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Pre-reading Year 7 homework

booklet October Half Term 2021

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Contents

Page 3 Introduction and reading rules

Pages 4-5 English

Pages 6-7 Geography

Pages 8-9 Maths

Page 10 Design and Technology

Pages 11-12 Science

Page 13 Computing

Page 14 History

Page 15-17 Music

Page 18 Art

Page 19 French

Page 20 Physical Education

Page 21 EBC

Page 22 Drama

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Introduction

This homework booklet is designed to encourage you to read and research

the topics you will be studying in each subject next term.

Research shows that pupils who read regularly, achieve higher results in tests.

WPSFG Reading Rules

First reading is understanding

• Highlight any words you do not understand and try to use strategies to

work out what they mean

• Track with a ruler

• Summarise key points

Second reading is zooming in

• Identifying any interesting features

• How does the extract make you feel?

• How might this extract be interpreted by others?

Once you have finished your pre-reading, look for other examples of

research and reading you could do

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English: Wolf Brother

The New York Times: An Interview With Michelle Paver

Q. To research the first book in your "Chronicles of Ancient Darkness," you did things like

sleep on reindeer skins, eat raw seal liver, and ride 300 miles on horseback through forests.

How much were you able to find out about how hunting-gathering clans lived 6,000 years

ago? What kind of evidence did they leave?

A. Hunter-gatherers didn't leave much behind, so once I'd read all the archaeology on

the period I could find, I filled in the gaps by studying the ways of life of more recent

hunter-gatherers, including Inuit and American Indian cultures, the San (Bushmen) of

southern Africa, the Eboe and Kwaio of central Africa, the Ainu of Japan, and Indigenous

Australians (Aborigines).

On my research trips to Greenland, northern Canada, Scandinavia and Finland, I've tried

to experience Torak's way of life at first hand by learning from modern-day hunter-

gatherers and traditional peoples. I've learned how to carry fire in a piece of smouldering

fungus rolled in birchbark; tried out Inuit reindeer hide and sealhide clothing; eaten

seaweed, seal blubber and spruce resin (a kind of Stone Age medicinal chewing gum).

It's the little details that bring the story alive.

However - and this is crucial - only a tiny fraction of this research ends up in the books,

because I'm not teaching a history lesson, I'm writing an adventure. The story is always

king. I want the reader to be so gripped that they cannot put the book down; to feel that

they're right there in the Forest with Torak, Renn and Wolf. To achieve that, Torak's world

has to feel one hundred per cent real. That's why I do the research.

Q. One striking thing about the three novels is the combination of on-the-ground realistic

detail and the mystical, sometimes fantastical events that shape Torak's world. Why did

you decide to blend fantasy and realism in the books?

A. The more fantastical elements are simply aspects of how hunter-gatherers see their

world; and they themselves tend not make this distinction between fantasy and reality.

We know very little about what Stone Age people believed, so again, I've drawn on the

beliefs of more recent hunter-gatherers. When Toyak tracks his first deer in "Wolf Brother,"

his methods reflect those of the San (Bushmen), who identify with their prey so completely

that they feel they become the animal. And to show how the clans perceive their world,

I've adapted the widespread hunter-gatherer belief that everything in the natural world -

including rocks, rivers and trees - is alive and has a spirit.

Q. One often hears that almost no place in the world feels genuinely remote and

untouched by modern life now. Did you find that to be the case, or did you feel on your

travels that you experienced true wilderness in places like Finland and Lapland?

A. I think true wilderness can still be found, but it's hard to reach and dangerous when you

get there, which is probably why is still exists. The most remote place I've been to was in

Greenland. I remember setting out for a solo hike from a small cabin, itself several hours'

boat ride from the nearest settlement. There was no trail, I had to cross a river that would

become impassable if it rained, and I was a bit concerned about polar bears. After seven

hours' very hard going, I climbed a moraine hill at the edge of a glacier. The wind was

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howling, the moraine unstable, and the glacier was booming. One slip, and no-one would

find my body. Experiences like that are uncomfortable at the time, but they're invaluable

for giving immediacy to the writing.

Q.You've said that a close encounter with a large black bear in the Sierra Nevada partly

inspired Wolf Brother. How so?

A. I was hiking alone in a remote part of King's Canyon National Park, California, when a

female black bear and her two cubs appeared out of nowhere. She was only twenty feet

away from me on the other side of a stream, but she hadn't spotted me yet, and my way

home led right past her. A rancher in Wyoming had told me that as bears hate surprises,

you should make a noise to let them know you're there: his tip was to sing. I took that

literally, and launched into "Danny Boy."

To my horror, the mother bear started towards me, and stopped mid-stream, ten feet

away. She was very agitated, rocking from side to side, as if considering whether to rear

on her hind legs. That's when the terror really kicked in. For what seemed like a lifetime, I

side-stepped past her, and she watched me all the way. Then my path dipped out of

sight, and I ran like crazy.

It was the most terrifying experience of my life, but it also felt oddly as if I'd been back to

the Stone Age. Thousands of years of civilisation had become irrelevant. For a novelist, it's

great to be able to write from first-hand experience about mortal terror, and I've drawn

on it extensively, for instance when Torak faces the bear in "Wolf Brother."

Reflection questions:

1. What is the most interesting thing you learnt from this interview?

2. From this interview, what predictions can you make about the novel

we will be reading this term: ‘Wolf Brother’?

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Geography: Weather

How is weather different from climate?

Taken from BBC Bitesize, The Geographer Online and NASA

We hear about weather and climate all of the time. Most of us check the local weather

forecast to plan our days. Weather describes the condition of the atmosphere (the air that

surrounds the Earth). It might be sunny, hot, windy or cloudy, raining or snowing. Weather

can change from minute-to-minute, hour-to-hour, day-to-day, and season-to-season.

There are really a lot of components to weather. Weather includes sunshine, rain, cloud

cover, winds, hail, snow, sleet, flooding, blizzards, ice storms, thunderstorms etc. So, for

example, it may be 23° degrees and sunny or it could be -4° degrees with heavy snow.

That’s the weather. Weather is only temporary. For example, a blizzard can turn into a

flood after just a few warm spring days.

Climate describes the average weather conditions of a large area (such as parts of

countries, whole countries, or even groups of countries) over a long period of time (30

years or more). For example, you would expect it to be hot if you went on holiday to

Spain in the summer. An easy way to remember the difference is that climate is what you

expect, like a very hot summer, and weather is what you get, like a hot day with

thunderstorms.

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Tasks:

• Highlight any key words that you

are unsure of. Make a note of

them and do some research to

help you come up with a

definition.

• In your own words, explain the

difference between ‘weather’

and ‘climate’.

• Describe what the weather is like

today. Take a look outside – what

is the weather like today? Is it hot

and sunny? Is it cloudy and rainy?

Is there snow on the ground? You

could also do some research to

get some weather data for

today!

Challenge

• Create a weather report for this

week – it could be a news report,

video recording, a poster etc.

Your weather report needs to be

accurate so will need to conduct

your own research find out what the

weather has been like OR is

predicted to be like this week. In

your weather report you could

include weather data, weather

symbols and even a map.

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Maths: Why is algebra so important in your life anyway?

Mathematics as a subject can be broadly divided into three significant branches

Arithmetic, Algebra, and Geometry. Algebra is considered to be one of the oldest

components in the history of mathematics. Algebra deals with the study of symbols,

exponentials, known and unknown variables, and equations.

Muhammad ibn Musa al-Khwarizmi, a 9th-century Persian mathematician, geographer,

and astronomer, is regarded as “the father of algebra.” He wrote a book called "kitab Al-

Jabr" from which the word "ALGEBRA" derived. The word “Algebra” comes from the

Arabic word “al jabr,” which translates to “reunion of broken parts.”

Whether you believe it or not, algebra is needed in many spheres of life. The numbers and

equations gifted by Algebra are frequently used in almost everywhere in this world. Take,

for example; you are out for grocery shopping. Now, the addition and subtraction are the

only sources to help you keep yourself budgeted with the items in the cart. However, for

those who are not convinced of what to leave and what to take a cashier can help them

using some formulation of algebra.

Economists of every country takes the help of Algebra to understand the economy better.

Money is always a part that lands a person or an economy in a dilemma. In that case,

algebra is the only source of help on can get through to solve the problems with how to

subtract debts or loans that one has gained throughout the years.

Algebra is also considered as a ‘trump card’ for success in any business. Let us take an

example; a person runs an online toy store, algebra is what will come in handy for him to

calculate his profit margin on any given item and make up his mind whether that item is

worth stocking. Algebra would also help him in calculating the lowest price he can sell an

item and still make a glaring profit from it.

It is not only mathematicians but even most academicians, educationists, scholars, and

professionals from all other walks of life unanimously agree on the versatility of algebra.

You can liken algebra to an all-purpose tool or a magic wand that can help deal with

everyday problems of life.

Algebra can help you to measure your living room dimensions and determine the size of

an electronic item like TV or refrigerator that’ll fit comfortably in the space. Algebraic

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notations and symbols are crucial for deciphering and understanding musical notes,

forces of gravity, behaviour of solids, liquids, and gases. The myriad branches of science

that have helped us comprehend and appreciate everyday natural phenomenon, use

algebra extensively.

While you visit the market for buying essentials, reining in your expenses is your topmost

priority. And this is where algebra can come to your aid; you assign an alphabetical or

numeric symbol to each expense head (item), and quickly calculate the distinct value of

each, given your total expenditure. If you’ve chosen to pursue a study program in high

school, college, and university where mathematics is a compulsory subject, you’ll

indispensably need algebra.

Task: List 5 different examples where algebra is used in real life.

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Design and Technology Year 7 Pre Reading Bread

I love the fresh- baked taste of you

The sandwiches I make of you

If you go stale, my love won’t fail

I’ll always see the good in you

The bread-and-butter pudding too

The breadcrumbs round the grateful fish

The soup-soaked croutons in the dish

If you go hard, I’ll keep the trust

And not discard a single crust

For you’re the partner I have chosen

You make perfect toast from frozen

By crust and crumbs I plight my troth

I’ll always, always use my loaf

Matt Harvey

Poet

Do I look after my body?

It is important to understand food and what you can make with it and how it supports your body.

This poem is a lovely nod to Bread.

Bread is part of the Starchy Carbohydrate group and makes up just over a third of what you eat in each meal and is very good for slow-release energy and supporting your body development.

If you study the eat well guide below in the Yellow is Starchy Carbohydrate.

If your meal was balanced this is how much of each section, you should have.

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Science: Genetics

What is genetics?

Genetics is the study of genes and heredity. It studies how living organisms, including

people, inherit traits from their parents. Genetics is generally considered part of the

science of biology. Scientists who study genetics are called geneticists. Gregor Mendel is

considered the father of genetics.

What are genes?

Genes are the basic units of heredity. They consist of DNA and are part of a larger

structure called the chromosome. Genes carry information that determine what

characteristics are inherited from an organism's parents. They determine traits such as the

colour of your hair, how tall you are, and the colour of your eyes.

What are chromosomes?

Chromosomes are tiny structures inside cells made from DNA and protein. The information

inside chromosomes acts like a recipe that tells cells how to function. Humans have 23

pairs of chromosomes for a total of 46 chromosomes in each cell. Other plants and

animals have different numbers of chromosomes. For example, a garden pea has 14

chromosomes, and an elephant has 56.

What is DNA?

The actual instructions inside the chromosome is stored in a long molecule called DNA.

DNA stands for deoxyribonucleic acid. Gregor Mendel Gregor Mendel is considered the

father of the science of genetics. Mendel was a scientist during the 1800s who studied

inheritance by experimenting with pea plants in his garden. Through his experiments he

was able to show patterns of inheritance and prove that traits were inherited from the

parents.

Interesting Facts about Genetics

• Two humans typically share around 99.9% of the same genetic material. It's the 0.1%

of the material that makes them different.

Gregor Mendel

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• The structure of the DNA molecule was discovered by the scientists Francis Crick

and James Watson.

• Humans share about 90% of genetic material with mice and 98% with chimpanzees.

• Nearly every cell in the human body contains a complete copy of the human

genome.

• We get 23 chromosomes from our mother and 23 from our father. Some diseases

are inherited through genes.

• DNA is a really long molecule and there are lots of DNA molecules in the human

body. If you unravelled all the DNA molecules in your body, they would reach to

the Sun and back several times.

• DNA molecules have a specific shape called a double helix.

DNA, double

helix shape

Task: Write a summary paragraph on the text in your self-quizzing

book.

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Year Computing: Computer Devices

The invention of the computer has had a huge impact on our day-to-day lives, and they

are now present everywhere – at home, at work and in education.

It is easy to recognise that personal computers, laptops and mobile devices are

computers, but computers are also hidden in many more devices. Computers are found

in many of the devices we use on a daily basis. Because they are relied on so heavily,

knowing what they are and how to use them is valuable.

Input devices

An input device is any piece of computer hardware used to provide data to a computer

system. Examples include:

• keyboard

• mouse

Output devices

An output device is any piece of computer hardware used to communicate the results of

data that has been processed. Examples include:

• monitor

• printer

Storage devices

A storage device is a piece of computer equipment which can be used to store data.

Examples include:

• hard disk drive

• DVD drive

TASK

What is an input device? Name one.

What is an output device? Name one.

What is a storage device? Name one.

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History: What Were ‘The Dark Ages’?

‘The Dark Ages’ is a name that historians have used to refer to the period from around 410

- 1066 AD. The term comes from the fact that there aren’t many written records existing

from this time period and so historians have been ‘left in the dark’ about what life was like

in Britain.

It has also been suggested that the Dark Ages was a period where there weren’t any

achievements in culture (art, buildings and literature), although recent archaeological finds

have made historians question this idea.

The most famous site is an area called Sutton Hoo where

archaeologists have found many beautiful objects such as this helmet

that has lots of intricate details. These objects suggest that Dark Age

Britain actually had lots of very skilled craftspeople.

The Dark Ages also saw lots of different groups of people

invading or migrating to Britain, including the Picts from Scotland,

the Angles and Jutes from Denmark, the Saxons from Germany,

and Vikings from Scandinavia. These groups brought with them

different ideas that mixed with those of the Celts and created

new cultures and laws

Tasks:

1. Look up and write down the definition of the words that are underlined

2. Summarise what you have read in no more than 100 words

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Music: Timbre and Sonority

How can we tell the difference between a violin and a piano or a clarinet and a

harp? The answer is because each individual instrument has its own

unique TIMBRE and SONORITY which means the character or quality of a musical

sound. There are many different words we can use to describe the timbre or sonority of

an instrument, voice or sound, for example, warm, harsh, bright, metallic or dull.

There are different things that can affect the timbre or sonority of an instrument, voice or

sound:

Size Larger instruments

produce low frequencies,

whereas smaller

instruments

produce high frequencies

Shape The shape of the

instrument will also affect

its timbre and

sonority. Some

instruments that are

played by

being blown have a BELL,

on the end to help with

the amplification of the

sound (making it louder

and more pronounced).

An example of this is the

trumpet.

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Material Musical instruments are

made from many different

materials: wood, plastic,

metal, strings, skin,

gut. Sometimes similar

instruments are made

from different materials

such as the xylophone

(with wooden bars) and

the glockenspiel (with

metal bars) from the

percussion section of the

orchestra.

Mouthpiece The mouthpiece of an

instrument directly

impacts on the timbre or

sonority created. Brass

instruments and the flute

and the piccolo from the

woodwind section have

open, hollow metal

mouthpieces which are

blown into or

across. Instruments like

the clarinet and oboe

have a reed which

vibrates when it is blown

into.

How do we describe TIMBRE or SONORITY?

There are no right or wrong answers when using words to describe TIMBRE or SONORITY.

Any word can often be effective and sometimes ONOMATOPEIA can be useful, such as

the word HONK to describe the timbre and sonority of horn – saying the word out loud

sounds very similar to the sound itself!

Here are a list of just some of the many words that can be used when

describing TIMBRE or SONORITY:

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Questions:

1. Name a large instrument from the orchestra that produces a low frequency.

2. Name a small instrument from the orchestra that produces a high frequency.

3. How would you describe the TIMBRE and SONORITY of a violin?

4. How would you describe the difference in the TIMBRE and SONORITY of a

xylophone and glockenspiel?

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Art: Georgia O’Keeffe - Who is she and what is she famous

for?

Born in 1887, Georgia O'Keeffe was an American artist who painted nature in a way that showed

how it made her feel. She is best known for her paintings of flowers and desert landscapes. She

played an important part in the development of modern art in America, becoming the first

female painter to gain respect in New York's art world in the 1920s. Her unique and new way of

painting nature, simplifying its shapes and forms meant that she was called a pioneer.

The artwork below to the right, Rust Red Hills, is a

landscape. Can you see how she has simplified the shapes

of the hills in the painting? As well as the shapes of the

landscape itself, O'Keeffe was fascinated by the bones

and skulls she found in the desert landscapes near where

she lived. She said: 'To me they are as beautiful as anything

I know…The bones seem to cut sharply to the centre of

something that is keenly alive on the desert even tho it is

vast and empty and untouchable.'

Georgia knew from the age of 12 that she wanted to be an artist. She

went to art school but what she was taught there didn t seem relevant

to the way she wanted to paint. Then in 1912 she discovered the

revolutionary ideas of an artist and designer called Arthur Wesley

Dow. He emphasised the importance of composition – which means

how you arrange shapes and colours. As O Keeffe explained: His idea

was, to put it simply, fill a space in a beautiful way . This was a light-

bulb moment for her and from then on she began to experiment with

shapes, colours and marks.

Georgia met other artists who, like her, were experimenting with abstract art. Art in the 1920s was

exciting. Artists didn t just want to show how something looked but were using colours, shapes and

brush-marks in unexpected ways to express meanings, ideas and

feelings. This encouraged Georgia to develop her own unique

style – a combination of abstract and realistic.

Look at her painting of hills to the right - Although you can

recognise what it is, it also has a strange and powerful atmosphere

that a photograph of the landscape, or a more traditional,

straightforward realistic painting, wouldn t have. It was painted in

New Mexico, USA. Georgia first visited New Mexico in 1916 and fell

in love with the dramatic desert landscape with its rugged

mountains.

Write a short summarising paragraph about Georgia O’Keeffe and her artwork.

Think: How would you explain this kind of art to someone who had never seen it before?

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French - Identity

Hi! I’m called Didier Drogba and I am Ivorian (from the Ivory Coast) (de la Côte d’Ivoire). The

Ivory Coast is a country in the west of Africa and here one can go to the restaurants, the stadiums

and the beaches. Me, I prefer to go to the stadium because I love football!

My birthday is (mon anniversaire est) the 11th March and in my family there is my wife, my three

children and my two younger brothers. My brothers, they have short black hair and brown eyes.

They are also footballers.

I play (je joue) football professionally, and for this I live in France, in England, in China, in Turkey,

in Canada and in the USA – six different countries, but not at the same time! In England I have

played for the Chelsea football team and it was great! I love to play football and I win often prizes

like “player of the year”. (joueur de l’année’)

I also earn a lot of money and with this I have helped to finance (financer) the construction of a

hospital in the city of Abidjan, in Ivory Coast. I also work with charities around the world. »

Answer the questions below:

1. How do you write in French ‘The Ivory Coast’?

________________________________________________________________

2. How do you write in French ‘my birthday is’?

________________________________________________________________

3. Which countries has Didier lived in?

________________________________________________________________

4. How do you write in French ‘I play’ and ‘the player of the year’?

________________________________________________________________

5. In what way is Didier helping other people?

________________________________________________________________

________________________________________________________________

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Physical Education

Next term we will be looking at the following items: Respiration, effects of exercise on the body,

main muscles of the body and the contraction/ extension of the muscles. Before you return to

school it will help with your understanding to read the following information about effects of

exercise on the body.

Short term effects of exercise

When we begin an activity changes happen in the body to ensure we have energy and can

perform the activity as efficiently as possible. The changes that happen immediately while we are

exercising and only last for the period of that exercise are short term effects. You will experience

these changes when you are in your PE lesson each week:

Increased range of movement (More flexible)

Joints become easier to move (Loosened joints)

Muscles are warmer and can stretch more

Breathing becomes faster/ heavier

Heart rate increases (beats faster)

All of the above changes occur when performing an exercise or physical activity.

Long term effects of exercise

If we exercise on a regular basis other changes take place in the body but require a longer

amount of time for the effects to take place. These are known as long term effects of exercise.

These consist of the following changes:

Increased muscular strength (You get stronger)

Body fat is reduced

Reduced risk of respiratory problems

Reduced likelihood of heart disease

Increase in tendon, ligament and bone strength(tendons and ligaments

These changes take place over time and require athletes to participate in sport and training on a

regular basis.

TASK: Using the above information, make 2 revision cards. One card for Short term effects of

exercise and one card for long term effects of exercise. If you do not have revision cards at home,

you can make some using paper. There are some

examples of

revision cards

below.

Card 1- Short term effects of

exercise

Card 2- Long term effects of

exercise

Only add key information. Use

bullet points or spider webs/

images to display the information.

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EBC

What do mean by the word democracy? Where did

it come from?

The word democracy comes from

Greek, demos (people) and kratos (power/rule)

which means that power is in the hands of the

people.

By approximately the 5th century before Christ, the

city of Athens (Greece) created an important new

governing system.

At least once a month, all the citizens of Athens

would meet in an assembly to discuss how the city should respond to current issues. Each

citizen eligible to vote was allowed to express their ideas on important issues before a vote

was held to decide what should be done.

This was the first-time ordinary citizens had the opportunity to be involved in deciding how

the country should be run. All citizens directly contributed to the democracy of Athens.

Do we have a democracy in the UK?

Today, 66 million people live in the United Kingdom (UK). It would be impossible to have a

forum such as the one Athens to hold discussions between 66 million people every month,

so there is a representative democracy in the UK. This means that citizens choose a person

to speak on their behalf in a forum.

Citizens choose a representative at an election and then the elected representative

discusses and votes on matters on behalf of citizens. It is therefore important that these

representatives listen to the feelings of their constituents – the people who have voted for

them.

For most citizens, voting in an election is their main political action, if not the only political

act. That is, the only way they participate in politics.

Activities

Answer these questions in full sentences:

1. What does the word democracy mean?

2. What would the citizens of Ancient Greece do once a month?

3. What type of democracy do we have in the UK?

4. What is the main political action that many citizens do?

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Drama: The Story of Matilda

Matilda Wormwood is a gifted girl with unpleasant parents. Matilda teaches herself to read and

spends her afternoons at the library. Matilda’s parents think she should read less and watch more

television.

Matilda’s father, Mr. Wormwood, is a dishonest car salesman. He uses several illegal tactics to trick

people into buying cars that are complete junk.

Matilda decides to punish her parents for the way they treat her. She tricks her father into gluing

his hat to his head, borrows a neighbour’s parrot to convince the family that there is a ghost in the

dining room, and swaps her father’s hair tonic for dye that bleaches his hair.

When Matilda goes to school she meets her kind and thoughtful teacher, Miss Honey. Miss Honey

tries to get Matilda moved to a higher grade, since she can read and write better than children

several years older. Miss Honey is unsuccessful because the Headmistress of the school, Miss

Trunchbull, refuses and believes Miss Honey is just trying to get rid of Matilda.

Miss Trunchbull is mean to students. Matilda wants to punish Miss Trunchbull for being a bully.

Matilda and another girl in her class, Lavender, become friends. Lavender is also rebellious and

wants to punish Miss Trunchbull.

When Miss Trunchbull comes to teach Matilda’s class, she is mean to the students and even Miss

Honey. Lavender puts a newt into Miss Trunchbull’s water jug, causing her to scream and jump

back. While Miss Trunchbull is yelling at the students, Matilda stares at the glass that holds the newt

and uses her mind to knock it over onto Miss Trunchbull. Matilda speaks with Miss Honey about

what she has done. Miss Honey has Matilda push the glass over using her mind again and is

amazed at Matilda’s power. They go to Miss Honey’s small home to have tea and discuss

Matilda’s powers.

Miss Honey tells her that she was raised by a very mean aunt who took her father’s home and

keeps almost all of Miss Honey’s money when she gets paid by the school. Miss Honey then reveals

that her aunt is Miss Trunchbull.

Matilda spends the next week practicing her mind powers and comes up with a plan. While Miss

Trunchbull is teaching her class, Matilda lifts a piece of chalk and writes a message on the

blackboard, making it seem as if the message is from the ghost of Miss Honey’s father. Miss

Trunchbull faints. After she recovers, she leaves town. Miss Honey receives a letter with her father’s

will that Miss Trunchbull had kept from Miss Honey. She gets ownership of her father’s house and

savings account.

Matilda returns home one day to find her family frantically packing the car. Her father tells Matilda

that they are moving to Spain and not coming back. Matilda runs to Miss Honey, who tells Matilda

that her father is in business with criminals, and it was only a matter of time before he would flee

the country. Matilda brings Miss Honey back to her house and asks her father if she can stay

behind and live with Miss Honey. Matilda’s father agrees and the family leaves her behind.