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FORM 5

Novels

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can

Table of Contents

Synopsis Elements Activities Assessment Answer Key Glossary Appendix Panel of writers

0

DRAFT


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Introduction

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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" $%&%
http://www.wisegeek.com/http://www.wikipedia.org/wiki/Novelhttp://www.wisegeek.com/http://www.wikipedia.org/wiki/Novel


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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

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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

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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

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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


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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14

"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


.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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Themes

=ales

&" ,amily relationships and bonds mst be appreciated and maintained"

$" Commnication is an important featre amon' friends and family members"

4" Trst is a vital component in brid'in' 'enerations"

5" Appearances may not be what they seem"

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,amily and relationships

A ;ourney of love and protection between a grandfather and his grandson.

Social bias

2ow society is quic$ to decide what the aged and ailing as well as the young should be

treated.

Social and civic responsibilities

2ow society tries to intervene and help those who they thin$ are unfairly treated or who they

thin$ deserve a better treatment.

Growin' p @ Adolescence

8xplores $ey issues that young boys of this age may confront as their characters areshaped by relationships around them.

rid'in' the 'eneration 'ap

A young boy-s love for his aging grandfather> it shows a young boy realiHing that someone he

loves deeply may die.


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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.

17

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.

18

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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19

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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! $he landscape o# the t!o places is not pleasant ' the drabness o# the t!o placesshape and re#lect the #eelin"s o# the characters and "oad them into action ($he %reat

&scape)

Settin' and the Sitation of Characters

The novel starts with 1randa and Rory in the waiting room of a doctor-s clinic and ends withthem at the hospital.

+n the first instance 0hapter */, Rory and 1randa are waiting to see %r. Nicol and

1randa comments about CGhow nervous + get going in to see this doctor.D


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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#!

22

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&lt$

,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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Bhen he left Rory, + told him never to come bac$. Told him + washed my hands of

him. Never wanted to hear from him again. 2e was a waste of space. A waste ofspaceL-

+f + were younger +-d run away from here somewhere where they-d never find me.-

9e and my granda were going to run away.

CRory, +-m your dad.D

C+ was young, Rory, and stupid. Too scared to come bac$ because my dad said he

hated me. %idn-t want to see me again. to indicate that both Rory and 1randa must have been running away

from something.

2s Jsedforreferringtoyourselfandotherpeoplewith you the two of us! Rory

and 1randa/

.f Jsed for emphasising that something is not as possible as one thin$s it to be

3o Jsedforreferringtothepersonorpeoplethatyouaretal$ingto

23
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25/103

Aims #aterials

Steps

+otes

tudents may create their own graphic organiser that explainsthe plot of the story.

Can

2ave the ability or means to do something

The title seems to indicate a dare to catch /ory and Granda as they escape from

bein' pt into two separate homes"

CATCH US IF YOU CAN PLOT)ACTIVITY *

24

Cause and

* To map the sequence of events of the story( To write these events as a result of cause and

effect

* Bor$sheet *a and *b

Time ( 9% mintes

* +nstruct students to sit in pairs and map the plot of the story.( As$ students to present their findings.4 8ncourage students to as$ questions at the end of each presentation.5 As$ students to write out the cause and effect of the events.


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CATCH US IF YOU CAN PLOT)+O,-SHEET *a

There are many incidents that ma$e up the plot in a story. Brite down the sequence of theseincidents in the boxes below.

25

Cause and

1randa leaves the chip pan on the fire and suffers

from smo$e inhalation.


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CATCH US IF YOU CAN CHA,ACTE,S)ACTIVITY .

CATCH US IF YOU CAN PLOT)+O,-SHEET *b

Brite down the cause and effects of the incidents that you have listed in wor$sheet *a.

26

Cause and

Cause Effect

1randa leaves the chip pan on

the fire

2e suffers from smo$e inhalation and

has to be hospitalised


28/103

Aims #aterials

Steps

+otes

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 from

0hapters * @ 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.

t&dents can be asked to write down words &sed to describe Granda and

e'plain how these words e'plain his attit&des and beha(io&r$


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CATCH US IF YOU CAN CHA,ACTE,S)+O,-SHEET .

oints 8vidence

2e ma$es

amusingmista$es.

2e can be

verycharming.

2e can be

very rude.

2e cannotbe

trusted.

2e ispopularwithRory-sfriends.

2e sometimesbehaves li$e achild.

2e isa danger to

himself and

others.

2e dreads

beingput in ahome.

28

!o# *ell Do 1ou2no# Me3

Tas$ A

Bor$ witha partner, thin$about what sort ofperson 1randa is and whathas happened tohimup to chapter 6.


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- Notes -

2e hateshisown 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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Aims #aterials

Steps

+otes

CATCH US IF YOU CAN CHA,ACTE,S)ACTIVITY /

30

My friend4

*

(

To explore and empathiHe with a character.

To analyse what other characters thin$ of her.

* Bor$sheet 4a( Bor$sheet 4b

Time ( 9% mintes

* +nstruct students to discuss in pairs and complete table in wor$sheet 4a on thecharacter, Tess.

( As$ students to write about M) to *)) words on Tess, including their thoughts onwhat Rory and Tony say refer to sample format of essay/. Bor$sheet 4b/

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$


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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 commotion

from 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

4. Tess turned her piggy eyes on me.

CBhat-s thatKD 2er voice was loud,almost a scream, as if she thought noone 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

31

My friend4


33/103

about.D

6. Bhen Tony came bac$ into the $itchenhe tried to reassure me. Che-s not going

to 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

What

others

think of

her

32

My friend4


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Aims #aterials

Steps

+otes

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 $inds of ;ourneys acharacter for example, Rory might ta$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 the

type of ;ourneyRory underta$es.


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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

I pac&ed a

+hysical /ourney

()otional /ourney

'piritual /ourney


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Aims #aterials

Steps

+otes

CATCH US IF YOU CAN SETTIN1)ACTIVITY2

35

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.

,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$


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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

A /ourney to

Scotland


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Aims #aterials

Steps

+otes

CATCH US IF YOU CAN SETTIN1)ACTIVITY 3

37

England

Caravans

* To compare the two settings.( To differentiate the social bac$grounds of thesesettings.

* 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.

t&dents can be asked to write down words &sed to describe the

cara(ans and e'plain how these words made the cara(ans dierent$ The

st&dents can also be asked to write a description o! their classroom$


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CATCH US IF YOU CAN SETTIN1)+O,-SHEET 3

38

Caravans

Caravan 6

The cara(an wasl&'&r#$ nl# the best!or arrens m&m$There were two

bedrooms and a /tted

kitchen$ There was abathroom with a

shower$ opened thec&pboards$ &st as

arren had told me*the# were crammed

!&ll o! tins and packets$There was tea and

coee and s&)ar and

cereal and dried milk$

Caravan 7

This (an is so &nlikearrens m&ms$ri)htl# co(ered

shawls were throwno(er the seat and the

lamps threw o&t a so!tand warm* oran)e

)low$ ,nd the smell itwas o! spices and

cinnamon and )arlic$ twas as i! we had been

catap&lted into anotherword$

Co)pare the t#o caravans *rite your ans#ers on

a separate piece of paper

1 ow is :ara(an 1 dierent !rom :ara(an 2;

2


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Aims #aterials

Steps

+otes

CATCH US IF YOU CAN THE4ES)ACTIVITY5

39

FeelingsTime ( 5% mintes

* To understand and analyse a theme in thenovel.

* Bor$sheet 7

* +nstruct students to read and discuss the excerpt given in pairs.( As$ students to complete wor$sheet 7.

Tin&ers>noun) - tra(ellers >in !ormer times* somebod# who tra(elled!rom place

to place to mend metal ho&sehold items s&ch as potsand pans$


41/103

CATCH US IF YOU CAN THE4ES)+O,-SHEET5

/ead the followin' excerpt and answer the Destions below" !ecide the theme which

comes across thro'h this excerpt"

40

Feelings

1randpaL That was really rude.-Tin$ersL- 9y grandpa spat the word out in disgust.%on-t trust em. %on-t li$e them.-+ don-t thin$ you-re supposed to call them tin$ersany more 1randa. +t-s not politically correct.They-re travellers.-1randa tutted. Tin$ersL They would be after myfish.-Travellers,- + insisted. And they wouldn-t be

interested in your old fish.-1randa lifted his fish and started wal$ing bac$ tothe caravan. Tin$ersL- he $ept muttering.+ was grinning as + followed behind him.TravellersL- + $ept saying, $nowing that it wasannoying him no end.

1randpaL That was really rude.-Tin$ersL- 9y grandpa spat the word out in disgust.%on-t trust em. %on-t li$e them.-+ don-t thin$ you-re supposed to call them tin$ersany more 1randa. +t-s not politically correct.They-re travellers.-1randa tutted. Tin$ersL They would be after myfish.-Travellers,- + insisted. And they wouldn-t be

interested in your old fish.-1randa lifted his fish and started wal$ing bac$ tothe caravan. Tin$ersL- he $ept muttering.+ was grinning as + followed behind him.TravellersL- + $ept saying, $nowing that it wasannoying him no end.


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*. Bhy do you thin$ 1randa said , %on-t trust em. %on-t li$e them.-

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO



(. Bhat could have been the possible reasons for his disli$eK




4. %o you thin$ 1randa was fair to the travellersK




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/.

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO



41


43/103

Aims #aterials

Steps

+otes

CATCH US IF YOU CAN THE4ES)ACTIVITY6

42

Relationship

Time ( 5% mintes

* To understand and analyse a theme of in thenovel.

* As$ students to read and answer the questions in wor$sheet M.

* Bor$sheet M


44/103


Exercise A

/ead the excerpt and answer the followin' Destions

*. 2ow do the three words soon-, now- and special- add to the impact of the prayerK

A. The words highlight the urgency of the prayer.


45/103

0. The 1randa seems to be the most important person in Rory-s life.

Exercise

/ead the excerpts and answer the Destions

*. T

*. Bhich of the following phrases express the main idea in the above passagesK

A. CG.+ had done this for the both of us...D


46/103

Aims #aterials

Steps

+otes

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO




CATCH US IF YOU CAN THE4ES)ACTIVITY

7

45

The .ig

Time ( 5% mintes

* To identify themes based on excerpt given

* %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.

* Bor$sheet :


47/103


/ead the excerpts and write down the themes"

EHCE/PT T;E#ES

1randa says" CTin$ersLD 9y granda spat the word indisgust. C%on-t trust em. %on-t li$e em.D

o he had promised and + believed him. +t wassettled between us, in whispered conversations in

the playground, and %arren snea$ed me the spare$ey of the caravan. All the time it seemed to methat 9rs Foley had been watching us suspiciously.

1randa, + thought you were going to die.- utting itin words brought the tears to my eyes, and + wasglad no one could see me as my 1randa huggedme close to him.

The doctor didn-t give me a chance to answer. Rorycan-t do everything. 2e does the shopping and thecoo$ing. 2e cleans the house. 2e-s only a boy,

and 9r. 9c+ntosh he needs help.

46

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


48/103

Aims #aterials

Steps

+otes

Write down other themes and find words or evidence from the text to spport thethemes"

Themes Evidence from the excerpts

*

(

4

5

CATCH US IF YOU CAN VALUES)ACTIVITY *8

47

;alues in

Time ( 5% mintes

* To state and provide evidence of two values

found in the story

* Bor$sheet *)

* %istribute wor$sheet *) to every student. As$ students to write four values found

in the story with textual evidence/.( elect students randomly to present their findings.


49/103

CATCH US IF YOU CAN VALUES)ACTIVITY *8

S''est for vales that yo may derive from the text" Write these vales in thecolmn on the left and spport them with textal evidence from the story" Write yoranswers in the space provided below"

=ales Textal evidence

*

(

4

48

The teacher ma# )i(e an e'ample o! an intended answer to )&ide

st&dents o! lower n)lish pro/cienc#$

;alues in


50/103

Aims #aterials

Steps

5

CATCH US IF YOU CAN EN,ICH4ENT)ACTIVITY **

49

The *riter$s

Time ( 5% mintes

* To understand and analyse the writer-s use oflanguage.

* Bor$sheet **

* %istribute the wor$sheets.( As$ students to read the excerpt and go through instructions on wor$sheet **.4 2ave students answer the questions on the wor$sheet **.


51/103

+otes

can$tremember !allin) asleep b&t did$ don$t e(en know how lon) slept$ %&mped awake into a silent ni)ht$ Not a %ird Not a rustle of trees or%ushes$ There #asn$t a %reatho! wind$Granda #asn$te(en snoringan# more$ stood &p and stretched$ Time to

wake him* tho&)ht$


52/103

Aims #aterials

Steps

;ow wold yo describe this passa'e? 3o can choose from the words below orthin of some of yor own"

%ramatic ad

Fast

Jnpredictable hoc$ing %istressed

Explain how the writer has made this passa'e hi'hly dramatic"

CATCH US IF YOU CAN LITE,A,Y 9EVICES)ACTIVITY *.

51

')iles

Time ( 5% mintes

* To understand and analyse the writer-s use oflanguage.

* Bor$sheet *(

* %istribute wor$sheet *(.( As$ students to ma$e notes wor$sheet *( and collect evidence of characters-

thoughts as they are implied by smiles and loo$s.4 8ncourage students to speculate correctly what these gestures really mean.


53/103

+otes

CATCH US IF YOU CAN LITE,A,Y 9EVICES)+O,-SHEET *.

Sometimes a characters facial expression is


54/103

Aims #aterials

Steps


55/103

+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

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


56/103

Aims #aterials

Steps

+otes

And saw it through, without exemption.+ planned each charted course8ach careful step, along the bywayAnd more, much more than this,+ did it my way.

es there were times, +3m sure you $new,Bhen + bit off more than + could chew


57/103

T,-B

4n the !irsthal!o! :atch Js 4! Ao&:an man# peopletr# to helpGranda and"or#$ 4ma)inethat !o&r o!these peopleha(e a meetin)to disc&ss what isbest!or both Granda and "or#$


58/103

> Notes

t&dents responses ma# be their own or !rom their &nderstandin) o!iss&es in the no(el$

P %o you thin$ itrightthat Rory has to loo$ after 1randaKP Bhy did youcontact ?al'essupKP Bhat do youthin$shouldhappento 1randa nowKP Bhat do youthin$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 nowKP 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 muchKP %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 muchKP %o you thin$he shouldstay thereK

P 0an you thin$of a bettersolutionto hisproblemsKP %o you thin$Rory and 1randa shouldbe ableto live togetherK

57


59/103

Aims #aterials

Steps

CATCH US IF YOU CAN ASSESS4ENT)ACTIVITY *2

58

*hat a

Time ( 5% mintes

* To test students- understanding of the text. * Bor$sheet *&

* 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.


60/103

+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.

Character *hat they do tohelp

*hy they help

arren

59

, !&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 bt

themselves" .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"


61/103

amm#

,nnie and "ab

Dorma and Dicola

r Dicol

Kal ess&p

TASK $

60

In your opinion4 ho# is fa)ily responsi%ility

portrayed in

LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL


















62/103

Aims #aterials

Steps

CATCH US IF YOU CAN ASSESS4ENT)ACTIVITY *3

61

Chapter %y

Time ( 5% mintes

* 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.


63/103

+otes

1$ pa)e 1

4$


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1$


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1$


66/103


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1$


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1$


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'uggested

CATCH US IF YOU CAN

NOVEL

ACT.=.T3 &a

1randa leaves the chip pan on fire ! suffers from smo$e inhalation and hospitalised

As he is alone, Rory has to stay at the children3s home at 0astle treet.

9edical assessment of 1randa finds him ;ust not fit enough- @ a decision to send him to

Rachnadar because it is realised that Rory cannot be responsible for his grandfather

anymore.

T;E G/EAT ESCAPERory 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

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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 thatRory

cannot be responsible for his grandfather

anymore.

THE GREAT ESCAPE

Rory plans to take his grandfather away from the

nursing 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 ) would

anything 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.

*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 his

Granda to his own dad.

$he family is reunited.

Granda is happy with his granddaughters and Rory is thankful that he has a family.

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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 to

himself 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.

! 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 is

Rory.!


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frightens the other inmates but also displeasesthem.

(. 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

'ac$ie obviously has had enough of Tess and hequic$ly surmises her as being mad anddangerous. 2e does not thin$ she warrants aplace in the home and should not be among

them.4. Tess turned her piggy eyes on me.

CBhat-s thatKD 2er voice was loud,almost a scream, as if she thought noone would hear her, or listen, unless sheyelled.

+t is obvious that Tess despises anyone new tothe home and Rory becomes her latest victim-.2er raised voice is most probably to show thatshe is in power @ an attitude that she mayemploy to frighten the other children.

5. C2e-s sitting in my seatLD Tess made adive towards me and + ;umped out of theseat automatically.

Authoritative, Tess is showing definite signs ofbeing the home-s terrifying bully. he is alsosomewhat abusive in her reactions to Rory.

&. 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

No one is really sure why Tess behaves the wayshe does. The other children have come to theconclusion that Tess does not need much to be

angry about and would harp on any reason to beso foul tempered.

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

Tony is aware that Rory has become Tess-starget of attac$ and his answer is probably tosoothe the young boy-s frayed and frightenednerves.

ample Format of 8ssay on the character study of Tess

1eneral


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Tess is her own worst enemy- and that she really is a sad girl.

ACT.=.T3 5 ( . paced a sitcase for s

+hysical 8ourney

The actual plotting of the 1reat 8scape @ Rory hatches a plan to go on a run li$e a convict.

'ourney proves to be a real adventure @ with dangers lur$ing at most unsuspecting corners.

HCe and m# )randa were )oin) to r&n awa#$I

()otional 8ourney A ;ourney of love and protection

Rory is devastated when he realises that his 1randa will be sent to a home and he to be

fostered.The fears he faces and the will to overcome them.

Rory learns never to ;udge anyone.

Rory-s frustration when his father does not come up to find for them after all that publicity that

has been given to their escape-.

'piritual 8ourney A ;ourney of discovery> that they both need each other @ they are Ca teamD.

Rory reaches out to the


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%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 withtins 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 smells

symbolise 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 sufficient

ecure

The first caravan, being luxurious and well stoc$ed, was a novelty and an immediateplace 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#rone

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in 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 you thin$ Rory is mature for his ageK

1es he is a )ature %oy %ecause he is not only very concerned andresponsi%le of his grandfather4 %ut also &no#s that he cannot %eseparated fro) his ,randa Therefore his plotting and @nally theescape fro) Rachnadar are %oth %rilliant and touching Roryre)ains his grandfather$s carer at all ti)es throughout theiradventures and /ourney

Brite down a few phrases from the text that support your answer.

6 My granda had ta&en care of )e all )y life No#4 #hen he #asgetting old and forgetful and #as never uite #ell4 no# it #as )yturn to loo& after )y granda

7 .ut if it #asn$t )y responsi%ility4 then #hose #as it3

B I loo&ed up at hi) and a #ave of love s#ept over )e My granda

loo&ed li&e a little %oy4 as if he #ere )y %a%y %rother4 relying on )e

to )a&e things %etter4 /ust as I$d al#ays relied on )y granda

*hy couldn$t people realise that I #as all )y granda

had=and=,randa #as all I had too If they put ,randa into a

ho)e=#here #ould I go3

ACT.=.T3 : ( The i' .deas

/ead the excerpts and write down the theme

EHCE/PT T;E#ES

1randa says " CTin$ersLD 9y granda spat theword in disgust. C%on-t trust em. %on-t li$eem.D

*e should not assu)e thatpeople #e do not &no# are not to

%e trusted E+re/udices

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 as

my 1randa hugged me close to him.

"ove %et#een generationsG ayoung %oy is aghast thatso)eone he loves deeply )ay

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die

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 heneeds 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$ 124$ =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 didnt

e(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* thebetter chance o! #o& sta#in) to)ether$I

ACT.=.T3 &% ( =ales in life

?alues Textual evidence

Family relationshipsand bonds must beappreciated andmaintained.

No Rory, nothing-s changed. +-d rather be here in this cold bus

shelter with you than anywhere else in the world. + want us to

stay together as long as we can. +s that a dealK C+t-s a deal

1randaD

0ommunication is an + wanted to tell him that + had done this for both of us, so we

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cant remember !allin) asleep b&t did$ dont e(en know how lon) slept$ %&mped awake into a silent ni)ht$ Dot a bird$ Dot a r&stle o! trees or b&shes$There wasnt a breath o! wind$

Granda wasnt e(en snorin) an# more$ stood &p and stretched$ Time to wakehim* tho&)ht$ 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 .

important feature

among friends and

family members.

could be together, the way we were meant to be. + wanted to tellhim that + would anything so we could be together. Anything.0hap. *5/.

Trust is a vital

component in bridginggenerations.

C+-m getting you out of here.D

9y granda was li$e a little boy, allowing himself to be led, withouta word, without a question. afe in the $nowledge that + wouldloo$ after him.

Those we should trustmay sometimes let usdown> those we do nottrust may sometimesbe our friends in need.

Cou will meet people who will help you. And there will be people

you can-t trust. ou-re loo$ing for something, Rory, and when you

find it, everything changes for you. G.And a terrible sadness will

come first.


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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 andstarted tal$ing age (/

,n ob(io&sl# happ# bab# who washapp# 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 beendrenched 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 alsoprobabl# tickled b# Grandascomplaint abo&t how he had been

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=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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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) tobe 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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hi) 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 do

And 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 theson 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,And not the words of one who $neels.

The instance #hen he had to tell

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

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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

mothers secl&ded b&tcom!ortable

cara(an when "or# knew he hadto take his )rand!ather awa# !rom

arren isher is "or#sbest pal and )en&inel#likes Granda too$

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"achnadar$ "or#swears arren to secrec# and in

t&rn thelatter 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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sho&ld )o to @i(erpool to meet his!ather$

4$


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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 the

responsibilit# o!carin) !or his a)ed and &nwell

)rand!ather$4$


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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!endwhat is ri)ht

Q,d&lt or child relationshipQ&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

CATCH US IF YOU CAN

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. expressio

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