Form 5 Step by Wicked Step2 (1)

8/21/2019 Form 5 Step by Wicked Step2 (1)

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FORM 5

Novels

Step by wicked

step Table of Contents

Synopsis Elements Activities

Assessment Answer Key Glossary Panel of writers

0

DRAFT


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Introduction

STEP BY WICKED STEP NOVEL

What is a novel?

Only in a novel are all thins iven !ull play " D# $# %awrence

A novel is a long narrative in literary prose. Novels tell stories, which are typically

defined as a series of events described in a sequence. The novel has been a part of human

culture for over a thousand years, although its origins are somewhat debated. Regardless of

how it began, the novel has risen to prominence and remained one of the most popular andtreasured 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

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

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The elements of a novel inclu"e 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 situation

occurs. 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 fundamentalcomponents of fiction. +t is the universal statement or feel when you read a piece ofwriting.

iv Character an" characterisation ( a character is a person in a narrative who mayrepresent a particular class of group of people. 0haracters in a novel a the vehicle

by which author conveys to us his # her view of the world. 0haracters maybe 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&ua&e ( use" by author to reveal the theme an" purpose of the novel

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*otes on +reyta&,s Pyrami"

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

pyramid li$e the one shown here"

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

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providing description and bac$ground.

(. .ncitin& .nci"ent" 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. Clima-" 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. /esolution" the character solves the main problem or someone usually solves it forhim or her.

7. D0nouement" (a French term, pronounced: day-no-moh) the ending. At this point,any remaining secrets, questions or mysteries which remain after the resolution aresolved by the characters or explained by the author. ometimes the author leaves usto thin$ about the T2898 or future possibilities for the characters.

A1T23/4S 5ACKG/31*D

Anne Fine was born on 7 %ecember *:57 in ;eicester , 8ngland. he graduated in

politics from ?8 in ())4. he was

married to the philosopher @it Fine but divorced in *:.

Anne Fine is best $nown for her children3s boo$s, of which she has written more than

&). he also writes for adults. he was appointed the second 0hildren3s ;aureate, holdingthe position from ())* to ())4.

4

http://en.wikipedia.org/wiki/Leicesterhttp://en.wikipedia.org/wiki/Englandhttp://en.wikipedia.org/wiki/University_of_Warwickhttp://en.wikipedia.org/wiki/County_Durhamhttp://en.wikipedia.org/wiki/Englandhttp://en.wikipedia.org/wiki/Royal_Society_of_Literaturehttp://en.wikipedia.org/wiki/Order_of_the_British_Empirehttp://en.wikipedia.org/wiki/Kit_Finehttp://en.wikipedia.org/wiki/Children's_literaturehttp://en.wikipedia.org/wiki/Children's_Laureatehttp://en.wikipedia.org/wiki/Leicesterhttp://en.wikipedia.org/wiki/Englandhttp://en.wikipedia.org/wiki/University_of_Warwickhttp://en.wikipedia.org/wiki/County_Durhamhttp://en.wikipedia.org/wiki/Englandhttp://en.wikipedia.org/wiki/Royal_Society_of_Literaturehttp://en.wikipedia.org/wiki/Order_of_the_British_Empirehttp://en.wikipedia.org/wiki/Kit_Finehttp://en.wikipedia.org/wiki/Children's_literaturehttp://en.wikipedia.org/wiki/Children's_Laureate


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2er boo$s for older children include the award winning The Tulip Touch and Goggle-

Eyes, which was adapted for television by writer %eborah 9oggach for the ??0. Twentieth

0entury Fox filmed her satirical novel Madame Doubtfire as Mrs Doubtfire, starring Robin

=illiams. 2er boo$s for younger children include !ill"s #e$ Froc% and &o$ to 'rite eally

!adly . 2er wor$ has been translated into (7 languages.

*otes for teachers an" other a"ults from Anne +ine

5

=hen it was first published, tep by =ic$ed tep too$ some reviewers3 breath away. ?ut

it was hard to argue an author shouldn3t write about a state of affairs that affects so many

of our children. And, at heart, + thin$ the adults who read the boo$ simply shared the

same shoc$ + felt when, after wal$ing my children to school under a giant billboard that

declared, Bince Cou assed This oster Cesterday, Another 5)) 0hildren =ere Affected

by %ivorceB, + began researching the subDect of what is often called 3reconstituted3

families.

+ $new from the lives around me that parental separation was only the beginning of the

complications for children. >ften the really tough time comes when one parent or the

other sets up home with someone new, and the children aren3t ready.

=e have six stories in the boo$. >nly five could be fitted into the radio adaptation ! andeven that was a squeeEe. ?oth boo$ and radio adaptation has the structure of boxes

within boxes. The children3s school visit to 2arwic$ 2all provides both the outer frame

and the explanation for why all five children should Dust 3happen3 to be from bro$en

families. Richard 0layton 2arwic$3s long!hidden Dournal provides an inner tale that

triggers off, one by one, each of the stories of the listening children.

+ quite deliberately made the toughest emotional tale that of the ictorian child, Richard

2arwic$. et in the past, with all the protagonists now lying safely in their graves, anychild disturbed by the sheer antagonism between the prototypically overbearing and

unfeeling stepfather and the young grieving Richard can comfort themselves that this sort

of thing is part of 3history3.

Those of us who $now better ! including a host of young readers whose depth of feeling

and unhappy circumstances may mirror Richard3s more than we care to thin$ ! can ta$e

the story more at its emotional face value.

+3ve been a shade more protective in the other stories, sometimes by showing things well

on the way to a happy ending 0laudia and ixie3s stories/, or by showing how the sheer

determination of a child can give strength and purpose 0olin3s story/. Ralph3s story is a

robust one from start to finish.

http://en.wikipedia.org/wiki/The_Tulip_Touchhttp://en.wikipedia.org/wiki/Goggle-Eyeshttp://en.wikipedia.org/wiki/Goggle-Eyeshttp://en.wikipedia.org/wiki/Televisionhttp://en.wikipedia.org/wiki/Deborah_Moggachhttp://en.wikipedia.org/wiki/BBChttp://en.wikipedia.org/wiki/Twentieth_Century_Foxhttp://en.wikipedia.org/wiki/Twentieth_Century_Foxhttp://en.wikipedia.org/wiki/Madame_Doubtfirehttp://en.wikipedia.org/wiki/Mrs._Doubtfirehttp://en.wikipedia.org/wiki/Robin_Williamshttp://en.wikipedia.org/wiki/Robin_Williamshttp://en.wikipedia.org/wiki/Bill's_New_Frockhttp://en.wikipedia.org/w/index.php?title=How_to_Write_Really_Badly&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=How_to_Write_Really_Badly&action=edit&redlink=1http://en.wikipedia.org/wiki/The_Tulip_Touchhttp://en.wikipedia.org/wiki/Goggle-Eyeshttp://en.wikipedia.org/wiki/Goggle-Eyeshttp://en.wikipedia.org/wiki/Televisionhttp://en.wikipedia.org/wiki/Deborah_Moggachhttp://en.wikipedia.org/wiki/BBChttp://en.wikipedia.org/wiki/Twentieth_Century_Foxhttp://en.wikipedia.org/wiki/Twentieth_Century_Foxhttp://en.wikipedia.org/wiki/Madame_Doubtfirehttp://en.wikipedia.org/wiki/Mrs._Doubtfirehttp://en.wikipedia.org/wiki/Robin_Williamshttp://en.wikipedia.org/wiki/Robin_Williamshttp://en.wikipedia.org/wiki/Bill's_New_Frockhttp://en.wikipedia.org/w/index.php?title=How_to_Write_Really_Badly&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=How_to_Write_Really_Badly&action=edit&redlink=1


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6

+3ve tried to be honest about the lac$ of choices most children are offered, and the lac$

of real opportunity to spea$ fran$ly and openly about their feelings and situations to the

adults around them. To this end, +3ve shifted through scores of perfectly normal 3case

studies3 of families after divorce, and pic$ed what + wor$ed out was a fair cross!section

of scenarios and emotional states.

+f adults reading the boo$ or listening to the adaptation are startled by this, + thin$ the

only thing that + can say is, 3;oo$ around you, and listen3 because none of these stories

is particularly unusual. 0olin3s seems saddest, of courseG but, from the numbers of

runaways on our streets, + thin$ we can assume that even Richard 2arwic$3s story is

commoner, even now, than we3d care to imagine./

The boo$3s been a great success in schools. There is, of course, the 3autobiography3

element which can be mined to advantage. 8ach child has a very distinct story!telling

outloo$ and style./ The mix of sexes in the stories wor$s well with classes of all sorts.

The sheer 3domestic3 element of the tales B>ur family3s not li$e that.B B9y family is.B/

$eeps up the interest.

?ut, from the letters + get, what really seems to touch a nerve about tep by =ic$ed

tep is the depth of the children3s feelings. All too many tales for young children

assume far too narrow an emotional range. 9any children do enDoy 3fun3, yes. ?ut all of

them, li$e adults, lead complicated and demanding emotional lives, often lived in

strained and stretched families.

+n giving five of them so intimate and honest a voice, tep by =ic$ed tep empowers

all who share the story. +t was, emotionally, one of the hardest boo$s +3ve ever chosen

to write. ?ut + only have to read the letters of children responding to it, to be glad + $ept

at it.


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ource" $$$annefinecou% stepnotesphpaccessed %ate access" 6th 'uly ()*)

S6*3PS.S

7

+t is a wild and stormy night when five ?ritish school children from 9ordanger

chool arrive ahead of their classmates for a wee$!long field trip at BhauntedB >ld2arwic$ 2all. =ith the aid of flashes of lightning, the two girls 0laudia and ixie and

three boys, Robbo, Ralph and 0olin find a long!abandoned secret room containing a

mysterious Dournal. >n the cover, it reads, H Richard 0layton 2arwic$ I 9y tory. Read

and =eep-. From the Dournal, the children uncover the story of a boy who runs away

from the sinister influence of a loveless stepfather. Richard 0layton 2arwic$3s long!

hidden Dournal provides an inner tale that triggers off, one by one, each of the stories of

the listening children, all of whom also have Bsteps,B or step!parents, to share their own

sagas. And what engrossing, heart!rending stories they are" of hurting but stillhumorous children pic$ing their way through a minefield of embittered or

uncommunicative or Dust plain immature parents, insecure or reluctant step parents and

resentful step siblings. 2owever, the lac$ of a principal plot is of no consequence as the

novel main purpose is to serve as a forum for the various stories. Btep by =ic$ed

tepB proves that all pain eventually heals and that we have the power to change things

for the better.

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&le'ents


P)3T S1!!A/6

This novel is really five stories within a story that are induced by a story, li$e a

nesting puEEle. o, we have six stories in the boo$. There may be a lac$ of a principal plot

here but it is of no consequence as the novel-s main purpose is to serve as a forum for six

various stories of Richard 0layton 2arwic$, 0laudia, 0olin, Ralph, ixie and Robbo.

+n Step by Wic7e" Step, five boys and girls find themselves in an old house on a

stormy night. +n a hidden tower room they discover an old diary, that of Richard 0layton

2arwic$, who left behind a Dournal account of his wic$ed stepfather. JRead and =eep,- says

the spidery writing on the cover of the boo$.

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After Richard 0layton 2arwic$-s father passes away, he was sent to 9ordanger

chool for four long years. 2e wishes to burn 9ordanger to Hashes- as to him, Hthere-s no

meaner place on earth- than this boarding school. =hen he returns to >ld 2arwic$ 2all, he

could not get along with his wic$ed and loveless stepfather, Reverend 0oldstone. ?eing

Hrobbed of all his precious to$ens- from home, Richard ma$es the decision to leave and

become a cabin boy when Ha great ship strains at the tide-. 2is decision has caused anguish

in his mother and sister, who have spent a fortune see$ing his return. 2e did not return to

see his mother or sister until he read a square print from Riddle K Floo$ which requested

him to claim his ownership to >ld 2arwic$ 2all. ?y then, Richard $nows that his stepfather,

mother and sister have passed on. >nly then, he realises his decision to leave has changed

the lives of his family members.

2arwic$3s story prompts 0laudia, 0olin, Ralph, ixie and Robbo to tell their own tales

of stepfathers, stepmothers, and stepsiblings, who are in turn eccentric, beloved,

unwelcome, and almost always misunderstood. 8ach vignetteL is a wonderful study of

human nature. As the lightning flashes, the children begin to relate their own tales of step

parents, stories that are full of warmth and humour, yet with a fair share of sadness.

At first it seems the children could have nothing in common. ports!mad Robbo,

quic$!witted Ralph, sensible 0laudia, fiery ixie and dreamy 0olin seem as different to each

other as it is possible to be. Cet they soon find they have one thing in common, and that they

are all the products of bro$en homes and they once have a turbulent relationship with a

Hstep!- or Hsteps!- ?elow are the five stories in Hsteps by wic$ed steps- spin off from Richard0layton 2arwic$-s H9y tory. Read and =eep-. As Ralph says, Jtories don-t have to be

written,- he reminded 0laudia. H This is the night for stories. >ff you go,- he reiterated.

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

10

Colin4s Story'The 5luebir" of

2appiness

0olin and his mother left hisfather when he was a few

wee$s- old. 2is motherta$es up with a person

whom he thin$s of as his

father. 2owever, hisimmature mother also

leaves this stepdad after awhile. Now he misses him

so badly that it hurts.

/alph4s Story'

A Tale of Three

Stepmothers

Ralph3s life, thoughmerry, is as

complicated as amaEe as he has

three stepmothersand many step!family members.

Clau"ia4s Story'Green Py8amas

After 0laudia-s parents-divorce, %ad finds a

girlfriend, tella. 0laudiafeels disloyal to her mumwhenever she has a good

time with her father and hisnew girlfriend. 8ven thoughtella tries her best to beaccepted by 0laudia and

her daddy-s friends, she isbeing ignored. Finally,

0laudia realises herrudeness and she comes

out of her closet by wearingthe green pyDamas given by

tella.

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


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C2A/ACTE/S

*ame of character Descriptions9 Attributes9 PersonalityRobbo chool pupil, sports!mad especially footballRalph chool pupil, quic$!witted, hardwor$ing and occasionally li$es to

intercept impolitely during a conversation0olin chool pupil, longs to be reunited with his stepdad, dreamy as

Hhe drifts through the hours of each school day as if his thoughts

were hundreds of miles away- and this H drove his teachers to

despair-0laudia teady, sensible, did not get along well with her stepmother at

the beginningixie Fiery, a good reader, selfishRichard 0layton

2arwic$

>wner of >ld 2arwic$ 2all, lost his father at a very young age.

2is mother remarries the priest, Reverend 0oldstone whose

wrath Richard cannot stand. 2e runs away, without $nowing that

he has made a decision that will change three livesG his

stepfather-s, mother-s and sister-s. =hen he inherits >ld

2arwic$ 2all, he has lost his three closest members of the

family.Rev. 0oldstone Richard-s wic$ed stepfather, strict and cold!hearted9r. lumley A staff of the school who accompanies the children to >ld

11

Story within :step by wic7e" step4

Pi-ie4s Story'The Pains in my )ife

ixie has to deal with two reallyirritating stepsisters and a father who

pretends he doesn3t notice howdifficult things are for her. >ne dayher stepmother ;ucy/ and ixiehave a fight. They pour out their

frustrations. >nly then they realisethat it is all because of ixie-s fatherwho is Jselfish-, Halways pretendinghe didn-t notice things-, and leavingthem for ;ucy to sort out the mess.

/obbo4s Story'Dumpa4s the Problem

Robbo and his sister, 0allie alwaysthin$ that the birth of their

stepbrother, %umpa has causednumerous problems between themand their step father, Roy. =hen the

relationship between Robbo-smother and Roy is on the roc$,

Robbo realises that Roy does notmove on because %umpa-s the

problem. Finally, Robbo realises thathis mother is always stuc$ inbetween when 0allie and Roy

quarrel. This has caused mum andRobbo-s stepfather to be upset.


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2arwic$ 2all9iss >- %ell The school teacher who pic$s five of the children on a trip after

a quic$ glance at her list.9r. %igby 1ardener at the 2arwic$-s household;ucy 9aid at the 2arwic$-s household

0harlotte Richard 0layton 2arwic$-s sister.

>T28R 02ARA0T8R +N T28 +1N8TT8

(I)N&TT& *haracters1. Claudia’s Story : Green Pyjaas • !ad’s "irl#riend$ Stella$ %&o is

a 'oo(2. Colin’s Story : )&e *lue+ird o#

,a--iness

• Colin’s iature ot&er

• Colin’s endearin" ste-dad /a'(

%&o 'alls &i any

ni'(naes.3. al-&’s Story : )ale o# )&ree

Ste-ot&ers

• irst ste-ot&er$ nna+elle

• Se'ond ste-ot&er$ /anet

• )&ird ste-ot&er$ lora

• Ste-dad$ ,o%ard

4. Piie’s Story : )&e Pains in y

i#e

• Piie’s ste-ot&er$ u'y

• )%o ste-sisters $ So-&ie and

,etty Payne

• Piie’s dad$ %&ose

la'(adaisi'al attitude to%ards

&is #aily a(es t&in"s

di'ult #or t&e #aily to 'oe

to"et&er as a &a--y one.5. o++o’s Story: !u-a’s t&e

Pro+le

• oy a.(.a )&e *eard$ o++o’s

ste- dad.

• Callie$ o++o’s sister %&o

&ates )&e *eard

• !u-a$ o++o’s ne%ly +orn

ste- +rot&er

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• o++o’s u$ ,o-e

SETT.*G

*. The haunted house of 2arwic$.

(. %omestic households of 0laudia, 0olin, Ralph, ixie and Robbo.

T2E!ES

13

+amily unity

The nucleus of moral values, Jthe family unit,O is being invaded by outsiders Hstep- orHsteps-/ and this causes disharmony.

Dealin& with a"versities

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

5ein& happy

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

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

Richard 2arwic$ made a rash decision to run away and that had changed the lives of hisstepfather, mother and sister.

Siblin& rivalry

Resentful step!siblings cause burden and hostility in a home.

Copin& with chan&e

All pain eventually heals and that we have the power to change things for the better.

+amily relationships

0oping with new family members for example ixie understands that her new stepmotheris having as much trouble HadDusting- as she is.

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;A)1ES

*. +t is important that children should tell their parents about their real feelings and vice

versa.

(. >ne has to be brave when facing adversities.

4. =e must not Dudge someone without $nowing all the facts. =e should weigh ourpros or cons, and study the facts.

5. Adults or parents should be more thoughtful in ma$ing decision as it would affect thelives of their children.

).TE/A/6 DE;.CES

Anne Fine uses similes to emphasise a certain characteristic of a thing. The comparisonmade in a simile is often unusual. The listener or reader can form a mental image of thecomparison. This increases understanding of what the author is trying to communicate.These are some of the similes used by Anne Fine"

Simile

*. )i7e someone stepping on stones over a river with water raging on both sides p. (*/

(. =hen a great ship strains at the tide, and needs a cabin boy, nobody as$s the lad

who spea$s as roughly as a gardener-s son, and claims to be %ic$ %igby, whetherhis mother $nows he-s off to sea. p.(&/

4. ... dressed blac$ as a bat p. *6/

5. he 2etty / is still wary of me, and + still get on with her that bit better when all thelights are out, and + don-t have to watch her coc$ing her one side and fiddling with her hair or rolling the cat li7e a sausage across the downie p.*)4/

&. +t was li7e the Arctic. p 7/

6. )i7e leftover shoved in a fridge p. (/

7. P.as narrow as the ones that archers usedP p. /

14

5ein& brave

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

Dealin& with Separation an" Divorce

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


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. Pover a blac$ and white tiled floor that loo$ed li7e a huge chec$erboard glaEed Pp. 5/ tight little circle, li7e campers round a Pp. 6/

:. he pic$ed her wayP..li7e someone stepping P.p. (*/

*). And +-d Dust stare down at my plate on my face that said, plain as day, with a loo$H=hy should youQ- p. 5)/

2yperbole

2yperbole is exaggeration. +t puts a picture into the reader-s mind. Anne Fine occasionally

ma$es a point by overstating an action or obDect as in the following hyperboles"

*. As the driver swung the minibus p. */

(. 'ust as if the dull!loo$ing binder on the des$ was a delicious birthday ca$e p. *)/

4. No tears + would have found obedienceP.2ow many nights my pillow would becomea flood p.*7/

5. 2ow many cloudless afternoons + was to water with my private showers p. *7/

Personification

ersonification is a a figure of speech in which inanimate obDects or abstractions areendowed with human qualities or are represented as possessing human form. Anne Fineuses personification to ma$e this novel more dramatic and interesting or to convey a certainmood. ?y using this literary device, it also helps us to relate more to the obDect or idea that isbeing personified because it is easier for us to relate to something with human attributes.

*. Flinching as the twisted fingers of trees scraped at the glass p. (/

(. And then another flash shot generously across the s$y p. 7/

4. The wind still whistled through the tree, but in the room the silence is palpable p. 45/

/epetition

This device is mostly used in two of the vignettes to emphasise on the subDect in hand, asshown in the following"

*. H+t isn4t a story,- said 0olin. HThere isn-t anything to tell. =e Dust went on.- p.&*/

(. HThere isn4t a story,- said 0olin. p. &4/

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Aims !aterials

Steps

*otes

4. HThere isn4t a story,- said 0olin. H=e Dust went on.- p. &6 /

5. H +-ve told you,- said 0olin. -There isn4t story. +t-s Dust that, as we went on, + startedgetting into trouble at schoolP- p. &7 /

&. HDumpa4s the problem- pgs *)7,**(,**: and *(& /

STEP BY WICKED STEP SETTING/ACTIVITY 1

16

Old $arwick

* To enable students to be aware of the setting

( To enable students to read and identify thesetting based on textual evidence

* 0hun$s of the story( 2andout * I 0hun$s of the

tory4 =or$sheet *

Time '


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STEP BY WICKED STEP SETTING/WORKSHEET 1

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

17

The setting refers to the geographical location place/, the time and the general environment and

circumstances that prevail in a narrative. The setting helps to establish the mood of a story.

There are several aspects of a story-s setting to consider when examining how types of settingcontribute to a story for example"

lace I =here does the story ta$e placeQTime I =hen is the story ta$ing placeQhysical details I =hat do you see in the place where does the story ta$e placeQ?ac$ground of characters/ I +s the protagonist richQocial conditions I =hat is the daily life of the characters li$eQ9ood or atmosphere! =hat feeling is created while reading the storyQ

Old $arwick

Pla'e

ood )ie

P&ysi'al

details

So'ialSettin"


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STEP BY WICKED STEP SETTING/ HANDOUT 1

Another brilliant flash lit up a Dagged, stone tower, strangled by ivy.H+s that itQ-HNo, that3s the old church.-

They3d all heard about the ruined church. +t was forbidden ground, and if you were caughtclimbing on its perilously steep slopes, you were sent home, even though this was a schoolwee$. All they could see of it from the minibus as they swept by, was a dar$ silhouette oftumbled stone.

H0ripes- the driver said suddenly, stabbing at the bra$es.

8veryone turned from the side windows and stared ahead.HThere it is-Htric$-Through the arcs of the wipers, they could ma$e out a towering mansion with dunce!hattedturrets, standing blac$ against storm clouds. 9oonlight flic$ered eerily against its dar$windows.

(pgs *-+)

18

Prota"anist’s*a'("round

*hunks o! the


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The heavy drapes, the plain dar$ coverlet, the framed old maps I surely even his frail andnodding great!grandmother had spent her childhood in a brighter room than this. All hecould tell from loo$ing round was that, when it was left to spiders all those years ago, the

last child to sleep in that high, ornate bed came from a family with a mint of money.

(p )

+t was the Reverend 0oldstone. +t was not unday, but still + wished him bac$ in his dar$ ivy!smothered chapel.

Hir, + am in a hurry.-

2e gripped my arm tighter, and loomed over me. 2is pale face peered in mine. 2e wasdressed blac$ as a bat, and +-ll say it fearlessly, now he has done his beat to beat the fearout of me/ he was no more welcome than one of those sinister, misbegotten creatures in mymother-s pretty morning room.

(p *)

Then he stepped bac$. There was a flash of anger in those ice!blue eyes. And, when hespo$e, his voice was even sharper than mine, with, + sensed, far more practice.H Trust me,- he warned. H+ shall ta$e time to mend your manners soon.-

(p *.)

... all of us suffered 9r 0oldstone-s anger as money slipped steadily away. H=hat Cetanother costly search ;et the ungrateful boy be lost for ever- H;ilith =aste more of yourdwindling fortune on this folly and + will ma$e you pay for it twice over-

And so he did. ;ast year she died of him too close, and you too far/. And, from the daythat she was buried, he would not give a penny to loo$ for youP

( p +/)

2ere, out of the driving rain, they exchanged battered ruc$sac$s and brand new holdalls asthe driver too$ off in a spray of wet gravel, and their teacher stared miserably at the huge oa$

and iron door.

19


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HRing the bell, 9r lumley,- prompted 0laudia.

H=hat bellQ-

Suite right. No bell that anyone could see.

(p 0)

The door grated open, over a blac$ and white tiled floor that loo$s li$e a huge chec$boardglaEed with storm water.

(p 1)

oor 9r lumley had marched straight into a giant floor!to!ceiling loo$ing glass that reflectedthe wide curve of stairs sweeping out of the shadows behind them.

(p 1)

=hen + was young, my father too$ a fever. %ay by day, everything changed. A dreadfulsilence fell upon our house. The maids wept in corners, 9y mother-s dar$ dressesbillowed as she hurried across landings, impatiently snatching from the servants- handsthe things she begged my father to lift his head from the pillows and try " poor thingindeed

( p *2)

P ! but early one evening + came across 1eorge the gardener leaning heavily on hisspade, and too$ the courage to as$ him.

H9r %igby. +s my father dyingQ-

2e lifted his head and stared.

H>h, 9aster Richard- he said, pushing the spade aside and crushing me into his breast.

And then + $new.

That night, ;ucy the maid came in my mother-s room to hear my prayers and sayH1oodnight, 1od bless-

(p *2)

H

H+s that itQ-

HNo, that-s the old chapel.-

They-d all hear about the ruined chapel.

20


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Aims !aterials

Steps

( p+ )

The dust lay thic$ I on shelf and des$ and chair, on lantern and candelabra, on boo$sand cushions Ieven on the floor, where the brash patterns pressed by the soles of their

shoes made them feel even more li$e trespassers. +t is quite obvious to every one ofthem that no one had stepped in this room as long as anyone alive could possiblyremember.

(p

)

Ralph gaEed at the cobwebs glinting in the moonlight.

(p

)

STEP BY WICKED STEP SETTING/ACTIVITY

21

There+s No ,lace

%ike $o'e

Time ' rganiser

* %istribute copies of the wor$sheet to the students.( Tell students to write the title of the chosen vignette in the novel.

4 +nstruct students to write one setting on the top left of the ceiling. Then, tell them towrite the setting in which they live on the top right of the ceiling/. This can be asgeneral or as specific as you-d li$e.

5 Tell students to write four ways in which the setting from the boo$ is similar to thesetting in which they live in the box below the question J2ow are they ali$eQO/.

& Tell students to list four ways in which the settings differ for examples, climate,landscape, location, flora and fauna, culture, history and economy/.


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*otes

STEP BY WICKED STEP SETTING/WORKSHEET

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

22

This graphic organiser can also be used to compare and contrast other literaryelements for examples, character or value. tudents can compare one characterwith another or themselves.

a settin" in t&e +oo(

settin

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

lie

$ow are they

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

There+s No ,lace

%ike $o'e


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Aims !aterials

Steps

STEP BY WICKED STEP VOCABULARY/ACTIVITY !

23

$ow are they di0erent-

(ocabulary

* To enable students to learn the meaning of newvocabulary found in the fiction.

* ocabulary Robot graphicorganiser

( %ictionary4 Thesaurus

Time '


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*otes

STEP BY WICKED STEP VOCABULARY/WORKSHEET !

=rite a word from the novel inside the robot-s head. Find the definition of the word as it isused in the sentence and write the definition on the right boot.


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Aims !aterials

Steps

STEP BY WICKED STEP CHARACTERISATION/ACTIVITY "

25

Si'ilar but

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

characters.

* Names of the characters( =or$sheet 5

Time '


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*otes

STEP BY WICKED STEP CHARACTERISATION/WORKSHEET "

=rite two characters in the two boxes given. %iscuss the character traits of the chosencharacters. Are there any similarities or differencesQ =rite two similar and different traits inthe empty spaces provided. rovide evidence to Dustify your answers.

26

;e 'an identi#y '&ara'ter traits +y analysin" a '&ara'ter’s s-ee'&$ &isor &er a'tions$ t&e %riter’s des'ri-tions and &o% ot&ers rea't to t&e'&ara'ter.

Richard *layton $arwick 1. Adventurous as &e %ent sailin" a'ross t&e o'eans -.

252. ,rotective as &e on'e said$


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Aims !aterials

Steps

STEP BY WICKED STEP CHARACTERISATION/ACTIVITY #

27

A *hane in

*. To examine the ways in which a character

changes and grows over the course of the story

* =or$sheet &

( 0oloured pens#mar$ers

Time '


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*otes

STEP BY WICKED STEP CHARACTERISATION /WORKSHEET #

=rite the name of the character chosen in the box below. =rite how the character feels oracts at the beginning of the story in the left column of the arrow. Then, write a description ofan event that has caused the character to change in the arrow. Finally, write how thecharacter feel or act at the end of the story on the right column of the arrow.

C,C)=’S >=

28

)ea'&er ay as( t&e students to nae soet&in" t&at &ad &a--ened

in t&eir lies and &o% t&eir #eelin"s or a'tions '&an"ed +e'ause o# it.

Could it +e t&e +irt& o# a +a+y sister? oin" to t&e ne% &ouse? )a(in" a tri-? ,ain" to 'oe to ters %it& -arents’ dior'e?

A *hane in

2&FOR& AFT&R

$ow does thecharacter !eel or act

at the beinnin o!

the story-

$ow does thecharacter !eel or act

at the end o! the

story-

*A3S&

1hat causes thecharacter to

chane-


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Aims !aterials

STEP BY WICKED STEP CHARACTERISATION/ACTIVITY $

29

*haracter

* To analyse the traits of a character in the novel( To ma$e connections between the character

and people or events in their lives

* 0haracter 0ube templates =or$sheet 6 /

( 0oloured mar$ers andpencils

4 cissors5 ?ottles of glue

Time '


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Steps

*otes

STEP BY WICKED STEP CHARACTERISATION/WORKSHEET $

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

30

* %istribute copies of the two 0haracter 0ube templates =or$sheet 6/ to each

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

1. )&is a'tiity ay +e "ien as "rou- %or(.2. Create a o+ile o# students’ C&ara'ter Cu+es so t&at t&e ot&ers 'ansee all t&e si

sides o# si ajor '&ara'ters o#


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31


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Adapted from The ?ig ?oo$ of Reading Response Activities by 9ichael 1ravois /

STEP BY WICKED STEP PLOT/ACTIVITY %

32


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Aims !aterials

Steps

*otes

33

Trace theTime '


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STEP BY WICKED STEP PLOT/WORKSHEET %

The prota&onist ta7es many steps in his9her life Write the steps that he or she hasta7en from the start to the en" of the story

The character that . have chosen is >>>>>>>>>>>>>

34

Trace the

The First Step 4 &position 6

The Second Step 4 *on7ict or ,roble' 6

The Third Step 4 *li'a 6

The Fourth Step 4 Resolution 6


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Aims !aterials

Steps

*otes

;alues

STEP BY WICKED STEP VALUES/ACTIVITY &

35

,ickin up

* To associate the events with values that areader should pic$ up from a story

( To locate evidence to support the values in thestory.

* The text( =or$sheet :

Time ' $ minutes

* Teacher gives brief explanation on values found in the six stories.( Teacher gives an example of a value with example from a vignette.4 tudents discuss in groups for other values found in other stories in this novel.5 tudents write a letter or e!mail to a friend about the values in the boo$.& Teacher evaluates the letters and discusses the contents in the next lesson.

alues are -i'(ed u- as %e read a noel. )&ere are any oral alues

atta'&ed to t&e a'tions o# a '&ara'ter or narrated +y t&e %riter. Soe

oral alues are (indness$ loe and 'are$ sy-at&y$ and toleran'e.


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STEP BY WICKED STEP VALUES/WORKSHEET &

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

36

,ickin up

%ear %iana,

2i 2ave you read the novel, tep by =ic$ed tep by Anne FineQ +f you have not,

you must. +t is the latest novel that every teenager and adult should read to discover

about themselves. There are many values + have pic$ed up from this novel. These

values will help us identify our problems and how to ma$e life more comfortable.

Firstly, + learnt that we must

That-s all for now %o share your views on the novel after you have read it. ?ye.

Than$ you.

Cour friend,

%ear %iana,

2i 2ave you read the novel, tep by =ic$ed tep by Anne FineQ +f you have not,

you must. +t is the latest novel that every teenager and adult should read to discover

about themselves. There are many values + have pic$ed up from this novel. These

values will help us identify our problems and how to ma$e life more comfortable.

Firstly, + learnt that we must

That-s all for now %o share your views on the novel after you have read it. ?ye.

Than$ you.

Cour friend,


38/108

Aims !aterials

Steps

*otes

STEP BY WICKED STEP THE'E/ACTIVITY (

37

Main Ideas

* To identify the themes( To provide textual evidence to support a theme4 To give reasons for deciding on a theme

* The text( =or$sheet :

Time '


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STEP BY WICKED STEP THE'E/WORKSHEET (

Put a tic7 @ in the blan7 column if the main i"ea can be foun" in all the si- storiesor vi&nettes

Themes *. eer pressure(. ;ove and care4. Teenage problems5. 8ffect of parental divorces

&. Family relationship6. The virtue of tolerance7. 0oping with a new member of the family. The need to express your views:. 0hild abuse*). Friendship

Put a tic7 @ a&ainst each story which has the &iven theme Then choose asi&nificant i"ea that has been intro"uce" by the author which has left a "eepimpression on you Give reasons for your choice with supportin& information fromthe novel

ThemeStories of'

/ichar"2arwic7

Clau"ia Colin /alph Pi-ie /obbo

?ro$en Family

Family relationships

0oping with change

Thin$ before ma$ing a decision

The need for tolerance

38

Main Ideas


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Aims !aterials

Steps

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

STEP BY WICKED STEP THE'E/ACTIVITY 1)

39

1hat+s the

* To identify the problems or crisis faced by thecharacters

( To determine the theme based on the crises andproblems faced by the people in the story

* The text( =or$sheets *)a and *)b4 0oloured pens

Time '


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*otes

STEP BY WICKED STEP THE'E/WORKSHEET 1)a

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

*o Story Problem

* Richard 0layton 2arwic$ I 9y tory.Read and =eep

( 0laudia-s tory " 1reen yDamas

4 0olin-s tory " The ?luebird of 2appiness

5 Ralph-s tory " A Tale of Three tepmothers

& ixie-s tory " The ains in 9y ;ife

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

40

)&e t&ee o# a noel is rarely stated dire'tly. )&ey usually ust +e

in#erred. t&ee 'an +e reealed +y t&e %ay '&ara'ters '&an"e in a

story$ 'onBi'ts in t&e story$ and stateentss-ee'&es ade +y t&e

narrator or '&ara'ters.

1hat+s the


42/108

STEP BY WICKED STEP THE'E/WORKSHEET 1)*

.nstructions'

*. 0hoose a character from the novel.(. Find a picture of a person from a magaEine or newspaper that best suits the

description of the chosen character or you may draw a picture of the character/.

4. aste or draw picture in the box given below.5. =rite out from the first person-s point of view/ the problem faced by him#her in the

speech bubble provided.&. %isplay your wor$ on the wall#notice board.

41

1hat+s the

My proble' is8


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Aims !aterials

Steps

*otes

icture of the character

Name of character/

STEP BY WICKED STEP THE'E /ACTIVITY 11

42

The'e it all

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

* The text( =or$sheet **

Time '


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*. Richard 0layton2arwic$-s story

Read and Weep

4. 0olin-s story

The Bluebird of

Happiness

STEP BY WICKED STEP THE'E/WORKSHEET 11

Discuss with your partner +or each vi&nette in the novel :Step by Wic7e" Step4choose a theme

43

The'e It All

*.

8vidence "

(.

8vidence "

4.

8vidence "

5.

8vidence "

&.

8vidence "

6.

8vidence "

(. 0laudia-s story

Green Pyjamas

The %# !ost Common Themes in )iterature

D )&e E-ortan'e o# ailyD Fer'oin" dersityD in and an": /ust %&en yout&in( li#e is

Hnally "oin" to +e easy$soet&in" +ad

&a--ens to +alan'e it all out.D ,uan *ein"s ll ,ae t&eSae

>eeds D oeD Sa'riH'es *rin" e%ardD an Stru""les "ainst >ature

D an Stru""les "ainst So'ietalPressureD an Stru""les to Inderstand!iinityD Crie !oes >ot PayD riends&i- is !e-endant onSa'riH'eD oe is t&e ;ort&iest o# PursuitsD !eat& is Part o# t&e i#e Cy'le

@a"apte" from http'99wwwlife%#Bcom9parentin&9e"ucation9chil"ren(rea"in&9 Dateaccesse"' # Au&ust #$%$

http://www.life123.com/parenting/education/children-reading/http://www.life123.com/parenting/education/children-reading/


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Aims !aterials

Steps

5. Ralph-s story

A Tale of Three

Stepmothers

6. Robbo-s story

Dumpa’s the

Problem

&. ixie-s story

The Pains in My

ife

STEP BY WICKED STEP VALUES/ACTIVITY 1

44

Facebook

*

(

To encourage students to tal$ about the valuesthey can pic$ up from some events or incidents.To introduce students to use a social media andnetwor$ing website to tal$ about values inliterature.

* The text( =or$sheet *(

Time '


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*otes

STEP BY WICKED STEP VALUES /WORKSHEET 1

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

45

A 2rie! $istory and Functions o! Facebook a'e+oo($ a so'ial net%or(in" %e+site laun'&ed in e+ruary 2004 %as #ounded+y ar( Ju'(er+er". Et &as ore t&an 500 illion a'tie users in /uly 2010.a'e+oo( &as a nu+er o# #eatures %it& %&i'& users ay intera't. )&ey in'ludet&e ;all$ a s-a'e on eery userKs -roHle -a"e t&at allo%s #riends to -ostessa"es #or t&e user to see. Isers 'an 'reate -roHles %it& -&otos$ lists o#-ersonal interests$ 'onta't in#oration and ot&er -ersonal in#oration.

1hat is there to value in literature- %or( o# literature 'an +e alua+le in seeral %ays. iterature &asD oral alue i# readin" it tea'&es a lesson t&at %ill ins-ire t&e reader to lie a+etter li#e.D et&i'al alue i# readin" it &el-s us as(s Auestions related to t&e standards o# aL"oodL li#e.D entertainent alue i# readin" it is an enjoya+le %ay to -ass t&e tie.D

Facebook

http://en.wikipedia.org/wiki/Social_network_servicehttp://en.wikipedia.org/wiki/Mark_Zuckerberghttps://web.gsc.edu/fs/mhorton/courses/f08/engl2132/handouts/2132value.htm#moralhttps://web.gsc.edu/fs/mhorton/courses/f08/engl2132/handouts/2132value.htm#ethicalhttp://en.wikipedia.org/wiki/Social_network_servicehttp://en.wikipedia.org/wiki/Mark_Zuckerberghttps://web.gsc.edu/fs/mhorton/courses/f08/engl2132/handouts/2132value.htm#moralhttps://web.gsc.edu/fs/mhorton/courses/f08/engl2132/handouts/2132value.htm#ethicalhttps://web.gsc.edu/fs/mhorton/courses/f08/engl2132/handouts/2132value.htm#cultural


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STEP BY WICKED STEP ENRICH'ENT/ACTIVITY 1!

46

%ookin Out

Time '


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Aims !aterials

Steps

*otes

STEP BY WICKED STEP ENRICH'ENT/HANDOUT 1!

47

* To allow students to explore ways in whichliterary device or figurative language is used inthe novel

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

* 0hoose a literary device, for e.g. simile, hyperbole, metaphor or personification.%iscuss its meaning in class, and share examples see 2andout *4/

( 1ive out a copy of H;oo$ing >ut %evices- graphic organiser to each student. Tellstudents to write a literary device on the top line.

4 +nstruct students to loo$ for examples of the device in the novel they are reading.5 Tell students to write the phrase with the device and its page number in each lens

of the binoculars,& Form groups of four and discuss the student-s findings.

)ea'&er ay loo( at t&e literary dei'es "ien in t&e introdu'tory se'tion

o# t&is &and+oo( #or re#eren'e.

%ookin Out


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+in" two e-amples of similes

Write them in the binoculars with the lines an" pa&e number ta7en from the novel

STEP BY WICKED STEP ENRICH'ENT/WORKSHEET 1!

48

Si'ile

Moer a +la'( and

%&ite tiled Boor

t&at loo(ed li(e a

&u"e '&e'(er+oard

"laed M-. 4

Si'ile

M.as narro% as t&e

ones t&at ar'&ers

used -. 8

%ookin Out


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+in" four e-amples of >>>>>>>>>>>>>>>>

Write them in the binoculars with the lines an" pa&e number ta7en from the novel

STEP BY WICKED STEP BEYOND THE TE+T/ACTIVITY 1"

49

Real li!e


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Aims

!aterials

Steps

*otes

STEP BY WICKED STEP BEYOND THE TE+T/WORKSHEET 1"

50

* To write a narrative on a person-s life( To retell a story of a real!life event in written

form4 To develop story!telling ability

* 8nvelopes( =riting aper

Time '


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

STEP BY WICKED STEP BEYOND THE TE+T/ACTIVITY 1#

51

*. %raft the outline of your story based on milestones in the plot given below.(. Focus on moments where a character goes through a life!changing event, has an epiphany a moment of sudden and great revelation or realisation/, or overcomes an obstacle.

4. 1ive a title to your story.

*li'ae.". t&e '&ara'ter &as ane-i-&any

&position Resolutione.". t&e '&ara'teroer'oes ano+sta'le

*on7icte.". li#eD'&an"in" eent

The Ripple


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Aims !aterials

Steps

*otes

STEP BY WICKED STEP BEYOND THE TE+T/WORKSHEET 1#

52

*

(4

To enable students to analyEe the ways in whichan action can have multiple repercussion.To identify the main conflict and minor conflictsTo analyse cause!and!effect relationships

* The text( The Ripple 8ffect graphic

organiser

Time '


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

STEP BY WICKED STEP BEYOND THE TE+T/ACTIVITY 1$

53

1riter+s

=rite the cause on the boat andits effects on each ripple.


55/108

Aims !aterials

Steps

*otes

STEP BY WICKED STEP BEYOND THE TE+T/WORKSHEET 1$

54

* To identify the literary devices in the story * ;ines ta$en from novel( =or$sheet *64 The text

Time '


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

E-ample from te-t )iterary Device /eason

7from stepping silently pastdoor$ays, and mo5ing li%e a shado$through the house,7

imile the usage of the wordHli%e8

#o tears9 3 $ould ha5e foundobedience7&o$ many nights my pillo$ $ould become a flood

73 stood li%e a trespasser in theshado$ of the lime $al%, and $atchedthe house

7he shoo% his gri66led head as to tell

himself he $as a foolish old mandreaming of better times,7

Dumpa8s the problem(pgs *.,**+,** and *+2 )

;utside, the $ind still $histled throughthe trees,7

STEP BY WICKED STEP ASSESS'ENT/ACTIVITY 1%

55

$ave I


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Aims !aterials

Steps

*otes

STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%a

56

* To assess students- ability to understand thestory.

(

4

To assess students- ability to extract informationand produce a written response.To assess students- ability to ma$e inferencesand draw conclusions.

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

Time '


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/.C2A/D C)A6T3* 2A/W.CK !6 ST3/6 /ea" an" WeepF

Answer the followin& uestions base" on /ichar" Clayton 2arwic7 !y Story' /ea"

an" Weep Write your answer in the space provi"e"

*. =here was the minibus ta$ing the five pupils toQ

(. JDon8t e5en $ant you coming up their garden path to gi5e them a free paper9


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7. =ho discovered the door in the wallQ =here did the door lead toQ

. ?the tangled 5eil of stretched and bro%en cob$ebs ...O=hat does this tell us about the roomQ

:. =hat evidence was there in the room to suggest that the last child to sleep in thattiny room was from a very rich familyQ

*). =hy did the children rush to pretend to sleep when they hear the bus in thecourtyardQ

**. =hat were ixie-s reasons for them to be together in one roomQ

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

*4. =hat was 9iss >-%ell-s reason for the five children to be together in the minibusQ

58


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*5. =hy do you thin$ Richard adds the line JRead and =eepO to the title of his albumQ

*&. 2ow does Reverend 0oldstone treat RichardQ

*6. =hat is Richard-s reaction to his mother-s request J#o tears, my dearest .O Dust as he

is about to visit his fatherQ

*7. =hat was Richard distressed about after visiting his ailing fatherQ

*. =hy does Richard stamp on his father-s graveQ

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

(). Richard was sent to 9ordanger after his mother marries 9r. 0oldstone. =hat isRichard-s attitude about school thenQ

59


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(*. =hat message does 0harlotte convey to her brother about their motherQ

((. =hat does Richard accuse 0harlotteQ =hat is 0harlotte-s reasoning for thisaccusationQ

(4. =hy does Richard feel that it would be best for him to leave the familyQ

(5. =hat is the common feature that all five young children haveQ

(&. A lot of difficulties were faced by Richard-s family after his disappearance. =hatdoes that teach us about ma$ing decisionQ

STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%*

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C)A1D.A4S ST3/6 G/EE* P6HA!AS

Answer the followin& uestions base" on Clau"ia4s Story Green Py8amas Write

your answer in the space provi"e"

*. =hat did 0laudia-s mother moan about her dadQ

(. =hy were 9um and 1ranny in a rage late one night after a flood of phone callsQ

4. =hy didn-t %ad dare to come near the house after the phone callsQ

5 2ow does tella loo$ li$e, according to 0laudiaQ

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

6. Read the extract below and answer the following question.


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Stella %ould try a"ain.< E don’t (no% lora$ do E?nd E’d just stare do%n at y -late %it& a loo( on y #a'e t&at said$-lain as day:


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*(. H'ish me luc% ,- she said. And + realiEed for the first time that she was nervous. =hatwas tella nervous about and whyQ

*4. =hat did tella do when she set the tray across 0laudia-s $neesQ

*5. =hat did 0laudia do behind the giant fernsQ

*&. =hat did 0laudia find out about the things that %ad-s friends tal$ aboutQ

*6. 2ow did %ad-s friend treat tellaQ

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

*. The way dad-s friends treated tella made 0laudia ma$e a huge decision. =hat wasthat decisionQ

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*:. =hat did %ad-s friends do after 0laudia addressed tella by her name for the veryfirst timeQ

(). From the story, what did 0laudia find out about tellaQ

(*. =hat did you learn from 0laudia-s storyQ 'ustify your answer with textual evidencefrom the text.

STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%

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Colin4s Story ' The 5luebir" of 2appiness

Answer the followin& uestions base" on Clau"ia4s Story Green Py8amas Write


*. 2ow old was 0olin when his mum leaves his real fatherQ

(. =hat is the reason 9um gave about her separation from 0olin-s real fatherQ

4. Read the extract below and answer the questions that follow"


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5. =hat are the various names 0olin-s stepfather whom he now called %ad/ has forhimQ

&. =here does 0olin-s mother wor$ after they had moved out from the flatQ

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

stepdadQ

7. Read the extract below and answer the questions that follow"


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d/ %o you thin$ 0olin can accept the fact that his father is no longer staying withhimQ =hyQ

. =hat does 0olin do to show that his %ad matters a lot to him and will still be his%adQ refer to p. 6*/

:. +n your opinion, why does Ralph stop addressing 0olin-s father as a stepdad at theend of the storyQ

*). =hen did 0olin last see his %adQ +n your opinion, can 0olin find his father somedayQ1ive a reason to support your answer.

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

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

*4. Find out the mythology of the bluebird of happiness in the +nternet. hare yourfindings with your classmates.

STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%.

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/alph4s Story ( A Tale of Three Stepmothers

Answer the followin& uestions base" on /alph4s Story ( A Tale of Three

Stepmothers Write your answer in the space provi"e"

*. =hen does Ralph-s mother get her hair trimmedQ

(. =hy was ixie confused after Ralph-s explanationQ

4. 2ow did the lunch boxes help Ralph to remember where to goQ

5. =ho came up with the lunchbox ideaQ

&. =hy were Ralph-s brothers fed up with AnnabelQ

6. =hy did Ralph-s father stop listening to DaEEQ

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7. =hy did ?randy go with Ralph to his dad-s houseQ

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

:. =hy did 1eorge thin$ their dad had found 'anet Ralph-s tepmother Number Two/in a J1aolOQ

*). =hy do Ralph-s parents fond of 'anetQ

**. =hy did 'anet leave Ralph-s parentsQ

*(. =hy did Ralph-s mom stic$ to 'anet-s schedule even though 'anet was not a part oftheir lives anymoreQ

*4. 2ow would you describe FloraQ

*5. =hy was Flora more acceptable to Ralph and his brothers as compared to the othertwo stepmothersQ

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STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%e

P.I.E4S ST3/6 T2E PA.*S .* !6 ).+E

Answer the followin& uestions base" on Pi-ie4s Story' The Pains in !y )ife Write


*. =hy did ixie call the ayne family HThe ain-Q

(. =hat was the agreement made by %ad and ;ucy to ixie when they buy the houseQ

4. =hat made 2etty move from her sister-s bedroomQ

5. +n what way did 2etty drive ixie madQ

&. =hat was the first try made by ixie to get 2etty out from her roomQ

6. =hat present did ixie give to ;ucy during 0hristmasQ

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7. 2ow would ixie-s 9um react if she realises something is missing at her homeQ

. Read the extract below and answer the questions that follow"


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:. Read the extract below and answer the questions that follow"

?ut instead he Dust got on with his own selfish, quiet life, pretending he didn-tnotice things, or leaving them for ;ucy, and never trying to sort out any of thehorrible, horrible mess he-d made by changing all our lives for ever.?ut ;ucy Dust said to him coldly"Hlease go away.-9aybe she thought that he was interrupting. ?ut + don-t thin$ so. + see she was Dust fed up with him forever staying out of things, and not facing up to what wasbothering everyone, and only creeping in when he thought the trouble was over,and it was safe. -. 99

a/ =hat made ixie and ;ucy as$ %ad to go awayQ

b/ =hy was ixie fed up with %adQ

*). Read the extract below and answer the questions that follow"

a/ =hat is ixie-s feeling in the above extractQ

72

H;ucy, what + said about not wanting to come except for not hurting %ad-sfeelings, that-s not exactly true. ometimes, when mum-s going on at me, + wish +could come and live here all the time. o + can-t hate it that much.- + blew mynose again. H+t-s Dust that, whenever 2etty teases me about my name, orsomething, + want to go straight home again and never come bac$.-

HTeases youQ About your nameQ- H0alls me JriscillaO.-

;ucy loo$ed baffled.

H2ow is that teasingQ-

9y tears welled up again

H=riscilla9 - + wailed.

p. *))/


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b/ =hy did ixie wish that she could come and live in her father-s house all the

timeQ

c/ =hat, on the other hand, ma$es ixie want to go straight home and nevercome bac$Q

d/ From the extract, what does the word it meanQ

e/ +n your opinion, why does ixie hate anyone who calls her H=riscilla8 Q

**. Read the extract below and answer the question that follows"


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STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%f

/35534S ST3/6 ( D1!PA4S T2E P/35)E!

Answer the followin& uestions base" on /obbo4s Story ( Dumpa4s The Problem

Write your answer in the space provi"e"

*. 2ow old was Robbo when his dad and mum decide to splitQ

(. Read the extract below and answer the questions that follow"

!ad 'ae +a'( a lot$ and u %ould send Callie and e out in t&e"arden$ %&ile t&ey stayed in t&e (it'&en$ ar"uin" and ar"uin". Callie(e-t "oin" +a'( inside to try to a(e t&e sto-. *ut E just stayed outt&ere$ (i'(in" t&e +all to ysel#$ oer and oer. nd a#ter a +it$ !adsto--ed 'oin" round$ and %e &ad to start isitin" &i at &is ne% -la'einstead. E didn’t ind$ +ut Callie &ated it. S&e said t&at it %as 'old andnasty and &orri+le$ and t&e s&eets #elt #unny. S&e tells e t&in"s E neerrealised$ +ut$ on'e s&e


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c/ =hat did Robbo and 0allie do when they were sent outsideQ

d/ =hy do you thin$ 0allie hated visiting %ad at his new placeQ

e/ +n your opinion, why did %ad stop visiting themQ

4. =ho gave the nic$name HThe ?eard- to RoyQ

5. =hat was 0allie-s first negative remar$ about RoyQ

&. ince %umpa was born, 0allie hated Roy even more. =hy did 0allie behave in suchwayQ

6. Read the extract below and answer the question that follows"

!u-a’s t&e -ro+le$ you see$ &e’s only t&ree. nd &e’s t&e s%eetest'&ild in t&e %&ole %orld. =en Callie adits it. E neer t&ou"&t anyt&in"a+out +a+ies till !u-a %as +orn. E t&ou"&t t&at t&ey %ere just +orin".*ut %&en oy too( us to isit u in t&e &os-ital$ &e s'oo-ed t&is tiny(nitted +undle out o# its little s%in"in" -lasti' tu+$ and -ut it in yars. nd suddenly it sneeedDt&e neatest little sneee you eer &eard@ and its eyes -oo-ed o-en in sur-rise$ and it stared u- at oy -eerin"oer y s&oulder. -. 106

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=hat was Robbo-s opinion about babies before %umpa was bornQ

7. =hat ma$es 9um say that %umpa is Hdefinitely his dada8s son8 Q

. =hy did Robbo feel li$e cheering the moment he $new Roy has returned homeQ

:. 2ow did 0allie $now that Roy is lying about his sic$ motherQ

*). =ho was responsible behind the idea of reuniting 9um and %adQ

**. Read the extract below and answer the questions that follow"

< s( your dad i# &e’d li(e to &ae you #or a 'ou-le o# etra days oer&al#Dter.’


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b/ =hat was Robbo-s view about the incident aboveQ

*(. =hat had happened between 0allie and Roy on %umpa-s fourth birthdayQ

*4. =hat were 0allie and Roy arguing aboutQ

*5. =hy did 9um refuse to let 0allie do as instructed by RoyQ

*&. Read the extract below and answer the questions that follow

H?ecause she-s not my daughterQ +s that itQ- 2e dropped 0allie-s wrist as if it hadscorched him. H=ell, let me tell you something, 2ope. +f +-m good enough to get uphalf an hour earlier than + need every morning to drive her to school, and goodenough to wor$ overtime to pay for repairs to the roof over her head, and goodenough to trail round the supermar$et for her favourite foods, then +-m goodenough to stop her carelessly scratching my car-

pgs. **4!**5/

a/ =hat is Roy-s tone in the above incidentQ

b/ %o you thin$ Roy is doing the right thing in the above incidentQ 1ive a reasonto support your answer.

*6. Read the extract below and answer the questions that follow

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?ut + was wrong. 0allie-s next words came out so muffled that neither of us couldhear them properly. ?ut they came out. 9um stopped the patting and loo$ed atme. H=hat did she sayQ- ometimes you have to ta$e a ris$ to finish the game. +too$ a deep breath. H+ thin$ she probably said she wants to go and live with %ad.-9um loo$ed as if +-d slapped her. H?ut 0allie doesn-t even li$e your father-s placehe says it-s cold and gloomy, and not li$e a real home at all.- 0allie Dust buriedher head deeper in 9um-s lap. o, once again, it was up to me. -"s. 123D124

a/ =hy couldn-t 0allie-s words be heard properlyQ

b/ =hat does Robbo mean when he said,- @ometimes you ha5e to ta%e a ris% tofinish the game-Q

c/ =hy did 9um feel li$e Robbo had Hslapped her-Q

d/ %o you thin$ 0allie has made a good decisionQ 1ive a reason to support your answer.

*7. The phrase HDumpa8s the problem8 has been repeated many times in this story seepages *)7,**(,**: abd *(&/. %o you thin$ %umpa-s the problem in this familyQ 1ivereasons/ to support your answer.

*. =ho is your favourite character in this storyQ =hy do you li$e him#herQ upport youranswer with reasons.

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STEP BY WICKED STEP ASSESS'ENT/ ACTIVITY 1&

5ase" on the novel of your choice= "iscuss the problems face" by a character2ow "oes he9she overcome the problems?

+ormat of an acceptable response

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

S7eletal sample'

• The novel + have chosen is Htep by wic$ed step- by Anne Fine.• +t is about problems teenagers face when changes ta$e place in their family

relationship.• >ne character in the novel is 0olin. 2e is unable to forget his H%ad- or stepdad.• %escribe the problem.• 2ow did he overcome the problemQ• 0olin-s another problem is his mother.• %escribe the problem.•

2ow does he overcome this problemQ• =rite a conclusion.

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

STEP BY WICKED STEP ASSESS'ENT/ACTIVITY 1(

Describe a memorable event in the novel you have chosen What lessons has it tau&htyou?

+ormat of an acceptable response

*. tate the novel of your choice.(. Respond to the tas$ I describe an event.4. tate the lessons you have learnt at least two/..5. 1ive a simple conclusion

S7eletal sample'

• The novel + have chosen is Htep by wic$ed step- by Anne Fine. +t is about problemsteenagers face when changes ta$e place in their family.

• >ne event in the novel is ...• %escribe the event.• tate the lessons you have learnt• =rite a conclusion.

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

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STEP BY WICKED STEP ASSESS'ENT/ ACTIVITY )

The following are the novels studied in the literature component in 8nglish ;anguage"

tep by wic$ed step I Anne Fine 0atch


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Answer :ey


ACT.;.T6 % ' 3)D 2A/W.CK 2A))

Place settin&! in an old mansion8videncea 4agged, stone to$er, strangled by i5ya to$ering mansion $ith dunce-hatted turrets

Time settin& ! ;ong time ago8videnceThe dust lay thic% A on shelf and des% and chair, on lantern and candelabra, on boo%s andcushions Ae5en on the floor, $here the brash patterns pressed by the soles of their shoesmade them feel e5en more li%e trespassers 3t is Buite ob5ious to e5ery one of them that noone had stepped in this room as long as anyone ali5e could possibly

Physical "etails I >ld 2arwic$ 2all8videnceno bell at the door blac% and $hite tiled floorhas floor-to-ceiling loo%ing glass.

Prota&onist4s bac7&roun" settin& ! Richard 0layton 2arwic$ came from a rich family.

8vidence2e had a gardener, 1eorge and a maid, ;ucy.

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Cll he Ralph/ could tell from loo%ing round $as that, $hen it $as left to spiders all thoseyears ago, the last child to sleep in that high, ornate bed came from a family $ith a mint ofmoney

Social settin& I 9ale dominated setting8vidence9r. 0oldstone is controlling everything inside the house. According to Richard, ?all of ussuffered Mr oldstone8s anger ? and ? There $as a flash of anger in those ice-blue eyes Cnd, $hen he spo%e, his 5oice $as e5en sharper than mine, $ith, 3 sensed, far more practice? Trust me,8 he $arned 3 shall ta%e time to mend your manners soon8

!oo" settin& I olemn, ad8vidence C dreadful silence fell upon our house The maids $ept in corners, my mother8s dar%dressesbillo$ed as she hurried across landings, impatiently snatching from the ser5ants8 hands the

things she begged my father to lift his head from the pillo$s and try : poor thing indeed9 C sipif $ater, a slice of peach, a tiniest fragment of dry toast

ACT.;.T6 # ' T2E/E4S *3 P)ACE ).KE 23!E

0ompare your house with that of Richard.

/ichar"4s !ansion !y 2ouse

+t was built li$e a castle Jturrets, mansionO 0ondominium unit

pacious, many rooms Three rooms, living rooms on the same floor =ithout much love 0osy, worn with loveFilled with history of ancestors of the samelineage.

2istory of only one generation in pictureframes on the console tables

>verly lavish, proof of overabundant wealth 9oderate, rich only with love and history ofchildhood of the past

ACT.;.T6 B ' ;3CA51)A/6 /353T

83

Auarrel

dis-ute

out+urst

tal(

'onsensu

a''e-tan

'onsensu

a''e-tan


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ACT.;.T6 < ' S.!.)A/ 51T D.++E/E*T

84

!"#$ P#%#&

,S > E)I= F),=

,is ot&er "ets in and out o# arelations&i- #reAuently

%R8A9C

2e drifts through the hours of each schoolday as if his thoughts were hundreds of miles away.

8;F;8

,e as(s #or 'as& instead o#C&ristas -resents so t&at &e %ill+e a+le to sae enou"& oney toloo( #or &is ste-dad.

,S > E)I= >! E>!E==>)

),=

,er #at&er is selHs& #or &e al%ays-retends t&at &e did not noti'et&in"s

F+8RC

D&er ste-sisters drie &er u- t&e %allD S&e alost doesn’t %ant to +ot&erto see &er #at&er anyoreDs&e 'an’t stand it %&en -eo-lesneer at &er.

8;F+2

!+-d have a bedroom to myself! %o you thin$ it would $ill him %ad/ to tryand stic$ up for me once in a whileP.Q

+ thin$ they had anotherlittle spat last night . p. **(/

ar"uent

disa"reeent a"reeent


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ACT.;.T6 ' A C2A*GE .* C2A/ACTE/

C,C)=’S >=

85

0>N1 =8;; =+T2T8%A%, 'A0@

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

0>T 18T A;>N1 =8;;=+T2 T89


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ACT.;.T6 J ' C2A/ACTE/ C15E

NA98 >F 02ARA0T8R " C3).*

PA*E) S1GGESTED A*SWE/

AN8; * 0>;+N- T>RC I T28 ?;F 2A+N8AN8; ( 0>;+N !;oving, 2opeful,


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Robbo-s parents divorce and mum marries the ?eard, Roy. Robbo-s sister, 0alliedoes not get along well with stepdad, Roy. The situation worsens when hisstepbrother, %umpa is born.

The Secon" Step Conflict or Problem

9um and Roy have constant arguments. This is because 9um has to be the umpirebetween 0allie and Roy. As a result of that, their relationships are on the roc$.

The Thir" Step ( Clima-

Roy and 0allie have a big row. 2e also finds out that Rob is also having a hard timetrying to fit in, Dust li$e 0allie trying to come to terms with steps. Robbo realises that%umpa-s the problem why Roy did not leave them.

The +ourth Step ( /esolution

Robbo-s sister decides to move to his %ad-s house to give 9um and stepdad, Roy abreather.

3r

*A!E 3+ C2A/ACTE/ ' /.C2A/D 2A/W.CK

The +irst Step ( E-position

Richard-s father dies.

The Secon" Step ( Conflict 2e notices that his mother is having an affair with the Reverend 0oldstone. The

Reverend is in fact living in their house and ta$ing responsibility as a stepfather. The Thir" Step Clima-

2is house was li$e a tomb. Richard leaves the house. 2e feels that his presence isnot wanted by his mother.

The +ourth Step ( /esolution

2e returns to his home upon seeing the advertisement as$ing him to come bac$.2e finds a letter From 0harlotte. 2e feels remorse and is contemplating whether tostay or leave.

ACT.;.T6 ' P.CK.*G 1P ;A)1ES

Accept any reasonable answer in the format of a letter

ACT.;.T6 L ' !A.* .DEAS

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Put a ti'( in t&e +lan( 'olun i# t&e ain idea 'an +e #ound in t&e sistoriesi"nettes.

The'es1. Peer -ressure

2. oe and 'are 3. )eena"e -ro+les4. =e't o# -arental dior'es

5. aily relations&i-

6. )&e irtue o# toleran'e

7. Co-in" %it& a ne% e+er o# t&e #aily

8. )&e need to e-ress your ie%s

9. C&ild a+use10. riends&i-

Put a ti'( a"ainst ea'& story %&i'& &as t&e "ien t&ee. )&en '&oose asi"niH'ant idea t&at &as +een introdu'ed +y t&e aut&or %&i'& &as le#t a dee-i-ression on you. Gie reasons #or your '&oi'e %it& su--ortin" in#oration #rot&e noel.

)&eeStories o#:

i'&ard,ar%i'(

Claudia

Colin al-&

Piie o++o

*ro(en aily

*ein" +rae

Co-in" %it& '&an"e

)&in( +e#ore a(in" a

de'ision

)&e need #or toleran'e

ACT.;.T6 %$ ' W2AT4S T2E P/35)E!?

*o Story Problem

* Richard 0layton 2arwic$ I 9y tory.Read and =eep

2e could not get along with his stepfather and so he ran away from home.

0laudia feels disloyal to her mum whenever

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( 0laudia-s tory " 1reen yDamas she has a good time with her father and hisnew girlfriend. 0laudia becomes hostiletowards tella, disregarding all the latter-seffort to warm up to her.

4 0olin-s tory " The ?luebird of2appiness

0olin and 9um leave 'ac$, the only Hfather-figure 0olin ever $new. This causes him tomiss 'ac$ so badly that it hurts. 2e is stillpining for 'ac$ and hopes to save enoughmoney one day so that he can be with hisstepdad again.

5 Ralph-s tory" A Tale of Threetepmothers

2e has to deal with too many step familymembers and relatives as a result of hisimmature parents- decisions.

& ixie-s tory " The ains in 9y ;ifehe has to deal with two really irritatingstepsisters and a father who pretends hedoesn3t notice how difficult things are for her.

6 Robbo-s tory " %umpa-s Theroblem

Robbo and his sister, 0allie always thin$that the birth of their stepbrother, %umpahas caused numerous problems between

them and their stepfather, Roy. =hen therelationship between Robbo-s mother andRoy is on the roc$, Robbo realises that Roydoes not move on because %umpa-s theproblem. Finally, Robbo realises that hismother is always stuc$ in between when0allie and Roy quarrel. This has causedmum and Robbo-s stepfather to be upset.

89

My proble' is no+ody

sees to +e t&in(in" a+out

e so E al%ays H"&t %it& y

ste- sisters$ So-&ie and ,etty

Payne. Fne day E &ad a +i"

H"&t %it& y ste-ot&er$u'y. ;e -our out our

#rustrations o# &ain" to

a''e-t ne% e+ers o# a

#aily. #ter a &eartDtoD&eart


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,iie Name of character/

ACT.;.T6 %% ' T2E!E .T A))

90

+amily unity

The nucleus of moral values, Jthe family unit,O is being invaded by outsiders Hstep- orHsteps-/ and this causes disharmony.

+amily relationships

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

Dealin& with a"versities

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

5ein& happy

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

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

Richard 2arwic$ made a rash decision to run away and that had changed the lives of hisstepfather, mother and sister.

is all +e'ause y #at&er %&o

is QselHs&$ al%ays -retendin"

&e didn’t noti'e t&in"sR and

%&o %ould just de'ide to

Qstay sa#ely out o# t&in"s$ as

usualR leain" +ot& u'y and E

to sort out t&e ess.


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ACT.;.T6 %# ' +ACE533K

Accept any reasonable answer

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

Simile*. ;i$e someone stepping on stones over a river with water raging on both sides p. (*/(. =hen

Form 5 Step by Wicked Step2 (1)

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Transcript of Form 5 Step by Wicked Step2 (1)