical novel Madame Doubtfire as Mrs Doubtfire, starring Robin =illiams. 2er boo$s for younger children include !ill"s #e$ Froc% and &o$ to 'rite (eally !adly. 2er wor$ has been translated into (7 languages.

=hen it was first published, tep by =ic$ed tep too$ some reviewers3 breath away. ?ut it was hard to argue an author shouldn3t write about a state of affairs that affects so many of our children. And, at heart, + thin$ the adults who read the boo$ simply shared the same shoc$ + felt when, after wal$ing my children to school under a giant billboard that declared, B ince Cou .assed This .oster Cesterday, Another 5)) 0hildren =ere Affected by %ivorceB, + began researching the subDect of what is often called 3reconstituted3 families. + $new from the lives around me that parental separation was only the beginning of the *otes for teachers an" other a"ults from Anne +ine complications for children. >ften the really tough time comes when one parent or the other sets up home with someone new, and the children aren3t ready. =e have six stories in the boo$. >nly five could be fitted into the radio adaptation ! and even that was a squeeEe. ?oth boo$ and radio adaptation has the structure of boxes within boxes. The children3s school visit to 2arwic$ 2all provides both the outer frame and the explanation for why all five children should Dust 3happen3 to be from bro$en families. Richard 0layton 2arwic$3s long!hidden Dournal provides an inner tale that triggers off, one by one, each of the stories of the listening children. + quite deliberately made the toughest emotional tale that of the Fictorian child, Richard 2arwic$. et 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 3history3. Those of us who $now better ! including a host of young readers whose depth of feeling and unhappy circumstances may mirror Richard3s more than we care to thin$ ! can ta$e the story more at its emotional face value. +3ve been a shade more protective in the other stories, sometimes by showing things well on the way to a happy ending ,0laudia and .ixie3s stories/, or by showing how the sheer determination of a child can give strength and purpose ,0olin3s story/. Ralph3s story is a 6 robust one from start to finish.

+3ve tried to be honest about the lac$ of choices most children are offered, and the lac$ of real opportunity to spea$ fran$ly and openly about their feelings and situations to the adults around them. To this end, +3ve shifted through scores of perfectly normal 3case studies3 of families after divorce, and pic$ed what + wor$ed out was a fair cross!section of scenarios and emotional states. +f adults reading the boo$ or listening to the adaptation are startled by this, + thin$ the only thing that + can say is, 3;oo$ around you, and listen3 because none of these stories is particularly unusual. ,0olin3s seems saddest, of courseG but, from the numbers of runaways on our streets, + thin$ we can assume that even Richard 2arwic$3s story is commoner, even now, than we3d care to imagine./ The boo$3s been a great success in schools. There is, of course, the 3autobiography3 element which can be mined to advantage. ,8ach child has a very distinct story!telling outloo$ and style./ The mix of sexes in the stories wor$s well with classes of all sorts. The sheer 3domestic3 element of the tales ,B>ur family3s not li$e that.B B9y family is.B/ $eeps up the interest. ?ut, from the letters + get, what really seems to touch a nerve about tep by =ic$ed tep is the depth of the children3s feelings. All too many tales for young children assume far too narrow an emotional range. 9any children do enDoy 3fun3, yes. ?ut all of them, li$e adults, lead complicated and demanding emotional lives, often lived in strained and stretched families. +n giving five of them so intimate and honest a voice, tep by =ic$ed tep empowers all who share the story. +t was, emotionally, one of the hardest boo$s +3ve ever chosen to write. ?ut + only have to read the letters of children responding to it, to be glad + $ept at it.

<pdate" since Anne Fine wrote these notes, 0ollins 8ducational have published the playscript. This is an entirely fresh adaptation, and not the broadcast version.
7

ource" $$$ annefine co u%)stepnotes phpaccessed %ate access" 6th 'uly ()*)
S6*3PS.S

+t is a wild and stormy night when five ?ritish school children from 9ordanger chool arrive ahead of their classmates for a wee$!long field trip at BhauntedB >ld 2arwic$ 2all. =ith the aid of flashes of lightning, the two girls 0laudia and .ixie and three boys, Robbo, Ralph and 0olin find a long!abandoned secret room containing a mysterious Dournal. >n the cover, it reads, H Richard 0layton 2arwic$ I 9y tory. Read and =eep-. From the Dournal, the children uncover the story of a boy who runs away from the sinister influence of a loveless stepfather. Richard 0layton 2arwic$3s long! hidden Dournal provides an inner tale that triggers off, one by one, each of the stories of the listening children, all of whom also have Bsteps,B or step!parents, to share their own sagas. And what engrossing, heart!rending stories they are" of hurting but still humorous children pic$ing their way through a minefield of embittered or uncommunicative or Dust plain immature parents, insecure or reluctant step parents and resentful step siblings. 2owever, the lac$ of a principal plot is of no consequence as the novel main purpose is to serve as a forum for the various stories. B tep by =ic$ed tepB proves that all pain eventually heals and that we have the power to change things for the better.

STEP BY WICKED STEP

NOVEL

&le'ents
P)3T S1!!A/6 This novel is really five stories within a story that are induced by a story, li$e a nesting puEEle. o, we have six stories in the boo$. There may be a lac$ 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 0layton 2arwic$, 0laudia, 0olin, Ralph, .ixie and Robbo. +n Step by Wic7e" Step, five boys and girls find themselves in an old house on a stormy night. +n a hidden tower room they discover an old diary, that of Richard 0layton 2arwic$, who left behind a Dournal account of his wic$ed stepfather. JRead and =eep,- says the spidery writing on the cover of the boo$.

After Richard 0layton 2arwic$-s father passes away, he was sent to 9ordanger chool for four long years. 2e wishes to burn 9ordanger to Hashes- as to him, Hthere-s no meaner place on earth- than this boarding school. =hen he returns to >ld 2arwic$ 2all, he could not get along with his wic$ed and loveless stepfather, Reverend 0oldstone. ?eing Hrobbed of all his precious to$ens- from home, Richard ma$es the decision to leave and become a cabin boy when Ha great ship strains at the tide-. 2is decision has caused anguish in his mother and sister, who have spent a fortune see$ing his return. 2e did not return to see his mother or sister until he read a square print from Riddle K Floo$ which requested him to claim his ownership to >ld 2arwic$ 2all. ?y then, Richard $nows that his stepfather, mother and sister have passed on. >nly then, he realises his decision to leave has changed the lives of his family members.

2arwic$3s story prompts 0laudia, 0olin, Ralph, .ixie and Robbo to tell their own tales of stepfathers, stepmothers, and stepsiblings, who are in turn eccentric, beloved, unwelcome, and almost always misunderstood. 8ach vignetteL is a wonderful study of human nature. As the lightning flashes, the children begin to relate their own tales of step parents, stories that are full of warmth and humour, yet with a fair share of sadness. At first it seems the children could have nothing in common. ports!mad Robbo, quic$!witted Ralph, sensible 0laudia, fiery .ixie and dreamy 0olin seem as different to each other as it is possible to be. Cet they soon find they have one thing in common, and that they are all the products of bro$en homes and they once have a turbulent relationship with a Hstep!- or Hsteps!- ?elow are the five stories in Hsteps by wic$ed steps- spin off from Richard 0layton 2arwic$-s H9y tory. Read and =eep-. As Ralph says, J tories don-t have to be written,- he reminded 0laudia. H This is the night for stories. >ff you go,- he reiterated.

10

Lvi&nette I n. #vin!Hyet, vn!# descriptive passage within a larger wor$ ,French, Jlittle vineM/

2ere are the brief description of the vignettes of 0laudia, 0olin, Ralph, .ixie and Robbo.

Clau"ia4s Story' Green Py8amas Colin4s Story' The 5luebir" of 2appiness

0olin and his mother left his father when he was a few wee$s- old. 2is mother ta$es up with a person whom he thin$s of as his father. 2owever, his immature mother also leaves this stepdad after a while. Now he misses him so badly that it hurts.

/alph4s Story' A Tale of Three Stepmothers

Ralph3s life, though merry, is as complicated as a maEe as he has three stepmothers and many step! family members.

After 0laudia-s parentsdivorce, %ad finds a girlfriend, tella. 0laudia feels disloyal to her mum whenever she has a good time with her father and his new girlfriend. 8ven though tella tries her best to be accepted by 0laudia and her daddy-s friends, she is being ignored. Finally, 0laudia realises her rudeness and she comes out of her closet by wearing the green pyDamas given by tella.

11

Story within :step by wic7e" step4

Pi-ie4s Story' The Pains in my )ife

.ixie has to deal with two really irritating stepsisters and a father who pretends he doesn3t notice how difficult things are for her. >ne day her stepmother , ;ucy/ and .ixie have a fight. They pour out their frustrations. >nly then they realise that it is all because of .ixie-s father who is Jselfish-, Halways pretending he didn-t notice things-, and leaving them for ;ucy to sort out the mess.

/obbo4s Story' Dumpa4s the Problem

Robbo and his sister, 0allie always thin$ that the birth of their stepbrother, %umpa has caused numerous problems between them and their step father, Roy. =hen the relationship between Robbo-s mother and Roy is on the roc$, Robbo realises that Roy does not move on because %umpa-s the problem. Finally, Robbo realises that his mother is always stuc$ in between when 0allie and Roy quarrel. This has caused mum and Robbo-s stepfather to be upset.

C2A/ACTE/S
*ame of character Robbo Ralph 0olin Descriptions9 Attributes9 Personality chool pupil, sports!mad especially football chool pupil, quic$!witted, hardwor$ing and occasionally li$es to intercept impolitely during a conversation chool pupil, longs to be reunited with his stepdad, dreamy as Hhe drifts through the hours of each school day as if his thoughts were hundreds of miles away- and this H drove his teachers to 0laudia .ixie Richard 0layton 2arwic$ despairteady, sensible, did not get along well with her stepmother at the beginning Fiery, a good reader, selfish >wner of >ld 2arwic$ 2all, lost his father at a very young age. 2is mother remarries the priest, Reverend 0oldstone whose wrath Richard cannot stand. 2e runs away, without $nowing that he has made a decision that will change three livesG his stepfather-s, mother-s and sister-s. =hen he inherits >ld 2arwic$ 2all, he has lost his three closest members of the Rev. 0oldstone 9r. .lumley family. Richard-s wic$ed stepfather, strict and cold!hearted A staff of the school who accompanies the children to >ld 12

9iss >- %ell 9r. %igby ;ucy 0harlotte

2arwic$ 2all The school teacher who pic$s five of the children on a trip after a quic$ glance at her list. 1ardener at the 2arwic$-s household 9aid at the 2arwic$-s household Richard 0layton 2arwic$-s sister.

>T28R 02ARA0T8R +N T28 F+1N8TT8 (I)N&TT& 1. Claudias Story : Green Pyja as 2. Colins Story : )&e *lue+ird o# ,a--iness *haracters !ads "irl#riend$ Stella$ %&o is a 'oo( Colins i ature ot&er any

Colins endearin" ste-dad ./a'( 0 %&o 'alls &i ni'(na es. 3irst ste- ot&er$ 2nna+elle Se'ond ste- ot&er$ /anet )&ird ste- ot&er$ 3lora Ste-dad$ ,o%ard Pi4ies ste- ot&er$ 5u'y )%o ste-sisters $ So-&ie and ,etty Payne Pi4ies dad$ %&ose la'(adaisi'al attitude to%ards &is #a ily a(es t&in"s di##i'ult #or t&e #a ily to 'o e

3. 1al-&s Story : 2 )ale o# )&ree Ste- ot&ers

4.

Pi4ies Story : )&e Pains in 5i#e

5.

1o++os Story: !u -as t&e Pro+le

to"et&er as a &a--y one. 1oy . a.(.a )&e *eard0$ 1o++os ste- dad. Callie$ 1o++os sister %&o

13

&ates )&e *eard !u -a$ 1o++os ne%ly +orn ste- +rot&er 1o++os u $ ,o-e

SETT.*G
*. (. The haunted house of 2arwic$. %omestic households of 0laudia, 0olin, Ralph, .ixie and Robbo.

T2E!ES
+amily relationships
0oping with new family members for example .ixie understands that her new stepmother is having as much trouble HadDusting- as she is.

+amily unity
The nucleus of moral values, Jthe family unit,M is being invaded by outsiders ,Hstep- or Hsteps-/ and this causes disharmony.

Dealin& with a"versities

Coung children and adults may find difficulties dealing with frustrations, fears and sadness.

5ein& happy
H;ife has dealt us one hard blow, there is no reason for us to be unhappy for ever-. For example, 0laudia realises it is not fair to hate her new stepmother, tella.

Thin7 lon& enou&h before ma7in& a "ecision

Richard 2arwic$ made a rash decision to run away and that had changed the lives of his stepfather, mother and sister. Siblin& rivalry Resentful step!siblings cause burden and hostility in a home. 14

Copin& with chan&e All pain eventually heals and that we have the power to change things for the better.

5ein& brave 0haracters li$e 0laudia and .ixie are brave as they confess to their own rotten behaviour.

Dealin& with Separation an" Divorce +t deals with a social phenomenon that many people are experiencing, the idea of a divorce as somehow horrible. eparation and divorce, and the events leading up to them, interrupts the stability and predictability that children need.

;A)1ES
1. +t is important that children should tell their parents about their real feelings and vice versa. (. >ne has to be brave when facing adversities. 3. =e must not Dudge someone without $nowing all the facts. =e should weigh our pros or cons, and study the facts. 5. Adults or parents should be more thoughtful in ma$ing decision as it would affect the lives of their children.

).TE/A/6 DE;.CES
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 *. (. )i7e someone stepping on stones over a river with water raging on both sides ,p. (*/ =hen a great ship strains at the tide, and needs a cabin boy, nobody as$s the lad who spea$s as roughly as a gardener-s son, and claims to be %ic$ %igby, whether his mother $nows he-s off to sea. ,p.(&/ ... dressed blac$ as a bat ,p. *6/

4.

15

5.

he , 2etty / is still wary of me, and + still get on with her that bit better when all the lights are out, and + don-t have to watch her coc$ing her one side and fiddling with her hair or rolling the cat li7e a sausage across the downie ,p.*)4/ +t was li7e the Arctic. ,p A7/ )i7e leftover shoved in a fridge ,p. (/ N.as narrow as the ones that archers usedN ,p. A/ Nover a blac$ and white tiled floor that loo$ed li7e a huge chec$erboard glaEed N ,p. 5/ tight little circle, li7e campers round a N,p. 6/ he pic$ed her wayN..li7e someone stepping N.,p. (*/ And +-d Dust stare down at my plate on my face that said, plain as day, with a loo$ H=hy should youO- ,p. 5)/

&. 6. 7. A. :. *).

2yperbole 2yperbole is exaggeration. +t puts a picture into the reader-s mind. Anne Fine occasionally ma$es a point by overstating an action or obDect as in the following hyperboles" *. (. 4. 5. As the driver swung the minibus ,p. */ 'ust as if the dull!loo$ing binder on the des$ was a delicious birthday ca$e ,p. *)/ No tearsP + would have found obedienceN.2ow many nights my pillow would become a flood ,p.*7/ 2ow many cloudless afternoons + was to water with my private showers ,p. *7/

Personification .ersonification is a a figure of speech in which inanimate obDects or abstractions are endowed with human qualities or are represented as possessing human form. Anne Fine uses personification to ma$e this novel more dramatic and interesting or to convey a certain mood. ?y using this literary device, it also helps us to relate more to the obDect or idea that is being personified because it is easier for us to relate to something with human attributes. *. (. 4. Flinching as the twisted fingers of trees scraped at the glass ,p. (/ And then another flash shot generously across the s$y ,p. 7/ The wind still whistled through the tree, but in the room the silence is palpable ,p. 45/

/epetition

16

This device is mostly used in two of the vignettes to emphasise on the subDect in hand, as shown in the following" 1. 2. 3. 4. H+t isn4t a story,- said 0olin. HThere isn-t anything to tell. =e Dust went on.- ,p.&*/ HThere isn4t a story,- said 0olin. ,p. &4/ HThere isn4t a story,- said 0olin. H=e Dust went on.- ,p. &6 / H +-ve told you,- said 0olin. -There isn4t story. +t-s Dust that, as we went on, + started getting into trouble at schoolN- ,p. &7 / HDumpa4s the problem- ,pgs *)7,**(,**: and *(& /

5.

STEP BY WICKED STEP

SETTING/ACTIVITY 1

Old $arwick $all

Time ' <$ minutes

Aims
* ( To enable students to be aware of the setting To enable students to read and identify the setting based on textual evidence * ( 4

!aterials
0hun$s of the story 2andout * I 0hun$s of the tory =or$sheet *

Steps
* ( 4 5 & .aste chun$s of the story , 2andout * ta$en from pgs. *!4) / around the classroom. Tell students to read and identify the place, time, bac$ground, physical, mood and social settings of HRichard 0layton 2arwic$ I 9y tory. Read and weep-. %istribute =or$sheet * 17 Tell students to write short notes on the various types of setting. tudents try to relate the setting with the main story

*otes
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" .lace I =here does the story ta$e placeO Time I =hen is the story ta$ing placeO .hysical details I =hat do you see in the place where does the story ta$e placeO ?ac$ground , of characters/ I +s the protagonist richO ocial conditions I =hat is the daily life of the characters li$eO 9ood or atmosphere! =hat feeling is created while reading the storyO

STEP BY WICKED STEP

SETTING/WORKSHEET 1

Old $arwick $all

Pla'e

This is 3l" 2arwic7 2all .n each bubble= write out the settin& which you can i"entify from the story

6ood

)i e

18

So'ial Settin"

P&ysi'al details

Prota"anists *a'("round

STEP BY WICKED STEP

SETTING/ HANDOUT 1

*hunks o! the Story

Another brilliant flash lit up a Dagged, stone tower, strangled by ivy. H+s that itOHNo, that3s the old church.They3d all heard about the ruined church. +t was forbidden ground, and if you were caught climbing on its perilously steep slopes, you were sent home, even though this was a school wee$. All they could see of it from the minibus as they swept by, was a dar$ silhouette of tumbled stone.

19

H0ripesP- the driver said suddenly, stabbing at the bra$es. 8veryone turned from the side windows and stared ahead. HThere it isPH tric$PThrough the arcs of the wipers, they could ma$e out a towering mansion with dunce!hatted turrets, standing blac$ against storm clouds. 9oonlight flic$ered eerily against its dar$ windows. (pgs *-+)

The heavy drapes, the plain dar$ coverlet, the framed old maps I surely even his frail and nodding great!grandmother had spent her childhood in a brighter room than this. All he could tell from loo$ing 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 ,)

+t was the Reverend 0oldstone. +t was not unday, but still + wished him bac$ in his dar$ ivy! smothered chapel. H ir, + am in a hurry.2e gripped my arm tighter, and loomed over me. 2is pale face peered in mine. 2e was dressed blac$ as a bat, and , +-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 *-) Then he stepped bac$. There was a flash of anger in those ice!blue eyes. And, when he spo$e, his voice was even sharper than mine, with, + sensed, far more practice. H Trust me,- he warned. H+ shall ta$e time to mend your manners soon.(p *.) ... all of us suffered 9r 0oldstone-s anger as money slipped steadily away. H=hatP Cet another costly searchP ;et the ungrateful boy be lost for everP- H;ilithP =aste more of your

20

dwindling fortune on this folly and + will ma$e you pay for it twice overPAnd so he did. ;ast year she died , of him too close, and you too far/. And, from the day that she was buried, he would not give a penny to loo$ for youN ( p +/)

2ere, out of the driving rain, they exchanged battered ruc$sac$s and brand new holdalls as the driver too$ off in a spray of wet gravel, and their teacher stared miserably at the huge oa$ and iron door. HRing the bell, 9r .lumley,- prompted 0laudia. H=hat bellOQuite right. No bell that anyone could see. (p 0) The door grated open, over a blac$ and white tiled floor that loo$s li$e a huge chec$board glaEed with storm water. (p 1) .oor 9r .lumley had marched straight into a giant floor!to!ceiling loo$ing glass that reflected the wide curve of stairs sweeping out of the shadows behind them. (p 1)

=hen + was young, my father too$ a fever. %ay by day, everything changed. A dreadful silence fell upon our house. The maids wept in corners, 9y mother-s dar$ 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 indeedP ( p *2) N ! but early one evening + came across 1eorge the gardener leaning heavily on his spade, and too$ the courage to as$ him. H9r %igby. +s my father dyingO2e lifted his head and stared. H>h, 9aster RichardP- he said, pushing the spade aside and crushing me into his breast. And then + $new.

21

That night, ;ucy the maid came in my mother-s room to hear my prayers and say H1oodnight, 1od bless(p *2)

H H+s that itOHNo, that-s the old chapel.They-d all hear about the ruined chapel. (p+ ) The dust lay thic$ I on shelf and des$ and chair, on lantern and candelabra, on boo$s and cushions Ieven on the floor, where the brash patterns pressed by the soles of their shoes made them feel even more li$e trespassers. +t 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 ,) Ralph gaEed at the cobwebs glinting in the moonlight. (p ,)

STEP BY WICKED STEP

SETTING/ACTIVITY

There+s No ,lace %ike $o'e

Time ' <$ minutes

Aims
*

!aterials

* (

To analyse the setting of the story To examine the similarities and differences between the setting of the fiction boo$ they are reading and the one they live in. 22

=or$sheet ( I 1raphic >rganiser

Steps
* ( 4 5 & %istribute copies of the wor$sheet to the students. Tell students to write the title of the chosen vignette in the novel. +nstruct students to write one setting on the top left of the ceiling. Then, tell them to write the setting in which they live ,on the top right of the ceiling/. This can be as general or as specific as you-d li$e. Tell students to write four ways in which the setting from the boo$ is similar to the setting in which they live ,in the box below the question J2ow are they ali$eOM/. Tell students to list four ways in which the settings differ ,for examples, climate, landscape, location, flora and fauna, culture, history and economy/.

*otes This graphic organiser can also be used to compare and contrast other literary elements for examples, character or value. tudents can compare one character with another or themselves.

STEP BY WICKED STEP

SETTING/WORKSHEET

There+s No ,lace %ike $o'e

=rite the title of a chosen vignette, the setting in the boo$ and the one in which you live in. tate how are the two settings ali$e and then list four ways in which the settings differ , for example, the climate, landscape, location, flora and fauna, culture, history and economy/.

TIT%& OF T$& (I)N&TT&.........................

23

. a settin" in t&e +oo( 0 settin"0

.t&e settin" in %&i'& you li7e0

$ow are they alike/

$ow are they di!!erent/

STEP BY WICKED STEP

VOCABULARY/ACTIVITY !

(ocabulary Robot
Time ' <$ minutes

Aims
* To enable students to learn the meaning of new vocabulary found in the fiction. 24 * ( 4

!aterials
Focabulary Robot graphic organiser %ictionary Thesaurus

Steps
* ( 4 5 & 6 1ive copies of the Focabulary Robot graphic organiser to students. Tell students to write a word from the novel they are reading. They should write it inside the robot-s head. 2ave them write the sentence containing the vocabulary word on the robot-s left boot. ;et students find the definition for the word as it is used in the sentence and write the definition on the right boot. +nvite students to use a thesaurus to find four synonyms and four antonyms for the word and write them on the robot-s hand. Finally, have students draw a picture of the word on the robot-s body. +f the word is not a concrete noun, they may need to illustrate the concept ,especially if the word is a feeling, an adDective, or an idea/.

*otes Gi7e 'o-ies o# t&e 8o'a+ulary 1o+ot "ra-&i' or"ani9er a#ter ea'& lesson so t&at students 'an 'reate a 7o'a+ulary journal. )&ey 'an use a -o'(et #older to store all t&e 7o'a+ulary %ords t&ey learn t&rou"&out t&e year.

STEP BY WICKED STEP

VOCABULARY/WORKSHEET !

(ocabulary Robot
25

=rite 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. <se 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. %raw a picture of the word on the robot-s body. ,3f the $ord is a feeling, an ad4ecti5e or idea, you may illustrate it using an emoticon, cutting from the ne$spaper or maga6ine, etc/

STEP BY WICKED STEP "

CHARACTERISATION/ACTIVITY

Si'ilar but Di!!erent

Time ' <$ minutes 26

Aims
* ( To identify the characteristics of each character To compare and contrast between two characters. * (

!aterials
Names of the characters =or$sheet 5

Steps
* ( 4 5 & %ivide students into groups of four. Tell each group to choose a representative. 1ive each group =or$sheet 5. As$ them to write the two names on the =or$sheet. tudents discuss the character traits of the chosen characters. 1roup presentation I students state character traits and Dustify with textual evidence.

*otes :e 'an identi#y '&ara'ter traits +y analysin" a '&ara'ters s-ee'&$ &is or &er a'tions$ t&e %riters des'ri-tions and &o% ot&ers rea't to t&e '&ara'ter.

STEP BY WICKED STEP

CHARACTERISATION/WORKSHEET "

Si'ilar but Di!!erent

27

=rite two characters in the two boxes given. %iscuss the character traits of the chosen characters. Are there any similarities or differencesO =rite two similar and different traits in the empty spaces provided. .rovide evidence to Dustify your answers. Richard *layton $arwick 1. Adventurous as &e %ent sailin" a'ross t&e o'eans . -. 250 2. ,rotective as &e on'e said$ ; And I would not harm Charlotte for the world, nor let another try it. 3. Rebellious %&en 1e7 . Coldstone insisted 1i'&ard to stay +ut t&e latter ans%ered$ ; Sir, I am in a hurry. 4. Re'orse!ul as &e %e-t a#ter readin" C&arlottes letter. .-. 280 5. 0ild as t&is %as &o% 6r Coldstone des'ri+e 1i'&ard .-. 19 0

Na'e- ..................

Na'e- ..................

28

STEP BY WICKED STEP

CHARACTERISATION/ACTIVITY #

A *han e in *haracter
Time ' <$ minutes

Aims
*. To examine the ways in which a character changes and grows over the course of the story * (

!aterials
=or$sheet & 0oloured pens#mar$ers

Steps
* ( 4 1ive each student a copy of =or$sheet &. Tell students to write the name of a character in the box at the top of the page. ;et 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 5 & organiser. +nstruct students to write a description of an event that had caused the character to change in the arrow at the centre of the organiser. Tell students to write about how the character feels or acts after the event.

*otes )ea'&er ay as( t&e students to na e so et&in" t&at &ad &a--ened in t&eir li7es and &o% t&eir #eelin"s or a'tions '&an"ed +e'ause o# it. Could it +e t&e +irt& o# a +a+y sister< 6o7in" to t&e ne% &ouse< )a(in" a tri-< ,a7in" to 'o e to ter s %it& -arents di7or'e<

29

STEP BY WICKED STEP

CHARACTERISATION /WORKSHEET #

A *han e in *haracter
=rite the name of the character chosen in the box below. =rite 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.

C,212C)=1S >26= 1&FOR&

$ow does the character !eel or act at the be innin o! the story/

AFT&R
$ow does the character !eel or act at the end o! the story/

*A2S&
0hat causes the character to chan e/

30

STEP BY WICKED STEP $

CHARACTERISATION/ACTIVITY

*haracter *ubes
Time ' <$ minutes

Aims
* ( To analyse the traits of a character in the novel To ma$e connections between the character and people or events in their lives * ( 4 5

!aterials
0haracter 0ube templates , =or$sheet 6 / 0oloured mar$ers and pencils cissors ?ottles of glue

Steps
* ( 4 5 & 6 %istribute copies of the two 0haracter 0ube templates ,=or$sheet 6/ to each student. , For sturdier cubes, copy the templates onto cardboard./ As$ students to follow the directions to fill out each of the six panels. Tell them to cut out the cube pieces along the solid lines. +nstruct them to glue TA? A behind the bottom of .anel 5. how students how to fold the paper along the dotted lines so that it forms a cube. 2ave students glue each of the tabs behind the panel it meets

*otes

31

1. )&is a'ti7ity ay +e "i7en as "rou- %or(. 2. Create a o+ile o# students C&ara'ter Cu+es so t&at t&e ot&ers 'an see all t&e si4 sides o# si4 ajor '&ara'ters o# ;ste- +y %i'(ed ste-. ,an" a strin" a'ross t&e 'lassroo . )ie a -a-er 'li- to t&e end o# a 10 ' t&read. 3asten t&e C&ara'ter Cu+es STEP BY WICKED STEP $ CHARACTERISATION/WORKSHEET

*haracter *ubes

0omplete .anels * to 6 in the 0haracter 0ube templates. Then, cut out the cube pieces along the solid lines. After that, glue TA? A behind the bottom of .anel 5. Fold the paper along the dotted line so that if forms a cube. 1lue each of the tabs behind the panel it meets

32

33

34

,Adapted from The ?ig ?oo$ of Reading Response Activities by 9ichael 1ravois / STEP BY WICKED STEP PLOT/ACTIVITY %

Trace the Steps

Time ' <$ minutes

Aims
* ( To enable students to trace the development of a character To enable students to identify the events in sequence, how a problem affects the character and how the conflict is resolved * ( 4

!aterials
tory in strips .aper 1lue

Steps
* ( 4 Tell students to reread a vignette , choose one of the six stories /. ;et students write out four steps , exposition, conflict, climax, and resolution/ ta$en by the main character of the chosen vignette as in =or$sheet 7. .aste all completed wor$sheets around the classroom for other students to read.

35

*otes )&e -lot o# a story is &o% t&e %riter arran"es e7ents to de7elo- into a story ? it is t&e se@uen'e o# e7ents in a story. )&e -lot is ade u- o# an e4-osition$ a 'on#li't$ 'li a4 and resolution.

STEP BY WICKED STEP

PLOT/WORKSHEET %

Trace the Steps

The prota&onist ta7es many steps in his9her life Write the steps that he or she has ta7en from the start to the en" of the story The character that . have chosen is >>>>>>>>>>>>>

The First Step 3 &4position 5

The Second Step 3 *on!lict or ,roble' 5

36

The Third Step 3 *li'a4 5

The Fourth Step 3 Resolution 5

STEP BY WICKED STEP

VALUES/ACTIVITY &

,ickin up values
Time ' ?$ minutes %ear %iana,

Aims

!aterials

2iP 2ave you read the novel, tep by =ic$ed tep by Anne FineO +f you have not, * associate events with values a * should The text you To must. +t is thethe latest novel that every that teenager and adult read to discover reader should pic$ up from a story ( =or$sheet : about themselves. There many values + have pic$ed up from this novel. These ( To locate evidence toare support the values in the story. values will help us identify our problems and how to ma$e life more comfortable. Firstly, + learnt that we must RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 37 RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

Steps RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR * Teacher gives brief explanation on values found in the six stories. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ( Teacher gives an example of a value with example from a vignette. 4 tudents discuss in groups for other values found in other stories in this novel. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 5 tudents write a letter or e!mail to a friend about the values in the boo$. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR & Teacher evaluates the letters and discusses the contents in the next lesson. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR That-s all for nowP %o share your views on the novel after you have read it. ?ye. Than$ you. Cour friend, *otes 8alues are -i'(ed u- as %e read a no7el. )&ere are any oral 7alues atta'&ed ;alues to t&e a'tions o# a '&ara'ter or narrated +y t&e %riter. So e oral 7alues are (indness$ lo7e and 'are$ sy -at&y$ and toleran'e.

STEP BY WICKED STEP

VALUES/WORKSHEET &

,ickin up values
38

=rite a letter to a friend on values you have learnt from H tep by =ic$ed tep-. Cou man use the introduction below to start your letter

39

STEP BY WICKED STEP

THE'E/ACTIVITY (

Main Ideas
Time ' <$ minutes

Aims
* ( 4 To identify the themes To provide textual evidence to support a theme To give reasons for deciding on a theme * (

!aterials
The text =or$sheet :

Steps
* ( 4 5 & 8xplain the concept of theme. 1ive examples of themes. 1ive students =or$sheet : with $ey phrases of themes or main ideas. Tell students to tic$ the appropriate phrases according to the story Tell students to choose a significant idea or theme and state how it had left a deep impression on them. Teacher discusses the responses. 40

*otes )&e t&e e is t&e aut&ors underlyin" eanin" or ain idea t&at &e or s&e is tryin" to 'on7ey to t&e readers. So e o# t&e 'o on t&e es are #riends&i-$ lo7e$ nature$ +elie7in" in onesel#$ dont jud"e a +oo( +y its 'o7er$ et'.

STEP BY WICKED STEP

THE'E/WORKSHEET (

Main Ideas
Put a tic7 @ A in the blan7 column if the main i"ea can be foun" in all the si- stories or vi&nettes

Themes
*. (. 4. 5. &. 6. 7. A. :. .eer pressure ;ove and care Teenage problems 8ffect of parental divorces Family relationship The virtue of tolerance 0oping with a new member of the family The need to express your views 0hild abuse

41

*).

Friendship

Put a tic7 @ A a&ainst each story which has the &iven theme Then choose a si&nificant i"ea that has been intro"uce" by the author which has left a "eep impression on you Give reasons for your choice with supportin& information from the novel Theme ?ro$en Family Family relationships 0oping with change Thin$ before ma$ing a decision The need for tolerance Stories of' /ichar" Clau"ia Colin /alph Pi-ie 2arwic7 /obbo

The most significant idea that impresses me in H tep by =ic$ed tep- by Anne Fine is RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

STEP BY WICKED STEP

THE'E/ACTIVITY 1)

0hat+s the ,roble'/

Time ' <$ minutes

Aims
* ( To identify the problems or crisis faced by the characters To determine the theme based on the crises and problems faced by the people in the story 42 * ( 4

!aterials
The text =or$sheets *)a and *)b 0oloured pens

Steps

* ( 4 5 & 6 7

%ivide students into groups. ?rainstorm students on the problems faced by the characters in the novel. As$ students to fill in =or$sheet *oa. Tell students to draw or find a picture which best suits a character in the novel and draw or paste it on the space given in =or$sheet *)b. Tell students to use coloured pens to fill in the speech bubble with a problem that the character faces. As$ students to share the problems by pasting =or$sheet *)b on the wall. tudents and teacher discuss to determine a central theme in the story. ,Teacher may encourage students to say out their own problems instead of those of the characters in the novel in =or$sheet *)b/.

*otes )&e t&e e o# a no7el is rarely stated dire'tly. )&ey usually ust +e in#erred. 2 t&e e 'an +e re7ealed +y t&e %ay '&ara'ters '&an"e in a story$ 'on#li'ts in t&e story$ and state entsAs-ee'&es ade +y t&e narrator or '&ara'ters.

STEP BY WICKED STEP

THE'E/WORKSHEET 1)a

0hat+s the ,roble'/

+or each story= su&&est the main problem face" by the lea" character Discuss in your &roup an" fill in the wor7sheet

43

*o *

Story Richard 0layton 2arwic$ I 9y tory. Read and =eep 0laudia-s tory " 1reen .yDamas

Problem

4 5

0olin-s tory " The ?luebird of 2appiness Ralph-s tory " A Tale of Three tepmothers .ixie-s tory " The .ains in 9y ;ife

&

Robbo-s tory " %umpa-s The .roblem

STEP BY WICKED STEP

THE'E/WORKSHEET 1)*

0hat+s the ,roble'/

44

.nstructions' 1. 2. 3. 4. 5. 0hoose a character from the novel. Find a picture of a person from a magaEine or newspaper that best suits the description of the chosen character ,or you may draw a picture of the character/. .aste or draw picture in the box given below. =rite out ,from the first person-s point of view/ the problem faced by him#her in the speech bubble provided. %isplay your wor$ on the wall#notice board.

My proble' is6

45

.icture of the character

RRRRRRRRRRRRRRRRRRRRRRRRR ,Name of character/

STEP BY WICKED STEP

THE'E /ACTIVITY 11

The'e it all
Time ' <$ minutes

Aims
* ( To find out the writer-s message in each story. To find clues to Dustify their findings. * (

!aterials
The text =or$sheet **

Steps
46

* ( 4 5 & 6 7

1ive a brief explanation on how a theme is explored in a novel. 1ive some common themes in literature ,see Notes/. %ivide the class into six groups of students. As$ each group of students to brainstorm the theme,s/ for each character-s story. 'ustify each theme with an event or incident in the story. As$ students to share their findings with classmates. 8ach student chooses a theme and fills in the wor$sheet given.

*otes The %# !ost Common Themes in )iterature B )&e C -ortan'e o# 3a ily B D7er'o in" 2d7ersity B Ein and Ean": /ust %&en you t&in( li#e is #inally "oin" to +e easy$ so et&in" +ad &a--ens to +alan'e it all out. B ,u an *ein"s 2ll ,a7e t&e Sa e >eeds B 5o7e B Sa'ri#i'es *rin" 1e%ard B 6an Stru""les 2"ainst >ature B 6an Stru""les 2"ainst So'ietal Pressure B 6an Stru""les to Fnderstand !i7inity B Cri e !oes >ot Pay B 3riends&i- is !e-endant on Sa'ri#i'e B 5o7e is t&e :ort&iest o# Pursuits B !eat& is Part o# t&e 5i#e Cy'le

@a"apte" from http'99www life%#B com9parentin&9e"ucation9chil"ren(rea"in&9 Date accesse"' #C Au&ust #$%$ A

STEP BY WICKED STEP

THE'E/WORKSHEET 11

The'e It All
Discuss with your partner +or each vi&nette in the novel :Step by Wic7e" Step4 choose a theme

*. Richard 0layton 2arwic$-s story Read and Weep

(. 0laudia-s story Green Pyjamas 47

4. 0olin-s story The Bluebird of Happiness

*.

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 8vidence " RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

(.

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 8vidence " RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

4.

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 8vidence " RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

5.

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 8vidence " RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

&.

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 8vidence " RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

6.

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 8vidence " RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

48

5. Ralph-s story A Tale of Three Stepmothers

&. .ixie-s story The Pains in My ife

6. Robbo-s story Dumpas the Problem

STEP BY WICKED STEP

VALUES/ACTIVITY 1

Facebook
Time ' <$ minutes

Aims
* ( To encourage students to tal$ about the values they can pic$ up from some events or incidents. To introduce students to use a social media and networ$ing website to tal$ about values in literature. * (

!aterials
The text =or$sheet *(

Steps

* ( 4 5 &

1ive a brief history and the functions of Faceboo$ , see Notes/. Tell students to elicit value,s/ learnt from one vignette of the novel. Teacher explains values in literature , see Notes /. ;et students wor$ in groups of four. Tell students to write a value they have learnt on the =all of the Faceboo$ in =or$sheet *(. ;et students from other groups give comments on the Faceboo$ =all but remind them to write in proper 8nglish as this is a language tas$.

49

*otes
A 1rie! $istory and Functions o! Facebook 3a'e+oo($ a so'ial net%or(in" %e+site laun'&ed in 3e+ruary 2004 %as #ounded +y 6ar( Gu'(er+er". Ct &as ore t&an 500 illion a'ti7e users in /uly 2010. 3a'e+oo( &as a nu +er o# #eatures %it& %&i'& users ay intera't. )&ey in'lude t&e :all$ a s-a'e on e7ery userHs -ro#ile -a"e t&at allo%s #riends to -ost essa"es #or t&e user to see. Fsers 'an 'reate -ro#iles %it& -&otos$ lists o# -ersonal interests$ 'onta't in#or ation and ot&er -ersonal in#or ation. 0hat is there to value in literature/ 2 %or( o# literature 'an +e 7alua+le in se7eral %ays. 5iterature &as B oral 7alue i# readin" it tea'&es a lesson t&at %ill ins-ire t&e reader to li7e a +etter li#e. B et&i'al 7alue i# readin" it &el-s us as(s @uestions related to t&e standards o# a I"oodI li#e. B entertain ent 7alue i# readin" it is an enjoya+le %ay to -ass t&e ti e. B 'ultural 7alue i# readin" it s&eds li"&t on t&e -la'e and ti e o# t&e aut&or o#

STEP BY WICKED STEP

VALUES /WORKSHEET 1

Facebook
=rite a value you have learnt on the =all of the Faceboo$ in this wor$sheet. ;et students from other groups to give comments on the Faceboo$ =all but write in complete sentences.

50

STEP BY WICKED STEP

ENRICH'ENT/ACTIVITY 1!

%ookin Out Devices

Time ' <$ minutes 51

Aims

!aterials

To allow students to explore ways in which literary device or figurative language is used in the novel

* (

=or$sheet *4 I 1raphic >rganiser 2andout *4

Steps
* ( 4 5 & 0hoose a literary device, for e.g. simile, hyperbole, metaphor or personification. %iscuss its meaning in class, and share examples , see 2andout *4/ 1ive out a copy of H;oo$ing >ut %evices- graphic organiser to each student. Tell students to write a literary device on the top line. +nstruct students to loo$ for examples of the device in the novel they are reading. Tell students to write the phrase with the device and its page number in each lens of the binoculars, Form groups of four and discuss the student-s findings.

*otes )ea'&er ay loo( at t&e literary de7i'es "i7en in t&e introdu'tory se'tion o# t&is &and+oo( #or re#eren'e.

STEP BY WICKED STEP

ENRICH'ENT/HANDOUT 1!

%ookin Out Devices

52

+in" two e-amples of similes Write them in the binoculars with the lines an" pa&e number ta7en from the novel

Si'ile

Si'ile

Jo7er a +la'( and %&ite tiled #loor t&at loo(ed li(e a &u"e '&e'(er+oard "la9ed J.-. 40

J.as narro% as t&e ones t&at ar'&ers used .-. 80

STEP BY WICKED STEP

ENRICH'ENT/WORKSHEET 1!

%ookin Out Devices

53

+in" four e-amples of >>>>>>>>>>>>>>>> Write them in the binoculars with the lines an" pa&e number ta7en from the novel

STEP BY WICKED STEP

BEYOND THE TE+T/ACTIVITY 1"

Real li!e real people

54

Time '

<$ minutes

Aims
* ( 4 To write a narrative on a person-s life To retell a story of a real!life event in written form To develop story!telling ability * (

!aterials
8nvelopes =riting .aper

Steps
* ( 4 5 & 6 As$ students to thin$ of a real life person who had gone through a life!changing event of any of the six characters in Hstep by wic$ed step-. Tell students to focus on the four maDor milestones in a plot I exposition, conflict, climax and resolution. +nstruct students to write out a narrative based on the four maDor milestones in the plot. 1ive each student an envelope to put in his#her story. Tell them to give a title to the narrative ,li$e those vignettes in H tep by =ic$ed tep- / on the envelope. Remind students that they may use pseudonyms or nic$names for the characters in the story.

*otes )ea'&er ay 'orre't t&e narrati7e li(e any ot&er %ritten %or( or read t&e aloud in t&e 'lass.

C# a student does not &a7e real li#e e4-erien'e or (no%led"e o# di7or'ed -arents$ let &i or &er 'reate a #i'titious story -ertainin" to t&is issue.

STEP BY WICKED STEP

BEYOND THE TE+T/WORKSHEET 1"

Real li!e real people

55

*. %raft the outline of your story based on milestones in the plot given below. (. 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. 4. 1ive a title to your story.

T.T)E 3+ ST3/6 ' >>>>>>>>>>>>>>>>>>>>>>>>

*li'a4

.e.". t&e '&ara'ter &as an e-i-&any0

&4position

Resolution
.e.". t&e '&ara'ter o7er'o es an o+sta'le0

*on!lict

.e.". li#eB'&an"in" e7ent0

STEP BY WICKED STEP 56

BEYOND THE TE+T/ACTIVITY 1#

The Ripple &!!ect

Time ' <$ minutes

Aims
* ( 4 To enable students to analyEe the ways in which an action can have multiple repercussion. To identify the main conflict and minor conflicts To analyse cause!and!effect relationships * (

!aterials
The text The Ripple 8ffect graphic organiser

Steps
* ( 4 5 %iscuss 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. Relate this concept to an occurrence in the novel. 1ive copies of The Ripple 8ffect graphic organiser to students and as$ them to write a sentence describing an action from the novel they are reading. Tell students to continue reading, have them write down the many different effects that result from this single action.

*otes
An example of the Ripple 8ffect in 0olin-s tory" The ?luebird of 2appiness Cause 0olin-s mother leaves 0olin-s stepdad, 'ac$ lamenting that the latter does not have a proper Dob. Effects 0olin becomes upset as 9um is always too busy doing things ,p. &(/ but with his stepdad, he Hcan tal$ to him- ,p. &4/. 0olin misses stepdad badly that he smells 'ac$-s tobacco tin. 2e can stay Hawa$e for hours and hours, tal$ing to him, although he wasn-t there- ,p. &6/.

57

STEP BY WICKED STEP

BEYOND THE TE+T/WORKSHEET 1#

The Ripple &!!ect

=rite the cause on the boat and its effects on each ripple.

=rite the cause on the boat and its effects on each ripple.

58

STEP BY WICKED STEP

BEYOND THE TE+T/ACTIVITY 1$

0riter+s Ma ical Tools

Time ' <$ minutes

Aims
* To identify the literary devices in the story * ( 4

!aterials
;ines ta$en from novel =or$sheet *6 The text

Steps
* ( 4 1ive each group is given =or$sheet *6 from the story. The students read and identify the literary devices , for examples, simile, metaphor, personifications etc./. tudents fill in =or$sheet *6.

*otes Si'ile B #i"ure o# s-ee'& in7ol7in" a 'o -arison +et%een unli(e t&in"s usin" li(e$ as$ or as t&ou"&. e.". She floated in like a cloud. ,ersoni!ication B is "i7in" &u an @ualities to ani als or o+je'ts. e.". The daffodils nodded their yellow heads. Metaphor B 2 'o -arison in %&i'& one t&in" is said to +e anot&er. e.". The cat's eyes were jewels, gleaming in the darkness. $yperbole B a #i"ure o# s-ee'& in7ol7in" e4a""eration e.". How many nights my illow would !ecome a flood.

59

STEP BY WICKED STEP

BEYOND THE TE+T/WORKSHEET 1$

0riter+s Ma ical Tools

=rite out the literary device based on the example given. tate a reason for your choice of literary device.

E-ample from te-t

7from stepping silently past door$ays, and mo5ing li%e a shado$ through the house,7 #o tears9 3 $ould ha5e found obedience7 &o$ many nights my pillo$ $ould become a flood 73 stood li%e a trespasser in the shado$ of the lime $al%, and $atched the house 7he shoo% his gri66led head as to tell himself he $as a foolish old man dreaming of better times,7 Dumpa8s the problem (pgs *:.,**+,**, and *+2 ) ;utside, the $ind still $histled through the trees,7

)iterary Device imile

/eason the usage of the word Hli%e8

60

STEP BY WICKED STEP

ASSESS'ENT/ACTIVITY 1%

$ave I understood
Time ' <$ minutes after each story

Aims
* ( 4 To assess students- ability to understand the story. To assess students- ability to extract information and produce a written response. To assess students- ability to ma$e inferences and draw conclusions. * (

!aterials
The text =or$sheets *7a ! *7f

Steps
* ( 4 ;et students re!read each story or vignette of this novel. Tell students to produce a response to all comprehension questions on each story # vignette. ;et teacher evaluate the tas$.

*otes )&is tas( 'an +e "i7en a#ter ea'& story is read and dis'ussed.

61

STEP BY WICKED STEP

ASSESS'ENT/WORKSHEET 1%a

$ave I understood
*.

/.C2A/D C)A6T3* 2A/W.CK D !6 ST3/6 E/ea" an" WeepF Answer the followin& Guestions base" on /ichar" Clayton 2arwic7 D !y Story' /ea" an" Weep Write your answer in the space provi"e" =here was the minibus ta$ing the five pupils toO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR (. JDon8t e5en $ant you coming up their garden path to gi5e them a free paper9< =hat does this line suggestO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 4. 2ow does the author describe the pupils on pages * and (O RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 5. HThey8d all heard about the ruined chapel 3t $as forbidden ground - ,p. (/.

62

=hy do you thin$ the school authority forbid children from going thereO =hat is the punishment if they are seen thereO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR &. =hat is the literary device used in the following expressions" J fronds of strange plants....fin,e-e. them as they passedM, Jornaments /0atte-e....M RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 6. J=i>ie preferred safety in numbers.M =hat is the author trying to convey in the above lineO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 7. =ho discovered the door in the wallO =here did the door lead toO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR A. ? the tangled 5eil of stretched and bro%en cob$ebs ...M =hat does this tell us about the roomO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR :. =hat evidence was there in the room to suggest that the last child to sleep in that tiny room was from a very rich familyO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *). =hy did the children rush to pretend to sleep when they hear the bus in the courtyardO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR **. =hat were .ixie-s reasons for them to be together in one roomO 63

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *(. =hat was Ralph-s reaction to the finding of the albumO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*4.

=hat was 9iss >-%ell-s reason for the five children to be together in the minibusO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*5.

=hy do you thin$ Richard adds the line JRead and =eepM to the title of his albumO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*&.

2ow does Reverend 0oldstone treat RichardO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*6.

=hat is Richard-s reaction to his mother-s request J#o tears, my dearest.M Dust as he is about to visit his fatherO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*7.

=hat was Richard distressed about after visiting his ailing fatherO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*A.

=hy does Richard stamp on his father-s graveO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

64

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *:. =hat does Richard overhear his mother and 0oldstone tal$ aboutO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

().

Richard was sent to 9ordanger after his mother marries 9r. 0oldstone. =hat is Richard-s attitude about school thenO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

(*.

=hat message does 0harlotte convey to her brother about their motherO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

((.

=hat does Richard accuse 0harlotteO =hat is 0harlotte-s reasoning for this accusationO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

(4.

=hy does Richard feel that it would be best for him to leave the familyO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

(5.

=hat is the common feature that all five young children haveO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

(&.

A lot of difficulties were faced by Richard-s family after his disappearance. =hat does that teach us about ma$ing decisionO

65

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

STEP BY WICKED STEP

ASSESS'ENT/WORKSHEET 1%*

$ave I understood
C)A1D.A4S ST3/6 D G/EE* P6HA!AS Answer the followin& Guestions base" on Clau"ia4s Story D Green Py8amas Write your answer in the space provi"e" *. =hat did 0laudia-s mother moan about her dadO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR (. =hy were 9um and 1ranny in a rage late one night after a flood of phone callsO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 4. =hy didn-t %ad dare to come near the house after the phone callsO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 5 2ow does tella loo$ li$e, according to 0laudiaO

66

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR &. =hat would tella do when 0laudia goes out for tea with %adO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

6.

Read the extract below and answer the following question. ;:&at a+out 3lora< ; S&es 7ery %ell$ t&an( you. Stella %ould try a"ain. ; C dont (no% 3lora$ do C< 2nd Cd just stare do%n at y -late %it& a loo( on y #a'e t&at said$ -lain as day: ;:&y s&ould you< Eoure not&in" to do %it& e. Eoure not y ot&er. :&y s&ould you (no% anyt&in" at all a+out y #riends. C# C %anted +utter$ Cd as( !ad to -ass it$ e7en i# Stella %as 'loser. .-. 400 ?ased on the extract above, what do you thin$ of 0laudia-s behaviourO %o you thin$ she should behave in such a mannerO 1ive a reason to support your answer. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

7.

=hat couldn-t 0laudia bear when she was having a perfectly normal time with %ad and tellaO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

A.

=hat did tella buy for 0laudia as a late 0hristmas presentO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

67

:.

=hy was 0laudia guilty of saying HCes + enDoyed it- when she gets home to her 9um-s place from the wee$end with %adO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*).

=hy did 0laudia hate tellaO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

**.

=hy did tella say, HTuc%ed up in bed in your nightieO- ,p. 6*/ RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*(.

H'ish me luc%,- she said. And + realiEed for the first time that she was nervous. =hat was tella nervous about and whyO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*4.

=hat did tella do when she set the tray across 0laudia-s $neesO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*5.

=hat did 0laudia do behind the giant fernsO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*&.

=hat did 0laudia find out about the things that %ad-s friends tal$ aboutO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*6.

2ow did %ad-s friend treat tellaO

68

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *7. =hat did 0laudia feel about the way dad-s friends treat tellaO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*A.

The way dad-s friends treated tella made 0laudia ma$e a huge decision. =hat was that decisionO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*:.

=hat did %ad-s friends do after 0laudia addressed tella by her name for the very first timeO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

().

From the story, what did 0laudia find out about tellaO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

(*.

=hat did you learn from 0laudia-s storyO 'ustify your answer with textual evidence from the text. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

69

STEP BY WICKED STEP

ASSESS'ENT/WORKSHEET 1%/

$ave I understood
Colin4s Story ' The 5luebir" of 2appiness Answer the followin& Guestions base" on Clau"ia4s Story D Green Py8amas Write your answer in the space provi"e" *. 2ow old was 0olin when his mum leaves his real fatherO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR (. =hat is the reason 9um gave about her separation from 0olin-s real fatherO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 4. Read the extract below and answer the questions that follow" ;)&en s&e too( u- %it& y dad. C 'all &i t&at +e'ause &e 'a e %&en C %as ei"&t ont&s old$ and C dont re e +er anyti e +e#ore t&at. ,e loo(s a +it li(e e$ any%ay. ,is &air is dar($ li(e ine$ t&ou"& &e &as sil7er -at'&es o7er &is ears. ,e (no%s t&e %ords o# -ra'ti'ally e7ery son" you7e e7er &eard$ and &e rolls &is o%n 'i"arettes out o# to+a''o in a tin. 2nd &e 'ant sit on a -ar( +en'& %it&out e7ery do" in t&e %orld

70

'o in" u- to say &ello to &i . So eti es t&ey e7en try to #ollo% &i &o e. ,a/ 2ow does 0olin describe the similarity between him and his new fatherO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,b/ From the extract, what are some peculiar habits of his new dadO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

,c/

+n your opinion, what ma$es the dogs try to follow him homeO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

5.

=hat are the various names 0olin-s stepfather ,whom he now called %ad/ has for himO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

&.

=here does 0olin-s mother wor$ after they had moved out from the flatO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

6.

+n your opinion, why does 0olin $eep calling his stepfather as Dad instead of stepdadO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

7.

Read the extract below and answer the questions that follow" ;C didnt #inis& %it& &i . C retended. =a'& ni"&t C too( t&e to+a''o tin out o# t&e toe o# y +oot$ %&ere C (e-t it &idden$ and -ut it under y -illo%. )&en$ 7ery so#tly$ so 6u %ouldnt &ear$ Cd &u our #a7ourite son". 2nd$ %&en C %as ready$ C uns're%ed t&e lid. )&ere %ere only a #e% old s&reds o# to+a''o in t&ere$ +ut still ? ; 2"ain &e sto--ed$ and "lan'ed around at t&e . )&ey %ere all

71

starin" +a'(. Claudia %as e7en +itin" &er li-. *ut no one %as lau"&in" at &i . So +ra7ely$ &e %ent on. ;*ut still$ it s elled t&e sa e. Ct %as li(e +uryin" your &ead in &is %oolly. Dr s@uas&in" u- in t&e '&air$ to %at'& telly. 2nd Cd -retend t&at &e %as t&ere %it& e. 2nd C 'ould tal( to &i $ just li(e +e#ore. ,a/ =hy does 0olin hide the tobacco tin inside his bootO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,b/ 2ow does the smell of tobacco remind him about his %adO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,c/ =hy do you thin$ nobody is laughing at 0olin-s storyO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,d/ %o you thin$ 0olin can accept the fact that his father is no longer staying with himO =hyO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR A. =hat does 0olin do to show that his %ad matters a lot to him and will still be his %adO , refer to p. 6*/ RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR :. +n your opinion, why does Ralph stop addressing 0olin-s father as a stepdad at the end of the storyO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *). =hen did 0olin last see his %adO +n your opinion, can 0olin find his father somedayO 1ive a reason to support your answer. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

72

**.

%o you li$e 0olinO 1ive two reasons to support your answer. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*(.

1oogle the song, H The ?luebird of 2appiness- =rite out the lyrics and state how the song can be related to this story. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*4.

Find out the mythology of the bluebird of happiness in the +nternet. hare your findings with your classmates. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

STEP BY WICKED STEP

ASSESS'ENT/WORKSHEET 1%.

$ave I understood
/alph4s Story ( A Tale of Three Stepmothers
Answer the followin& Guestions base" on /alph4s Story ( A Tale of Three Stepmothers Write your answer in the space provi"e" *. =hen does Ralph-s mother get her hair trimmedO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR (. =hy was .ixie confused after Ralph-s explanationO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 4. 2ow did the lunch boxes help Ralph to remember where to goO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

73

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 5. =ho came up with the lunchbox ideaO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR &. =hy were Ralph-s brothers fed up with AnnabelO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 6. =hy did Ralph-s father stop listening to DaEEO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

7.

=hy did ?randy go with Ralph to his dad-s houseO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

A.

8xplain the incident that had caused Annabel to be so angry that she decided to leave dad. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

:.

=hy did 1eorge thin$ their dad had found 'anet , Ralph-s tepmother Number Two/ in a J1aolMO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*).

=hy do Ralph-s parents fond of 'anetO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

**.

=hy did 'anet leave Ralph-s parentsO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

74

*(.

=hy did Ralph-s mom stic$ to 'anet-s schedule even though 'anet was not a part of their lives anymoreO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*4.

2ow would you describe FloraO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*5.

=hy was Flora more acceptable to Ralph and his brothers as compared to the other two stepmothersO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

STEP BY WICKED STEP

ASSESS'ENT/WORKSHEET 1%e

$ave I understood
P.I.E4S ST3/6 D T2E PA.*S .* !6 ).+E Answer the followin& Guestions base" on Pi-ie4s Story' The Pains in !y )ife Write your answer in the space provi"e" *. =hy did .ixie call the .ayne family HThe .ain-O RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR (. =hat was the agreement made by %ad and ;ucy to .ixie when they buy the houseO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 4. =hat made 2etty move from her sister-s bedroomO

75

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 5. +n what way did 2etty drive .ixie madO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR &. =hat was the first try made by .ixie to get 2etty out from her roomO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 6. =hat present did .ixie give to ;ucy during 0hristmasO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

7.

2ow would .ixie-s 9um react if she realises something is missing at her homeO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

A.

Read the extract below and answer the questions that follow" ;2nd as #or youK C t&ou"&t you %ere su--osed to +e an intelli"ent "irlK *ut you still ana"e to %al( round t&is &ouse as i# you sin'erely and &onestly +elie7ed t&at %it&out e and So-&ie and ,etty$ e7eryt&in" in your li#e %ould +e &un(yBdoryK S&e t&re% u- &er &ands. ;Go on$ t&en. Carry on. C used to it. Go on$ all t&ree o# you$ treatin" e as i# C t&e only -ro+le in your li7es. Lee- on tellin" yoursel7es t&at$ i# it %erent #or t&e :i'(ed Ste- ot&er$ e7eryt&in" %ould +e #ine. Carry on li7in" in your drea %orldK .-". 97B980 ,a/ =hat does ;ucy mean when she said, He5erything in your life $ould be hun%y-dory-O RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

76

,b/

=ho are the Sall three of you8 that ;ucy is referring toO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

,c/

=hat can you infer from ;ucy-s fury in the above extractO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

:.

Read the extract below and answer the questions that follow" ?ut instead he Dust got on with his own selfish, quiet life, pretending he didn-t notice things, or leaving them for ;ucy, and never trying to sort out any of the horrible, horrible mess he-d made by changing all our lives for ever. ?ut ;ucy Dust said to him coldly" H.lease go away.9aybe she thought that he was interrupting. ?ut + don-t thin$ so. + see she was Dust 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. .-. 990 ,a/ =hat made .ixie and ;ucy as$ %ad to go awayO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,b/ =hy was .ixie fed up with %adO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

77

*).

Read the extract below and answer the questions that follow" H;ucy, what + said about not wanting to come except for not hurting %ad-s feelings, that-s not exactly true. ometimes, when mum-s going on at me, + wish + could come and live here all the time. o + can-t hate it that much.- + blew my nose again. H+t-s Dust that, whenever 2etty teases me about my name, or something, + want to go straight home again and never come bac$.HTeases youO About your nameOH0alls me J.riscillaM.;ucy loo$ed baffled. H2ow is that teasingO9y tears welled up again H=riscilla9- + wailed.
, p. *))/

,a/

=hat is .ixie-s feeling in the above extractO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

,b/

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR =hy did .ixie wish that she could come and live in her father-s house all the timeO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

,c/

=hat, on the other hand, ma$es .ixie want to go straight home and never come bac$O RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

,d/

From the extract, what does the word it meanO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

,e/

+n your opinion, why does .ixie hate anyone who calls her H=riscilla8O RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

**.

Read the extract below and answer the question that follows" 78

;So no% %ere +a'( e4a'tly &o% %e %ere +e#ore. =4'e-t t&at e7eryt&in"s di##erent. C not -retendin" any ore. =7eryone (no%s &o% C #eel and C (no% &o% t&ey #eel. :ere not -layin" ,a--y 3a ilies said Pi4ie. ?ased on the above extract, how did .ixie and her stepmother resolve their differencesO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *(. =ho do you thin$ is to be blamed for the unhappiness in .ixie-s familyO 1ive a reason to Dustify your answer. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *4. +f you are unhappy about something, is it good to let people $now how you feelO 1ive a reason to Dustify your answer. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%f

$ave I understood
/35534S ST3/6 ( D1!PA4S T2E P/35)E! Answer the followin& Guestions base" on /obbo4s Story ( Dumpa4s The Problem Write your answer in the space provi"e" *. 2ow old was Robbo when his dad and mum decide to splitO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR (. Read the extract below and answer the questions that follow" !ad 'a e +a'( a lot$ and 6u %ould send Callie and e out in t&e

79

"arden$ %&ile t&ey stayed in t&e (it'&en$ ar"uin" and ar"uin". Callie (e-t "oin" +a'( inside to try to a(e t&e sto-. *ut C just stayed out t&ere$ (i'(in" t&e +all to ysel#$ o7er and o7er. 2nd a#ter a +it$ !ad sto--ed 'o in" round$ and %e &ad to start 7isitin" &i at &is ne% -la'e instead. C didnt ind$ +ut Callie &ated it. S&e said t&at it %as 'old and nasty and &orri+le$ and t&e s&eets #elt #unny. S&e tells e t&in"s C ne7er realised$ +ut$ on'e s&e;s 'o e out %it& t&e $ C (no% t&eyre true$ and C 'ant understand %&y C didnt %or( t&e out #or ysel# in t&e #irst -la'e. .-. 105 0 ,a/ =ho came frequently to visit Robbo, 0allie and 9umO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,b/ =hy were 0allie and Robbo sent out to the garden when %ad cameO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,c/ =hat did Robbo and 0allie do when they were sent outsideO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,d/ =hy do you thin$ 0allie hated visiting %ad at his new placeO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,e/ +n your opinion, why did %ad stop visiting themO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 4. =ho gave the nic$name HThe ?eard- to RoyO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 5. =hat was 0allie-s first negative remar$ about RoyO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

80

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR &. ince %umpa was born, 0allie hated Roy even more. =hy did 0allie behave in such wayO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 6. Read the extract below and answer the question that follows" !u -as t&e -ro+le $ you see$ &es only t&ree. 2nd &es t&e s%eetest '&ild in t&e %&ole %orld. =7en Callie ad its it. C ne7er t&ou"&t anyt&in" a+out +a+ies till !u -a %as +orn. C t&ou"&t t&at t&ey %ere just +orin". *ut %&en 1oy too( us to 7isit 6u in t&e &os-ital$ &e s'oo-ed t&is tiny (nitted +undle out o# its little s%in"in" -lasti' tu+$ and -ut it in y ar s. 2nd suddenly it snee9edBt&e neatest little snee9e you e7er &eard ? and its eyes -oo-ed o-en in sur-rise$ and it stared u- at 1oy -eerin" o7er y s&oulder. .-. 1060 =hat was Robbo-s opinion about babies before %umpa was bornO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR 7. =hat ma$es 9um say that %umpa is Hdefinitely his dada8s son8O RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR A. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR =hy did Robbo feel li$e cheering the moment he $new Roy has returned homeO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR :. 2ow did 0allie $now that Roy is lying about his sic$ motherO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *). =ho was responsible behind the idea of reuniting 9um and %adO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR **. Read the extract below and answer the questions that follow"

81

; 2s( your dad i# &ed li(e to &a7e you #or a 'ou-le o# e4tra days o7er &al#Bter . ;)ell your u i# s&e needs so e ne% tyres on t&at 'ar o# &ers$ C (no% a an %&o "ets t&e 7ery '&ea-ly. ; !ont #or"et to ta(e t&e s-are #ruit 'a(e round to !addys &ouse. ;:&y dont you "i7e 6u y t&ese -lant 'uttin"s 2nne Sue le#t e< C (no% Cll ne7er ana"e to a(e t&e "ro%. Callie %as "ettin" -retty 'on#ident no%. *ut C %asnt nearly so sure. C re'(oned t&ere %as still a +i" di##eren'e +et%een t&e t%o o# t&e tryin" to "et alon" li(e reasona+le -eo-le$ sendin" ea'& ot&er un%anted #ruit 'a(e and -lant 'uttin"s and t&in"s$ and t&eir %antin" to "et +a'( to"et&er in t&e sa e &ouse. .-. 111 0 ,a/ =hat was 0allie confident aboutO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,b/ =hat was Robbo-s view about the incident aboveO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *(. =hat had happened between 0allie and Roy on %umpa-s fourth birthdayO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*4.

=hat were 0allie and Roy arguing aboutO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*5.

=hy did 9um refuse to let 0allie do as instructed by RoyO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

*&.

Read the extract below and answer the questions that follow

82

H?ecause she-s not my daughterO +s that itO- 2e dropped 0allie-s wrist as if it had scorched him. H=ell, let me tell you something, 2ope. +f +-m good enough to get up half an hour earlier than + need every morning to drive her to school, and good enough to wor$ overtime to pay for repairs to the roof over her head, and good enough to trail round the supermar$et for her favourite foods, then +-m good enough to stop her carelessly scratching my carP,pgs. **4!**5/ ,a/ =hat is Roy-s tone in the above incidentO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,b/ %o you thin$ Roy is doing the right thing in the above incidentO 1ive a reason to support your answer. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *6. Read the extract below and answer the questions that follow ?ut + was wrong. 0allie-s next words came out so muffled that neither of us could hear them properly. ?ut they came out. 9um stopped the patting and loo$ed at me. H=hat did she sayO- ometimes you have to ta$e a ris$ to finish the game. + too$ a deep breath. H+ thin$ she probably said she wants to go and live with %ad.9um loo$ed as if +-d slapped her. H?ut 0allie doesn-t even li$e your father-s placeP he says it-s cold and gloomy, and not li$e a real home at all.- 0allie Dust buried her head deeper in 9um-s lap. o, once again, it was up to me. .-"s. 123B1240

,a/

=hy couldn-t 0allie-s words be heard properlyO RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

,b/

=hat does Robbo mean when he said,- @ometimes you ha5e to ta%e a ris% to finish the game -O RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

,c/

=hy did 9um feel li$e Robbo had Hslapped her-O

83

RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR ,d/ %o you thin$ 0allie has made a good decisionO 1ive a reason to support your answer. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *7. The phrase HDumpa8s the problem8 has been repeated many times in this story ,see pages *)7,**(,**: abd *(&/. %o you thin$ %umpa-s the problem in this familyO 1ive reason,s/ to support your answer. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR *A. =ho is your favourite character in this storyO =hy do you li$e him#herO upport your answer with reasons. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

STEP BY WICKED STEP

ASSESS'ENT/ ACTIVITY 1&

$ave I understood
84

5ase" on the novel of your choice= "iscuss the problems face" by a character 2ow "oes he9she overcome the problems?

+ormat of an acceptable response *. (. 4. 5. &. tate the novel of your choice. tate the tas$ you are wor$ing on. 8laborate on the issue. upport with evidence from the text 1ive a simple conclusion.

S7eletal sample' The novel + have chosen is H tep by wic$ed step- by Anne Fine. +t is about problems teenagers face when changes ta$e place in their family relationship. >ne character in the novel is 0olin. 2e is unable to forget his H%ad- or stepdad. %escribe the problem. 2ow did he overcome the problemO 0olin-s another problem is his mother. %escribe the problem. 2ow does he overcome this problemO =rite a conclusion.

Note" The response must be in prose and not in point form.

STEP BY WICKED STEP

ASSESS'ENT/ACTIVITY 1(

$ave I

85

Describe a memorable event in the novel you have chosen What lessons has it tau&ht you? +ormat of an acceptable response *. (. 4. 5. tate the novel of your choice. Respond to the tas$ I describe an event. tate the lessons you have learnt , at least two/.. 1ive a simple conclusion

S7eletal sample' The novel + have chosen is H tep by wic$ed step- by Anne Fine. +t is about problems teenagers face when changes ta$e place in their family. >ne event in the novel is ... %escribe the event. tate the lessons you have learnt =rite a conclusion.

Note" The response must be in prose and not in point form.

STEP BY WICKED STEP

ASSESS'ENT/ ACTIVITY )

86

$ave I understood
The following are the novels studied in the literature component in 8nglish ;anguage" tep by wic$ed step I Anne Fine 0atch <s +f Cou 0an I 0atherine 9ac.hail The 0urse I ;ee u Ann 0hoose any one of the novels above and answer the question. <se information from the novel to support your answer. 0ompare two characters in the novel you have studied. 2ow are they similar and differentO

1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111

STEP BY WICKED STEP

NOVEL

87

Answer 7ey
ACT.;.T6 % ' 3)D 2A/W.CK 2A)) Place settin&! in an old mansion 8vidence a 4agged, stone to$er, strangled by i5y a to$ering mansion $ith dunce-hatted turrets Time settin& ! ;ong time ago 8vidence The dust lay thic% A on shelf and des% and chair, on lantern and candelabra, on boo%s and cushions Ae5en on the floor, $here the brash patterns pressed by the soles of their shoes made them feel e5en more li%e trespassers 3t is Buite ob5ious to e5ery one of them that no one had stepped in this room as long as anyone ali5e could possibly Physical "etails I >ld 2arwic$ 2all 8vidence no bell at the door blac% and $hite tiled floor has floor-to-ceiling loo%ing glass. Prota&onist4s bac7&roun" settin& ! Richard 0layton 2arwic$ came from a rich family. 8vidence 2e had a gardener, 1eorge and a maid, ;ucy. Cll he , Ralph/ could tell from loo%ing round $as that, $hen it $as left to spiders all those years ago, the last child to sleep in that high, ornate bed came from a family $ith a mint of money Social settin& I 9ale dominated setting 8vidence 9r. 0oldstone is controlling everything inside the house. According to Richard, ?all of us suffered Mr Doldstone8s anger ? and ? There $as a flash of anger in those ice-blue eyes Cnd, $hen he spo%e, his 5oice $as e5en sharper than mine, $ith, 3 sensed, far more practice ? Trust me,8 he $arned E3 shall ta%e time to mend your manners soon 8 !oo" settin& I olemn, ad 8vidence C dreadful silence fell upon our house The maids $ept in corners, my mother8s dar% dresses billo$ed as she hurried across landings, impatiently snatching from the ser5ants8 hands the things she begged my father to lift his head from the pillo$s and try : poor thing indeed9 C sip if $ater, a slice of peach, a tiniest fragment of dry toast

88

ACT.;.T6 #

' T2E/E4S *3 P)ACE ).KE 23!E

0ompare your house with that of Richard. /ichar"4s !ansion +t was built li$e a castle Jturrets, mansionM pacious, many rooms =ithout much love Filled with history of ancestors of the same lineage. >verly lavish, proof of overabundant wealth ACT.;.T6 B !y 2ouse 0ondominium unit Three rooms, living rooms on the same floor 0osy, worn with love 2istory of only one generation in picture frames on the console tables 9oderate, rich only with love and history of childhood of the past

' ;3CA51)A/6 /353T

@uarrel dis-ute

tal( 'onsensu s a''e-tan 'e 'onsensu s

out+urst

disa"ree ent

a"ree ent

a''e-tan 'e
+ thin$ they had another little spat last night . , p. **(/

ar"u ent

ACT.;.T6 <

' S.!.)A/ 51T D.++E/E*T

89

!" #$

P#%#&
,2S 2> C662)F1= 2>! C>!C33=1=>) 32),=1 ,er #at&er is sel#is& #or &e al%ays -retends t&at &e did not noti'e t&in"s

,2S 2> C662)F1= 6D),=1 ,is ot&er "ets in and out o# a relations&i- #re@uently

%R8A9C
2e drifts through the hours of each school day as if his thoughts were hundreds of miles away.

F+8RC B&er ste-sisters dri7e &er u- t&e %all B S&e al ost doesnt %ant to +ot&er to see &er #at&er any ore Bs&e 'ant stand it %&en -eo-le sneer at &er.

8;F+ 2 e;F;8 s ,e as(s #or 'as& instead o# C&rist as -resents so t&at &e %ill +e a+le to sa7e enou"& oney to loo( #or &is ste-dad.
!+-d have a bedroom to myself ! %o you thin$ it would $ill him, %ad/ to try and stic$ up for me once in a whileN.O

0><;% 18T A;>N1 =8;; =+T2 T8.%A%, 'A0@

The thing about %ad is you can tal$ to him.

0><;% N>T 18T A;>N1 =8;; =+T2 T8.9<9, ;<0C

! HAnd + didn-t choose you, either,;ucy pointed out. H?ut + still try to get along with you.-

ACT.;.T6 C

' A C2A*GE .* C2A/ACTE/

90

Claudia
C,212C)=1S >26= 1&FOR&
$ow does the character !eel or act at the be innin o! the story/

AFT&R
$ow does the character !eel or act at the end o! the story/

After 0laudia-s parents- divorce, %ad finds a girlfriend, tella. 0laudia feels disloyal to her mum whenever she has a good time with her father and his new girlfriend. 0laudia becomes hostile towards tella, disregarding all the latter-s effort to warm up to her.

*A2S&
0hat causes the character to chan e/
0laudia sees her dad-s friends ignoring tella and she realises that it is Hrude- of them to behave in such a manner.

After seeing her father-s friends- treatment of tella, 0laudia realises her own rudeness and she comes out of her closet by wearing the green pyDamas given by tella.

91

ACT.;.T6 J

' C2A/ACTE/ C15E " C3).* S1GGESTED A*SWE/ 0>;+NT>RC I T28 ?;<8?+R% >F 2A..+N8 0>;+N !;oving, 2opeful, <nderstanding, .atient, 9ature, Tolerant *. 9um leaves %ad a few wee$s after 0olin was born. (. 9um ta$es up with new dad, 'ac$ 4. 9um and 0olin leave 'ac$ in a flit , hurry/ 5. 0olin misses 'ac$ and wows to reunite with him one day 0olin does not give up hope of being reunited with his stepdad, 'ac$. J+t isn-t a story,M said 0olin. JThere isn-t anything to tell. =e Dust went on.M The Question +-d li$e to as$ 0olin I=ould you leave your own 9um so that you can live with stepdad, 'ac$O , Any possible and reasonable answers for the three questions /

NA98 >F 02ARA0T8R PA*E) .AN8; * .AN8; ( .AN8; 4

.AN8; 5 .AN8; &

.AN8; 6

ACT.;.T6 K

' T/ACE T2E STEPS

*A!E 3+ C2A/ACTE/ ' /3553 The +irst Step ( E-position Robbo-s parents divorce and mum marries the ?eard, Roy. Robbo-s sister, 0allie does not get along well with stepdad, Roy. The situation worsens when his stepbrother, %umpa is born. The Secon" Step D Conflict or Problem 9um and Roy have constant arguments. This is because 9um has to be the umpire between 0allie and Roy. As a result of that, their relationships are on the roc$. The Thir" Step ( ClimaRoy and 0allie have a big row. 2e also finds out that Rob is also having a hard time trying to fit in, Dust li$e 0allie trying to come to terms with steps. Robbo realises that %umpa-s the problem why Roy did not leave them. The +ourth Step ( /esolution Robbo-s sister decides to move to his %ad-s house to give 9um and stepdad, Roy a breather.

92

3r *A!E 3+ C2A/ACTE/ ' /.C2A/D 2A/W.CK The +irst Step ( E-position Richard-s father dies. The Secon" Step ( Conflict 2e notices that his mother is having an affair with the Reverend 0oldstone. The Reverend is in fact living in their house and ta$ing responsibility as a stepfather. The Thir" Step D Clima2is house was li$e a tomb. Richard leaves the house. 2e feels that his presence is not wanted by his mother. The +ourth Step ( /esolution 2e returns to his home upon seeing the advertisement as$ing him to come bac$. 2e finds a letter From 0harlotte. 2e feels remorse and is contemplating whether to stay or leave. ACT.;.T6 ? ' P.CK.*G 1P ;A)1ES

Accept any reasonable answer in the format of a letter ACT.;.T6 L ' !A.* .DEAS

Put a ti'( . 0 in t&e +lan( 'olu n i# t&e ain idea 'an +e #ound in 255 t&e si4 storiesA7i"nettes. The'es 1. Peer -ressure 2. 5o7e and 'are 3. )eena"e -ro+le s 4. =##e't o# -arental di7or'es 5. 3a ily relations&i 6. )&e 7irtue o# toleran'e 7. Co-in" %it& a ne% e +er o# t&e #a ily 8. )&e need to e4-ress your 7ie%s 9. C&ild a+use 10. 3riends&i-

93

Put a ti'( . 0 a"ainst ea'& story %&i'& &as t&e "i7en t&e e. )&en '&oose a si"ni#i'ant idea t&at &as +een introdu'ed +y t&e aut&or %&i'& &as le#t a deei -ression on you. Gi7e reasons #or your '&oi'e %it& su--ortin" in#or ation #ro t&e no7el. )&e e 1i'&ard ,ar%i' ( Claudi a W2AT4S T2E P/35)E!? Problem 2e could not get along with his stepfather and so he ran away from home. 0laudia feels disloyal to her mum whenever she has a good time with her father and his new girlfriend. 0laudia becomes hostile towards tella, disregarding all the latter-s effort to warm up to her. 0olin and 9um leave 'ac$, the only Hfatherfigure 0olin ever $new. This causes him to miss 'ac$ so badly that it hurts. 2e is still pining for 'ac$ and hopes to save enough money one day so that he can be with his stepdad again. 2e has to deal with too many step family members and relatives as a result of his immature parents- decisions. he has to deal with two really irritating stepsisters and a father who pretends he doesn3t notice how difficult things are for her. Stories o#: Colin 1al& Pi4ie 1o++o

*ro(en 3a ily *ein" +ra7e Co-in" %it& '&an"e )&in( +e#ore de'ision a(in" a

)&e need #or toleran'e ACT.;.T6 %$ *o * ' Story Richard 0layton 2arwic$ I 9y tory. Read and =eep 0laudia-s tory " 1reen .yDamas

0olin-s tory " The ?luebird of 2appiness

Ralph-s tory" A Tale of Three tepmothers .ixie-s tory " The .ains in 9y ;ife

&

94

Robbo-s tory " %umpa-s The .roblem

Robbo and his sister, 0allie always thin$ that the birth of their stepbrother, %umpa has caused numerous problems between them and their stepfather, Roy. =hen the relationship between Robbo-s mother and Roy is on the roc$, Robbo realises that Roy does not move on because %umpa-s the problem. Finally, Robbo realises that his mother is always stuc$ in between when 0allie and Roy quarrel. This has caused mum and Robbo-s stepfather to be upset.

My proble' is no+ody see s to +e t&in(in" a+out e so C al%ays #i"&t %it& y ste- sisters$ So-&ie and ,etty Payne. Dne day C &ad a +i" #i"&t %it& y ste- ot&er$ 5u'y. :e -our out our #rustrations o# &a7in" to a''e-t ne% e +ers o# a #a ily. 2#ter a &eartBtoB&eart tal( %it& &er$ C realise t&at it is all +e'ause y #at&er %&o is Msel#is&$ al%ays -retendin" &e didnt noti'e t&in"sN and %&o %ould just de'ide to Mstay sa#ely out o# t&in"s$ as usualN lea7in" +ot& 5u'y and C to sort out t&e ess.

95

,i4ie
RRRRRRRRRRRRRRRRRRRRRRRRR ,Name of character/

ACT.;.T6 %%

' T2E!E .T A))

+amily unity
The nucleus of moral values, Jthe family unit,M is being invaded by outsiders ,Hstep- or Hsteps-/ and this causes disharmony.

+amily relationships
0oping with new family members, for example .ixie understands that her new stepmother is having as much trouble HadDusting- as she is.

Dealin& with a"versities

Coung children and adults may find difficulties dealing with frustrations, fears and sadness.

5ein& happy
H;ife has dealt us one hard blow, there is no reason for us to be unhappy for ever-. For example, 0laudia realises it is not fair to hate her new stepmother, tella. 96

Thin7 lon& enou&h before ma7in& a "ecision

Richard 2arwic$ made a rash decision to run away and that had changed the lives of his stepfather, mother and sister. Siblin& rivalry Resentful step!siblings cause burden and hostility in a home. Copin& with chan&e All pain eventually heals and that we have the power to change things for the better.

5ein& brave 0haracters li$e 0laudia and .ixie are brave as they confess to their own rotten behaviour.

ACT.;.T6 %#

' +ACE533K

Accept any reasonable answer ACT.;.T6 %B ' )33K.*G 31T DE;.CES

Simile *. ;i$e someone stepping on stones over a river with water raging on both sides ,p. (*/ (. =hen a great ship strains at the tide, and needs a cabin boy, nobody as$s the lad who spea$s as roughly as a gardener-s son, and claims to be %ic$ %igby, whether his mother $nows he-s off to sea. ,p.(&/ 4. ... dressed blac$ as a bat ,p. *6/ 5. he ,2etty / is still wary of me, and + still get on with her that bit better when all the lights are out, and + don-t have to watch her coc$ing her one side and fiddling with her hair or rolling the cat li$e a sausage across the downie ,p.*)4/ &. +t was li$e the Arctic. ,p A7/ 6. ;i$e leftover shoved in a fridge ,p. (/ 7. N.as narrow as the ones that archers usedN ,p. A/ A. Nover a blac$ and white tiled floor that loo$ed li$e a huge chec$erboard glaEed N ,p. 5/ tight little circle, li$e campers round a N,p. 6/ :. he pic$ed her wayN..li$e someone stepping N.,p. (*/ *). And +-d Dust stare down at my plate on my face that said, plain as day, with a loo$ H=hy should youO2yperbole *. As the driver swung the minibus ,p. */ (. 'ust as if the dull!loo$ing binder on the des$ was a delicious birthday ca$e ,p. *)/ 4. No tearsP + would have found obedienceN.2ow many nights my pillow would become a flood ,p.*7/ 97

5.

2ow many cloudless afternoons + was to water with my private showers ,p. *7/

Personification *. Flinching as the twisted fingers of trees scraped at the glass ,p. (/ (. And then another flash shot generously across the s$y ,p. 7/ 4. The wind still whistled through the tree, but in the room the silence is palpable ,p. 45/ /epetition *. H+t isn-t a story,- said 0olin. HThere isn-t anything to tell. =e Dust went on.- ,p.&*/ (. HThere isn-t a story,- said 0olin. ,p. &4/ 4. HThere isn-t a story,- said 0olin. H=e Dust went on.- ,p. &6 / 5. H +-ve told you,- said 0olin. -There isn-t story. +t-s Dust that, as we went on, + started getting into trouble at schoolN&. H%umpa-s the problem- ,pgs *)7,**(,**: and *(& /

ACT.;.T6 %<

' /EA) ).+E /EA) PE3P)E

, Accept any reasonable answer ! the answer depends on the real!life character a student is relating to./ ACT.;.T6 %C ' T2E /.PP)E E++ECT

98

ACT.;.T6 %J

' T2E W/.TE/4S !AG.CA) T33)S

E-ample from te-t

Nfrom stepping silently past doorways, and moving li$e a shadow through the house,N .No tearsP + would have found obedienceN.2ow many nights my pillow would become a flood N+ stood li$e a trespasser in the shadow of the lime wal$, and watched the house Nhe shoo$ his griEEled head as to tell himself he was a foolish old man dreaming of better times,N %umpa-s the problem- ,pgs *)7,**(,**: and *(& /

)iterary Device
imile

/eason
the usage of the word Hli%e8

2yperbole

Flood I An exaggeration to the amount of tears

simile

the usage of the word li$e

simile

the usage of the word as

repetition

Repeated to emphasise the point that %umpa causes all the unhappiness. the wind was given human attribution as it whistled.

>utside, the wind still whistled through the trees,N

personification

ACT.;.T6 %K

' 2A;E . 1*DE/ST33D

Activity %Ka /.C2A/D C)A6T3* 2A/W.CK D !6 ST3/6 ' /ea" an" Weep *. (. 4. 5. &. 6. >ld =arwic$ 2all The setting of the old haunted hall was so unfriendly and completely uninvitingG even if one was to go there to distribute free things. The author uses the expression J...leftover pupils...M I perhaps to mean that they had been herded into the minibus when the school bus had been too crowded. The chapel has dangerously sleep slopes and could be dangerous for the children. +f seen there, the children will be sent home for a wee$ even if there was school. .ersonification of these items .ixie, li$e the other children, was probably scared to be in the building and the storm out there was not ma$ing things any easier too. 2ence, they preferred to be together as numbers proved it is safer. 0olin discovered the door and it led into a tiny room , A tower off a tower/ Nobody had entered the room for a very long time.

7. A.

99

:. *). **. *(.

The heavy drapes, the plain dar$ coverlet, and the high ornate bed gave the impression that the room had belonged to someone from a wealthy family. +f 9iss >-%ell found them asleep in the same room, she would not separate them. he was upset because they had been ta$en out of the school bus and furthermore, she did not want a bed next to hreela. 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. 9iss >-%ell felt that the five must have had something in common to be chosen to be together in the minibus. The story of his life, as he writes it, is sad and reveals of the pain of the $nowledge of his dying father and the intrusion of 9r. 0oldstone into the family. 2e is harsh towards Richard, demanding the young boy to be in his best behaviour. =hen Richard is told not to cry, he is anguished because he has been weeping with the $nowledge that his father is about to die. That his father had told him to ta$e 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. 2e wishes for his father to wa$e up from the grave and tell him that all things in the house has gone wrong since the father-s death. That he ,Richard/ had practically become a stranger in his own house. 0oldstone remar$s that 0harlotte is giddy and that Richard is wild. 2owever mother does not defend them. 2e thin$s that the school is an evil place I he has only learned to freeEe, starve and be beaten and bullied there. he tells her brother that their mother is doing all this to ma$e Richard grow up strong and manly. 2e accuses her of forgetting their father he reasons that the father is dead and gone and that there should be no reason for them to be unhappy forever. 2is mother would find life more pleasant without his sul$s and scowling face reminding him of how she was a traitor to her father-s memory and 0harlotte would surely learn to live again. They all have a second home address. No one should ma$e decisions that will change the lives of everyone around them without thin$ing about it for a long time , or any other acceptable answer /

*4. *5. *&. *6. *7.

*A.

*:. (). (*. ((.

(4.

(5. (&.

Activity %Kb 100

C)A1D.A4S ST3/6 D G/EE* P6HA!AS *. (. 4. 5. &. 6. he complained that he spent all his time running the cafT and hardly ever see him. They had a huge row with %ad and for the first time, they heard about tella. 2e thought 9um might $ill him. he loo$s sort of plain and mousy. he would spend hours reading in the bedroom, and the rest of the time $eeping busy in the $itchen. he is rude. he should not be rude as tella is trying to be nice to her. # he may be rude. he has every reason to be so. No one could accept a step especially when 0laudia, who is trying to come to terms with her parents- divorce not long ago # or any acceptable answer he could not bear to sit there having a perfect normal time with %ad and tella while her 9um was at home frantically cleaning out the gerbils, or rinsing the glass wall light shades under the taps, or hosing mud off the steps. A pair of green pyDamas. he did not want to hurt her mum the way her %ad had. he hated her because if tella had not come along, %ad would have stayed with her and 9um. he noticed that 0laudia had not worn the green pyDamas she bought for the latter. he was nervous as %ad-s friends would be watching her closely, wondering if they would li$e her, trying to wor$ out why %ad had left home for her, and if she-d be a wic$ed stepmother to me. he tuc$ed 0laudia in bed as if she were a baby. he was eavesdropping the conversations throughout the meal. They tal$ed about everything but not a word about 9um, or %ad, or 0laudia or tella. They treated her as if she were some $ind of ghost. They were plain rude. he decided to get to wear the green pyDamas tella bought her and got to the dining room to Doin in the supper. They began to tal$ to her # 9ary as$ed tella where she had found such lovely pyDamas while 1eorge said it was clever for her to get the right siEe for 0laudia. he was nervous to meet %ad-s friend # he has given time to 0laudia and %ad-s friends to accept her , or any acceptable answer/

7.

A. :. *). **. *(.

*4. *5. *&. *6 *7. *A. *:. ().

101

(*.

;ife has dealt 0laudia one hard blow but there is no reason for her to be unhappy forever. he has to move on to be happy. he came out from behind the fern, and stood in her pyDamas at the top of the stairs, where everyone could see her or he didn-t bother to eavesdrop more than a few minutes longer. This indicates that 0laudia has come out of her hiding , from reality/ and she needs to move on , or any acceptable answer /

Activity %Kc C3).*4S ST3/6 D T2E 5)1E5./D 3+ 2APP.*ESS *. (. 4,a/ 4,b/ 4,c/ 5. &. 6 2is mother left his father a few wee$s after he was born. he said that he was a bit of a rough!house and they were safer away from his real dad. ?oth of them have dar$ hair. 2e $nows the words of practically every song and he rolls is own cigarettes out of tobacco in a tin. The dogs li$es him # 2e is friendly and li$eable # %ogs can sense a good man# Any acceptable answer 2e claims that his father has a billion names for him including 0ol, 0ollie, onny!boy, ?uster and 9r ?luebird. At the school canteen

2e does not feel as though his stepfather is not his real father for 'ac$ is the only father he has $nown. >R 2e accepts his stepfather as his real father because this father treats him li$e his own son. 7,a/ 2e does not want his mum to find out. >r 2e is afraid that his mother will find out that he still thin$s about his father. 2is father li$es to roll the cigarette and the smell of tobacco will remind 0olin about him. 8ven though they $now what 0olin has done is a bit weird but they feel sorry for him. +t feels real and upsetting that 0olin cannot reunite with his %ad. >R The others can relate to his feelings. No, he $eeps doing things that his %ad used to do li$e ta$ing out the tobacco tin and humming their favourite song. , or any acceptable answer / 2e will always secretly snea$ his father-s name and their old address onto all the forms for school. >R 2e is still saving up money in order to find him one day. >R

7,b/ 7,c/

7,d/ A.

102

Any acceptable answer :. After listening to 0olin-s story, Ralph finds that 0olin-s stepfather deserves to be called dad because he has treated 0olin well. >r 0olin really loves him. >r Ralph is assured that 0olin-s %ad is li$e a real dad. Five years ago. 0olin will # will not find his father someday becauseNNN, accept any reasonable answer /. Any acceptable answer. ?;<8?+R% >F 2A..+N8 ,=ords by 8dward 2eyman and 2arry .arr %avies # 9usic by andor 2armati/ Art 9ooney K 2is >rchestra ! *:5A ,verse/ The beggar man and his mighty $ing are only diff3rent in name, For they are treated Dust the same by fate. Today a smile and tomorrow tears, =e3re never sure what3s in store, o learn your lesson before too late, so

*). **. *(.

,refrain/ ?e li$e +, hold your head up high, Till you find a bluebird of happiness. Cou will find greater peace of mind @nowing there3s a bluebird of happiness. And when he sings to you, Though you3re deep in blue, Cou will see a ray of light creep through, And so remember this, life is no abyss, omewhere there3s a bluebird of happiness *4. The mythology of the bluebird of happiness has deep roots that go bac$ thousands of years. +ndigenous cultures across the globe hold similar myths and beliefs about the bluebird. +t is a widely accepted symbol of cheerfulness, happiness, prosperity, hearth and home, good health, new births, the renewal of springtime, etc. Firtually any positive sentiments may be attached to the bluebird. +n 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. , ource" http"##en.wi$ipedia.org#wi$i#?luebirdRofRhappiness /

Activity %K" /A)P24S ST3/6 D A TA)E 3+ T2/EE STEP!3T2E/S 1. (. The third aturday in the month. There were too many details. 103

>R he could not $eep up with the series of days when Ralph stayed with his 9um and %ad. >R Ralph had too many relatives and his story had too many details. >R There were too many names to remember. 4. +f he was carrying a 9ic$ey lunchbox, it meant that he was supposed to go home to his mother. +f he was carrying a %umbo lunchbox, it meant that he was supposed to go to his dad-s place >R Ralph would loo$ at his lunchbox and he would $now which house to go toG %umbo means %ad and 9ic$ey means 9um. Annabel >R tepmother Number >ne he went with them everywhere >R he never left them alone with their dad >R They thought it was unfair that she spent so much time with their dad.

5.

&.

6.

Annabel disli$ed DaEE. >R 2e wanted to please Annabel. Their mother was varnishing floors and she didn-t want ?randy to leave paw mar$s on the newly varnished floors. ?randy the cat curled himself up comfortably and sat on her bread dough. Cet %ad stood up for ?randy. 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 @ing Arthur. he was strict li$e a prison warden. >R he was very $een on rules. >R he had rules for everything. he brings order to their family >R he is good at planning and scheduling things Ralph-s parents too$ advantage of her. he thought that it was too good to give up >R the schedule was helpful to her.

7. A.

9.

10.

**. 12.

104

*4.

Free spirited >R %isorganiEed >R Fibrant personality >R 8xtroverted Accept any reasonable answer with Dustification.

*5.

Activity %Ke P.I.E4S ST3/6 D T2E PA.*S .* !6 ).+E *. .ixie found that they were awful and they drove her up to the wall. >R he disli$ed her stepsisters, ophie .ayne and 2etty .ayne. They agreed that she would have her own bedroom. They had a big fight and 2etty smashed her sister-s little glass animals. .ixie hated the way she coc$ed her head on one side and fiddled with her hair. he tried haunting 2etty by ma$ing some noise between the two beds. oap =henever she notices something is missing, she Dust $eeps on and on at her about it until .ixie brings it bac$. 8verything will be all right as though nothing unpleasant had happened. %ad, 9um and .ixie he is trying to pour out her feelings. >R he is trying to ma$e a point that she is not the problem of all the unpleasantness in the family. >R he is also trying very hard to ma$e things wor$. >R Any acceptable answer .ixie felt that he was interrupting. he was Dust 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.

(. 4. 5. &. 6. 7. A,a/. A,b/ A,c/

:,a/ :,b/

*),a/ Remorseful >R ad >R Apologetic *),b/ =hen her mum $ept going on at her. 105

>R he was unable to endure her mum-s nagging. *),c/ =henever 2etty teases her about her name. *),d/ taying with her %ad, ;ucy, ophie and 2etty. >R The idea of coming to her father-s house. he feels that the name does not suits her. ?y not pretending anymore >R ?y saying out how one feels >R ?y having a heart!to!heart tal$ Accept any reasonable answer. Accept any reasonable answer.

*),e/ **.

*(. *4.

Activity Kf /35534S ST3/6 ( D1!PA4S T2E P/35)E! *. (,a/ (,b/ ix years old. %ad %ad came to discuss with 9um and it always turned into heated argument so they did not want 0allie K Robbo to hear it. >R To allow their parents to settle their problems. 0allie tried to ma$e her parents stop fighting while Robbo would $ic$ the ball to himself, over and over. 0allie said that %ad-s place was cold, nasty, horrible and the sheets felt funny. 2e was tired of arguing with 9um. >R 2e did not want to upset the children. 0allie E;ur dad $ent out to $or% for years and years to pay for a nice house and all the funiture, and no$.The !eard8s mo5ed in and ta%en e5erything, and it8s not fair 8 Roy was always giving orders#instructions to 0allie and Robbo, plus he acted li$e he was their biological father. 106

(,c/ (,d/ (,e/

4. 5. &.

6. 7. A. :.

2e Dust thought that babies are boring#2e thought nothing about them. =henever %umpa hears Roy returns home through the gate, he will struggle and leave whatever he is doing Dust to be with Roy. Robbo could not stand listening to %umpa-s whimpering since Roy left home temporarily. he noticed that Roy had rushed off to hospital without a phone call and there was no phone call from Roy. he only heard lots of hissy whispering, and 9um had red eyes and she was more polite to %ad on aturday morning. 0allie he was confident that her 9um and %ad will be reunited soon.

*) **,a/

**,b/ Robbo felt that there was a big difference between people trying to get along and people wanting to get bac$ and living together. *(. *4. A big or heated argument happened between 0allie and Roy Roy caught 0allie trying to push her bi$e down the narrow space between the bushes and his car. Roy warned 0allie to stop or she might scratch his car. 9um understood or $new 0allie better and 0allie could not be instructed all the time. >R 0allie was stubborn.

*5.

*&,a/ Angry >R <pset >R +mpatient >R Furious *&,b/ Ces, because he had done his part to ta$e care of 0allie. >R No, he should not be physical when teaching a child as stubborn as 0allie. >R Any acceptable answer. *6,a/ The way 0allie-s uttered her words are not clear >R muffled >R soft >R almost whisper. >R he was sobbing *6,b/ >ne has to ma$e drastic decision 107

>R ris$y decision to put things bac$ in order. >R >ne has to ma$e painful decision for a happy ending. >R omeone must sacrifice if one wants a happy ending. *6,c/ =hen Robbo mentioned that 0allie might want to move in with %ad >R he didn-t believe what Robbo have said about 0allie. >R he was ta$en abac$ by what Robbo had saidn about 0allie wanting to go and live with %ad. 0allie-s decision to live with %ad. *6,d/ Ces, 0allie would rather stay with her %ad than to be unhappy living with Roy. >R No, 0allie should learn to be more forgiving and understanding. >R ;ife has dealt us one hard blow but there is no reason for us to be unhappy forever. *7. *A. Accept any reasonable answer. Accept any reasonable answer.

ACT.;.T6 %?

' 2A;E . 1*DE/ST33D

ee s$eletal sample given in Activity (&

ACT.;.T6 %L

' 2A;E . 1*DE/ST33D

ee s$eletal sample given in Activity (6

ACT.;.T6 #$

' 2A;E . 1*DE/ST33D

Compare an" contrast two characters The novel + have chosen is H tep by wic$ed step- written by Anne Fine. 0olin and 0laudia are the two characters + have chosen to compare and contrast. Although they are two differing characters, they also have some similarities. ?oth 0olin and 0laudia come from bro$en or separated families. They both have step parents. 0olin-s mother has left his biological father and Stoo$ up- with 'ac$. 'ac$ is the only Hfather- figure 0olin ever $now. 2owever, 0olin-s mum leaves 'ac$ after a while. This causes him to miss 'ac$ so badly that it hurts. >n the other hand, 0laudia-s father has left her mother for another woman, tella. he feels disloyal to her mum whenever she has a good time with her father and tella. ?oth 0olin and 0laudia really want their parents to reconcile as they pine for how it used to be when they were happy. 0olin and 0laudia also do not adapt to the drastic changes their families undergo. 0olin-s unwavering loyalty and want for his Hdad- to be bac$ and 0laudia-s misguided loyalty

108

to her mother shows that these two characters find difficulties dealing with changes. There are frustrations, fear and sadness. Furthermore, both 0olin-s and 0laudia-s mothers do not ta$e their emotions into consideration. +t is as though everything is only happening to them, and will never have an impact on the children. 2owever, 0olin and 0laudia are mar$edly different individuals. They deal with the changes in their respective families differentlyG 0olin is portrayed as a boy always pining for his Hfather- even after five whole years. 2owever, 0laudia becomes hostile towards the new lady in her life, tella, disregarding all the latter-s efforts to warm up to her. ?oth 0olin and 0laudia have different personalities too. 0olin is a dreamer who dreams of an ideal life where his Hdad- and mother will be together forever and happy. 2e secretly $eeps his Hfather-s- tobacco tin and saves money so that he can loo$ for him one day. This ma$es him too depending on his stepdad and emotionally attached to him. This is probably due to the fact that he needs love from a man called Hfather-. 0laudia is more of a sensible and rational person. After seeing her dad-s friends ignoring tella and Dudging it as Hrude-, she goes to compliment tella on her stellar choice of green pyDamas. 0laudia is more independent and is not afraid to voice her opinions. <nli$e 0olin, 0laudia is brave in coming to terms with her parents- separation. he is independent and not afraid to voice her opinions. 8ven though they experience bro$en family relationships and find it difficult to accept changes, the way 0olin and 0laudia 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.

109

STEP BY WICKED STEP

NOVEL

)lossary
astonished Aura ?rash 0andelabra v. n. adD. n. amaEed a distinctive but intangible quality that seems to surround a person or thingG atmosphere" self!assertive in a rude way traditional term for a set of multiple decorative candlestic$s, each of which often holds a candle on each of multiple 0ripes %andelion punc. n. arms or branches connected to a column or pedestal. ;ld-fashioned slang an expression of surprise a 8urasian plant (Tara>acum officinale) of the composite family having many!rayed yellow flower heads and deeply %oddery %olefully %roning %windling Firebrand Forlornly fudging adD. adD. adD. n., v. n. adv. v. notched basal leaves. slow and unsteady sorrowfully, mournfully spea$ing tediously in a dull monotonous tone becoming gradually less a person who causes unrest or is very energetic .itifully sad and abandoned or lonely to ma$e or put together dishonestly or carelessly

110

gaol ,!rit / 2orrid malevolent 9alevolent 9idshapen misbegotten moonbleached Niggling .alpable poc$ mar$ Rapturous Ratty rec$oned ridiculous Rivulets scorn eraphic seraphic hrubbery inister liver nide nigger norted

n. adD. adD. adD adD. adD. adD. adD. adD. n. adD. adD. v. adD. n. n. adD. adD. n. adD. n. adD. v. v.

Dail causing a feeling of horror wishing evil or harm to others evil badly shapedG deformed unlawfully obtainedG badly conceived, planned, or designed white li$e the moon petty, especially in a nagging or annoying wayG trifling or overly concerned with detailsG exacting and fussy. able to be touched or felt a crater!li$e scar left on a person3s face, normally caused by acne. experiencing or manifesting ecstatic Doy or delight dilapidatedG shabby. expect, believe pathetic, silly small streams of liquid contemn, despise, disdain of or resembling a seraph ,a celestial being having three pairs of wings/G blissfully sereneG rapt angelic, angelical, cherubic, sweet an area in a garden planted with shrubs. giving the impression that something harmful and evil is happening or will happen thin, narrow expressive of contemptG criticalG sneering a disrespectful and quiet laugh an explosive sound made by the sudden forcing of breath through a person-s nose, used to express indignation, derision or incredulity wea$ or lac$ing solidity in construction mentally unbalanced powerful showing sadness or unhappiness.

pindly <nhinged Fivid =istful

adD. v. adD. adD.

%andelion

eraphim

111

STEP BY WICKED STEP

NOVEL

,anel o! 0riters
!oordinators
Diana +atimah 5t Ahma" Sahani !asreen Wir"a 5t !ohamma" Ali Ten&7u .reneMa !arina Tun7u !aMlan Eileen Hessie Ah Guan *& 6ew Kee Himmy Then Choon Hin& ?ahagian .embangunan @uri$ulum, @.9 @ementerian .elaDaran 9alaysia Aras 5!A, ?lo$ 8: @omple$s @eraDaan .arcel 8 .usat .entadbiran @eraDaan .erse$utuan 6(6)5 .utraDaya 9@ ?intulu, .eti urat :7 :7))7 ?intulu, arawa$.

Panel of Writers
6on& Wai 6ee ,.anel 2ead/ ;asantha !allar a9p *aren"ran *orfi"Mah !oh" *or"in *orrol Sham !oh" 6unus +athur /a"Mi bin Che !ohamma" Diana Ten& 5t Ab"ullah Anbala&an !unusamy /asyi"i 5in !uhamma" /a"Mi 9@ eri 2artamas, 'alan 5A#7)A, %esa ri 2artamas, &)5A) @uala ;umpur. 9@ Fictoria, 'alan 2ang Tuah. &&()) @uala ;umpur 9@ Taman 9elawati, Taman 9elawati, &4*)) 1omba$, elangor. 9@ RaDa .uan 9uda Teng$u FauEiah, )(()) @a$i ?u$it .erlis. 9R 9 Alor 1aDah, ;ot *7(), 9u$im Air .a-abas 7A))) Alor 1aDah, 9ela$a. 9@ 2orley 9ethodist, 'alan RaDa 9usa, 46))) Telu$ +ntan, .era$. 9@ t. Andrew 9uar, . ** 'alan 2ashim, A5))) 9uar 'ohor. 9R 9 Taiping, 'alan ?u$it ;arut, 112

45))) Taiping, .era$.

113