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FORM 5
Novels
Catch us if you
can
Table of Contents
Synopsis Elements Activities Assessment Answer Key Glossary Appendix Panel of writers
0
DRAFT
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Introduction
CATCH US IF YOU CAN
NOVEL
What is a novel?
Only in a novel are all things given full play D ! "a#rence
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$.com %ate accessed " &th'uly ()*)
" http"##www.wi$ipedia.org#wi$i#Novel %ate accessed " &th'uly ()*)
1
Crriclm !evelopment !ivision"#inistry of Edcation #alaysia" $%&%
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The elements of a novel inclde the followin'(
i" Plot ) the structure of a novel. +t shows the arrangement of events and actions withina story please refer to notes on Freytag-s yramid below for details/.
ii" Settin' ) the time, place, physical details, and circumstances in which a situationoccurs. etting enables the reader to better envision how a story unfolds by relatingnecessary physical details of a piece of literature.
iii" Theme ) is the main idea, or message, of an essay, paragraph, or a boo$. Themessage may be about life, society, or human nature. Themes often exploretimeless and universal ideas and may be implied rather than stated explicitly. Alongwith 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 ofwriting.
iv" Character and characterisation )a character is a person in a narrative who mayrepresent a particular class of group of people. 0haracters in a novel a the vehicleby which author conveys to us his # her view of the world. 0haracters maybe classifyeither main character or minor character. The characterisation of a character isrevealed by actions, speech, thoughts, physical appearance, and the othercharacters- thoughts or words.
v" *an'a'e ) sed by athor to reveal the theme and prpose of the novel"
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+otes on ,reyta'-s Pyramid
Gstav ,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 apyramid li$e the one shown here"
*. Exposition" setting the scene. The writer introduces the characters and setting,providing description and bac$ground.
(. .ncitin' .ncident" something happens to begin the action. A single event usuallysignals the beginning of the main conflict. The inciting incident is sometimes called3the complication3.
4. /isin' Action" the story builds and gets more exciting.
5. Climax" the moment of greatest tension in a story. This is often the most excitingevent. +t is the event that the rising action builds up to and that the falling actionfollows.
&. ,allin' Action" events happen as a result of the climax and we $now that the storywill soon end.
6. /esoltion" the character solves the main problem or someone usually solves it forhim or her.
7. !0noement"(a French term, pronounced: day-no-moh)the ending. At this point,any remaining secrets, questions or mysteries which remain after the resolution are
solved by the characters or explained by the author. ometimes the author leaves usto thin$ about the T2898 or future possibilities for the characters.
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Author$s
CATCH US IF YOU CAN
NOVEL
4
0atherine 9achail born (& 'anuary *:56, 1reenoc$/ is a cottish!born author, who
has an established reputation as a writer of gritty, urban stories that tac$le emotional and
contemporary issues that eventually wor$ towards a positive solution. Although she has
had ;obs assembling computers for +
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'ynopsis
CATCH US IF YOU CAN
NOVEL
5
Rory and his grandfather, 1randa, have loo$ed after each other since Rory-s dad
wal$ed out on them. 1randa is given to lapses in memory putting Rory-s homewor$
down the rubbish chute and the rubbish in Rory-s school bag/ and completely
irresponsible behaviour setting fire to his coat at a arents- 8vening/, but he has a
generous heart and plenty of charm. Rory acts as his carer until there is a fire in the
flat and the authorities decide to separate them. 2owever, Rory is determined that
they will stay together and they embar$ on an escape but with their faces on every
television screen and in every newspaper, this is not so easy. Their ;ourney is full of
surprise betrayals and unexpected friends as they attempt to evade the authorities
and eventually trac$ down the man who wal$ed out on them.
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(le)ents
CATCH US IF YOU CAN
NOVEL
P*1T S2##A/3Chapter &
Readers are introduced to Rory and his 1randa as they wait for %r Nicol in the waiting room.
The doctor is concerned that Rory is too young to ta$e care of his grandfather. 2owever,
Rory is aware that there are only two of them in the family.
Chapter $
1randa has a failing memory> always misplacing things. Rory has the sole responsibility of
ta$ing care of 1randa li$e buying him his lunch every day.
Chapter 4
Rory sacrifices some of the things he li$es for 1randa. 2e gives up football so that he can be
at home with his 1randa. Rory-s worry is that if 1randa is put into Rachnadar, they would be
separated. Rory-s dad had left them many years ago and 1randa is very disappointed with
his son, not wanting to see him again.
Chapter 5
1randa is very popular with Rory-s friends and meets 9rs. Foley for the first time. 1randa
accidentally sets fire to his and 9rs. Foley-s coats at the school-s arents- Night.
Chapter 6
?al 'essup, a social wor$er is assigned to ta$e care of 1randa and Rory. %arren-s mum and
9rs. Foley are both worried for Rory and are glad of the extra help they were going to
receive. 2owever, 1randa has a little accident in the flat and is ta$en to the hospital.
Chapter 7
1randa has suffered from smo$e inhalation and has to be hospitalised. Rory pleads to the
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Chapter 8
Rory goes to the home because he has no choice and he thin$s that it will be for only one
night @ till his granda is out of the hospital. Tess, a young inmate of the home, terrifies Rory
with her bad behaviour.
Chapter 9
1randa admits that he had forgotten that the chip pan was on the stove, hence the fire in the
flat. 2e tries to appease Rory by saying that he would get better soon. 2owever, he is upset
that his grandson is in the 0astle treet home.
Chapter :
Although Rory loves his grandfather, he is slightly annoyed with him as well because of the
accident> he had landed himself in the hospital because of that and now Rory is in a
children-s home. Rory goes bac$ to the flat with ?al and collects 1randa-s medication. There,
Rory realises that he wants to return home. 1randa feels the same too.
Chapter &%
Rory is given the idea that 9rs Foley might foster Rory. Rory goes to the hospital to find that
1randa is not there anymore.
Chapter &&
1randa has been shifted to Rachnadar. ?al 'essup tells Rory that he is ;ust a boy and that
he cannot ta$e care of 1randa anymore.
Chapter &$
1randa is very upset to be sent to the home and it brea$s Rory-s heart to see him cry. At
0astle treet, Rory fights with Tess. Rory becomes exasperated when 1randa retreats
further and further into a shell while at Rachnadar and at school, the idea of being fostered
by 9rs Foley worries him. ife is certainly unpleasant in 0astle treet when Tess becomes
increasingly uncontrollable. Rory decides that the only way is to run away with 1randa.
Chapter &4
The 1reat 8scape. %arren offers the use of his mom-s caravan and Rory plans the escape
with great detail. 1randa relies on Rory to get out of Rachnadar.
Chapter &5
1randa is li$e a little boy, allowing him to be led> safe in the $nowledge that Rory would loo$
after him. 2e is happy to be in the caravan and decides that he is indeed a luc$y man to
deserve a boy li$e Rory. Rory has done all of this so that they could be together. 2e realises
that he would never let anyone separate them.
Chapter &6
2appy in the caravan, 1randa recovers his old self.
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Chapter &7
Bhile fishing, they meet strangers and 1randa is pre;udiced when he calls them Ctin$ersD.
As 1randa-s health improves and both of them are happy, %arren sends Rory a text
message saying that the authorities are after them.
Chapter &8
Rory prepares 1randa for another move away from the police but as they move through the
woods, the strangers whom they had met the day before, reach out and help them.
Chapter &9
Rory has no choice and allows them to lead. They are ta$en to an older caravan camp and
Rory meets Tyrone and his family. Tyrone-s mom responds that they had helped them
because it was Rory that they had wanted to help.
Chapter &:
They are ta$en care of well in ammy-s camp. Bhile there, they realise that they are the top
story on the cottish news as a boy and his grandfather on the run. Apparently, the
authorities are worried about 1randa whose health is a real concern. 1randa decides that he
would rather die of cold and hunger as long as he is free.
Chapter $%
1randa and Rory are worried that ammy would get into trouble by helping them. some of whom he would not be
able to trust. 2e would certainly find what he is loo$ing for but would face a terrible sadness
before that.
Chapter $$
The public has mixed responses over Rory and 1randa-s running away. Ruby indicates that
people are ta$ing sides about them, arguing about the rights and wrongs of their case. Rory
realises that they would have to be on the move again. ammy suggests that he drives them
to %undee so that they can ta$e a train to 1lasgow to be with family friends who would
provide them with shelter and time to thin$.
Chapter$4
+n the train, Rory realises that they have been recognised and alights at an earlier station.
Bhen 1randa goes to the toilet, Rory is bullied by a young man who recognises him.
1randa beats the latter with a bottle and decides that he will steal a car to escape.
Chapter $5
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1randa seems an expert at stealing cars and his driving scares Rory. They stop at the lay by
to have some rest.
Chapter $6
The runaways meet Rab when they stop to buy petrol. 2e offers them help.
Chapter $7
Rab says that he wants to help them because Rory and 1randa are not criminals. 2e allows
them the use of his flat and seems $ind and concerned. Though pale and tired, 1randa says
that he is alright as long as he is with Rory. Rory prays for help because he realises he
needs someone to help him. Again T? newsflashes show that the public is very much on
their side and Rory gets to $now that his 1randa-s son, his father, has been traced to
iverpool.
Chapter $8
The television news states that neither Rory nor his grandfather have attempted to contact
'eff 9c+ntosh in iverpool. Rab encourages Rory to ta$e his grandfather to his son.
Chapter $9
Rab has a grand idea to ma$e sure that they get to iverpool. A whole line of people are
going to ta$e them to Rory-s dad and 1randa comments that the world is indeed wonderful
after having experienced so much $indness.
Chapter $:
Annie drives them into 8ngland and leaves them with Norma and Nicola. The latter admires
Rory for what he has done. 1randa agrees but his mood changes when he finds out that
they are going to his son in iverpool.
Chapter 4%
1randa refuses to go and for the first time Rory is frustrated. 2e had hoped that his father
would ta$e over the responsibility of 1randa but 1randa thin$s that it would hurt Rory too
much if his father would leave them again. Rory begins to hate his father and 1randa
consoles him by saying that they have never needed him and that they do not need him
now. Nicola rings up to tell Rory that the police are coming and that they would have to moveon.
Chapter 4&
+t is the second escape> both of them run out into the dar$. 1randa is tired and they both
stop to rest and eventually sleep off at a stone bus shelter. rior to that 1randa says that if
he was to die, he would as a happy man. En awa$ening, Rory is not able to awa$en his
grandfather and is afraid that he may be dead.
Chapter 4$
Rory runs for help and remembers Ruby-s prophecy about the terrible sadness. 2elp comes
immediately and the police introduce him to his father.
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Chapter 44
1randa is not dead. 2e is hospitalised and recovers eventually. Rory is reunited with his dad
and his family. 2e has two little sisters who endear themselves to 1randa. 2is dad as$s to
be given another chance to prove that he can be a good dad and a good son again. Rory
has found what he was loo$ing for and realises that if anything happens to his 1randa he will
not be alone again. 2e is than$ful to all who have helped them on their ;ourney. 2e is very
happy that he, 1randa and his family are together again.
C;A/ACTE/S
#aesspA young and eager social wor$er who is responsible for Rory-s wellbeing. Responsible, she is anxious that 1randa receives his fullpension benefits and arranges for Rory to stay at the children-shome in 0astle treet.
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#rs ,oleyRory-s teacher who is $eenly aware of his inability to pass up hishomewor$ because of his duty to care for his grandfather. he isvery concerned when 1randa is admitted into the hospital andrealises that Rory should not be in the children-s home.
!arrenRory-s best friend in school who helps him to stay in the mother-scaravan when 1randa is ta$en away from Rachnadar.
>eff #c.ntosh@ reconciliates with his father and son when hesees them on television.
Sammy /by and Tyrone
The family that offers comfort and security $nowing that if they did not, the police wouldhave ta$en Rory and his grandfather away.
/ab and his friendsEffer security and are $een for Rory and 1randa to go to iverpool to meet with Rory-sfather.
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Settin'
12
*here it happens
+hysical setting 'ocial setting At)osphere
Dr Nicol$s clinic 0omfortable with the careand concern of %r Nicol
Relaxed
Rory$s schoolublic school Rory is terrified of 9rs. Foley.
2elpful classmates @ try to
help Rory with his homewor$.
arents- Night.
,randa and
Rory$s -at
Flat owned by the
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13
Darren$s )u)$s
caravan
The caravan provided
them with the comfort
they had missed in the
past few days.
Gdead secluded- but filled
with basic necessities.
Tyrone$s
caravan
imilar to many other
caravans in the campsite.
Barm and friendly.
melling of spices> domestic
and happy atmosphere.
*here it happens
+hysical setting 'ocial setting At)osphere
Rachnadar This is where they put oldfol$ that nobody wants.-
1randa is upset being there
and it hurts Rory.
G..the shuffling old people
with dead eyes pass up and
downG-
+erth rail#ay
station
Rory is threatened and
1randa attac$s the young
nasty boy> 1randa is
galvanised into action @
decides that he will steal a
car.
,as station +t is comforting to $nowthat Rory and 1randa are
among people who trust
them and are willing to
help.
Rab has recognised Rory and
his 1randa and is $een to
help
The trip to
"iverpool
The public, though
worried for the
responsibility that Rory
has underta$en with the
care of his grandfather, is
very helpful in attempting
to get 'eff 9c+ntosh to
meet his father and son.
Norma-s house provided
temporary relief.
1randa is hurt and angry that
he is actually being ta$en to
iverpool to meet his son #
Rory-s father.
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"iverpool The family is united
+-d find what + was loo$ing
for.-
1randa may accept his son
eventually despite the years
of misunderstanding/.
Rory had found a family and
would not be alone when
1randa finally goes.
*here it happens
+hysical setting 'ocial setting At)osphere
.us shelter The bond between thetwo generations.
1randa is cold when he rests
at the shelter after the escape
from Norma-s house, but tells
Rory that he is willing to be
anywhere as long as they are
together.-
Rory is extremely afraid and
shoc$ed that he may be alone
when he thin$s his
grandfather is dead.
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Plot
15
ClimaxRory is convinced that his 1randa is dead when they
escape and rest at the stone bus shelter.
Exposition (
Readers are given a view of
1randa-s and Rory-s life.
/esoltion(
Rory is reunited with his father.
2e is happy that he now has a
family.
1randa is admitted to thehospital when he inhales
smo$e during thefire in the flat. Rory is sentto the 0hildren-s home in
0astle treet.
1randa recovers in thehospital and meets his son
and family.
The 1reat 8scape. 9eets his father.
Running away from theauthorities with the help of
caring individuals
Rory runs for help.+ntervention of the
authorities.
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A+ .+S.G;T .+T1 T;E +1=E*
Point of =iew
B
,irst Person +arration
Analysin' Characters
/1/3 has a rich inner life> capable of growing and changing, adapting to every newsituation with hope and optimism. Readers follow his development through a very widevariety of experiences.
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The novel is seen through the eyes of Rory.
Readers get access to his young mind @ how he thin$s,
feels and reacts.
This narration technique reveals Rory-s love for his
granda, the concern and anxiety, fears, doubts andfrustrations as he goes on the ;ourney of love and
protection with his grandfather.
Reader can appreciate Rory-s growth and maturation
because the first person narration has made it possible
for an inside view of Rory-s mind.
ConseDences
2e and his grandfather avoid the
authorities and eventually meet up
with his father
ehavior
Iind, respectful and very aware of
his responsibilities
Actions
2e plans the great escape and issolely responsible for getting his
grandfather out of the home for old
people. Along the ;ourney, he meets
new people who extend help.
#otives
2onest and sincere> he is verydetermined to be with his
grandfather all the time. 2e does
not want his grandfather to be in the
old people-s home and the only way
out is to run away.
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G/A+!A delightfully funny> often repeating phrases and is able to surprise the reader in
some instances hitting the bully unconscious in erth railway station and stealing the car/
,/.E+!S@ a good collection of friends, who, despite being un$nown to 1randa and Rory,are very helpful to both of them in their initial mission to get away from Rachnadar and0astle treet and to be able to live together.
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ehavior
Forgetful and often helpless, he has a goodsense of humour. oves his grandson whohe says ma$es up for his lost- son.0harming to ladies, he considers himselfluc$y to have Rory as his grandson !Whatdid I do to deserve a boy like you?
#otives
2e has no serious motives except
that he wants to be together with
his grandson at all times.
Actions
2e unwittingly embarrasses
Rory-s school teacher and
becomes a hit among the
children when he accidentally
sets his coat on fire during
arents- %ay. +n his forgetfulness,
he nearly sets the flat on fire and
because of that is hospitalised.
2e is very co!operative with Rory
during their ;ourney and never
once complains.
ConseDences
0onsequently he is separated from his
grandson but runs away from the home.
2e meets strangers, some of whom he
harbours pre;udices. 2e hits a bully who
threatens Rory and even steals a car in
an attempt to escape. 2e reconciles
with his son and his family in the end.
Actions
They go out of
their way to help
Rory and his
grandson to
escape from the
authorities.
ehavior
2elpful and very
understanding of Rory-s
case. They all thin$ that
Rory is too young to be
responsible for his
granda.
ConseDences
Their help propels Rory and his grandfather to
find the long missing father # son.
C+ thin$ of them all. 8veryone who helped us
on our ;ourney.D
#otives
incere in their attempts !
they $now that 1randa and
Rory are not dangerous-
people and only want to be
together.
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Symbolism
The both feel very safe in thecaravans until it is time to run again.
#ovies and movie stars ) refer to 1randa-s constant memory of what he li$esand remembers best @ tending to verge on an elementof fantasy.
Tone
Bitty , tongue!in!chee$
2umorous
8lement of suspense
Word Choice
Jse of figurative language
Reference to proper nouns in
the entertainment media
0ulturally different language
e.g. bonny, !ee , lassie,tinkers etc
.ma'ery
?ivid, descriptive
Appeals to personal
experiences
hows feelings and emotions
and use of sensors
+n $eeping with intended
meaning @ e.g. 0astle
treet , when Rory and1randa were running throughthe woods comparisonwith an escape by prisonersof war/
Grammar
9ainly in the past tense
A recollection of events by
Rory
Rory-s thought patterns are
also in the past.
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Settin'
Settin' and the #ood of Characters
The setting of the hospital or Rachnadar and the children-s home at 0astle treet is bothmorbid and sombre.
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Settin' and the 2nderlyin' Theme
Plots and Cases
The plot is concerned with causes @ the why-s- of events> the story itself is simply a
sequence of these events. The plot invites and answers the question as to "h# oneevent follows another.
Bhy have these events happenedK Bhy did those things happen in the pastK Bhy are
these things happening nowK Bhat things are going to happen in the future and why willthey happenK
The following series of events show the need for Rory and 1randa to be together"
9y granda had ta$en care of me all my life. Now, when he was getting old and
forgetful and was never quite well, now it was my turn to loo$ after my granda.
2e was a spoiled brat of a boyL...+ was too old to be his dadGwe both spoiled him
rotten. Anything he wanted he got, and when he got it, he threw it asideG..hedid the same thing with your mother.- 2e did it with you too. 2e $ouldn%t &a$e'esponsibilit#!
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The two main characters embark
on a /ourney to escape the
possi%ilities of %eing
separated - Granda to be in an
old peoples home and !or "or#
to be !ostered$
Their %o&rne# is !&ll o! s&rprises
and &ne'pected !riends b&t with
their !aces in !&ll national
co(era)e* the escape is di+c<$
,t all times* the# m&st attempt
to a(oid the a&thorities b&t in
the end* the# mana)e to track
down the (er# man who had
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Aims #aterials
Steps
CATCH US IF YOU CAN PLOT)ACTIVITY .
27
!o# *ell Do 1ou
2no# Me3
* To analyse how a character is portrayed as acharacter.
* Bor$sheet (
Time ( 5% mintes
* %istribute wor$sheet ( to each student, and instruct them to wor$ in pairs.
( As$ students to wor$ through wor$sheet ( to locate appropriate material from0hapters * @ 6 and find evidence to support the assertions.
4 As$ students to sit in group of four and to discuss their findings.5 8ncourage students to share their ideas on their discussion of 1randa.
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- Notes -
2e can be
very rude.
2e cannotbetrusted.
2e ispopularwithRory-sfriends.
2e sometimesbehaves li$e achild.
2e isa danger to
himself and
others.
2e dreads
beingput in ahome.
2e hateshis
own sonpassionately.
2e loves Rorydeeply.
TASK
Thesetwo ppilshave read the booG" This is what they tho'ht ofGranda(
+ thin$he-sa proud man whonow needssome helpK2eshouldstay withRory becausethey really love each other.
29
+ thin$he-sselfish. 2e-s;uststealing Rory-schildhood.2eshouldshow his lovefor Rory bylettinghim live his own life
Bhat do you thin$of 1randaK hare your opinionswithanother pair andsee if you all agree.
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+otes
CATCH US IF YOU CAN +O,-SHEET /a
2se the table below to thin of the character Tess" Worin' with a partner fill in the
colmn on the ri'ht with points of explanation to match the contextal evidence on
the left"
Tetual (vidence Tess$s attitude and %ehaviour
*. There was a sudden wild commotionfrom another room. A voice startedshouting and swearing abuse. 8veryonearound the table stiffened.
(. Che shouldn-t be hereLD 'ac$ie saidangrily. GDhe-s mad. Totally off the wall.
ou never $now what she is going to donext.D
31
t&dents sho&ld tr# to write the short essa# on Tess in three para)raphs. the /rst dealin) with Tesssgeneral behaviour* the second on howothers feel and reactto her and the third* a concl&sion o! what the#thinko! her$
My friend4
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4. Tess turned her piggy eyes on me.CBhat-s thatKD 2er voice was loud,almost a scream, as if she thought no
one would hear her, or listen, unless sheyelled.
5. C2e-s sitting in my seatLD Tess made adive towards me and + ;umped out of theseat automatically.
&. CBhat is she so angry aboutKD + as$ed'ac$ie. 'ac$ie tutted. Che-s the typethat-ll always find something to be angry
about.D
6. Bhen Tony came bac$ into the $itchenhe tried to reassure me. Che-s not goingto be here for long. They-re arranginganother place for her.D
CATCH US IF YOU CAN +O,-SHEET /b
Sample ,ormat of Essay on the character stdy of Tess"
General
Behaviour
of Tess
How others
feel and
react to
her
32
My friend4
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Aims #aterials
Steps
What
others
think of
her
CATCH US IF YOU CAN CHA,ACTE,S)ACTIVITY 0
33
I pac&ed a
* To analyse the different $inds of ;ourneys- acharacter ta$es over the course of a novel.
* Bor$sheet 5
Time ( 5% mintes
* +nstruct students to wor$ in pairs and discuss the different $inds of ;ourneys a
character for example, Rory might ta$e both literally and figuratively.( As$ students to thin$ of the ;ourney as a physical, emotional, and spiritual ;ourney.
4 %istribute wor$sheet 5. +n the tag beside each suitcase, as$ students to write thetype of ;ourneyRory underta$es.
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+otes
CATCH US IF YOU CAN CHA,ACTE,S)+O,-SHEET 0
+n each suitcase tag, elaborate the types of ;ourneys Rory too$ as indicated in the graphics.Then list some things that helped the character on the ;ourney.
34
The worksheet can be adapted !or other characters in the no(el$
I pac&ed a
+hysical /ourney
()otional /ourney
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Aims #aterials
Steps
CATCH US IF YOU CAN SETTIN1)ACTIVITY2
35
'piritual /ourney
A /ourney to
* To chart the ;ourney of the characters as theytravel from cotland to 8ngland.
* Bor$sheet &
Time ( 5% mintes
* 1ive each student wor$sheet & each.
( 1et students to sit in groups of 4 to & and chart the ;ourney in the spaces provided.4 %iscuss the answers with the students.
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+otes
CATCH US IF YOU CAN SETTIN1)+O,-SHEET2
Write down all the si'nificant places /ory an' Granda 'o to when they escape from/achnadar and move on to *iverpool En'land"
36
,s an enrichment acti(it#* st&dents decide 3 places which the# think are
important in the stor#$ ,sk st&dents to /nd te't&al e(idence !rom the
no(el that describes these places$ licit what these descriptions tell
them o! the dierent settin)s described b# the st&dents$
A /ourney to
Scotland
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Aims #aterials
Steps
CATCH US IF YOU CAN SETTIN1)ACTIVITY 3
37
England
Caravans
* To compare the two settings.( To differentiate the social bac$grounds of these
settings.
* Bor$sheet 6
Time ( 5% mintes
* rovide each student with wor$sheet 6.( +nstruct students to read both excerpts and discuss the differences in pairs.4 As$ students to write their answers on the wor$sheet.
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*. Bhy do you thin$ 1randa said , %on-t trust em. %on-t li$e them.-
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
(. Bhat could have been the possible reasons for his disli$eK
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
4. %o you thin$ 1randa was fair to the travellersK
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
5 a/ 0ircle one of the following words that best describe the theme in the excerpt.
AN,(R 8(A"O9'1
+R(89DIC( F(AR
b/ %iscuss reason for your choice of answer in 5a/.
41
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Aims #aterials
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
CATCH US IF YOU CAN THE4ES)ACTIVITY6
42
Relationship
Time ( 5% mintes
* To understand and analyse a theme of in thenovel.
* Bor$sheet M
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Steps
+otes
CATCH US IF YOU CAN THE4ES)+O,-SHEET6
Exercise A
/ead the excerpt and answer the followin' Destions
43
* As$ students to read and answer the questions in wor$sheet M.
Relationship
?lease God let him wake &p soon didnt pra# (er# o!ten$ &t did no#$ closed m# e#es and sent &p a special pra#er$
=@isten* i) man* m# names "or#$ know dont talk to Ao& m&ch* b&t
Ao&re b&s# with wars and !amine and thin)s$ ,nd me and m# )randa are&s&all# doin) B$ o hope Ao& are )oin) to listen to me now$ dont )i(e
Ao& an# tro&ble$ o a bit o! help here wo&ld be m&ch appreciated$ wanthim to wake &p$ promise ll ne(er sho&t at him a)ain* e(en when hesl&rps his tea$ ll e(en listen to his endless stories abo&t his bowelmo(ements$ ll ne(er moan or complain abo&t him a)ain$ promise$$i!#o& %&st let him wake &p$
?lease God let him wake &p soon didnt pra# (er# o!ten$ &t did no#$ closed m# e#es and sent &p a special pra#er$
=@isten* i) man* m# names "or#$ know dont talk to Ao& m&ch* b&t
Ao&re b&s# with wars and !amine and thin)s$ ,nd me and m# )randa are&s&all# doin) B$ o hope Ao& are )oin) to listen to me now$ dont )i(e
Ao& an# tro&ble$ o a bit o! help here wo&ld be m&ch appreciated$ wanthim to wake &p$ promise ll ne(er sho&t at him a)ain* e(en when hesl&rps his tea$ ll e(en listen to his endless stories abo&t his bowelmo(ements$ ll ne(er moan or complain abo&t him a)ain$ promise$$i!#o& %&st let him wake &p$
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Aims #aterials
*. Bhich of the following phrases express the main idea in the above passagesK
A. CG.+ had done this for the both of us...D
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Steps
+otes
CATCH US IF YOU CAN THE4ES)+O,-SHEET7
/ead the excerpts and write down the themes"
EHCE/PT T;E#ES
1randa says" CTin$ersLD 9y granda spat the word in
disgust. C%on-t trust em. %on-t li$e em.D
46
* %istribute wor$sheet :.( +nstruct students to wor$ in pairs and discuss the themes based on the excerpts.45
Then they list down the themes and find evidence to support their findings.1et students to stic$ the wor$sheets on the wall and move around to compare theanswers.
The themeis the main idea, or message, of an essay, paragraph, or a boo$. 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.
The .ig
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Steps
+otes
CATCH US IF YOU CAN LITE,A,Y 9EVICES)+O,-SHEET *.
Sometimes a characters facial expression is
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Steps
+otes
CATCH US IF YOU CAN :EYON9 THE TE;T)+O,-SHEET */
2ighlight lines in the following song which may have close reference to 1randa-s life.
#y Way
54
* To relate a character-s personality andadventures in his life.
* Bor$sheet *4( Recorded song 9y way-
* %istribute lyrics wor$sheet *4/ to students.( lay the song for students to listen or sing along.4 As$ students to wor$ in pair and read the lyrics to select incidents or moments from
the story about 1randa-s life which are related to the song.
t&dents are enco&ra)ed to download the l#rics o! the son) entitled HC#
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Aims #aterials
And now, the end is nearAnd so + face the final curtain.
9y friend, +3ll say it clear+3ll state my case of which +3m certain.+3ve lived a life that3s full+ travelled each and every highwayAnd more, much more than this,+ did it my way.
Regrets, +3ve had a few
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Steps
+otes
T,-B
4n the !irsthal!o! :atch Js 4! Ao&:an man# people
tr# to helpGranda and"or#$ 4ma)inethat !o&r o!these peopleha(e a meetin)to disc&ss what isbest!or both Granda and "or#$
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Iestion to asG !r +icol
P Bhat do youthin$of 1randa and RoryKP Bhy do theyma$e you laughKP Bhat is1randa sufferingfromKP Bhere will he get the bestcareKP %o you thin$ itrightthat Rory has to loo$ after 1randaKP Bhy did youcontact ?al'essupK
P Bhat do youthin$shou
ldhappento 1randa nowKP Bhat do youthin$shouldhappento RoryK
Iestion to asG #rs ,oley
P Bhat do youthin$of RoryKP %o you thin$ itrightthat he has to loo$ after his1randaKP 2ow hasthisaffectedhiswor$ in schoolKP 2ow hasitaffectedhis leisuretimeKP Bhat did youthin$of 1randa-sbehaviourat .arents-8veningKP Bhat do youthin$shouldhappento 1randa nowK
P Bhat do youthin$shouldhappento RoryKP Bould you reallywant to be hisfoster motherK
Iestion to asG =al >essp
P Bhat was your reactionwhen %r Nichol firstphoned youKP Bhat was your reactionwhen you were told1randa had set fire
to the flatKP Bhy do youthingRory hates0astletreetso muchK
P %o you thin$he shouldstay thereKP 0an you thin$of a bettersolutionto hisproblemsKP %o you thin$you shouldhave triedto get 1randa a home helpK
soonerKP %o you thin$1randa shouldstay in RachnadarKP %o you thin$Rory and 1randa shouldbe ableto live togetherK
Iestion to asG Tony
P Bhat was your first impression of Rory when he arrivedKP 2ow did you try to get to $now himKP Bhat specialproblemsdo youhave at 0astletreetKP Bhat are your impressions of himnowKP Bhy do youthin$he hates0astletreetso muchK
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> Notes
t&dents responses ma# be their own or !rom their &nderstandin) o!iss&es in the no(el$
Aims #aterials
P %o you thin$he shouldstay thereKP 0an you thin$of a bettersolutionto hisproblemsKP %o you thin$Rory and 1randa shouldbe ableto live togetherK
CATCH US IF YOU CAN ASSESS4ENT)ACTIVITY *2
58
*hat a
Time ( 5% mintes
* To test students- understanding of the text. * Bor$sheet *&
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Steps
+otes
CATCH US IF YOU CAN ASSESS4ENT)+O,-SHEET *2
TASK &
The following quotations are some of the many in the novel that help in the understanding ofthe characters in the novel. Find other such lines and complete the table below. ou areadvised to wor$ in small group of three to four students.
59
* 1et students to refer closely to their texts and complete the grid wor$sheet *&/below in group of four.
( As$ students to discuss answers in class.
, !&ll &nderstandin) o! a te't is o!ten impossible witho&t re!erence to the
conte't in which it occ&rs$ t&dents are enco&ra)ed to /nd meanin)
within speci/c areas o! the te't that wo&ld lend to a better
&nderstandin) o! the no(el$
*hat a
.n Chapter &$ Granda says( J+owF +obody cares abot anybody btthemselves" .ts a horrible world /ory"
.n Chapter $9 he says ( JPeople are ind /ory" . tho'ht the whole world was'oin' to the do's and then yo meet indness lie this" .ts a wonderfl world/ory"
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Character *hat they do tohelp
*hy they help
arren
amm#
,nnie and "ab
Dorma and Dicola
r Dicol
Kal ess&p
TASK $
60
In your opinion4 ho# is fa)ily responsi%ilityportrayed in
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
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Aims #aterials
CATCH US IF YOU CAN ASSESS4ENT)ACTIVITY *3
61
Chapter %y
Time ( 5% mintes
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Steps
+otes
CATCH US IF YOU CAN ASSESS4ENT)+O,-SHEET *3
62
* To test the understanding of the text accordingto the different chapters.
* Bor$sheet *6
*(4
8xplain to the students to understand what a question is as$ing them.1ive them a set of comprehension questions.As$ students to answer the questions. They can wor$ individually, in pairs or ingroups.
5 1et students to discuss answers in class.
M&estionin) techniE&es . teachers ma# &se dierent methods in askin)E&estion* since E&estionin) is one o! most !reE&entl# &sed teachin)techniE&es* it is recommended that the !ollowin) E&estions be &sed toillicit !&rther &nderstandin) o! the no(el$
Chapter %y
Anwer the following questions with
close reference to the novel.
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1$ ow did arren help with HThe Great scapeI;
2$ p) 81
4$
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1$
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1$
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1$
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Rory plans to ta$e his grandfather away from the nursing home.
Ethers worry about Rory being so young and being burdened with the responsibility of
ta$ing care of 1randa.
trangers come forward to help.
Rory wishes to go to iverpool to hand over the responsibility of his 1randa to his own dad.
The family is reunited.1randa is happy with his granddaughters and Rory is than$ful that he has a family.
ACT.=.T3 &b ( Case and Effect
Cause Effect
Granda leaves the chip pan on fire - suffers from
smoke inhalation is weak and on oxygen.If
Granda had not attempted to fry chips for
lunch?
As he is alone, Rory has to stay at the children's
home at astle !treet. Rory is unhappy" terrorised
#y $ess and is worried a#out his Granda.
As he is alone, Rory has to stay at the children's
home at astle !treet. Rory is unhappy"
terrorised #y $ess and is worried a#out his
Granda.
%edical assessment of Granda finds him &ust not
fit enough( a decision to send him to Rachnadar
#ecause it is realised thatRory cannot be
responsible for his grandfather anymore.
%edical assessment of Granda finds him &ust
not fit enough( a decision to send him to
Rachnadar #ecause it is realised thatRorycannot be responsible for his grandfather
anymore.
THE GREAT ESCAPE
Rory plans to take his grandfather away from thenursing home. Takes on the responsibility of
planning the getaway.
THE GREAT ESCAPE
Rory plans to take his grandfather away from
the nursing home. Takes on the responsibility of
planning the getaway.
Where am I going son?I looked up at him
and a wa!e of lo!e swept o!er me. "y granda
looked like a little boy# as if he were my baby
brother# relying on me to make things better# $ust
as I%d always relied on my granda.
Where am I going son?I looked up at him
and a wa!e of lo!e swept o!er me. "y granda
looked like a little boy# as if he were my baby
brother# relying on me to make things better# $ust
as I%d always relied on my granda.
) wanted to tell him that ) had done this for #oth
of us, so we could #e together, the way we were
meant to #e. ) wanted to tell him that ) would
anything so we could #e together.
) wanted to tell him that ) had done this for #oth
of us, so we could #e together, the way we were
meant to #e. ) wanted to tell him that ) wouldanything so we could #e together.
*ut others worry a#out Rory #eing so young and
#eing #urdened with the responsi#ility of taking
care of Granda.
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*ut others worry a#out Rory #eing so young
and #eing #urdened with the responsi#ility of
taking care of Granda.
!trangers come forward to help. $he two
runaways are on national news and many people
want them to #e together. Rory wishes to go to
+iverpool to hand over the responsi#ility of hisGranda to his own dad.
$he family is reunited.
Granda is happy with his granddaughters and Rory is thankful that he has a family.
ACT.=.T3 $ ( ;ow well do yo now me?
TASK A
Points Evidence
2e ma$es amusingmista$es.
utting Rory-s homewor$ down therubbish chute and the rubbish in Rory-s school bag.
2e can be charming. +n you come darling. Rory, get the lady-s bag.2e can be very rude. 0hapter *6 @ CTin$ersLD C%on-t trust em. %on-t li$e emD2e cannot be trusted. 1randa had set himself on fire at the doctor-s office @ he never puts off
his pipe properly> leaving it to smoulder until it bursts into flames.2e is popular withRory-s friends.
9y classmates loved my granda @ they thought his exploits werehilarious. They were always eager for more stories about him
2e sometimes behavesli$e a child.
Now sit down, 1randa, and behave yourself.-ometimes living with my granda was li$e having a baby in the house
2e is a danger tohimself and others.
eft electric ring switched on and burned a pot.1randa-s coat is accidentally set on fire when he is in school forarent-s %ay.
2e dreads being put ina home.
9y granda will never go into a home. +t will $ill him.
2e hates his own sonpassionately.
Bhen he left Rory, + told him never to come bac$. Told him + washedmy hands of him. Never wanted to hear from him again. 2e was awaste of space. A waste of spaceL-
2e loves Rory deeply. The only son +-ve got now is you, Rory. ou-re the best boy that everlived. + don-t need anybody else, and neither do you.-
TASK
Bhat do you thin$ of 1randaK hare your opinions with another partner and see if you all
agree.
! As an elderly man, given to lapses of memory, 1randa has a generous heart and iscertainly full of charm.
! 2e loves his grandson dearly and is very proud of him. Nevertheless, he is afrightened child- and is aware that he needs Rory to be with him at all times @ at leastto feel safe.
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! 2e is quite incapable of loo$ing after himself @ his medication and food has to beattended to by someone else and the only other person who can do it responsibly isRory.
!
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when admonished by her $eeper, she $ic$s at the table, sending mug tumbling- andspilling the tea everywhere. That night, Rory goes to bed a very frightened boy,imagining Tess to come into his room and to drag him out of bed to throw him out ofthe window.
Tess seems to get increasingly angry with Rory as he stays on in the home.
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:. B80E98 TE 8N1AN%- a$e %istrict./*). The second- 1reat 8scape**. Rory runs for help @stops at a house.*(. ReconciliationD @ to live in iverpool with Rory-s father and family.
ACT.=.T3 7 ( Caravans
*/ 2ow is 0aravan * different from 0aravan (K
CA/A=A+ & CA/A=A+ $%arren-s mum-s caravan @ in a primelocation> secluded spot.
uxurious @ two bedrooms with a fittedbathroom. in$ frilly curtains and duvet.
Iitchen cupboards were crammed full with
tins and pac$ets.
Tea, coffee, sugar, cereals and dried mil$.
ocated next to a fishing pond.
0aravan and a large camper van.
Not so plush, a little battered and old
A welcoming flood light.
a perfect place for a holiday @ both cosy and content. The second caravan ismore a home, albeit one with minimum permanence but its warm colours and homely smellssymbolise security and a peaceful domestic setting away from home.
The first caravan is also deserted and is occupied when and if desired. 2ence it fulfilsimmediate needs and nothing more. The second caravan offered security within a family unitand was able to ta$e off at a moment-s notice to avoid being caught. Bhile being private, itoffered Rory and 1randa a social setting in which they were most comfortable.
Symbolism of caravans
rivateelf sufficientecure
The first caravan, being luxurious and well stoc$ed, was a novelty and an immediate
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place to hide in while the second one provided a very domestic place of security thesecurity of a family setting that both Rory and his 1randa had missed all this while/.
ACT.=.T3 8 ( ,eelin's
*. Bhy do you thin$ 1randa said, %on-t trust em. %on-t li$e them.-
Granda is a pro&d man . the wa# he dismisses his son o&t o! his li!e . isreason eno&)h to belie(e that he does not tr&st an#one e'cept "or#$ ema# ha(e been !ri)htened meetin) the two stran)ers >amm# and T#ronein the secl&ded spot him and his immediate reaction was to dismiss themr&del#$ &rthermore* both amm# and T#rone were dressed rather shabbil#and Granda wo&ld ha(e tho&)ht that these two stran)ers were not to betr&sted$ Their /rst meetin) was certainl# not a !riendl# one$
(. Bhat could have been the possible reasons for his disli$eK
Grandas !ear that the# were alone in a secl&ded spotO the stran)ers weredressed shabbil# and this co&ld ha(e been a reason !or )randas pre%&dice$
4. %o you thin$ 1randa was fair to the travellersK
Do* he was not$ e co&ld ha(e been more polite in E&estionin) theirintentions$
5. 0ircle one of the following words that best describe the feelings that1randpa portrayed.
AN,(R 8(A"O9'1 +R(89DIC(
F(AR
&. %iscuss your answer with your friends and teacher.
ACT.=.T3 9 ( /elationships
(?(RCI'( A
*. 2ow do the three words soon-, now- and special- add to the impact of the prayerK
A" The words hi'hli'ht the r'ency of the prayer"
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o he had promised and + believed him. +twas settled between us, in whisperedconversations in the playground, and %arrensnea$ed me the spare $ey of the caravan.All the time it seemed to me that 9rs Foleyhad been watching us suspiciously.
2ey issues that young childrenare %ound to confront as theychallenge authority
1randa, + thought you were going to die.-utting it in words brought the tears to myeyes, and + was glad no one could see me asmy 1randa hugged me close to him.
"ove %et#een generationsG ayoung %oy is aghast thatso)eone he loves deeply )aydie
The doctor didn-t give me a chance toanswer. Rory can-t do everything. 2e doesthe shopping and the coo$ing. 2e cleans thehouse. 2e-s only a boy, and 9r. 9c+ntosh he
needs help.
"ove overco)es civic H fa)ilialresponsi%ilities
Write down other themes and find words or evidence to spport the themes
Themes Evidence from the excerpts
1$ amil# and
relationships
1$ There was onl# Granda and me$ chap$ 12
4$ =m onl# here till m# )randa )ets o&t o! hospital$- =Do )randson o! mine is )oin) to :astle treet$ Dot when m ali(e$
2$ Growin) &pP
,dolescence
1$ C# )randa ne(er !or)ot to take his pillsO beca&se I )ade sure hetoo& the)$2$ IB* i) Can* need some help here$ cant do this on m# own$I
3$ ocial andci(ic
responsibilities
1$ ?eople are kind "or#$ tho&)ht the whole world was )oin) to thedo)s* and then
#o& meet kindness like this$ ts a wonder!&l world* "or#$2$ , wonder!&l world . ?assin) &s like the baton in a rela# race$
?eople who didnte(en know &s* b&t who were willin) to help an#wa#$
4$ ocial bias 1$ TK reporter - - the E&estion is how can an old man and a bo#disappear like this;
The answer had to be that people are helpin) them o&t$ Thep&blic are (er# m&ch on their side$2$ "&b#s responseQ H?eople are takin) sides abo&t #o&* ar)&in)abo&t the ri)hts and
wron)s o! #o&r case$ Thats )ood$ The more people who know#o&r pli)ht* the
better chance o! #o& sta#in) to)ether$I
ACT.=.T3 &% ( =ales in life
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The writer &ses the ne)ati(e !orms o! the modals- a bleak pict&re is createdOmood is somewhat sombre$
The &se o! personi/cation* similes >like the wa' !r&it and metaphors >somebod#
had %&st walked o(er m# )ra(e
ensor# details o! the en(ironment .the stillness o! the s&rro&ndin) - as i!contrib&tin) to the pathos o! the sit&ation$ ,lso the !eelin)s o! the narrator .&se o! E&estion techniE&e pro(ides the emotional hook O an indicator o! tensionand problems to come in the stor#$
The iss&e o! =!or)otten teeth add to the man# problems that "or# seems to
ha(e$
"epeated re!erences to Grandas sit&ation . was not snorin)* was not breathin)
. b&ildin) &p to a crescendo that he ma# be dead$ The /nal sentence sa#s that
he is dead$ entences are short and E&ick* addin) &p to the clima'$
?assa)e has the three parts o! =what the narrator did* saw and tho&)ht .
Fast Jnpredictable
hoc$ing %istressed
Explain how the writer has made this passa'e hi'hly dramatic"
ACT.=.T3 &$ ( Smiles
The smiler The reason for the smile
The lady-, who loo$ed about sixteen, smiledand than$ed him and too$ a seat.age (/
The #o&n) =lad# was ob(io&sl#)rate!&l that Granda had not onl#opened the door !or her b&t had alsoasked "or# to help her with her ba)as she came into the doctors o+ce*str&))lin) with a bab# in her arms$
2e bent right down to the smiling baby and
started tal$ing age (/
,n ob(io&sl# happ# bab# who was
happ# to be in the arms o! hermother as well as recei(e Grandasattention$
%r Nicol was smiling. age 4/ r$ Dicol was probabl# am&sed atthe wa# Cister Ccntosh had been
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drenched b# his )randson who* inan attempt to p&t o&t the smokebelchin) !rom his )rand!atherspockets* had thrown a (ase o! waterat him$ The doctor was also
probabl# tickled b# Grandascomplaint abo&t how he had been=practicall# drowned b# his)randson as well as hispron&nciation o! the word=pne&monia$ ,ll in* the doctor was(er# !amiliar with his patient* ha(in)known them !or a (er# lon) time$
9rs Foley beamed. age *7/ Crs ole# was happ# to /nall# meetCister Ccntosh* "or#s )rand!ather*
on ?arents Di)ht and probabl#wanted to break the news abo&t"or#s late homework to the older)entleman as politel# as possible$
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A male nurse was at the door... 2e was smiling,but that didn-t ma$e me feel any better. age
(6/
The n&rse was probabl# tr#in) to bereass&rin)* and it was in his best
intentions to break the news abo&t)randa to "or# in a pleasant wa#$The smile co&ld possibl# so!ten thecase and red&ce "or#s worr# andan'iet#$
?al 'essup came in later. he had a big smileon her face age (M/
Kal was )en&inel# happ# andrelie(ed that Granda was )oin) to
be B and she was )lad that sheco&ld p&t "or#s mind at ease$
ACT.=.T3 &4 ( #y way"""
And now, the end is nearAnd so + face the final curtain.9y friend, +3ll say it clear
+3ll state my case of which +3m certain.+3ve lived a life that3s full+ travelled each and every highwayAnd more, much more than this,+ did it my way.
Regrets, +3ve had a few
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*yrics /elativity to Grandas *ife
And now, the end is nearAnd so + face the final curtain.
,randa is certainly an old )an #ho
is uite un#ell !e is heavily
dependant on )edication to &eephi) healthy and needs so)eone to
ta&e care of hi)
+3ve lived a life that3s full
,randa had lived an adventurous
life for instance4 he had lived
%eside a river as a %oy and had
al#ays @shed and had learnt ho#
to prepare the @sh too In another
ea)ple4 ,randa had %een a )otor
)echanic %efore and no# utilised
his &no#ledge of cars to steal one
Regrets+ did what + had to doAnd saw it through, without exemption.
+erhaps the )ain regret that he
had %een old #hen he had had a
son and that he had spoiled the
son too )uch That the son had
ta&en things for granted and had
thro#n things aside #hen he gre#
tired of the)4 and that included
Rory and his )other 'o ,randa did#hat he had to do and #ashed his
hands$ o0 his son4 never #anting
to hear fro) hi) again
es there were times, +3m sure you$new,Bhen + bit off more than + could chew
There are ti)es #hen ,randa
atte)pts to help out %ut )a&es a
)ess out of things4 for instance
#hen he %urnt the chip pan !e
#as uite incapa%le of doing
things around the house %ecause
of his failing )e)ory
+ ate it up, and spit it out,+ faced it all, And + stood tall,And did it my way.
!e too& care of his grandson on his
o#n after Rory$s grand)other
passed on and never uite gave in
to his ail)ents and ina%ilities
And may + say, =not in a shy way=, ,randa #as never uite shy
al#ays char)ing hi)self to pretty
#o)en and %eing a%solutely fran&
#hen it reuired hi) to %e
To say the things, he truly feels, The instance #hen he had to tell
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And not the words of one who $neels. his son not to return after he had
left Rory and his )other !e too&
over the caring of Rory on his o#n4
never once trying to @nd the son
he had dis)issed
The record shows, + too$ the blows,And did my way.
+erhaps the %lo#s that granda
)ight have felt is #hen his only
son leaves the house for good
and then later4 #hen his #ife dies
and he tends to the up%ringing of
Rory on his o#n Finally4 a )a/or
%lo# could %e his ailing health as
#ell4 reuiring hi) to %e ta&en
care of instead of hi) ta&ing care
of Rory
ACT.=.T3 &5 ( /each ot
Accept any suitable answers/
ACT.=.T3 &6 ( What a wonderfl world
TASK A
Worin' in a small 'rop complete the table below(
Character *hat They Do To !elp *hy They !elp
arren1$ e helps "or# come with ane'c&se !or Crs$ ole# as to wh# "or# had notpassed &p his
homework$2$ e is a )ood listener andaltho&)h he
con(e#s his mothers messa)es Popinions
to "or#* he himsel! is worriedabo&t the
b&rden o! responsibilit# that hisdear !riend has to bear$
3$ arren comes &p with thesol&tion that
"or# and Granda co&ld =escapeto his
arren isher is "or#sbest pal and )en&inel#likes Granda too$
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mothers secl&ded b&tcom!ortable
cara(an when "or# knew he hadto take his )rand!ather awa# !rom
"achnadar$ "or#swears arren to secrec# and int&rn the
latter sneaks "or# the spare ke#o! the
cara(an$4$ @ater* arren te'ts "or# to warnhim that
the police know where "or# andhis
)rand!ather are and enco&ra)eshim to r&n
awa#$
amm#1$
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Grandas health and reass&res "or#that hewo&ld t&rn them in$
3$ t is "ab who /rst s&))ests to"or# that he
sho&ld )o to @i(erpool to meet his!ather$4$
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help$inall#* he arran)es !or Kal ess&p
. a socialworker* to take care o! the aairs
o! Granda
and "or#$
Kal ess&p1$ he is ner(o&s abo&t "or# li(in)alone in the
Nat a!ter the /re mishap and sodri(es him
to the childrens home in :astletreet$2$ he takes "or# to the hospital tosee his
)rand!ather b&t keeps her worriesabo&t
the latters health a secret$
3$ (ent&all#* it is she who tells "or#that the
a&thorities ha(e mo(ed )randa tothe old
peoples home and that "or#*bein) #o&n)*
reall# cannot take theresponsibilit# o!
carin) !or his a)ed and &nwell)rand!ather$4$
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"or# makes s&re that Granda takes his pills* and o!ten lea(es school on
time >sacri/cin) his )ame o! !ootball to )et hot pies !or their l&nch$
Grandas
carelessness with the chip pan had landed him in hospital and "or# at:astle treet* "or# plans the Great scape and )ets him awa# !rom the
hospital where the# p&t old people in$
rom now on* "or# is responsible in keepin) Granda well and awa# !rom
p&blic scr&tin#$ De(ertheless* help comes in the most &ne'pected
manner and it is also "or#s responsibilit# to accept the help oered and
to be with his Granda at all times$
,s a #o&n) care-)i(er* "or# is bent on keepin) his )randa !ree* and awa#!rom "achnadar$ e also i)nores others pleas to not take &p the
responsibilit# o! carin) !or his )rand!ather$ or "or#* it was important
that he do e(er#thin) he co&ld !or both o! them so that the# co&ld be
to)ether* Hthe wa# the# were meant to be$I
"or#* despite his #o&n) a)e* is also aware that i! he does not take care o! his
Granda* the old man co&ld be p&t into a home and what then will happen to
"or#; #namics o! !amil# relationships
Issues of +ersonal Develop)ent in the novelG
QGrowin) JpPCat&rationPdisco(er# o!
sel!
QCoralit# to )&ide ones actionsSde!end
what is ri)htQ,d< or child relationship
Q&pport o! other peopleQ,cceptance o! sel! and
othersQ"espect !or a&thorit#Q,cceptin) responsibilit#
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ACT.=.T3 &6 ( Chapter by chapter
Chapter 6
1$
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He has to take care of his grandfather
3$
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6$
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He gave "or# the s'are ke# to his !others caravan
2$
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To block an# other vehicle fro! co!ing in or going out
3$
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1$
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8$
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2$
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,lossary
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NOVEL
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'otter n. note pad
Eminous Ad;. threatening, suggesting that something bad is going to
happen
latter n. a variety of prepared food
Rattled v. to ma$e somebody to lose composure
Ruc$sac$ n. a large bag usually with two straps and a supporting frame, a
bac$pac$
curried v. to move at a hurried space
huffling v. wal$ing without lifting feet
ledgehammer n. a large hammer
sloshing v. spilling liquid clumsily
lurped v. dran$ something noisily
mouldering v. on fire, fiery
tealthily Adv. ilently, snea$ily, cautiously
Tin$ers n. travellers in former times , somebody who travelled from
place to place to mend metal household items such as pots
and pans
Tutting v. expression of irritation or disapproval, to ma$e a clic$ing
sound with tongue to express annoyance or dissatisfaction
Bary Ad;. cautious and alert for problems
Baxen Ad;. pale and unhealthy loo$ing
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Additional
ESSE+T.A* I2EST.1+S ,1/ +1=E* A+A*3S.S
,nswer the !ollowin) E&estions abo&t #o&r no(el in essa# !orm$ ,s #o&work thro&)h the dierent sections o! E&estions* #o& will be composin) anessa# that anal#Fes the no(el #o& ha(e read$
+$
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de)ree o! comple'it# o! hisPher beha(io&r* tho&)ht* and !eelin)sOtheir appearances* their habits* mannerisms* speech* attit&des and(al&es$
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V?@,D,TD KD:
1$ "or#sresponsibilit#
o!takin) care o!
)randpa
"or# is aware o!
his responsibilit#
o! takin) care o!
his )randa
despite his
#o&n) a)e$
1$ C# )randa ne(er !or)ot to take his pillsObeca&se I )ade
sure he too& the)$1$ometimes li(in) with m# )randa was likeha(in) a bab#
in the ho&se$2$id she see me sneak into the bakers at thecorner !or
two hot pies; id she know alread# that
Granda ne(erhad m# l&nch read#; Granda relied on me to
brin) himhis l&nch e(er#da#$ hadto )o home at
l&nch time$ hadto make s&re he was takin) his pills$
B My granda had ta&en care of )e all)y life No#4 #hen
he #as getting old and forgetful and#as never uite
#ell4 no# it #as )y turn to loo& after)y granda .ut if it #asn$t )y responsi%ility4then #hose #as it35$,re #o& alri)ht Granda; ,s lon) as m with#o&$>ch 26
2$ "or# treatshis
)randpa likea
#o&n) child$
1$ =Dow sit down* Granda* and beha(e #o&rsel!$2$ The tro&ble is * he %&st doesnt know how tohandle m#
)randa like do$ Ao&(e )ot to throw theins<s ri)ht
back at him* and m# dad cant do that$ (er#time m#
)randa ins<s him* he %&st keeps apolo)isin)to him$
>chp33
3$ "or#reco)nises
Grandascarelessness
with /re$
1$ =Ao& were on /re* )randa$ p&t #o& o&t$ thadnt
been the /rst time either )randa had setsomethin)
on /re with that pipe o! his$ e ne(er p&t ito&t
properl#$ e alwa#s le!t it to smo&lder$2$ @e!t electric rin) switched on and b&rned apot$
3$ Grandas coat is accidentall# set on /rewhen he is in
school !or ?arents a#$
4$ :oncept o!
amil#
1$ There was onl# Granda and me$ chp 124$ wanted to tell him that had done this !orboth o! &s*
so we co&ld be to)ether* the wa# we weremeant to be$
wanted to tell him that wo&ld an#thin) sowe co&ld be to)ether$ ,n#thin)$ >:hp 14$1$ Do* Granda* were a team$ To)ether$ There
was no other wa#$ >chp 17
S1#E .#P1/TA+T E=.!E+CE ,/1# T;E TEHT
=*hy couldn$t
people realise
that I #as all
)y granda
had=and=,ra
nda #as all I
had too If they
put ,randa into
a ho)e=#here
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+anel of
CATCH US IF YOU CAN NOVEL
Coord!nators
!iana ,atimah t Ahmad Sahani immy Then Choon >in' 9I
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