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Chapter one
Read chapter one.
Chapter summary – Helen has arrived in school and is very upset.
Feeling that she can no longer
cope, she shouts at Miss Lupey and runs out of the classroom. Kitty is sent to find Helen, and discovers that
she is so upset because her mother is going to remarry. Realising the reason that Miss Lupey has deliberately
sent her, Kitty sets about telling Helen her own story.
Class discussion – talk about the setting – Helen has arrived at school and is visibly upset.
Choose
suitable vocabulary to describe the depth of Helen’s emotions. Children should be able to provide some
adjectives, but emphasise the meaning of specific words that are appropriate to describe this situation Mention
words such as ‘ distraught, traumatised inconsolable’ etc
Written work and research – vocabulary building.
Remind children that words in a dictionary are arranged in alphabetical order. Point out that if two words begin
with the same letter, then they should refer to the second letter of the word, finding its position in the alphabet.
Give children the following list of words (all of which have featured in, or describe the actions of the characters
in chapter one), and ask them to write a sentence to show that they understand the meaning of that word.
For example; Peculiar – There was a peculiar smell emanating from the school canteen.
1)
2)
3)
Peculiar (p.1)
Astonished (p.3)
Fiercely (p.5)
4)
5)
6)
Appalling (p.7)
Contented (p.9)
Drab (p.9)
7)
8)
9)
Sensitive (p.12)
Volatile
Distressed
10) Fragile
11) Cantankerous
Extension work for more able children
12) Incoherent
13) Ostracized
14) Introvert
15) Extrovert
16) Despised
Less able children
Allow them to work with a more able partner. The more able child should find the dictionary definition, whilst
their partner thinks of an appropriate sentence. Alternatively, give the child the definition, and ask them to
write a sentence using that word.
NLS objectives (year 7)
Word level
SPELLING STRATEGIES & VOCABULARY
12. use the quartiles of a dictionary and find words beyond the initial letter;
14 – define meaning of a word with precision, including its exact implication in context
15 – use a dictionary & thesaurus with speed & skill
READING FOR MEANING
Text level
– Reading 6 – adopt an active reading approach: visualising, predicting, empathising …
8 – infer & deduce meanings using evidence in the text, identifying where & how meanings are implied
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Chapter two
Read chapter two.
Chapter summary – Whilst mum is out of the house, Gerald phones with the news that he has bought
cinema tickets for that evening. Taking an instant dislike to Gerald, Kitty refuses to enter into a conversation
with him. Kitty is annoyed that her mother changes her outfit at Gerald’s request, and is astounded by her
obedience to him. After yelling ‘Goggle-eyes’ at him, Kitty pretends to her mother that she had momentarily
lost her temper, and that she hadn’t meant what she had said. It is clear though, that Kitty puts the happiness
of her mother first, for as she tells us ‘I absolutely hated him.’
Class discussion
– Focus on the detailed description in which Kitty describes Simon. ‘Simon [ … ]
who was tall and dark and a bit wet, and wore nice suits.’ (p.15).
Talk about Kitty’s feelings of rejection, her jealousy that someone else is sharing her mother’s life, and her
belief that Jude has somehow betrayed the family unit, by her acceptance of Goggle-eyes.
Discuss whether Kitty’s feelings and deliberate stubbornness are in any way excusable, given the difficult
situation that she is placed in.
Written work – Remind the children of the description of Simon in the first paragraph of chapter two.
In order to make our writing as detailed and interesting as possible, we need to use adjectives. Adjectives are
‘describing words’ which help to make the meaning of the noun fuller.
For example;
Fruit (noun) may be ripe, sweet, juicy, bitter, tempting or delicious.
Write a description of two people that you know. Try to make your description as detailed and as interesting
as possible. Comment on the person’s physical appearance and their temperament.
Listed below are some words that may be useful.
1) Patient
6) Athletic
11) Impatient
16) Cautious
21) Quick-tempered
2) Weak
7) Practical
12) Aggressive
17) Tolerant
22) Timid
3) Lazy
8) Straight-forward
13) Generous
18) Hard-working
23) Confident
4) A loner
9) Impulsive
14) Clever
19) Popular
24) Selfish
5) Changeable
10) Cheerful
15) Imaginative
20) Shy
25) Excitable
NLS objectives (year 7)
READING FOR MEANING
Text level
– Reading 6 – Adopt an active reading approach: visualising, predicting, empathising …
8 – Infer and deduce meanings using evidence in the text, identifying where and how meanings are implied
WRITING TO DESCRIBE
Text level
– Writing 14 – describe a person in a way that is both accurate and evocative.
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Chapter three
Read chapter three.
Chapter summary
– Kitty feels an all-consuming hate for Gerald, whom she sees as invading the
family home each evening. Jealousy pushes Kitty to ignore Gerald, she prefers to stay in her room rather than
to have to sit in Gerald’s presence and be forced to speak to him.
Kitty admits that she been spiteful and childish to annoy Gerald. Turning all the lights in the house on, sticking
stickers on Gerald’s back and hiding his newspaper, are Kitty’s ways of fighting back. When talking to her
father, Kitty is at a loss to explain to her father exactly what it is that she dislikes about Gerald.
Gerald does try to accommodate both Kitty and Jude – he shows Jude his shell collection and he tries to be
patient with them (p.37). Gerald plays Scrabble with Jude (p.41–2), and does jobs around the house.
Written work – comprehension questions
CHAPTER 3 WORKSHEET
Complete the following exercise in your book. Write your answers in full sentences.
1) Why did Gerald begin to come to the house
nearly every night? (p.32)
9) Kitty describes how she left a school essay lying
around. Who was it about? (p.38)
2) How did Kitty feel about this? What explanation
did she give for feeling this way?
10) Do you think Kitty should have left it where she
did? Why?
3) Kitty describes how she showed her disapproval.
Explain what she did. (p.33)
11) Kitty hints at the reason for her behaviour. Why
does she behave this way towards Gerald?
(p.41)
4) When Kitty spoke to her father, how did she
describe Gerald? (p.34)
5) What was Kitty’s answer when her father asked
‘But what’s wrong with him?’ (p.35)
6) Why do you think that Kitty gave this reply?
7) Kitty deliberately chooses to act stubbornly,
describe how she does this. (p.36–37)
8) ‘Gerald isn’t really that bad at all.’ Find two
explanations that support this statement.
12) Anne Fine further suggests that Gerald is not as
obnoxious as Kitty believes. On pages 43–45
what is Gerald trying to do?
13) How does Kitty feel about this?
14) How does Kitty feel when Gerald notices the
scissors that her mother has been looking for?
15) Kitty’s behavior is childish at times, but perhaps
we can understand why. Do you think that Kitty
treats Gerald unfairly? Why?
NLS objectives (year 7)
READING FOR MEANING
Text level
– Reading 6 – adopt an active reading approach: visualising, predicting, empathising, bringing one’s own experience
to bear, questioning the text & searching for sense & meaning
7 – identify the main actions, processes or ideas in a text & how they are developed by the writer
8 – infer and deduce meanings using evidence in the text, identifying where and how meanings are implied
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Read chapter four.
Chapter four
Chapter summary – Gerald argues that Kitty should do her own washing.
He annoys Kitty, as she
thinks that he is trying to interfere. Although Kitty feels that Gerald ‘ rubbishes her views’, she concedes that
he does try to help her when he holds her mother back, so that Kitty can escape to go to the library.
Kitty decides that Gerald does have some good points. On p. 57, we learn that he has helped Jude with her
homework, that Jude has sat on his knee, and that he has bought her a big box of expensive chocolates.
On p. 58, Kitty says’ I’d go home prepared to give it a real try.’ Gerald scolds Kitty’s mother for paying her to
pick potatoes. Kitty decides that she has had enough of Gerald and his interfering ways, and that she doesn’t
want him to accompany the family on their day out. Agreeing that he can come along for the sake of her mum.
Kitty asks her mum to promise that she won’t tell Gerald what she has been crying over. Again Kitty walks in
the living room to find Jude sat on Goggle-eyes’ knee, in the same way that she sat on dad’s knee.
Work – Speech marks
CHAPTER 4 SPEECH MARKS WORKSHEET
When we write down the actual words that somebody actually speaks, we use speech marks. Speech marks
tell us when somebody starts speaking and when they finish speaking. They are placed before the first word
spoken and after the last word spoken.
For example ‘What happened?’ Kitty asked.
The speech marks always come after the punctuation at the end of the conversation. Look how, in the
example above, the speech marks are placed after the question mark.
Look at the sentences below. Write them out and put the speech marks where you think they should
go.
1) Kitty! Come down and fetch your laundry from
your mother! Goggle-eyes bellowed.
2) You’re going to do your girls no favours, Goggleeyes lectured.
3) I happened to walk past your bedroom, and I
couldn’t help notice that it was in a shocking
state, Goggle-eyes moaned.
4) Kitty, any chance of you getting me some
potatoes? Mum shouted up the stairs.
5) Why are you going to the library? She asked
through gritted teeth.
6) What happened? she asked. Don’t stop .Go on.
Tell me what happened.
7) Ah! he said, hearing me come in. At last.
8) Don’t worry, he said. I’m not afraid of Kitty.
9) I beg your pardon? she said softly. Have the
heavens fallen? Tell me Gerald. Did I hear what
my daughter said? she asked in a bewildered
tone of voice.
10) Why? I argued. I don’t like gardening, I
protested.
11) Mum pulled a long face. I asked you to collect
the vegetables for me, she moaned
12) Appearing rather shocked, Gerald demanded to
know, Why are you being paid? Your mother
doesn’t receive payment for all the housework.
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Persuasive writing
CHAPTER 4 PERSUASIVE WRITING WORKSHEET
Gerald is a good man and Kitty should stop acting childishly.
Ask the children to write a short article arguing for or against the above point of view. Revise how to present
their arguments.
Points to consider
For
Against
1) Gerald treats Kitty’s mum well. He takes her out to
the cinema.
1) Kitty’s mum has agreed to stay in and help Kitty
and Jude make the woolly ravenous beasts, but
Gerald has bought her a cinema ticket.
2) Gerald takes an interest in Jude. He brings his shell
collection around to the house. He plays Scrabble
with Jude and helps around the house with jobs that
need doing.
2) Gerald upsets Kitty when she hears him say
‘Give it [your body] to me,’ to her mother.
3) Kitty cannot explain to her father what is really wrong
with Gerald, other than she dislikes him taking her
mum out.
3) Gerald interferes, arguing that Kitty should do
her own washing. He says that Rosie’s views
on house rules are ‘pure rubbish’ (p.50).
4) Kitty decides that she is ‘prepared to give it a real try
[with Gerald] because he’s done me more than one
good favour today.’ (p.58)
4) Kitty feels as if Goggle-eyes is trying to replace
her father. She is annoyed by the fact that
Gerald takes her mother away from the family
home.
5) Jude is happy in Gerald’s company, she is content to
curl up on his knee and let him read to her.
NLS objectives (year 7)
SENTENCE CONSTRUCTION & PUNCTUATION
Sentence
level 3 – use punctuation to clarify meaning, particularly at the boundaries between sentences & clauses
7 – use speech punctuation accurately to integrate speech into a range of different sentences
STYLISTIC CONVENTIONS OF NON-FICTION
13. revise the stylistic conventions of the main types of non-fiction: – Persuasion
READING FOR MEANING
Text level
– Reading 6 – adopt an active reading approach: visualising, predicting, empathising, bringing one’s own experience
to bear, questioning the text & searching for sense & meaning
7 – identify the main actions, processes or ideas in a text & how they are developed by the writer
WRITING TO PERSUADE, ARGUE, ADVISE
Text level
– Writing 15. Persuasion ~ express a personal view, adding persuasive emphasis to key points, e.g. by reiteration,
exaggeration, repetition, use of rhetorical questions
16. find and use different ways to validate an argument, e.g. statistical evidence, exemplification,
testimony
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Read chapter five.
Chapter five
Chapter summary – Kitty, Jude, Rosie and Gerald take part in a demonstration to protest about nuclear
waste. Gerald arrives dressed in a suit, and appears to be opposed to everything that the protestors stand for.
He is unsociable and embarrassing, Kitty wishes that she had never agreed that he should come. The
passionate response and the enthusiasm of the protestors is in contrast to his views.
Work – Language used in leaflets
CHAPTER 5 FACT AND OPINION WORKSHEET
Design a pamphlet to promote an issue that you are interested in. Persuade others that your cause is
worthwhile.
Discuss how to set out their pamphlet, collect a few example leaflets (eg from your local library).
Issues could include; Say no to drugs
Quit smoking
Save elephants from extinction etc …
Discuss the difference between fact and opinion, and how facts and opinions are used in campaigns.
Complete the following exercise, by writing fact or opinion next to each sentence.
1) Princess Diana died in a car crash in Paris.
2) The chauffeur, Henri Paul, was drunk when he
crashed the car.
3) Princess Diana was the most popular member of
the Royal Family.
4) People who take drugs are stupid.
9) Elephants will become extinct if people do not
stop hunting them for their ivory tusks.
10) Keeping endangered species in zoos to prevent
extinction is a good idea.
11) Keeping animals in captivity for whatever reason
is cruel.
5) Drugs can kill you.
12) Keeping wild animals in zoos is taking them away
from their natural habitat.
6) Drug rehabilitation centres are a good idea to
help people who are addicted to drugs.
13) A Safari Park lets its animals roam free.
7) Drug rehabilitation centres help people beat their
addiction to drugs.
8) We should help to preserve species of animals
that are becoming extinct.
14) Tigers kept in a Safari Park are happier than
those kept in a zoo.
15) Sea-Life Centres have amazing marine life on
display.
NLS objectives (year 7)
STYLISTIC CONVENTIONS OF NON FICTION
Text level
– Writing 13e – Persuasion, which uses sentence syntax to enhance & emphasise key points, & articulates the
logical & causal connections between points
WRITING TO PERSUADE, ARGUE, ADVISE
15. Persuasion ~ express a personal view, adding persuasive emphasis to key points, e.g. by reiteration,
exaggeration, repetition, use of rhetorical questions;
16. find and use different ways to validate an argument, e.g. statistical evidence, exemplification,
testimony;
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Chapter six
Read chapter six.
Chapter Summary – The demonstration takes place, and Rosie is arrested.
Gerald has to look after
Kitty and Jude. He takes them home in the van.
Work – The question mark
CHAPTER 6 QUESTION MARKS WORKSHEET
The question mark is placed at the end of a question. It completes the sentence, and so the next word should
begin with a capital letter, just as a new sentence would.
Imagine that you are the policeman conducting the interview with Rosie back at the police station. Write out
the script, showing that you understand how to use question marks.
Less able children
Write out the following sentences, putting the question marks in the correct place:
1)
2)
3)
4)
5)
What is wrong with Helly
Why is Kitty going to speak to her
Have they gone in to the cloakroom
Why doesn’t Kitty like Goggle-eyes
How did Kitty behave to annoy Gerald
6)
7)
8)
9)
10)
What does Gerald buy Jude
Why doesn’t Kitty want Gerald to come to the demonstration
What happens to Rosie at the demonstration
Who takes Kitty and Jude home
Why is Gerald annoyed with Rosie
Extension work for more able children
Rewrite the following statements, so that they become questions. Take care to use speech marks where they
are needed.
For example
Statement:
Question
Helly is crying because her mother is going to remarry.
‘Helly, are you crying because you think that your mother is going to
remarry?’
1) Kitty hates Gerald because he interferes.
2) Kitty feels that she is being left out when Goggleeyes takes her mum out.
3) Kitty leaves the essay where Gerald will see it.
4) Kitty deliberately acts stubbornly.
5)
6)
7)
8)
I wonder why Kitty wants to go to the library.
Kitty decides to ‘give it a real try.’
Rosie is arrested and taken to the police station.
Kitty feels passionately about the disposal of
nuclear waste.
NLS objectives (year 7)
SENTENCE CONSTRUCTION & PUNCTUATION
Sentence
level 3 – use punctuation to clarify meaning, particularly at the boundaries between sentences & clauses
7 – use speech punctuation accurately to integrate speech into a range of different sentences
(revise question marks)
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Page 8 of 10
Chapter seven
Read chapter seven.
Chapter summary – Gerald makes supper, which Kitty enjoys.
She appreciates Goggle-eyes’ efforts
and begins to take an interest in what he has to say. Gerald suggests that if the protesters are to be taken
seriously as well-educated individuals, then they should dress smartly when attending demonstrations.
After Gerald has put Jude to bed, Kitty enters into her first conversation with Gerald. Kitty decides that part of
her hatred for Gerald is because he has different interests to herself and her mum. Kitty’s admission that she
has been ‘mean’ and felt’ guilty’ (p.115) for her previously judgmental attitude, indicates that she has matured
throughout the course of the novel.
Work – The comma
CHAPTER 7 COMMAS WORKSHEET
The comma has three purposes:
1) It shows the links between the different parts of the sentence
2) It separates different items in a list
3) It marks off a name or a description within a sentence.
Copy out the following sentences and insert the commas in the correct places.
1) Helen came into school today and her eyes looked red and peculiar.
2) Helen didn’t even raise her head or try to sound the slightest bit polite.
3) Miss Lupey instructed Kitty to gather her belongings and catch up with Helen before she had a nasty
accident.
4) Helen quickly shoved her pens pencils ruler and rubber into her bag.
5) The bat balls and lost property were strewn over the cloakroom cupboard floor.
6) The coats Kitty had complained were cold and wet.
7) Liz who was the most popular girl in the school was Helen’s best friend.
8) Kitty her hair tied neatly into two bunches always looked neat and tidy.
9) Helen terribly upset at the prospect of a step-father was much happier when she had heard Kitty’s story.
10) Helen looking like she had had no sleep for a week emerged from the cupboard with a tissue in her hand.
11) Kitty had admitted that she had acted stubbornly her reason was that she absolutely detested Gerald.
12) Gerald was kind to Jude he bought her chocolates helped her with her homework and played Scrabble with
her.
13) Kitty’s mum asked her if she knew where the scissors her favourite china plate and the telephone directory
had disappeared to.
14) Jude her eyes heavy asked her mum to read her a story before she went up to bed.
15) The demonstration was successful but Rosie was arrested.
NLS objectives (year 7)
SENTENCE CONSTRUCTION & PUNCTUATION
Sentence
level 3 – use punctuation to clarify meaning, particularly at the boundaries between sentences & clauses
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Chapter eight
Read chapter eight.
Chapter summary – Rosie is due to appear in court.
Kitty decides that she does miss Gerald when he
isn’t around. He’d become ‘ a little bit like another father.’ (p.124–5).
Unexpectedly, Gerald appears at court to hear Rosie’s sentence. Kitty persuades her mum to phone Gerald,
and they begin to see each other again. In contrast to the friction and unhappiness of the earlier chapters,
there is a family atmosphere in this chapter, and Gerald’s presence adds to the creation of that atmosphere.
Kitty remarks how she ‘wouldn’t mind’ if ‘mum got married. ’(p.138).
Kitty’s story has cheered up Helen so much that Helen chooses not to spoil the happy ending and decides to
keep her story to herself.
Work – Diary writing
A diary is used to write down important things that have happened to you and how you felt about them at that
time. Many people keep a diary and write in it regularly. Most diaries are personal; the only person who reads
it is the person who has written it.
During World War II, a young Jewish girl called Anne Frank wrote a diary depicting her life in hiding from the
Nazis.
More recently, Zlata Filipovic, a young Bosnian girl, told of her experiences living in Sarajevo during the
Bosnian conflict. The diary became a friend for Zlata, and she gave it a name.
Class discussion
Read an extract from either Anne Frank’s diary or Zlata Filipovic’s diary.
Discuss first person narrative – feeling of intimacy. Perhaps compare it with third person narrative.
Talk about what you might wish to include in a diary, and the style in which it is written.
Diary writing
Imagine that you are Helen. Write a selection of diary entries covering three months before, and three months
after the ‘school incident.’
NLS objectives (year 7)
Text level
STUDY OF LITERARY TEXTS
– reading 17. read a range of recent fiction texts independently as the basis for developing critical reflection and
personal response, e.g. sharing views, keeping a reading journal; (revise 1st and 3rd person narrative)
Text level
IMAGINE, EXPLORE, ENTERTAIN
– writing 8. experiment with the visual and sound effects of language, including the use of imagery, alliteration,
rhythm and rhyme;
9. make links between their reading of fiction, plays and poetry and the choices they make as writers;
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